38 research outputs found
Analyse comparative des puissances transmises par trois mécanismes alternatifs et mécaniques
Les ingĂ©nieurs sont souvent face Ă un dilemme quand il sâagit de choisir un actionneur ou un mĂ©canisme. Câest dans le but de faciliter ce choix quâintervient cet article. Il porte sur lâanalyse comparative de la puissance de sortie de trois mĂ©canismes simples Ă savoir : le systĂšme bielle-manivelle, le systĂšme maneton-coulisseau et le systĂšme rotation-translation. Ces mĂ©canismes ont la mĂȘme caractĂ©ristique de la transformation dâun mouvement de rotation continu en mouvement de translation alternĂ©.La prĂ©sente Ă©tude a pour objectif de mettre la lumiĂšre sur les caractĂ©ristiques des puissances transmises aux coulisseaux des mĂ©canismes alternatifs et mĂ©caniques, concernĂ©s par ce travail. Pour ce faire, les puissances transmises aux coulisseaux ont Ă©tĂ© singuliĂšrement caractĂ©risĂ©es, suite : à leurs dĂ©finitions et Ă lâinterprĂ©tation de leurs reprĂ©sentations graphiques
The high burden of hospitalizations for primary EBV infection: a 6-year prospective survey in a French hospital
AbstractPrimary Epstein-Barr virus infection (PEI) is acquired increasingly later in life in developed countries, involving a growing number of adults. No studies have examined the effect of age on PEI. We conducted a prospective, single-centre, noninterventional survey to assess the clinical and economic effects of PEI care according to age. We included all serology-confirmed cases observed in all departments of a large regional hospital. Clinical and biologic data, therapeutics and costs of care were examined. Over a 6-year period, we included 292 subjects (148 children and 144 adults) with a median age of 15.4 years (range 9 months to 79 years). Adults were hospitalized more often (83% vs. 60%) and for longer periods of time (median 4 days vs. 2 days) than children (p â€Â 0.0001 for both). Two adults required a secondary transfer into the intensive care unit, although no children did. Typically, adults showed higher levels of activated lymphocytes and liver abnormalities. They also required the use of systemic corticosteroids more often (45% vs. 23%, p < 0.0001) and for longer periods of time (median 7 days vs. 3 days, p 0.02) than children. Overall, the costs were significantly higher for adults than for children (median, âŹ1940 vs. âŹ1130, p < 0.0001), mainly because of the frequency and duration of hospitalizations. Age increases the immune response and clinical severity of PEI, resulting in substantial additional costs for the community. Better recognition of the disease in adults could shorten the average length of hospital stay
Open educational resources: Education for the world?
Education is widely seen as an important means of addressing both national and international problems, such as political or religious extremism, poverty, and hunger. However, if developing countries are to become societies that can compete properly with Western industrialized countries, not only is a fundamental shift in thinking with regard to the value of education and more/better provision of teaching required, but strong support from other countries is needed as well. This article explores questions such as whether Western policymakers can avoid a repetition of some of the failures of the past few decades in terms of providing foreign aid; how educators and providers of educational scenarios and learning contents can foster and manage the creation of a worldwide knowledge society; and in particular, if the provision of open educational resources (OER) can realistically overcome the educational gap and foster educational justice
May Measurement Month 2018: a pragmatic global screening campaign to raise awareness of blood pressure by the International Society of Hypertension
Aims
Raised blood pressure (BP) is the biggest contributor to mortality and disease burden worldwide and fewer than half of those with hypertension are aware of it. May Measurement Month (MMM) is a global campaign set up in 2017, to raise awareness of high BP and as a pragmatic solution to a lack of formal screening worldwide. The 2018 campaign was expanded, aiming to include more participants and countries.
Methods and results
Eighty-nine countries participated in MMM 2018. Volunteers (â„18âyears) were recruited through opportunistic sampling at a variety of screening sites. Each participant had three BP measurements and completed a questionnaire on demographic, lifestyle, and environmental factors. Hypertension was defined as a systolic BP â„140âmmHg or diastolic BP â„90âmmHg, or taking antihypertensive medication. In total, 74.9% of screenees provided three BP readings. Multiple imputation using chained equations was used to impute missing readings. 1 504 963 individuals (mean age 45.3âyears; 52.4% female) were screened. After multiple imputation, 502 079 (33.4%) individuals had hypertension, of whom 59.5% were aware of their diagnosis and 55.3% were taking antihypertensive medication. Of those on medication, 60.0% were controlled and of all hypertensives, 33.2% were controlled. We detected 224 285 individuals with untreated hypertension and 111 214 individuals with inadequately treated (systolic BP â„ 140âmmHg or diastolic BP â„ 90âmmHg) hypertension.
Conclusion
May Measurement Month expanded significantly compared with 2017, including more participants in more countries. The campaign identified over 335 000 adults with untreated or inadequately treated hypertension. In the absence of systematic screening programmes, MMM was effective at raising awareness at least among these individuals at risk
Multilingual examinations: towards a schema of politicization of language in end of high school examinations in sub-Saharan Africa
In many countries of sub-Saharan Africa, the release of each yearâs results for the end of high school examinations heralds an annual ritual of public commentary on the poor state of national education systems. However, the exoglossic/monolingual language regime for these examinations is infrequently acknowledged as contributing to the dismal performance of students. Even less attended to is the manner in which the language of examinations, through shaping studentsâ performances, may be exacerbating social inequalities. This article politicizes the language of examinations in the region in the hope of generating policy and research interest in what is arguably an insidious source of inequality. The article makes three arguments. Firstly, it is argued that current exoglossic/monolingual practices in these examinations constitute a set of sociolinguistic aberrations, with demonstrable negative effects on studentsâ performance. Secondly, it is argued that the gravity of these paradoxical sociolinguistic disarticulations is better appreciated when their social ramifications are viewed in terms of structural violence and social inequality. Thirdly, in considering how to evolve a more socially equitable examination language regime, it is argued that the notion of consequential validity in testing positions translanguaging as a more ecologically valid model of language use in examinations
Unlocking the grid: Language-in-education policy realisation in post-apartheid South Africa
This paper reflects on the state of educational language policy two decades into a postApartheid South Africa caught between official multilingualism and English. The
focus is on the national language-in-education policy (LiEP) that advocates additive
bi/multilingualism, and a provincial counterpart, the language transformation plan
(LTP). Using Ricento and Hornbergerâs onion metaphor, the paper seeks to uncover
the meanings of policy realisation in education at legislative, institutional, and
interpersonal levels. The LiEPâs non-realisation at institutional level is indexed by a
âgridlock of collusionâ (Alexander, personal communication) between political elites
and the majority of African-language speakers, who emulatively seek the goods that
an English-medium education promises. To illustrate how teachers can become policy
advocates, data are presented from a bilingual education in-service programme that
supported the LTP. The paper argues that sociolinguistic insights into speakersâ
heteroglossic practices should be used to counter prevailing monoglossic policy
discourses and school language practices, and that all languages should be used as
learning resources. Strategic essentialism would recognise the schooling systemâs
need to separately classify language subjects and to identify the languages most
productively used for teaching across the curriculum. The paper concludes with a call
for the revision of the LiEP