• 대한임상검사과학회지
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• 제36권1호
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• pp.13-18
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• 2004

This study was designed to establish working range for reoportable range in own laboratory in order to cover the upper and lower limits of the range in test method. We experimented ten times during 10 days for setting of reportable range with between run for method evaluation. It is generally assumed that the analytical method produces a linear response and that the test results between those upper and lower limits are then reportable. CLIA recommends that laboratories verify the reportable range of all moderate and high complexity tests. The Clinical Laboratory Improvement Amendments(CLIA) and Laboratory Accreditation Program of the Korean Society for Laboratory Medicine states reportable range is only required for "modified" moderately complex tests. Linearity requirements have been eliminated from the CLIA regulations and from others accreditation agencies, many inspectors continue to feel that linearity studies are a part of good lab practice and should be encouraged. It is important to assess the useful reportable range of a laboratory method, i.e., the lowest and highest test results that are reliable and can be reported. Manufacturers make claims for the reportable range of their methods by stating the upper and lower limits of the range. Instrument manufacturers state an operating range and a reportable range. The commercial linearity material can be used to verify this range, if it adequately covers the stated linear interval. CLIA requirements for quality control, must demonstrate that, prior to reporting patient test results, it can obtain the performance specifications for accuracy, precision, and reportable range of patient test results, comparable to those established by the manufacturer. If applicable, the laboratory must also verify the reportable range of patient test results. The reportable range of patient test results is the range of test result values over which the laboratory can establish or verify the accuracy of the instrument, kit or test system measurement response. We need to define the usable reportable range of the method so that the experiments can be properly planned and valid data can be collected. The reportable range is usually defined as the range where the analytical response of the method is linear with respect to the concentration of the analyte being measured. In conclusion, experimental results on reportable range using concentrated control sample and zero calibrators covering from highest to lowest range were salicylate $8.8{\mu}g/dL$, phenytoin $0.67{\mu}g/dL$, phenobarbital $1.53{\mu}g/dL$, primidone $0.16{\mu}g/dL$, theophylline $0.2{\mu}g/dL$, vancomycine $1.3{\mu}g/dL$, valproic acid $3.2{\mu}g/dL$, digitoxin 0.17ng/dL, carbamazepine $0.36{\mu}g/dL$ and acetaminophen $0.7{\mu}g/dL$ at minimum level and salicylate $969.9{\mu}g/dL$, phenytoin $38.1{\mu}g/dL$, phenobarbital $60.4{\mu}g/dL$, primidone $24.57{\mu}g/dL$, theophylline $39.2{\mu}g/dL$, vancomycine $83.65{\mu}g/dL$, valproic acid $147.96{\mu}g/dL$, digitoxin 5.04ng/dL, carbamazepine $19.76{\mu}g/dL$, acetaminophen $300.92{\mu}g/dL$ at maximum level.

• 마케팅과학연구
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• 제19권3호
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• pp.49-61
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• 2009

本文为执行官提供了他们在处理日常业务问题和市场机会时如何阐述自己思考过程的培训. 本研究建立在Schank提出的教学基础上, 包括: (1)经验学习和最好的指导提供给学习者从诸如全球背景, 团队项目和专家经历等的互动的故事提炼知识和技能的机会. (2) 告诉不会导致学习, 因为在学习需要的行动训练环境中, 应强调积极使用故事, 案例和项目. 每个培训案例包括执行官解释自己的决策系统分析(DSA, 还需要执行官做DSA简报. 在训练时要求执行官写DSA简报. 在执行官学员写书面报告的说明中包括(1) DSA路线图的本质的细节(2) 警告和机会的陈述, 读者的行政地图及图内的DSA解释. 该报告的最大长度为500字, 其规则就是使行政人员培训课程行之有效. 引言之后是第二部分文献综述, 简要地总结了有关人们在对问题和机会的背景下的想法及文献. 第三部分通过使用对不同的贴牌生产客户定价相同的化学产品的培训练习来解释DSA的起源和过程, 第四部分展示一个炼油设备公司订价决策的培训练习. 第五部分提供一个商业客户办公家具采购的市场策略案例. 第六部分是结论和建议. 这些建议是关于使用培训课程和发展其他培训课程来磨练执行官制定决策的能力. 文章引导读者利用工具箱研究综合的报告, (DSA)路线图根据生态合理性理论将战略与环境相匹配. 这三个案例的研究让学习者在意愿层面征求建议来作出决策. Todd and Gigerenzer 提出人们使用简单启发式,因为他们在自然的决策环境中通过探索信息的结构使适应性行为有可能产生. "简单是一种美德, 而不是诅咒", 有限理性理论强调了西蒙的命题中心, "人类理性的行为仿佛一把剪刀, 其刀片则是任务环境的结构和执行者的计算能力". Gigerenzer的观点和西蒙的环境的危害相关, 也和本文中三个环境结构的案例相关. "环境这个词, 在这里, 并不是指总的物理和生理的环境, 而只是指被给予需要和目标的重要有机体 本文关注了结合任务环境的结构和使用适应的工具箱启发的报告. (DSA)路线图根据生态理性理论将战略与环境相匹配. 渴望适应理论是这一方针的核心. 渴望适应理论将决策制定作为一个没有把目标整合的多目标问题模拟成一个把所有决策选项进行完全的优先顺序化. 这三个案例研究让学习者在意愿层面征求建议来作出决策. 渴望适应用一系列的调整步骤的形式. 一个调整步骤通过仅一个目标变量的变化就可以改变在渴望网格上邻近点当前的渴望水平. 上调步骤是目标变量的提高, 下调步骤是目标变量的下降. 创造和使用渴望适应水平是对有限理性理论的整合. 文章通过提供学习者经验和实践环节增加了意愿采纳和有限合理性的理解和特点. 利用DSA图排列CTSs和撰写TOP可以清晰和深化Selten的观点 "清晰, 意愿采纳必须作为研究的解决方案整合到整个蓝图中". 这些有限理性的研究许可了在现实生活中为什么, 如何作决策的理论和在自然的环境中利用启发式的学习训练两方面的发展. 本文中的练习鼓励根据不同使用目的学习快速而简洁的启发式技巧和原则. 这也正回应了Schank的思想 "从本质上来看, 教育不是让学生们知道发生了什么, 而是让他们感受到所发生的事情. 这不容易做到. 在如今的学校教育是没有情感的, 这是一个很大的问题". 这三个案例和附加的练习问题遵守了Schank的观点. "这种教育过程最好是通过参与他们其中来实现, 也可以这样认为, 精神层面的积极讨论".