Gotowe bibliografie tematyczne / Oral assessment

Gotowa bibliografia na temat „Oral assessment”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Oral assessment"

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HOLMES, SUSAN, i ELIZABETH MOUNTAIN. "Assessment of oral status: evaluation of three oral assessment guides". Journal of Clinical Nursing 2, nr 1 (styczeń 1993): 35–40. http://dx.doi.org/10.1111/j.1365-2702.1993.tb00128.x.

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Roberts, Josephine. "Oral assessment and intervention". Nursing Older People 13, nr 7 (październik 2001): 14–16. http://dx.doi.org/10.7748/nop2001.10.13.7.14.c2186.

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Chambers, Francine, i Brian Richards. "Criteria for oral assessment". Language Learning Journal 6, nr 1 (wrzesień 1992): 5–9. http://dx.doi.org/10.1080/09571739285200331.

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Joughin, Gordon. "Dimensions of Oral Assessment". Assessment & Evaluation in Higher Education 23, nr 4 (grudzień 1998): 367–78. http://dx.doi.org/10.1080/0260293980230404.

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Chapple, Liz, i Zehra Yonel. "Oral health risk assessment". Dental Update 45, nr 9 (2.10.2018): 841–47. http://dx.doi.org/10.12968/denu.2018.45.9.841.

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Wisker, Gina. "Innovative Assessment: Peer Group and Oral Assessment". Educational and Training Technology International 31, nr 2 (maj 1994): 104–14. http://dx.doi.org/10.1080/0954730940310204.

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Yu, Chongqing, i Zheng Zhou. "Assessment of oral dysfunction after oral cancer treatment". Oral Oncology 133 (październik 2022): 106046. http://dx.doi.org/10.1016/j.oraloncology.2022.106046.

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Bhati, Shyam S. "The effectiveness of oral presentation assessment in a Finance subject: An empirical examination". Journal of University Teaching and Learning Practice 9, nr 2 (1.04.2012): 81–102. http://dx.doi.org/10.53761/1.9.2.6.

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The purpose of this paper is to study the effectiveness of oral presentation as an assessment tool in a Finance subject. Assessment data collected from a postgraduate Finance subject in an Australian university over a period of five years from 2005 to 2009 was analysed statistically to determine the relation between students’ performance in oral presentation and other forms of assessments. The sample consists of assessment records of 412 students and 98 group presentations. From the study of correlations between oral presentations and other assessments, it is concluded that students perform better in written assessments compared to oral assessment. The study of effect of gender on students’ performance leads to the conclusion that female students perform better than male students in all forms of assessments except oral presentations where male students perform better although difference between males and females in oral presentation is not very large. The study of students’ performance based on their nationality leads to the conclusion that domestic students perform better than international students in all forms of assessments. Based on the study of student’ performance in oral presentation, it is found that students did well in the development of content of presentations, quality of their analysis, group coordination and organisation of presentation. There is however a general tendency to treat group work as a sum of parts instead of treating the group work as a single task. This study is limited by the fact that effectiveness of oral presentation is studied in only one Finance subject. This study makes an original contribution to the literature as the effectiveness of oral assessment in Finance subject is being studied for the first time. The conclusions arrived in this paper have many implications for policies and practice of learning and teaching in Finance.
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Jensen, Bogi Bech. "Oral Assessment in Engineering Education". International Journal of Electrical Engineering & Education 47, nr 4 (październik 2010): 375–79. http://dx.doi.org/10.7227/ijeee.47.4.2.

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This paper describes an oral assessment technique that has been used for over 20 years at the Centre of Maritime Studies and Engineering in the Faroe Islands. The technique has proven less laborious for the examiners and the students agree that this technique not only assesses their surface learning, as written examination often does, but digs deeper into their understanding of the subject area.
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Fucci, Donald, i Linda Petrosino. "Oral vibrotactile assessment procedures: Modifications". International Journal of Orofacial Myology 21, nr 1 (1.11.1995): 48–52. http://dx.doi.org/10.52010/ijom.1995.21.1.7.

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An ongoing process to develop oral vibrotactile instrumentation that can be standardized and used In practical assessment of the oral tactile sensory system was reported in The International Journal of Orofacial Myo/ogy in March, 1990, by Fucci, Petrosino, and Harris. The material presented in the present article reflects the current research and future direction that the development of this instrumentation is taking. Potential benefits of this instrumentation for individuals working in the area of orofacial myofunctional disorders are suggested.
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Rozprawy doktorskie na temat "Oral assessment"

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Joughin, Gordon Rowland, i n/a. "Oral Assessment From the Learner's Perspective: The Experience of Oral Assessment in Post-Compulsory Education". Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031125.091403.

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This thesis examines the experience of oral assessment in post-compulsory education from the student's perspective. A considerable literature has developed over the past three decades describing and analysing how students experience various aspects of learning, including various forms of assessment. Until recently, none of this literature has addressed how students experience oral assessment, and recent studies that have done so are limited in their scope and methodology - it would be true to say that very little is known about oral assessment from the student's perspective. The starting point for the consideration of oral assessment is the existing literature on oral assessment, nearly all of which has been written from the teacher's perspective. A survey of this literature identified six dimensions of oral assessment - primary content types; interaction; authenticity; structure; examiners; and orality. It is suggested that these dimensions can lead to a clearer understanding of the nature of oral assessment, a clearer differentiation of the various forms within this type of assessment, a better capacity to describe and analyse these forms, and a better understanding of how the various dimensions of oral assessment may interact with other elements of teaching and learning. Students' experiences of oral assessment were then explored through interviews with fifteen students in a post-compulsory certificate in theology. The interviews and the analysis of the interview transcripts were strongly informed by the phenomenographic methods and conceptual framework developed by Marton and others for describing variations in how phenomena are experienced. Six aspects of students' experience of oral assessment were identified - the indirect object of learning; the direct object of learning; interaction; audience; affective responses; and comparisons with written assignments - and variations in how these aspects could be experienced are described. Relationships between these aspects suggested three contrasting conceptions of oral assessment. The conception of oral assessment as 'presentation' represents an approach to oral assessment that focuses on reproducing the ideas of others in a one-way presentation. This conception is associated with a limited sense of audience, a failure to perceive interaction as significant, and an absence of anxiety. In this case, oral assessment is seen as either similar to written assignments, or as being a more limited form of assessment than assignments. The conception of oral assessment as 'understanding' is associated with students actively seeking to develop their understanding of the subject, making the ideas they encounter their own, being challenged to understand these ideas because of the questioning involved in the assessment process, and seeing oral assessment as having some advantages over written assessment. The conception of oral assessment as 'a position to be argued' is associated with a seeing theology in terms of developing one's own point of view, having a strong sense of audience, seeing interaction with that audience as both challenging and demanding understanding, and experiencing a heightened self-awareness. In this case, oral assessment is seen as a significantly richer and more personally engaging form of assessment than written assignments. The study of oral assessment from the student's perspective extends the dimensions of oral assessment described earlier and challenges our understanding of these dimensions. The study has significant implications for teachers using oral assessment and for students who are being assessed orally, including the challenge of helping students develop more complex conceptions of oral assessment. The study also provides the basis for further research into specific aspect of oral assessment and its application in different contexts.
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Joughin, Gordon Rowland. "Oral Assessment From the Learner's Perspective: The Experience of Oral Assessment in Post-Compulsory Education". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366532.

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This thesis examines the experience of oral assessment in post-compulsory education from the student's perspective. A considerable literature has developed over the past three decades describing and analysing how students experience various aspects of learning, including various forms of assessment. Until recently, none of this literature has addressed how students experience oral assessment, and recent studies that have done so are limited in their scope and methodology - it would be true to say that very little is known about oral assessment from the student's perspective. The starting point for the consideration of oral assessment is the existing literature on oral assessment, nearly all of which has been written from the teacher's perspective. A survey of this literature identified six dimensions of oral assessment - primary content types; interaction; authenticity; structure; examiners; and orality. It is suggested that these dimensions can lead to a clearer understanding of the nature of oral assessment, a clearer differentiation of the various forms within this type of assessment, a better capacity to describe and analyse these forms, and a better understanding of how the various dimensions of oral assessment may interact with other elements of teaching and learning. Students' experiences of oral assessment were then explored through interviews with fifteen students in a post-compulsory certificate in theology. The interviews and the analysis of the interview transcripts were strongly informed by the phenomenographic methods and conceptual framework developed by Marton and others for describing variations in how phenomena are experienced. Six aspects of students' experience of oral assessment were identified - the indirect object of learning; the direct object of learning; interaction; audience; affective responses; and comparisons with written assignments - and variations in how these aspects could be experienced are described. Relationships between these aspects suggested three contrasting conceptions of oral assessment. The conception of oral assessment as 'presentation' represents an approach to oral assessment that focuses on reproducing the ideas of others in a one-way presentation. This conception is associated with a limited sense of audience, a failure to perceive interaction as significant, and an absence of anxiety. In this case, oral assessment is seen as either similar to written assignments, or as being a more limited form of assessment than assignments. The conception of oral assessment as 'understanding' is associated with students actively seeking to develop their understanding of the subject, making the ideas they encounter their own, being challenged to understand these ideas because of the questioning involved in the assessment process, and seeing oral assessment as having some advantages over written assessment. The conception of oral assessment as 'a position to be argued' is associated with a seeing theology in terms of developing one's own point of view, having a strong sense of audience, seeing interaction with that audience as both challenging and demanding understanding, and experiencing a heightened self-awareness. In this case, oral assessment is seen as a significantly richer and more personally engaging form of assessment than written assignments. The study of oral assessment from the student's perspective extends the dimensions of oral assessment described earlier and challenges our understanding of these dimensions. The study has significant implications for teachers using oral assessment and for students who are being assessed orally, including the challenge of helping students develop more complex conceptions of oral assessment. The study also provides the basis for further research into specific aspect of oral assessment and its application in different contexts.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Full Text
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Silva, Carvalho M. A. P. "The use of oral assessment in chemistry". Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382812.

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Reilly, Sheena. "The objective assessment of oral motor function during feeding : development and validation of the Schedule for Oral Motor Assessment (SOMA)". Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283439.

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Andreasson, Eva. "Fairness and Flexibility in Oral Examination". Thesis, Umeå University, Mathematics and Mathematical Statistics, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-717.

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This is a descriptive ethnographical study with the purpose of examining teachers’ and students’ experiences of oral examination at a State Pedagogical University in western Russia. The study also focused on finding the characteristics of oral examination and the contextual factors influencing its implementation. The research was done using participatory observations and interviews. The results show that interviewees experience oral assessment in general as positive. Their descriptions are summarised and analysed using a number of key concepts, of which flexibility, subjectivity, individualisation, and fairness are the most important. The study also shows that contextual factors such as culture, traditions, and organisational framework have large impact on how the examination is done. The conclusion is that oral examination has both gins and losses, since the teacher’s active participation creates possibilities for individualisation and deep probing of the students’ knowledge, but is also a source of bias because of its subjectivity.

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Björcke, Fresia, i Olafsen Olafsen. "Vårdpersonalen och munbedömningsinstrumentet". Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11431.

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Bakgrund: Munnen kan inte ses som separat från resten av kroppen eftersom munhälsan påverkar den generella hälsan. Syfte: Syftet var att belysa betydelsen av användandet av munbedömningsinstrument för vårdpersonalen. Metod: Allmän litteraturstudie. Resultat: Genom en innehållsanalys framkom de två subkategorierna; Ger möjlighet att upptäcka och Tydliggör fortsatt behov av munbedömning. Dessa ledde till kategorin; Munbedömningsinstrumentet ger struktur. Diskussion: Genom att göra en munbedömning på patienten kan vårdpersonalen lindra/förebygga lidande eftersom munhälsoproblem upptäcks och kan åtgärdas. All vårdpersonal måste förstå varför munvård och munbedömningar är viktigt och munbedömningsinstrument behöver vara tillförlitligt och lättanvänt. Rutiner måste finnas i varje vårdverksamhet, ett munbedömningsinstrument bör väljas ut med omsorg och anpassas till verksamheten.Konklusion: Användandet av ett munbedömningsinstrument kan leda till ökad struktur i vårdpersonalens munvårdsarbete.
Background: Since oral health has an influence on general health, the mouth can’t be viewed as separate from the rest of the body. Aim: To highlight the importance the use of an oral assessment tool has for the nursing staff. Method: A literature review. Result: Through analysis of the text content two subcategories emerged; Gives possibility to detect and Clarifies further need of oral assessment. They led to the category: The oral assessment tool gives structure. Discussion: By performing an oral assessment on the patient, through detection and correction of oral health problems suffering can be reduced/ prevented by the nursing staff. All of the nursing staff must understand why oral care and oral assessments are important and the oral assessment tool needs to be dependable and easy to use. In every type of health organization there needs to be routines for the use of the oral assessment tool, it should be selected with care and adjusted to the organization. Conclusion: The use of an oral assessment tool could lead to an increased structure in the oral care nursing provided by the nursing staff.
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Madera, Anaya Meisser Vidal. "Quality assessment of scientific evidence about diagnosis and treatments for oral cancer". Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671183.

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El càncer oral és considerat, globalment, un problema de salut pública. Aquest té una taxa de supervivència al cap de 5 anys del 50%, ja que el seu diagnòstic es realitza, en general, en estadis avançats. Pel que fa al seu tractament, normalment, hi participa un equip multidisciplinari per tal de proporcionar una atenció integral als individus que pateixen aquesta malaltia. Actualment, hi ha un nombre considerable de publicacions científiques que suggereixen l’ús de diferents opcions terapèutiques; però, la qualitat d’aquesta evidència es desconeix. Per tant, es requereix una avaluació crítica de l’evidència sobre el diagnòstic i el tractament del càncer oral. Es van realitzar tres estudis independents que utilitzaven diferents dissenys metodològics. Per descriure i avaluar la qualitat de l’evidència científica sobre el diagnòstic i els tractaments per al càncer oral, es va dissenyar i realitzar: i) un estudi de mapatge de l’evidència per tal de descriure l’evidència disponible sobre les principals intervencions terapèutiques per a càncer oral; ii) un estudi d’avaluació critica sistemàtica per determinar la qualitat de guies de pràctica clínica sobre tractaments de càncer oral, i iii) un estudi d’avaluació critica sistemàtica per determinar la qualitat de guies de pràctica clínica sobre diagnòstic de càncer oral, i descriure les seves recomanacions. L’estudi de mapatge de l’evidència va incloure 15 revisions sistemàtiques que incloïen 118 estudis primaris; d’aquests, el 55,1% van ser assaigs clínics controlats aleatoritzats. Deu revisions sistemàtiques van tenir una qualitat metodològica “summament baixa”. Es van extreure trenta preguntes PICOs, les quals es van enfocar en intervencions com ara cirurgia, radioteràpia, quimioteràpia, teràpia dirigida i immunoteràpia; 18 PICOs eren per càncer oral operable, de les quals vuit van ser reportades com a “beneficiosa”. Hi va haver 12 PICOs per càncer oral inoperable, de les quals només dos van ser reportades com a “beneficiosa”. En el segon estudi, es van incloure 12 guies de pràctica clínica. La mitjana de la puntuació per a cada domini de l’AGREE II van ser: “abast i propòsit”, 88,4% ± 12,4%; “Participació dels interessats”, 60,4% ± 25%; “Rigor de desenvolupament”, 60,9% ± 25,3%; “Claredat de presentació”, 76,5% ± 19,8%; “Aplicabilitat”, 32,2% ± 30,7%; i “independència editorial”, 61,6% ± 35,5%. Tres guies van ser classificades com a “recomanada”, sis com a “recomanada amb modificacions”; i tres com a “no recomanada”. En l’últim estudi, es van seleccionar vuit guies de pràctica clínica. La mitjana de la puntuació per als sis dominis de l’AGREE II van ser: “abast i propòsit”, 97,9% (RIC: 96,2-100,0%); “Participació dels interessats”, 86,1% (RIC: 69,8-93,1%); “Rigor de desenvolupament”, 75,3% (RIC: 64,2-94,3%); “Claredat de presentació”, 91,7% (RIC: 82,6-94,4%); “Aplicabilitat”, 53,1% (RIC: 19,3-74,2%); i “independència editorial”, 83,3% (RIC: 67,2-93,8%). Quatre guies van ser classificades com a “recomanada”, quatre com a “recomanada amb modificacions” i cap com a “no recomanada”. Es van identificar 23 recomanacions, majoritàriament basades en nivell d’evidència “baixa” o “molt baixa”. En general, l’evidència científica sobre els tractaments de càncer oral és limitada i la seva qualitat és summament baixa. Així mateix, la qualitat metodològica de guies de pràctica clínica sobre diagnòstic i tractaments per al càncer oral va ser considerada des de subòptima fins a moderada. A més, la majoria de les seves recomanacions es van basar en un nivell d’evidència “baixa”. Aquestes troballes ressalten la necessitat de realitzar futures investigacions sobre nous tractaments i buits del coneixement identificats en aquesta àrea; així mateix, són necessaris més esforços per permetre el desenvolupament de guies basades en evidència d’alta qualitat per al càncer oral.
El cáncer oral es considerado un problema de salud pública globalmente. Este tiene una tasa de supervivencia a los 5 años del 50%, debido a que su diagnóstico se realiza comúnmente en estadios avanzados. En su tratamiento usualmente participa un equipo multidisciplinario para proporcionar una atención integral a los individuos que padecen esta enfermedad. Actualmente, existe un número considerable de publicaciones científicas que sugieren el uso de diferentes opciones terapéuticas y recomendaciones para su diagnóstico; sin embargo, la calidad de esta evidencia se desconoce. Por lo tanto, se requiere una evaluación crítica de la evidencia sobre el diagnóstico y tratamiento de cáncer oral. Tres estudios independientes fueron realizados usando diferentes diseños metodológicos. Para describir y evaluar la calidad de la evidencia científica sobre el diagnóstico y tratamientos para el cáncer oral, se diseñó y realizó: i) un estudio de mapeo de la evidencia para describir la evidencia disponible sobre principales intervenciones terapéuticas para cáncer oral; ii) un estudio de evaluación crítica sistemática para determinar la calidad de guías de práctica clínica sobre tratamientos de cáncer oral, y iii) un estudio de evaluación critica sistemática para determinar la calidad de guías de práctica clínica sobre diagnóstico de cáncer oral, y describir sus recomendaciones. El estudio de mapeo de la evidencia incluyó 15 revisiones sistemáticas abarcando 118 estudios primarios; de estos 55,1% fueron ensayos clínicos controlados aleatorizados. Diez revisiones sistemáticas tuvieron una calidad metodológica “muy baja”. Treinta preguntas PICOs fueron extraídas, las cuales se enfocaron en intervenciones como cirugía, radioterapia, quimioterapia, terapia dirigida e inmunoterapia; 18 PICOs eran para cáncer oral operable, de las cuales ocho fueron reportadas como beneficiosa. Hubo 12 PICOs para cáncer oral inoperable, de las cuales solo dos fueron reportadas como beneficiosas. En el segundo estudio se incluyeron 12 guías de práctica clínica. Los puntajes promedio para cada dominio del AGREE II fueron: “alcance y propósito” 88,4%±12,4%; “participación de los interesados” 60,4%±25%; “rigor de desarrollo” 60,9%±25,3%; “claridad de presentación” 76,5%±19,8%; “aplicabilidad” 32,2%±30,7%; y “independencia editorial” 61,6%±35,5%. Tres guías fueron clasificadas como “recomendada”, seis como “recomendada con modificaciones”; y tres como “no recomendada”. En el último estudio ocho guías de práctica clínica fueron seleccionadas. Los puntajes en mediana para los seis dominios del AGREE II fueron: “alcance y propósito” 97,9% (RIC: 96,2-100%); “participación de los interesados” 86,1% (RIC: 69,8-93,1%); “rigor de desarrollo” 75,3% (RIC: 64,2-94,3%); “claridad de presentación” 91,7% (RIC: 82,6-94,4%); “aplicabilidad” 53,1% (RIC: 19,3-74,2%); y “independencia editorial” 83,3% (RIC: 67,2-93,8%). Cuatro guías fueron clasificadas como “recomendada”, cuatro como “recomendada con modificaciones” y ninguna como “no recomendada”. Se identificaron 23 recomendaciones, en su mayoría basadas en nivel de evidencia “baja” o “muy baja”. En general, la evidencia científica sobre los tratamientos de cáncer oral es limitada y su calidad es muy baja. Asimismo, la calidad metodológica de guías de práctica clínica sobre diagnóstico y tratamientos para el cáncer oral fue considerada desde subóptima hasta moderada. Además, la mayoría de sus recomendaciones fueron basadas en un nivel de evidencia “baja”. Estos hallazgos resaltan la necesidad de realizar futuras investigaciones sobre nuevos tratamientos y vacíos del conocimiento identificados en esta área; asimismo mayores esfuerzos son necesarios para permitir el desarrollo de guías basadas en evidencia de alta calidad para cáncer oral.
Oral cancer is considered a public health problem worldwide. It has a 5-year survival rate of 50% due to diagnosis are commonly performed at advanced stage of the disease. Its treatment usually involves a multidisciplinary team to provide comprehensive healthcare to people that suffer from this disease. Nowadays, there is a vast number of scientific publications suggesting the use of different therapeutic interventions and recommendations for its diagnosis, but their quality is unknown. Thus, a critical appraisal of evidence about diagnosis and treatments for oral cancer is needed. Three independent studies were carried out using different methodology designs. In order to describe and assess the quality of scientific evidence on diagnosis and treatments for oral cavity cancer, we designed and conducted: i) an evidence mapping study to describe the available evidence about the main therapeutic interventions for oral cancer; ii) a systematically critical assessment study to determine the quality of clinical practice guidelines on treatments for oral cavity cancer; and iii) a systematically critical assessment study to assess the quality of clinical practice guidelines on oral cancer diagnosis, and to describe their recommendations. The evidence mapping study included 15 systematic reviews involving 118 primary studies, of which 55.1% were randomized controlled clinical trials. Ten systematic reviews scored “critically low” methodological quality. We extracted 30 PICOs focusing on interventions such as surgery, radiotherapy, chemotherapy, targeted therapy, and immunotherapy; 18 PICOs were for resectable oral cancer, of which 8 were reported as beneficial. There were 12 PICOs for unresectable oral cancer, of which only 2 interventions were reported as beneficial. In the second study, 12 clinical practice guidelines were included. The mean scores for each AGREE II domain were the following: “scope and purpose” 88.4%±12.4%; “stakeholder involvement” 60.4%±25%; “rigor of development” 60.9%±25.3%; “clarity of presentation” 76.5%±19.8%; “applicability” 32.2%±30.7%; and “editorial independence” 61.6%±35.5%. Three guidelines were rated as “recommended”; six as “recommended with modifications”; and three as “not recommended”. In the last study, eight clinical practice guidelines were selected. The median scores of the six AGREE II domains were as follows: “scope and purpose” 97.9% (IQR: 96.2-100.0%); “stakeholder involvement” 86.1% (IQR: 69.8-93.1%); “rigor of development” 75.3% (IQR: 64.2-94.3%); “clarity of presentation” 91.7% (IQR: 82.6-94.4%); “applicability” 53.1% (IQR: 19.3-74.2%); and “editorial independence” 83.3% (IQR: 67.2-93.8%). Four guidelines were assessed as “recommended”, four “recommended with modifications”, and none “not recommended”. Twenty-three recommendations were provided, mostly with a low or very low level of evidence. Overall, the scientific evidence about treatments for oral cancer is limited and its quality is critically low. Likewise, the methodological quality of clinical practice guidelines on diagnosis and treatments for oral cancer was rated from suboptimal to moderate. Moreover, most recommendations were based on a low level of evidence. These findings highlight the need to address future research focused on new treatments and knowledge gaps identified in this field, and increased efforts are required to enable the development of high-quality evidence-based guidelines for oral cancer.
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Peng, Jui-ching Fion. "Peer assessment of oral presentation in an EFL context". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380148.

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Thesis (Ph.D.)--Indiana University, Dept. of Literacy, Culture, and Language Education, 2009.
Title from PDF t.p. (viewed on Jul 14, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4650. Adviser: Larry Mikulecky.
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Bennett, Ewan Murdoch. "Optimisation and mechanistic assessment of an oral influenza vaccine". Thesis, University of Strathclyde, 2010. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=25983.

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The aim of this thesis was to improve the formulation processes of an existing oral vaccine delivery system, the bilosome, and to investigate its mechanism of action. There were three main areas of research; (1) refinement and adaptation of the existing homogenisation melt method, (2) development of a new formulation process, and (3) investigation of the mechanism of action. The results from (1) showed that lyophilisation has no detrimental effect on the bilosome, allowing improved storage characteristics; this was proven in a 9-month study which showed that the immunogenicity of the lyophilised formulation was retained after this time. With a view to developing a system which could be more easily mass produced,a new formulation process using a microwave reactor was developed in (2). This gave bilosomes with equal immunogenicity to those in (1), in fewer steps and 1/5th of the time; these also allowed incorporation of inexpensive surfactants, which was not possible with the original method. As the formulation process had been successfully streamlined, the mechanism of action was examined in (3). It was thought that further understanding of this could provide information which would allow enhancement of the bilosomes immunogenicity. Results showed that no enhancement of immunogenicity was possible using bilosomes incorporating squalene, or with suppression of gastric acid pre-administration. Investigation of uptake in the intestine showed uptake in both the villi and the Peyer’s patches of the small intestine,which may prove useful in the development of future vaccine delivery systems. The study in the lungs was less successful, and a number of issues meant that no significant conclusions could be made; however, the groundwork has been laid for future work in this area.
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D'Arcy, Susan. "Development of methodologies for the assessment of oral prostheses". Thesis, Robert Gordon University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267545.

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Książki na temat "Oral assessment"

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El-Kattan, Ayman F. Oral Bioavailability Assessment. Hoboken, New Jersey: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118916926.

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Avila, Edward A. De. LAS: Language assessment scales : oral. Wyd. 2. Monterey, Calif: CTB/McGraw-Hill, 2004.

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Moon, Russ. Oral assessment in GCSE Economics. London: University of London, Institute of Education, 1988.

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Avila, Edward A. De. LAS: Language assessment scales : oral. Monterey, Calif: CTB/McGraw-Hill, 1990.

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Chapple, Iain L. C., i Panos N. Papapanou, red. Risk Assessment in Oral Health. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38647-4.

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Dressman, J. B., i C. Reppas. Oral drug absorption: Prediction and assessment. Wyd. 2. New York: Informa Healthcare USA, 2010.

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B, Dressman J., i Lennernäs Hans, red. Oral drug absorption: Prediction and assessment. New York: Marcel Dekker, 2000.

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Massachusetts. Dept. of Education. The Massachusetts English language assessment - oral handbook. [Malden, Mass.]: The Dept., 1994.

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Maria Arminda Pedrosa e Silva Carvalho. The use of oral assessment in chemistry. Norwich: University of East Anglia, 1988.

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S, Treister Nathaniel, i Pinto Andres 1972-, red. Risk assessment and oral diagnostics in clinical dentistry. Ames, Iowa: Wiley-Blackwell, 2013.

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Części książek na temat "Oral assessment"

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Hughes, Vera, i David Weller. "Oral Assessment". W Self Presentation Skills, 28–36. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-11970-7_3.

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Dombrowski, Stefan C. "Oral Reporting". W Psychoeducational Assessment and Report Writing, 539–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_21.

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Dombrowski, Stefan C. "Oral Reporting". W Psychoeducational Assessment and Report Writing, 327–38. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1911-6_18.

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Sherrin, David. "Oral Communication". W Authentic Assessment in Social Studies, 133–60. New York, NY : Routledge, 2020.: Eye on Education, 2020. http://dx.doi.org/10.4324/9780429261114-9.

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Hutchinson, Steve. "Assessing oral presentations". W Innovative Assessment in Higher Education, 88–100. Second Edition. | New York : Routledge, 2019. | “[First edition published by Routledge 2006]”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429506857-8.

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Millard, Benjamin, i Deryle Lonsdale. "French oral proficiency assessment". W Variation within and across Romance Languages, 401–16. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/cilt.333.26mil.

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Crall, James J., Rocio B. Quinonez i Andrea F. Zandoná. "Caries risk assessment". W Early Childhood Oral Health, 193–220. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119101741.ch10.

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Ekstrand, K. R., D. T. Zero, S. Martignon i N. B. Pitts. "Lesion Activity Assessment". W Monographs in Oral Science, 63–90. Basel: KARGER, 2009. http://dx.doi.org/10.1159/000224213.

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Sonis, Stephen T. "The Epidemiology and Risk Assessment of Mucositis". W Oral Mucositis, 15–24. Tarporley: Springer Healthcare Ltd., 2012. http://dx.doi.org/10.1007/978-1-907673-46-7_3.

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Fischer, Dena J., Nathaniel S. Treister i Andres Pinto. "Oral Infection". W Risk Assessment and Oral Diagnostics in Clinical Dentistry, 107–21. West Sussex, UK: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118783283.ch7.

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Streszczenia konferencji na temat "Oral assessment"

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Song, Lihui. "Self-assessment in Oral English Teaching". W 2013 International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/asshm-13.2013.10.

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Rubins, Uldis, Zbignevs Marcinkevics, Robert Andrianirina Muckle, Ieva Henkuzena, Andris Roze i Andris Grabovskis. "Remote photoplethysmography for assessment of oral mucosa". W Preclinical and Clinical Optical Diagnostics, redaktorzy J. Quincy Brown i Ton G. van Leeuwen. SPIE, 2019. http://dx.doi.org/10.1117/12.2526979.

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Nisse, Ye, S. Robert, J. Wicky, S. Henn-Ménétré i B. Demoré. "4CPS-246 Palatability assessment of oral medication". W 24th EAHP Congress, 27th–29th March 2019, Barcelona, Spain. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/ejhpharm-2019-eahpconf.395.

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Wet, Febe de, Christa van der Walt i Thomas Niesler. "Automatic large-scale oral language proficiency assessment". W Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-90.

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Husain, Hasrul, i Hening Tuti Hendarti. "The Assessment Methods of Oral Mucositis Severity". W The 7th International Meeting and The 4th Joint Scientific Meeting in Dentistry. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007292500810086.

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Saefurrohman, Saefurrohman. "EFL Teachers Assessment Methods in Oral Communications". W Proceedings of the 5th Asia Pasific Education Conference (AECON 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aecon-18.2018.52.

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Kimani, Everlyne, Prasanth Murali, Ameneh Shamekhi, Dhaval Parmar, Sumanth Munikoti i Timothy Bickmore. "Multimodal Assessment of Oral Presentations using HMMs". W ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3382507.3418888.

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Rouser, Kurt P. "Oral Assessments of Student Learning in Undergraduate Aerospace Propulsion and Power Courses". W ASME Turbo Expo 2017: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/gt2017-64082.

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A purposeful approach has been taken to match teaching pedagogies (techniques), learning experiences and assessment methods to various types of student learning in undergraduate aerospace propulsion courses at junior-level at the United States Air Force Academy and at the senior-level at Oklahoma State University. Prior studies in the scholarship of teaching and learning have shown the benefits of matching assessment methods, as well as teaching pedagogies and learning experiences, to the types of student learning associated with desired educational outcomes. Literature suggests that the best method for teaching and assessing student cognitive learning is through explanation and presentation. Oral assessments have been implemented at the Air Force Academy and Oklahoma State University to evaluate student cognitive learning in undergraduate aerospace propulsion and power courses. An oral midterm exam was developed to assess student acquisition of subject matter knowledge and understanding of fundamental concepts, the type of learning occurring early in course lesson sequences. End-of-semester design project poster sessions and presentations were used as summative oral assessments of student creative thinking, decision making, and professional judgement. Conversely, two written midterm exams and a final exam primarily focused on assessing student problem solving skills and less on comprehensive knowledge. Oral assessments also served as reflective thinking experiences that reinforced student learning. Student feedback on oral assessment methods was collected through surveys conducted after each assessment. Survey results not only revealed the effectiveness of using oral assessments but also how to improve their design and implementation, including the use of information technology and broader curricular employment.
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Bernstein, Jared, Jian Cheng, Jennifer Balogh i Elizabeth Rosenfeld. "Studies of a Self-Administered Oral Reading Assessment". W 7th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/slate.2017-30.

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Ohmann, Peter. "An Assessment of Oral Exams in Introductory CS". W SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287489.

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Raporty organizacyjne na temat "Oral assessment"

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Bienkowski, Sarah C., Milton V. Cahoon, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward, Sheila L. Wilcox i Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Oral Proficiency Interview (OPI). Fort Belvoir, VA: Defense Technical Information Center, listopad 2010. http://dx.doi.org/10.21236/ada634215.

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Gutierrez-Arias, Ruvistay, Gabriel Salgado-Maldonado, Viviana Vidal Ojeda, Paola Letelier Valdivia, Francisco Salinas-Barahona, Carmen Echeverría-Valdebenito i Pamela Seron. Frequency and assessment of swallowing disorders in adults on high-flow nasal cannula in critical and non-critical care settings. A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2022. http://dx.doi.org/10.37766/inplasy2022.11.0078.

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Review question / Objective: i) What are the characteristics of the population undergoing high-flow nasal cannula (HFNC) in which swallowing disorders have been assessed? ii) What has been the programming used in HFNC when assessing swallowing disorders? iii) What assessment tools or scales have been used to assess swallowing disorders in adults undergoing HFNC? Background: HFNC has become a widely used respiratory support system, which has been shown to have positive effects in different populations. While facilitation of oral communication and feeding have been described as advantages, swallowing disorders have been postulated as potential complications.
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Stern, Jonathan M. B., i Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, kwiecień 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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Ottinger, C. L., i E. D. Collins. Assessment of potential ORNL contributions to supply of molybdenum-99. Office of Scientific and Technical Information (OSTI), kwiecień 1996. http://dx.doi.org/10.2172/231363.

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Geist, G. A. CRADA ORNL 91-0046B final report: Assessment of IBM advanced computing architectures. Office of Scientific and Technical Information (OSTI), luty 1996. http://dx.doi.org/10.2172/221925.

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Tonn, Bruce Edward, Erin M. Rose i Mark P. Ternes. The ORNL Indoor Air Quality Study: Re-cap, Context, and Assessment on Radon. Office of Scientific and Technical Information (OSTI), październik 2015. http://dx.doi.org/10.2172/1223675.

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Morris, Robert Noel. An Assessment of ORNL PIE Capabilities for the AGR Program Capsule Post Irradiation Examination. Office of Scientific and Technical Information (OSTI), wrzesień 2006. http://dx.doi.org/10.2172/932606.

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Lubowa, Nasser, Zita Ekeocha, Stephen Robert Byrn i Kari L. Clase. Pharmaceutical Industry in Uganda: A Review of the Common GMP Non-conformances during Regulatory Inspections. Purdue University, grudzień 2021. http://dx.doi.org/10.5703/1288284317442.

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The prevalence of substandard medicines in Africa is high but not well documented. Low and Middle-Income Countries (LMICs) are likely to face considerable challenges with substandard medications. Africa faces inadequate drug regulatory practices, and in general, compliance with Good Manufacturing Practices (GMP) in most of the pharmaceutical industries is lacking. The majority of pharmaceutical manufacturers in developing countries are often overwhelmed by the GMP requirements and therefore are unable to operate in line with internationally acceptable standards. Non-conformances observed during regulatory inspections provide the status of the compliance to GMP requirements. The study aimed to identify the GMP non-conformances during regulatory inspections and gaps in the production of pharmaceuticals locally manufactured in Uganda by review of the available 50 GMP reports of 21 local pharmaceutical companies in Uganda from 2016. The binary logistic generalized estimating equations (GEE) model was applied to estimate the association between odds of a company failing to comply with the GMP requirements and non-conformances under each GMP inspection parameter. Analysis using dummy estimation to linear regression included determination of the relationship that existed between the selected variables (GMP inspection parameters) and the production capacity of the local pharmaceutical industry. Oral liquids, external liquid preparations, powders, creams, and ointments were the main categories of products manufactured locally. The results indicated that 86% of the non-conformances were major, 11% were minor, and 3% critical. The majority of the non-conformances were related to production (30.1%), documentation (24.5%), and quality control (17.6%). Regression results indicated that for every non-conformance under premises, equipment, and utilities, there was a 7-fold likelihood of the manufacturer failing to comply with the GMP standards (aOR=6.81, P=0.001). The results showed that major non-conformances were significantly higher in industries of small scale (B=6.77, P=0.02) and medium scale (B=8.40, P=0.04), as compared to those of large scale. This study highlights the failures in quality assurance systems and stagnated GMP improvements in these industries that need to be addressed by the manufacturers with support from the regulator. The addition of risk assessment to critical production and quality control operations and establishment of appropriate corrective and preventive actions as part of quality management systems are required to ensure that quality pharmaceuticals are manufactured locally.
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Nanstad, R. K., T. Yamamoto i M. A. Sokolov. Post-irradiation Examination Plan for ORNL and University of California Santa Barbara Assessment of UCSB ATR-2 Irradiation Experiment. Office of Scientific and Technical Information (OSTI), styczeń 2014. http://dx.doi.org/10.2172/1120147.

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Thorne, D. J., L. M. McDowell-Boyer, D. C. Kocher, C. A. Little i E. K. Roemer. ORNL results for Test Case 1 of the International Atomic Energy Agency`s research program on the safety assessment of Near-Surface Radioactive Waste Disposal Facilities. Office of Scientific and Technical Information (OSTI), lipiec 1993. http://dx.doi.org/10.2172/10167328.

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