冠動脈ステント留置術後1年超を経た心房細動患者において抗凝固薬と抗血小板薬の併用療法に対する抗凝固薬単独療法の妥当性を検証したオープンラベルランダム化比較試験

京都大学新制・課程博士博士(医学)甲第23057号医博第4684号新制||医||1048(附属図書館)京都大学大学院医学研究科医学専攻(主査)教授 森田 智視, 教授 湊谷 謙司, 教授 川上 浩司学位規則第4条第1項該当Doctor of Medical ScienceKyoto UniversityDFA

Integração de tecnologias digitais à temática linguagem oral e escrita no ensino fundamental I

Orientador : Selma dos Santos RosaMonografia (graduação) - Universidade Federal do Paraná, Campus Avançado de Jandaia do Sul, Curso Licenciatura em Computação.Inclui referênciasResumo : O presente Trabalho de Conclusão de Curso (TCC) visa apresentar uma proposta que conduza ao uso de tecnologias digitais para contribuir com a aprendizagem da temática Linguagem Oral e Escrita (LOE) no 5º. ano da educação fundamental I. Pressupomos que as tecnologias digitais e seu vasto conjunto de ferramentas podem facilitar o aprendizado com vistas a construção do conhecimento de uma maneira interativa e por meio de recursos condizentes com o contexto tecnológico atual. Este TCC foi dividido em duas fases, desenvolvidas entre janeiro de 2017 e novembro de 2017. Na primeira fase, realizamos uma Revisão Sistemática da Literatura, com a proposição de analisar como as tecnologias digitais podem contribuir com a aprendizagem da temática "LOE" no 5º ano do Ensino Fundamental I. Na segunda fase, desenvolvemos um estudo de caso constituído da modalidade de Investigação Colaborativa numa instituição beneficente situada em Jandaia do Sul, no qual vivenciamos uma intervenção pedagógica com 49 alunos do 5º ano, sob a supervisão de 2 professoras da instituição. Como resultado, analisamos pesquisas relacionadas a integração de tecnologias digitais na educação e, em seguida, selecionamos softwares para uso na integração de tecnologias digitais ao ensino de LOE, a qual poderá ser utilizadas em escolas da educação fundamental. Ao final, em nossa análise de forma geral, trouxe resultados satisfatórios, os quais pode-se notar uma evolução favorável nos alunos, a qual comprova que, a mediação tecnológica pode trazer benefícios para os alunos, ratificando as diversas pesquisas relacionadas

Non-verbal signals for grounding in embodied conversational agent

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002.Includes bibliographical references (leaves 79-82).In face-to-face conversation, speakers present non-verbal signals collateral with verbal information. Nodding and gazing at a speaker are known to provide positive feedback from listeners, which contributes to establishing common ground (a process called grounding). However, previous theories and computational models of grounding were mainly concerned with verbal grounding acts, and there have not been enough discussion about how nonverbal behaviors are used in the process of grounding. This thesis first compares face-to-face conversation to conversation without co-presence, revealing how nonverbal behaviors are used in the process of grounding in human communication. Results of the analysis show that, in face-to-face communication, non-verbal behaviors are changing during an utterance and a typical transition pattern of non-verbal behaviors is also different depending on the type of verbal act. Then, the implementation of grounding functionality onto an Embodied Conversational Agent is presented. The dialogue state updating mechanism in the Dialogue Manager accesses non-verbal information conveyed by a user and judges the groundedness of presented materials based on the results of empirical study.by Yukiko I. Nakano.S.M

University Administrators’ Visions for the Recovery of International Student Exchange in a Post–COVID-19 World

Objectives: Little is known about how international functions of higher education, such as exchange programmes, can be resumed during recovery from a disruptive global crisis, such as COVID-19. We collected the opinions of administrators of international exchange programmes regarding their plans to resume their exchange programmes in the recovery phase and identified variations in the responses concerning institution type (public vs. private) and the presence or absence of a medical school. Method: We used multiple-choice survey questions in our study, resulting in 180 valid responses. We examined overall patterns using descriptive statistics and institutional uniqueness using Fisher’s exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange programmes. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: Higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education. Method: The study used multiple-choice survey questions, resulting in 180 valid responses. The study examined overall patterns using descriptive statistics and institutional uniqueness using Fisher\u27s exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: The higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education