Barriers and Facilitators for Implementing a National Guideline to Foster the Responsible Use of Residual Biospecimens and Data in Health Research
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Residual biospecimens that are stored in hospitals' diagnostic specimen archives can be used for scientific research under strict legal and ethical regulations. In the Netherlands, a Code of Conduct governs responsible secondary use of residual biospecimens. However, implementation of this Code seems to be challenging. This study aims to explore the most important factors that facilitate or hinder the implementation of the Code. In addition, it investigates what is needed to further foster the responsible use of residual biospecimens. A mixed-methods design was used. Questionnaires were sent out to pathologists, patient information centers, physicians, researchers, data protection officers (DPOs), members of research ethics committees, and members of the boards of directors of all hospitals in the Netherlands (81 hospitals). To further investigate the barriers and facilitators, interviews were conducted with pathologists, patient information centers, physician-researchers, DPOs, review boards, research coordinators, and quality managers of pathology departments. In total, 246 respondents filled out the questionnaire and 36 interviews were conducted. Major barriers for implementing were a lack of resources (time, money), a lack of attention for responsible use, and a lack of practical knowledge (knowing what to do, where to go with questions). In contrast, the perception that implementing the Code was necessary, either by the respondent or by colleagues, was considered "a driver" for implementation. Practical instruments such as checklists and roadmaps were considered necessary to foster implementation; however, the creation of such instruments was hindered by a lack of clear-cut answers regarding legal aspects. Therefore, more clarity and harmonization on how to interpret both the Code and legislation regarding secondary use were considered necessary.Keywords:
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Accuracy, clarity, and efffectiveness are basic qualities of good technical writing. If there is conflict in accommodating all three simultaneously, or when stylistic choices are being considered, writers should not sacrifice accuracy for clarity nor accuracy and clarity for effectiveness. The priority of accommodation is accuracy, clarity, effectiveness: ACE.
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There is no clarity on concept of ecological leadership, clarity on methodological analysis tools, clarity on the advantages and disadvantages of articles, clarity on the contributions of both managerial and practical articles.
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The purpose of this paper is to expand and clarify the construct of teacher clarity. In doing so, this paper summarizes the findings on teacher clarity, points out two neglected areas, and presents an instrument that incorporates both content and process clarity. This study posits that clarity must be incorporated as a goal of general classroom understanding which includes content and process messages and that teacher clarity is a relational variable. The development of this instrument will allow future scholars to measure teacher clarity as it relates to other communication variables from a relational perspective. Also, the items on this expanded instrument will help teachers to become aware of and identify, more inclusively, the behaviors that constitute teacher clarity.
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Abstract College students ( N = 41) were randomly assigned to one of two groups defined by the teacher's clarity in the lesson, i.e., high‐clarity versus low‐clarity presentation on genetics. After the lesson the subjects completed a test on the contents of the lesson and then rated the lesson presentation. Students in the high‐clarity group achieved more (although not significantly) than students in the low‐clarity group. Students perceived the high‐clarity lesson as significantly clearer than the low‐clarity lesson. These findings are discussed in relation to previous research on teacher clarity.
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Clarity College students (N = 41) were'randomly assigned to pne of two groups defined by the teacher's clarity in the lesson, i.e., high clarity versus low clarity presentation on genetics. After the lesson, the subjects completed a test on the contents of the lesson and then rated the lesson presontation. Students in the high clarity group achieved more (although not significantly) than 'students in the low clarity group.. Student perceived the high clarity lesson as significantly clearer than the low clarity lesson. -These findings are discussed in relation to previous reSearch on teacher clarity.
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This study investigates the role of goal clarity of public sector organizations on the perceived benefits of performance measurement. Basically middle managers (17 - 21 grades) of 12 public sector organizations involved in plan implementation and decision making executors were selected. For this study, goal clarity was termed as independent variable and perceived benefits of efficiency and effectiveness as dependent variables. The results show that goal clarity had positive relationship with perceived benefit of efficiency and effectiveness.
Key word: Executors, implementation, public sector organizations, efficiency and effectiveness, dependent variables, goal clarity.
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Abstract This paper briefly describes the methodology and results of research which aimed to determine whether or not the clarity behaviours of experienced teachers in regular classrooms were stable over time and whether or not they could be significantly altered through a process of self‐analysis based on feedback of students’ perceptions of their teacher's clarity. The research is an extension of a series of studies of teacher clarity which commenced at The Ohio State University in 1975. It utilised instruments which the author developed for the measurement of teacher clarify and which allowed comparisons to be made between student perceptions of teacher clarify and teachers’ self‐ratings of their clarity. The major finding of the research was that experienced teachers were able to make significant improvements in their clarity when provided with structured feedback about their lessons. The implications of this finding for teachers and for teacher education are discussed.
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The present research examines how self-concept clarity moderates the impact of feedback about one's self-knowledge. A preliminary study shows that individuals with higher clarity expect the process of defining who they are to be easier than those with lower clarity. Two experiments then test the effect of self-concept clarity on the experience of self-elaboration under conditions of either doubt or confidence. The results suggest that people with higher self-concept clarity show greater differences in self-evaluations based on whether their experience of describing the self is nested within ease and confidence or difficulty and doubt. We suggest that this effect may be a result of the different expectations high- and low-clarity individuals have for the task of describing the self.
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The nationally-recognized Susquehanna
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working at an extremely high
musical level.AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA Experience choral
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