| 1. |
- Alves, Gustavo R., et al.
(författare)
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International Cooperation for Remote Laboratory Use
- 2018
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Ingår i: Contributions to Higher Engineering Education. - Singapore : Springer. - 9789811089176 ; , s. 1-31
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Bokkapitel (refereegranskat)abstract
- Experimenting is fundamental to the training process of all scientists and engineers. While experiments have been traditionally done inside laboratories, the emergence of Information and Communication Technologies added two alternatives accessible anytime, anywhere. These two alternatives are known as virtual and remote laboratories and are sometimes indistinguishably referred as online laboratories. Similarly to other instructional technologies, virtual and remote laboratories require some effort from teachers in integrating them into curricula, taking into consideration several factors that affect their adoption (i.e., cost) and their educational effectiveness (i.e., benefit). This chapter analyzes these two dimensions and sustains the case where only through international cooperation it is possible to serve the large number of teachers and students involved in engineering education. It presents an example in the area of electrical and electronics engineering, based on a remote laboratory named Virtual Instruments System in Reality, and it then describes how a number of European and Latin American institutions have been cooperating under the scope of an Erasmus+ project, for spreading its use in Brazil and Argentina.
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| 2. |
- Bernal, Ximena E., et al.
(författare)
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Empowering Latina scientists
- 2019
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Ingår i: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 363:6429, s. 825-826
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Fantke, Peter, et al.
(författare)
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Building a European exposure science strategy
- 2020
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Ingår i: Journal of Exposure Science and Environmental Epidemiology. - : Springer Science and Business Media LLC. - 1559-0631 .- 1559-064X. ; 30:6, s. 917-924
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Tidskriftsartikel (refereegranskat)abstract
- Exposure information is a critical element in various regulatory and non-regulatory frameworks in Europe and elsewhere. Exposure science supports to ensure safe environments, reduce human health risks, and foster a sustainable future. However, increasing diversity in regulations and the lack of a professional identity as exposure scientists currently hamper developing the field and uptake into European policy. In response, we discuss trends, and identify three key needs for advancing and harmonizing exposure science and its application in Europe. We provide overarching building blocks and define six long-term activities to address the identified key needs, and to iteratively improve guidelines, tools, data, and education. More specifically, we propose creating European networks to maximize synergies with adjacent fields and identify funding opportunities, building common exposure assessment approaches across regulations, providing tiered education and training programmes, developing an aligned and integrated exposure assessment framework, offering best practices guidance, and launching an exposure information exchange platform. Dedicated working groups will further specify these activities in a consistent action plan. Together, these elements form the foundation for establishing goals and an action roadmap for successfully developing and implementing a 'European Exposure Science Strategy' 2020-2030, which is aligned with advances in science and technology.
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| 4. |
- Gorasso, Vanessa, et al.
(författare)
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Burden of disease attributable to risk factors in European countries: a scoping literature review
- 2023
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Ingår i: Archives of Public Health. - 0778-7367 .- 2049-3258. ; 81:1
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Forskningsöversikt (refereegranskat)abstract
- Objectives: Within the framework of the burden of disease (BoD) approach, disease and injury burden estimates attributable to risk factors are a useful guide for policy formulation and priority setting in disease prevention. Considering the important differences in methods, and their impact on burden estimates, we conducted a scoping literature review to: (1) map the BoD assessments including risk factors performed across Europe; and (2) identify the methodological choices in comparative risk assessment (CRA) and risk assessment methods. Methods: We searched multiple literature databases, including grey literature websites and targeted public health agencies websites. Results: A total of 113 studies were included in the synthesis and further divided into independent BoD assessments (54 studies) and studies linked to the Global Burden of Disease (59 papers). Our results showed that the methods used to perform CRA varied substantially across independent European BoD studies. While there were some methodological choices that were more common than others, we did not observe patterns in terms of country, year or risk factor. Each methodological choice can affect the comparability of estimates between and within countries and/or risk factors, since they might significantly influence the quantification of the attributable burden. From our analysis we observed that the use of CRA was less common for some types of risk factors and outcomes. These included environmental and occupational risk factors, which are more likely to use bottom-up approaches for health outcomes where disease envelopes may not be available. Conclusions: Our review also highlighted misreporting, the lack of uncertainty analysis and the under-investigation of causal relationships in BoD studies. Development and use of guidelines for performing and reporting BoD studies will help understand differences, avoid misinterpretations thus improving comparability among estimates.
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| 5. |
- Heinemeyer, Gerhard, et al.
(författare)
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Towards further harmonization of a glossary for exposure science-an ISES Europe statement
- 2022
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Ingår i: Journal of Exposure Science and Environmental Epidemiology. - : Springer Science and Business Media LLC. - 1559-0631 .- 1559-064X. ; 32:4, s. 526-529
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Tidskriftsartikel (refereegranskat)abstract
- The use of aligned exposure science terminology is crucial for ease of comparison and appropriate interpretation of exposure information, regulatory reports, and scientific publications. Sometimes the use of different terminology in different contexts and areas of exposure science results in diverging interpretations of the same descriptor. During the development of the European strategy for exposure science, the need was identified to agree on a defined terminology requiring an evaluation of the commonly used terms, synonymous uses, and their relationships between each other. This paper presents the first steps in compiling the most important exposure-related terms from existing guidance documents and publications for exposure and risk assessment and adapting them to be useful for different contexts and areas. This initial step is intended to trigger discussion on terminology among exposure scientists around the globe and across regulatory and methodological silos. The glossary itself is intended as a living document to be hosted by the International Society for Exposure Science.
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| 6. |
- Lima, Natercia, et al.
(författare)
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Do students really understand the difference between simulation and remote labs?
- 2017
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : Association for Computing Machinery. - 9781450353861
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Konferensbidrag (refereegranskat)abstract
- Laboratory experiments play a crucial role in engineering education as they strongly contribute to the development of important skills for the professional practice. This paper addresses a students' understanding gap between simulations and remote labs. These two resources (and namely the remote laboratory VISIR - Virtual Instrument Systems in Reality) have been commonly used on several didactical implementations, along with other didactical resources in different Engineering degrees at the Federal University of Santa Catarina and Polytechnic of Porto School of Engineering. This work, developed in the scope of the VISIR+ Project, intends to evaluate students' perceptions considering simulation and remote lab results. Quantitative and qualitative data were analyzed to better understand how deeply students realize the differences between these resources and their type of data. Preliminary results indicate that a considerable number of student's don't have a clear idea of these differences, even though sometimes they know their definition. Furthermore, this gap does not seem to differ much with the context (country, course, academic year, course content), students' final grades, teacher approach or implemented tasks. © 2017 Association for Computing Machinery.
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