It is not possible to draw definite conclusions about the effectiveness and safety of anticonvulsants in alcohol withdrawal, because of the heterogeneity of the trials both in interventions and the assessment of outcomes. The extremely small mortality rate in all these studies is reassuring, but data on other safety outcomes are sparse and fragmented.
For the past 30 years processors have hidden scaling from the programmer, presenting the same sequential computational interface. Power and wire scaling issues are causing this interface to change, exposing more parallelism. For efficiency, future machines must be distributed and heterogeneous and will add at least a "stream" programming interface.
Several aspects of the design and reporting of RCT on SLE can be improved. Larger, adequately powered, and accurately reported trials are needed.
Introductory Electrical and Computer Engineering (ECE) education is of great importance to students interested in exploring the field, as it introduces them to the fundamental conceptual understanding of the governing laws and theories of ECE, as well as to indispensable hands-on lab skills to apply theory in practice. These learning outcomes lay a strong foundational base that proves crucial throughout students' journeys in and beyond academia and in a variety of technical disciplines as well. To ensure these valuable outcomes are met, introductory ECE educators invest significant effort in course assessment and improvement. Such efforts have been documented in literature, including developing new lab tools, incorporating project-based learning, and proposing new course assessment methodologies and educational interventions. Adopting a student-centric lens, we propose a new methodology for early ECE course assessment called CARE, referring to the intersecting areas of the most Challenging And Rewarding Experiences that students have had in line with the main course objectives. This new assessment lens provides a fertile ground to amplify students' rewarding experiences, minimize their unproductive struggle, and preserve healthy challenges that effectively contribute to the students' learning process. In our work, we apply the CARE methodology in studying a population of 42 students enrolled in the introductory ECE course, ENGR 40M: An Intro to Making: What is EE, offered at our educational institution, Stanford University. This course was chosen for this study as it emphasizes the importance of integrating theoretical and laboratory exposure to introductory ECE concepts via immersive project-based learning opportunities. Our main contributions begin with the development of the CARE methodology, its application to assess an introductory ECE course at our academic institution, and the generation of recommendations to improve introductory ECE education at our institution. As a first step in the proposed methodology, we conducted comprehensive needfinding – a human-centered design method – by collecting quantitative and qualitative feedback on the student experience, complemented by instructors' insights. Next, using a grounded theory approach to analyze our data, we uncovered five main areas of intersecting challenging and rewarding experiences, spanning the different theoretical and lab components of the course curriculum. We then offered recommendations to the course instructors to improve the student course experience in every area while being mindful of the effort required and time commitment on the instructors' and students' behalf. Furthermore, we discussed how this methodology can serve as a new approach to satisfy the ABET Criterion 4 for continuous assessment efforts. Finally, we believe that this methodology is generalizable and can scale to assess and improve students' experiences in introductory courses in a variety of engineering disciplines as well.
This paper summarizes the proceedings of an NIAID-sponsored workshop on statistical issues for HIV surrogate endpoints. The workshop brought together statisticians and clinicians in an attempt to shed light on some unresolved issues in the use of HIV laboratory markers (such as HIV RNA and CD4+ cell counts) in the design and analysis of clinical studies and in patient management. Utilizing a debate format, the workshop explored a series of specific questions dealing with the relationship between markers and clinical endpoints, and the choice of endpoints and methods of analysis in clinical studies. This paper provides the position statements from the two debaters on each issue. Consensus conclusions, based on the presentations and discussion, are outlined. While not providing final answers, we hope that these discussions have helped clarify a number of issues, and will stimulate further consideration of some of the highlighted problems. These issues will be critical in the proper assessment and use of future therapies for HIV disease. © 1998 John Wiley & Sons, Ltd.
KB first-authored two commentaries and a research paper regarding medical advertisements published in Ugeskrift for Læger. He is a member of the Danish Medical Association but was not involved in the Association's decision to abolish advertisements. JI is a member of the editorial board of Journal of Evaluation in Clinical Practice. The Data File ‘Big Publishers’ Advertising and Total Revenue’ is available on the Open Science Framework (https://osf.io/ps7ua/?view_only=46f77b1fa1bb4a38b348af5bbd8c2c19).
