This is a list of all the questions and their associated study carrel identifiers. One can learn a lot of the "aboutness" of a text simply by reading the questions.
identifier | question |
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cord-143033-88o1bazi | How MOOCs are being used for corporate training? |
cord-309201-c1awh48y | 127 128 129 130 JTUMED653_proof ■ 22 October 2020 ■ 6/7 COVID-19 and medical education Online Learning during the COVID-19 Pandemic: what do we gain and what do we lose when classrooms go virtual? |
cord-258996-e2xagi27 | reflections on non- traditional learning in the lifespan e- Learning, online learning, and distance learning environments: are they the same? |
cord-310553-qsk42zf7 | The voice of 22,000 UK learners What works and why? |
cord-265665-411rtt89 | The future of virtual learning in a post- pandemic world? |
cord-020176-yc20rbml | What is the relative importance of each of these factors in explaining parents'behavioral intention to use m- learning? |
cord-020176-yc20rbml | perceived ease of use, attitude towards the use, perceived resources and perceived social influence on their behavioral intention to use m- learning? |
cord-154587-qbmm5st9 | Why is it difficult to accurately predict the COVID-19 epidemic? |
cord-159103-dbgs2ado | A peer- to- peer environment for decentralized federated learning Peer- to- peer federated learning on graphs Learning differentially private recurrent language models Distributed deep learning networks among institutions for medical imaging Deep convolutional neural networks for computeraided detection: Cnn architectures, dataset characteristics and transfer learning Convolutional neural networks for medical image analysis: Full training or fine tuning? |
cord-290394-fc6xnbju | The COVID-19 pandemic has changed education forever Internet search alters intra- and inter- regional synchronization in the temporal gyrus How has the Internet reshaped human cognition? |
cord-329108-meqjy3p8 | Internet High Educ Transforming information search and evaluation practices of undergraduate students Medical education as a science: the quality of evidence for computer- assisted instruction Remote teaching of histopathology using scanned slides via skype between the United Kingdom and Nigeria How does distance education compare with classroom instruction? |
cord-329108-meqjy3p8 | Opatija: Electronics and Microelectronics( MIPRO) E- learning, online learning, and distance learning environments: are they the same? |
cord-030613-i4rdhipz | Judith Eaton( 2020b) of the Council for Higher Education Accreditation states that higher education has an opportunity to shift toward innovation for the longer term and asks of accreditation,"What will be appropriate norms for quality when remote learning is carried out on a larger scale over a long period of time?" |
cord-030613-i4rdhipz | Should additional barriers to student engagement in learning be included in order to block cheating? |
cord-030613-i4rdhipz | Should credit transfer be hindered due to decisions made about pass/ fail options to support students in stressful times? |
cord-030613-i4rdhipz | Should students be penalized for simply being a student in a pandemic? |
cord-030613-i4rdhipz | What are the appropriate norms for assessment when remote instruction will be carried out into the fall or longer and while students, faculty, and staff live, learn, and work in a global pandemic? |
cord-030613-i4rdhipz | What norms do we enforce around assessment and learning in a context such as this? |
cord-305226-9iedjcr6 | How will this experience and our community's response influence rheumatology education after the pandemic? |
cord-305226-9iedjcr6 | What configuration of telehealth might optimize the platform for learning when attending and fellow are co- located while the patient is remote? |
cord-305226-9iedjcr6 | What training opportunities are reduced or absent in a telehealth consultation? |
cord-305226-9iedjcr6 | What training opportunities, if any, are enhanced or novel in a telehealth environment? |
cord-305226-9iedjcr6 | and how do we make one? |
cord-277650-llsgpyrm | Can machine learning predict drug nanocrystals? |
cord-277650-llsgpyrm | The application of machine learning algorithms in understanding the effect of core/ shell technique on improving powder compactability Predicting physical stability of solid dispersions by machine learning techniques High drug attrition rates- where are we going wrong? |
cord-277650-llsgpyrm | What are artificial neural networks? |
cord-346843-z82ikuqc | For example, ask at the beginning of a lesson"What is a new skill/ interest you have undertaken during isolation?" |
cord-346843-z82ikuqc | and teaching of veterinary parasitology Assessing social presence in asynchronous text- based computer conferencing Connectivism: a learning theory for the digital age Learning Theory and Online Technologies Promoting Self- Directed Learning through the Implementation of Cooperative Learning in a Higher Education Blended Learning Environment Theories and frameworks for online education: Seeking an integrated model Can new digital technologies support parasitology teaching and learning? |
cord-346843-z82ikuqc | curating resources for extensive versus intensive online learning experiences e- Learning, online learning, and distance learning environments: Are they the same? |
cord-350256-tpu2oidi | Do you even bitmoji? |
cord-350256-tpu2oidi | How do you know they are learning? |
cord-350256-tpu2oidi | Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning Assessing teaching presence in a computer conferencing context Taking the"distance"out of distance education: A humorous approach to online learning Fourth presence for the Community of Inquiry model? |
cord-350256-tpu2oidi | Why Dewey now? |
cord-273005-kab6f157 | A review of academic research from the last decade Social media and anatomy education: Using Twitter to enhance the student learning experience in anatomy Social media guidelines for anatomists Anatomy 1999- 2000: The curriculum, who teaches it and how? 08 Apr COVID-19 Timeline. |
cord-273005-kab6f157 | Do we need dissection in an integrated problem- based learning medical course? |
cord-273005-kab6f157 | Economic Co- operation and Development Publishing Exploring SWOT analysis- Where are we now? |
cord-273005-kab6f157 | The context of learning anatomy: Does it make a difference? |
cord-273005-kab6f157 | The two research questions were:( 1) What strategies have been adopted by UK and ROI anatomy departments in response to What strengths, weaknesses, opportunities, and threats does the instant move to online learning bring? |
cord-273005-kab6f157 | What do medical students learn from dissection? |
cord-275622-v5o4uayk | According to lifelong learning 3 theory, disjuncture triggers learning, but what is it that we learn during a pandemic? |
cord-275622-v5o4uayk | But each of these unique episodes begins with the same type of question[ …]: Why has this occurred? |
cord-275622-v5o4uayk | How do I do this? |
cord-275622-v5o4uayk | How do we make the choices that will lead to a world worth living in, for all generations? |
cord-275622-v5o4uayk | What does this mean? |
cord-303137-g2pe3ad8 | However, despite the efficiency and utility promised by machine learning applications, there lurks a fundamental challenge: are machines good for distributing risk in the ways we actually should distribute it? |
cord-303137-g2pe3ad8 | If not, then is it just to build high- tech pandemic solutions that distribute risk only downward? |
cord-303137-g2pe3ad8 | Technologists should ask themselves: if an automated tool for tracking and treating a pandemic is not useful ll OPEN ACCESS for the most vulnerable, then in what sense is it useful enough to merit investment and justify the effort of integrating it into existing practices? |
cord-303137-g2pe3ad8 | Where's the Data? |
cord-303137-g2pe3ad8 | but would those of us involved in the research and development of these technologies know what that looks like and how to get there? |
cord-281745-jkscwdjh | Case study- Enugu state Enhancing online distance education in small rural US schools: A hybrid, learner- centred model Can online learning mitigate rural schools'biggest challenges? |
cord-281745-jkscwdjh | How do you retrieve the words he has already said? |
cord-281745-jkscwdjh | I ’m not against online teaching, but what about us? ” |
cord-281745-jkscwdjh | The barriers and needs of online learners High- tech or high- touch? |
cord-281745-jkscwdjh | The science probe Institutional strategies for supporting learners in a digital age How many ways can we define online learning? |
cord-281745-jkscwdjh | What if the words he has said is the stepping stone to understand the next sentences?" |
cord-281745-jkscwdjh | What now? |
cord-265850-v83dwt6k | : what do they want to learn about? |
cord-265850-v83dwt6k | How can a scientific understanding of teaching and learning inform the much broader canvas of education policy and educational practices? |
cord-265850-v83dwt6k | More specifically, how can the slow, cumulative knowledge built up through research translate to meet classroom teachers'immediate needs? |
cord-265850-v83dwt6k | Science focuses on mechanisms, the how and the why, while politicians have the daunting job of turning that into the"so what do we do?". |
cord-265850-v83dwt6k | What are some of the possible outcomes? |
cord-265850-v83dwt6k | which uses of technology are successful and which are not? |
cord-301035-dz8642qx | Analysis COVID- CT- Dataset: A CT Scan Dataset about COVID-19 Any unique image biomarkers associated with COVID-19? |
cord-301035-dz8642qx | Can AI help in screening Viral and COVID-19 pneumonia? |
cord-301035-dz8642qx | Defining epidemics in computer simulation models: How do definitions influence conclusions? |
cord-301035-dz8642qx | How do definitions influence conclusions? |
cord-258269-ig8i9278 | -How to collect and analyse user data obtained in VR to discern a multimodal path? |
cord-258269-ig8i9278 | -How to design learning in VR based on a multimodal strategy? |
cord-258269-ig8i9278 | -How to determine whether a VR system should replace or complement an existing multimodal teaching and learning intervention enacted in the classroom? |
cord-258269-ig8i9278 | -What learning taxonomies may be mapped as means to enable in- VR multimodal teaching and learning for hybrid or purely online and distance forms of teaching and learning? |
cord-258269-ig8i9278 | A review of the research Does problem- based learning work? |
cord-258269-ig8i9278 | A taxonomy of virtual worlds usage in education Virtual reality headsets- a theoretical and pragmatic approach How immersive is enough? |
cord-258269-ig8i9278 | Does active learning work? |
cord-258269-ig8i9278 | The distance learning of foreign languages: a research agenda Authentic assessment in online learning: moving beyond text to celebrate multimodal measures of student achievement Learning, teaching, and scholarship in a digital age web 2.0 and classroom research: what path should we take now? |
cord-338706-566e3o5j | Hans d'Orville, former UNESCO Assistant Director- General for Strategic Planning, asks a similar question: What should a"new normal"look like for future generations? |
cord-338706-566e3o5j | How can countries use the innovativeness of the recovery period to"build back better"? |
cord-338706-566e3o5j | How do they address the completely unknown, even if, at times, intensely familiar future? |
cord-338706-566e3o5j | How do they address the pressing issues of the day? |
cord-338706-566e3o5j | The audacity of this much- needed action, which is set against the foil of real suffering, can be felt most immediately in its ambition: Can we transform this crisis into a renewing wave? |
cord-338706-566e3o5j | We talk about what we owe the future, but what about our obligations to the present? |
cord-338706-566e3o5j | What preparations should institutions make in the short time available, and how do they address students'needs based on level and field of study? |
cord-338706-566e3o5j | What type of normal do we want to get back to, and is it the normal that we have left behind us? |
cord-338706-566e3o5j | Will it help bring about a better education system, a better society, and a better world? |
cord-286531-3syf6upw | : A'Benign Addition'? |
cord-286531-3syf6upw | How many ways can we define online learning? |
cord-286531-3syf6upw | The role of digital media in early education Overstimulated consumers or next- generation learners? |
cord-286531-3syf6upw | Two worlds collide? |
cord-286531-3syf6upw | What are your comments or opinions on young children's online learning? |
cord-286531-3syf6upw | What areas would you allow your child/ ren to continue to learn online after the pandemic? |
cord-286531-3syf6upw | What were Chinese parents'attitudes towards online learning for their young children? |
cord-286531-3syf6upw | What's happening in our homes? |
cord-286531-3syf6upw | explorations A review of the evidence on the use of ICT in the Early Years Foundation Stage Research in review: Young children and microcomputers Using thematic analysis in psychology Knowledge and knowers in online learning: Investigating the effects of online flexible learning on student sojourners Young children and technology: What does the research say? |
cord-011971-h78639ld | A review of the research Tracking active learning in the medical school curriculum: a learning- centered approach Rethinking residency conferences in the era of COVID-19 Residency Building from your home office: effectiveness of videoconference based tele- education for emergency medicine residents and providers in Vietnam E- conferencing for delivery of residency didactics Videoconferencing of a national program for residents on evidence- based practice: early performance evaluation Improving students'learning with effective learning techniques: promising directions from cognitive and educational psychology Do questions help? |
cord-011971-h78639ld | Does CME credit make a difference? |
cord-011971-h78639ld | Does the flipped classroom improve learning in graduate medical education? |
cord-011971-h78639ld | The pedagogic characteristics of a clinical conference for senior residents and faculty An academic relative value unit system: Do transparency, consensus, and accountability work? |
cord-011971-h78639ld | The use of"war games"to enhance highrisk clinical decision- making in students and residents Using game format to teach psychopharmacology to medical students Survivor torches"Who Wants to Be a Physician? |
cord-011971-h78639ld | This would involve the learner seeking out the underlying rationale or etiology using questions such as"why does this occur?" |
cord-011971-h78639ld | addressing domains important across internal medicine practice Active learning on the ward: outcomes from a comparative trial with traditional methods Learning through debate during problembased learning: an active learning strategy Problem- based learning in comparison with lecture- based learning among medical students A novel teaching tool combined with active- learning to teach antimicrobial spectrum activity Comparison of chiropractic student scores before and after utilizing active learning techniques in a classroom setting Student knowledge and confidence in an elective clinical toxicology course using active- learning techniques Comparison of lecture and team- based learning in medical ethics education Learning outcomes of"The Oncology Patient"study among nursing students: a comparison of teaching strategies Does active learning work? |
cord-011971-h78639ld | pdf? |
cord-032733-5v6kxgv4 | : Do we innovate or implement? |
cord-032733-5v6kxgv4 | A model for assessing ideas in entrepreneurship education? |
cord-032733-5v6kxgv4 | California Entrepreneurial learning and critical reflection: Discontinuous events as triggers for'higher- level learning Learning by doing- an exploration of experience, critical incidents and reflection in entrepreneurial learning Academic entrepreneurship and traditional academic duties: Synergy or rivalry? |
cord-032733-5v6kxgv4 | Guidance for UK Higher education providers Opportunity centred learning: An innovation in enterprise education? |
cord-032733-5v6kxgv4 | Producing reflective practitioners Claiming the future of enterprise education Framing student engagement in higher education Entrepreneurship pedagogies in lifelong learning: emergence of criticality? |
cord-032733-5v6kxgv4 | The impact of assessment on student learning: how can the research literature practically help to inform the development of departmental assessment strategies and learner- centred assessment practices? |
cord-032733-5v6kxgv4 | What changes over time has the programme developed and solidified? |
cord-032733-5v6kxgv4 | What is competence? |
cord-032733-5v6kxgv4 | What principles, facts, and techniques were learned? |
cord-292123-ko1pnree | ( this will be based on their experience with other courses that already use eLearning)? |
cord-292123-ko1pnree | An Examination of the Effectiveness of Case Method Teaching Online: Does the Technology Matter? |
cord-292123-ko1pnree | Can E- Learning Replace Classroom Learning? |
cord-292123-ko1pnree | How much will the use of eLearning be perceived positively in comparison with traditional approaches such as lectures and discussion with the tutor? |
cord-292123-ko1pnree | How will the students be satisfied with the course structure, i.e without any eLearning support? |
cord-292123-ko1pnree | What are the possible sources of subjective dissatisfaction with the on- line course? |
cord-292123-ko1pnree | What are the possible sources of subjective dissatisfaction with the on- line course? |
cord-292123-ko1pnree | What( and Why) is Positive Psychology? |
cord-339440-qu913a8q | Can We Apply Learning Analytics Tools in Challenge Based Learning Contexts? |
cord-339440-qu913a8q | Is knowledge accessible for all? |
cord-339440-qu913a8q | Is knowledge accessible for all? |
cord-339440-qu913a8q | Part I Information society skills: Is knowledge accessible for all? |
cord-339440-qu913a8q | Smart teachers, successful students? |
cord-339440-qu913a8q | What is the baseline of scientific documents on learning analytics in Ecuador? |
cord-339440-qu913a8q | Whose data? |
cord-339440-qu913a8q | tiempos de la COVID-19 La COVID-19: ¿ enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? |
cord-339440-qu913a8q | which rights? |
cord-339440-qu913a8q | whose power? |
cord-018038-gqdylj6n | Does global stewardship primarily imply building international organisations that address social and environmental issues to compensate for the economic focus of global corporations? |
cord-018038-gqdylj6n | How can we connect the power and accessibility of local civic engagement with active stewardship at national and international levels? |
cord-018038-gqdylj6n | How can we take steps to create such learning systems? |
cord-018038-gqdylj6n | Is such a global perspective sufficient to address issues that are essentially local? |
cord-018038-gqdylj6n | The sponsors and community coordinating team( based in the NPR office) posed three basic questions for the group to address during the 2-day conference: What is SafeCities about( domain)? |
cord-018038-gqdylj6n | To what degree is there a shared language and understanding across constituencies of the nature of crosssector civic governance and how to participate effectively? |
cord-018038-gqdylj6n | To what extent can they be designed and what does design even mean in such a context? |
cord-018038-gqdylj6n | What are the design criteria for such a system and what might it look like? |
cord-018038-gqdylj6n | What does SafeCities do( practice)? |
cord-018038-gqdylj6n | What does it mean to'think globally and act locally'? |
cord-018038-gqdylj6n | What groups are providing it with what sorts of initiatives and results? |
cord-018038-gqdylj6n | What is the nature of large- scale learning systems that can operate at local and global levels? |
cord-018038-gqdylj6n | When you try to engage a city to sponsor a constellation of cross- sector communities of practice to address an array of civic domains, where do you start? |
cord-018038-gqdylj6n | Where is the focus of sponsors-such as local government, corporations, universities, the media, and foundations? |
cord-018038-gqdylj6n | Which practices have active stewardship? |
cord-018038-gqdylj6n | Who is part of SafeCities( community)? |
cord-018038-gqdylj6n | Who is represented? |
cord-018038-gqdylj6n | with a well- defined domain, close personal relationships, and direct access to practitioners for mutual learning? |
cord-356353-e6jb0sex | How the hell would a pollster classify this woman? cord-356353-e6jb0sex And how do the specific mediations these sites rely upon- be it hardware, software, human labor- concretely matter for the nature and shape of associations, including the most mundane? cord-356353-e6jb0sex Desire and disobedience in the digital age Simmel, the police form and the limits of democratic policing Posthuman learning: AI from novice to expert? cord-356353-e6jb0sex How Latinx? cord-356353-e6jb0sex How gay? 5 cord-356353-e6jb0sex How is society possible? cord-356353-e6jb0sex If... then: algorithmic power and politics Nothing to disconnect from? cord-356353-e6jb0sex Is this starting to change today when machines successfully recognize images, translate texts, answer the phone, and write news briefs? cord-356353-e6jb0sex Otherwise, how can we explain the fact that a whole industry of social media derivatives has popped up, to help people optimize their behavior vis- a- vis the algorithm, manage their following, and gain an edge so that they can climb the priority order over other, less savvy users? cord-356353-e6jb0sex So what could be someother circulating entities"within the socio- technical complex of machine learning, or how could we envisage its elements circulating, and associating, otherwise? |
cord-356353-e6jb0sex | The question now is: How much of a US citizen are you, really? |
cord-356353-e6jb0sex | What are the social consequences of machine learning's signature hunger for diverse, continuous, ever more detailed and"meaningful"data and the tendency of many automated systems to hoard historic data from which to learn? |
cord-356353-e6jb0sex | What do Hindi- English speakers do on twitter? |
cord-356353-e6jb0sex | What does it mean, and what does it feel like, to live in a society that is regulated through machine learning systems- or rather, where machine learning systems are interacting productively with social ordering systems of an ordinal and nominal kind? |
cord-356353-e6jb0sex | What kind of subjectivities and relations manifest on and around social network sites, for instance? |
cord-356353-e6jb0sex | What, then, of prospects for reassembly of existing configurations? |
cord-356353-e6jb0sex | What, we may wonder, is the glue that holds things together at the automated interface of online and offline lives? |
cord-026732-2t4pu36i | A realist review of what works, for whom and in what circumstances How to facilitate self- regulated learning? |
cord-026732-2t4pu36i | But can it replace the classroom? |
cord-026732-2t4pu36i | Can you please tell me why you chose to study psychology online? |
cord-026732-2t4pu36i | Caregivers'education needs and preferred learning methods Are you there, and do you care? |
cord-026732-2t4pu36i | Could you describe your interaction with your peers online? |
cord-026732-2t4pu36i | Could you describe your interaction with your tutors online? |
cord-026732-2t4pu36i | Could you describe your online experience so far? |
cord-026732-2t4pu36i | Could you describe your typical study habits? |
cord-026732-2t4pu36i | Could you tell about how studying online may influence other life commitments? |
cord-026732-2t4pu36i | Do perceptions and readiness matter? |
cord-026732-2t4pu36i | Have you experienced any opportunities while studying online? |
cord-026732-2t4pu36i | Have you faced any challenges while studying online? |
cord-026732-2t4pu36i | How does distance education compare with classroom instruction? |
cord-026732-2t4pu36i | The influence of online resources on student- lecturer relationship in higher education: A comparison study The influence of segmented and complete educational videos on the cognitive load, satisfaction, engagement, and academic achievement levels of learners Experiences in sense making: Health science students'I- positioning in an online philosophy of science course Reversing the pipeline? |
cord-026732-2t4pu36i | To what extent is the COM- B model applicable to self- regulated learning in an online context? |
cord-026732-2t4pu36i | What are the facilitators and barriers to studying online in this group? |
cord-026732-2t4pu36i | What does online learning mean to learners studying psychology online? |
cord-026732-2t4pu36i | What does'studying online'mean to you? |
cord-026732-2t4pu36i | What were your expectations of studying online? |
cord-026732-2t4pu36i | and whenever I say psychology, they kind of, it's almost like first question is"why?!" |
cord-303385-2jjg8qw6 | Analysing the status of policy learning in the policy sciences Introduction: the family tree of policy learning Learning in political analysis Policy learning and failure Policy paradigms, social learning, and the state: the case of economic policymaking in Britain An advocacy coalition framework of policy change and the role of policy- oriented learning therein Thinking about government learning Learning from abroad: the role of policy transfer in contemporary policy- making The mechanisms of policy diffusion Policy diffusion and policy transfer What is policy convergence and what causes it? |
cord-303385-2jjg8qw6 | Are they properly identified? |
cord-303385-2jjg8qw6 | Are they successful? |
cord-303385-2jjg8qw6 | Evidence from Zambia using a pooled synthetic control Are our'UHC systems'learning systems? |
cord-303385-2jjg8qw6 | Financing Health Africa-Le blog BRICS countries and the global movement for universal health coverage National ownership and donor involvement: an aid paradox illustrated by the case of Rwanda Aid, ownership, and coordination in the health sector in Ethiopia De la démocratie sociale à la démocratie sanitaire: une évolution paradigmatique? |
cord-303385-2jjg8qw6 | From research to practice COVID-19 and the policy sciences: initial reactions and perspectives Lessons learned and not learned: bibliometric analysis of policy learning Framework or metaphor? |
cord-303385-2jjg8qw6 | Going universal: how 24 developing countries are implementing universal health coverage from the bottom up The 2019 update of the health equity and financial protection indicators database: an overview Integrating evidence from research into decision- making for controlling endemic tropical diseases in South East Nigeria: perceptions of producers and users of evidence on barriers and solutions Systems thinking for strengthening health systems in LMICs: need for a paradigm shift The application of systems thinking in health: why use systems thinking? |
cord-303385-2jjg8qw6 | Health Policy Plan Are public- private partnerships the future of healthcare delivery in sub- Saharan Africa? |
cord-303385-2jjg8qw6 | How and by whom are countries'learning needs identified? |
cord-303385-2jjg8qw6 | How does policy learning occur? |
cord-303385-2jjg8qw6 | How does'learning for UHC'occur at country level? |
cord-303385-2jjg8qw6 | Report of the WISH Universal Health Coverage Forum Progressive realisation of universal health coverage: What are the required processes and evidence? |
cord-303385-2jjg8qw6 | Specifically, how does context, including organisations'features and dynamics, shape learning and affect learning outcomes? |
cord-303385-2jjg8qw6 | The place of learning in a universal health coverage health policy process: the case of the RAMED policy in Morocco Routine health facility and community information systems: creating an information use culture Pathologies of policy learning: what are they and how do they contribute to policy failure? |
cord-303385-2jjg8qw6 | Universal Health Coverage Partnership A new governance model to reach the right to health? |
cord-303385-2jjg8qw6 | Unraveling PBF effects beyond impact evaluation: results from a qualitative study in Cameroon How effective and fair is user fee removal? |
cord-303385-2jjg8qw6 | What actions are being taken to address these needs? |
cord-303385-2jjg8qw6 | What dynamics( actors and factors) facilitate or hinder learning processes at country level? |
cord-303385-2jjg8qw6 | What is lesson- drawing? |
cord-303385-2jjg8qw6 | What is the role of learning in policy- making processes? |
cord-303385-2jjg8qw6 | What type(s) of learning predominate or are favoured at country level and why? |
cord-303385-2jjg8qw6 | perspectives américaines Modern social politics in Britain and Sweden: from relief to income maintenance Theories of policy learning: agency, structure, and change Getting health reform right: a guide to improving performance and equity From policy transfer to mutual learning? |
cord-303385-2jjg8qw6 | the path to universal coverage Universal health coverage: friend or foe of health equity? |
cord-021206-4zyqqgs0 | : Is CT a useful predictor of histological type? |
cord-021206-4zyqqgs0 | A reason for discussion between radiologists and cardiologists? |
cord-021206-4zyqqgs0 | A useful tool to indicate reoperation? |
cord-021206-4zyqqgs0 | Are the misinterpretations avoidable? |
cord-021206-4zyqqgs0 | Can the isolated distension of the colon be infl uenced by adequate preparation during virtual colonoscopy, or, if needed, can adequate small intestine distension also be achieved? |
cord-021206-4zyqqgs0 | Can we refi ne our use of MRI in the management of breast cancer patients undergoing neoadjuvant chemotherapy? |
cord-021206-4zyqqgs0 | Correlating radiological and histopathological staging for prostate cancer in a general NHS setting: Do fi ndings live up to national standards? |
cord-021206-4zyqqgs0 | Do radiologists need to report A&E trauma extremity fi lms? |
cord-021206-4zyqqgs0 | Extended fi eld- of- view sonography: Does this technique provide additional information to conventional B- mode images? |
cord-021206-4zyqqgs0 | Feasibility of showing radiologic images on iPOD: Can Pod save the space? |
cord-021206-4zyqqgs0 | How versatile is CT- AEC? |
cord-021206-4zyqqgs0 | Is contrast- enhanced ultrasound useful? |
cord-021206-4zyqqgs0 | Is it necessary to review all casualty radiographs? |
cord-021206-4zyqqgs0 | Is virtual enteroscopy an acceptable method for detecting Peutz- Jeghers poliposis in the small bowel? |
cord-021206-4zyqqgs0 | MRI of the pelvis in mullerian duct abnormalities: Is there a role in selecting patient for histerocopic metroplasty? |
cord-021206-4zyqqgs0 | Misinterpretation of radiographs by emergency physicians: How big is the problem? |
cord-021206-4zyqqgs0 | Pattern recognition in lobar collapse: Can you read the signs? |
cord-021206-4zyqqgs0 | The routine CDUS is appropriate in these patients since if silent arterial or venous thrombosis is identi Developmental dysplasia of the hip in children: Can MRI features predict the need for surgical oseotomy? |
cord-021206-4zyqqgs0 | What are the basic requirements of an'interpretable'scan? |
cord-021206-4zyqqgs0 | What is the advantage of angio- CT system equipped with 16-channel MDCT? |
cord-021206-4zyqqgs0 | When and why do we misinterpret? |
cord-021206-4zyqqgs0 | Where is the pelvic sidewall? |
cord-021206-4zyqqgs0 | Why did I miss appendicitis on abdominal CT? |
cord-021206-4zyqqgs0 | Why do we misinterpret lesions on cardiac CT while compared with catheter coronary angiography? |
cord-021206-4zyqqgs0 | With these fi lms being looked at by radiographers( red dotting fi lms), trauma juniors and/or senior doctors, is there still a necessity for reporting of these fi lms by radiologists? |
cord-021087-n4epxwn9 | : Is still useful in the diagnosis of peritubal pathology? |
cord-021087-n4epxwn9 | A step forward in vascular diagnostic procedures? |
cord-021087-n4epxwn9 | Are efficient contrast agents available for use with ultra- high field MR imaging? |
cord-021087-n4epxwn9 | Are radiographers up to it? |
cord-021087-n4epxwn9 | Assesment of skeletal age with hand and wrist sonography: Could a standardised method replace radiography? |
cord-021087-n4epxwn9 | Can a mammogram dictate to you the diagnosis? |
cord-021087-n4epxwn9 | Can calcaneal spur help in the evaluation of a painful heel? |
cord-021087-n4epxwn9 | Diagnosis of aortic and supraaortic emergency with CT angiography: How does aortic morphology influence the choice of treatment? |
cord-021087-n4epxwn9 | Does CT- perfusion imaging based on parametric deconvolution permit prediction of infarct volume in acute stroke? |
cord-021087-n4epxwn9 | Does an interpolated high resolution matrix improve the detection of brain hyperintensities on FLAIR images in multiple sclerosis? |
cord-021087-n4epxwn9 | Does case volume matter? |
cord-021087-n4epxwn9 | Does clinical examination of polytrauma guide properly CT evaluation? |
cord-021087-n4epxwn9 | Does high iodine concentration contrast agent improve arterial enhancement in MDCT angiography of the run off vessels? |
cord-021087-n4epxwn9 | Is an increased capsular width a reliable indirect indicator of temporomandibular joint effusion? |
cord-021087-n4epxwn9 | Is dual- phase spiral CT adequate for the confirmation of resectability and preoperative staging of pancreatic carcinoma? |
cord-021087-n4epxwn9 | Negative calcium scoring: Can it rule out severe stenosis? |
cord-021087-n4epxwn9 | Should a chest radiograph be requested in all cases of febrile neutropenia admissions? |
cord-021087-n4epxwn9 | Should such a finding on CT be considered as reactive hyperplasia or a pathological finding? |
cord-021087-n4epxwn9 | Sliding window reconstruction of interleaved- spiral acquisitions provides high temporal rates, but do functional parameter values depend on the temporal frame rate? |
cord-021087-n4epxwn9 | What is normal? |
cord-021087-n4epxwn9 | What is pathological? |
cord-021087-n4epxwn9 | What tips the balance? |
cord-021087-n4epxwn9 | Which temporal frame rate is necessary in quantitative dynamic ³He- MRI? C. Heussel 1, A. Dahmen 1, F. Lehmann 1, M. Salerno 2, K.K. Gast 1, H.-U. Kauczor 1, J.P.I. Mugler 2, E.E. de Lange 2, W. Schreiber 1; 1 Mainz/ DE, 2 Charlottesville, VA/ US Purpose: |
cord-021087-n4epxwn9 | double contrast barium enema exams incidentally detect terminal ileum tumoral lesions? |
cord-021087-n4epxwn9 | radiograph? |