Institution
University of South Australia
Education•Adelaide, South Australia, Australia•
About: University of South Australia is a education organization based out in Adelaide, South Australia, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 10086 authors who have published 32587 publications receiving 913683 citations. The organization is also known as: The University of South Australia & UniSA.
Topics: Population, Poison control, Health care, Mental health, Adsorption
Papers published on a yearly basis
Papers
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TL;DR: TMA and TMNO accumulate between haemodialysis sessions in ESRD patients, but are efficiently removed during a single haemmodialysis session.
Abstract: BACKGROUND Trimethylamine (TMA) is a short-chain tertiary aliphatic amine that is derived from the diet either directly from the consumption of foods high in TMA or by the intake of food high in precursors to TMA, such as trimethylamine-N-oxide (TMNO), choline and L-carnitine. The clinical significance of TMA may be related to its potential to contribute to neurological toxicity and 'uraemic breath' in patients with end-stage renal disease (ESRD). METHODS Concentrations of TMA and TMNO in plasma from 10 healthy adults (not on haemodialysis) and 10 adults with ESRD undergoing haemodialysis (pre- and post-dialysis) were determined by gas chromatography-mass spectrometry. RESULTS The concentrations of TMA and TMNO in pre-dialysis plasma (1.39+/-0.483 and 99.9+/-31.9 microM, respectively) were significantly (P<0.05) higher than the corresponding levels in healthy subjects (0.418+/-0.124 and 37.8+/-20.4 microM, respectively). However, there were no significant differences between post-dialysis and healthy subject plasma concentrations. In the ESRD patients, there was a significant (P<0.05) reduction in plasma TMA (from 1.39+/-0.483 to 0.484+/-0.164 microM) and TMNO (from 99.9+/-31.9 to 41.3+/-18.8 microM) during a single haemodialysis session. CONCLUSIONS TMA and TMNO accumulate between haemodialysis sessions in ESRD patients, but are efficiently removed during a single haemodialysis session.
232 citations
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TL;DR: Drug-related hospital admissions are a significant and expensive public health problem in Australia, and approximately half were considered possibly or probably preventable.
Abstract: OBJECTIVE: To examine the extent of drug-related hospital admissions in Australia by reviewing Australian studies published between 1988 and 1996. DATA SOURCES AND STUDY SELECTION: The terms "drug-related", "admissions", "readmissions", "hospitalisation", "hospitalization" and "iatrogenic" were used to search MEDLINE and Australian Public Affairs Information Service databases. The Australian Journal of Hospital Pharmacy and conference proceedings of the Society of Hospital Pharmacists and the Australasian Pharmaceutical Science Association were searched manually. Studies were included if they were Australian, had the primary aim of identifying drug-related admissions, and had at least one clinical pharmacist or medical practitioner review the admissions. DATA EXTRACTION: Total number of admissions assessed; proportion considered drug-related; drug groups implicated; and proportion considered avoidable. DATA SYNTHESIS: 14 studies were identified; 2.4%-3.6% of all hospital admissions were reported to be drug-related. 6%-7% of emergency admissions, 12% of all admissions to medical wards and 15%-22% of all emergency admissions among the elderly were drug related. Between 32% and 69% of drug-related admissions were reported as definitely or possibly preventable. Drug groups most commonly implicated were cytotoxics, cardiovascular agents, antihypertensives, anticoagulants and non-steroidal anti-inflammatory drugs. CONCLUSION: Drug-related hospital admissions are a significant and expensive public health problem in Australia, and approximately half were considered possibly or probably preventable.
232 citations
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TL;DR: In this article, a solution-mixing polymers with cost-effective graphene of hydrophobic surface was used to prevent graphene layers stacking; in this respect, the greatest challenge in developing polymer/graphene nanocomposites is to prevent stacking.
232 citations
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TL;DR: The article traces the history of the 2 constructs though JAP has been far more important for climate than culture research, and summarizes and comment on the major theory and research achievements in each period.
Abstract: We review the literature on organizational climate and culture paying specific attention to articles published in the Journal of Applied Psychology (JAP) since its first volume in 1917. The article traces the history of the 2 constructs though JAP has been far more important for climate than culture research. We distinguish 4 main periods: the pre-1971 era, with pioneering work on exploring conceptualization and operationalizations of the climate construct; the 1971-1985 era, with foundational work on aggregation issues, outcome-focused climates (on safety and service) and early writings on culture; the 1986-1999 era, characterized by solidification of a focused climate approach to understanding organizational processes (justice, discrimination) and outcomes (safety, service) and the beginnings of survey approaches to culture; and the 2000-2014 era, characterized by multilevel work on climate, climate strength, demonstrated validity for a climate approach to outcomes and processes, and the relationship between leadership and climate and culture. We summarize and comment on the major theory and research achievements in each period, showing trends observed in the literature and how JAP has contributed greatly to moving research on these constructs, especially climate, forward. We also recommend directions for future research given the current state of knowledge. (PsycINFO Database Record
232 citations
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TL;DR: Despite the increasing popularity of FL and similar active learning models, there has been limited attention devoted to understanding the reasons for why students may or may not engage in pre-class activities.
Abstract: Prior education studies have consistently emphasized the importance of sustained and active student engagement to aid academic performance and achievement of learning outcomes (e.g., Hockings, Cooke, Yamashita, McGinty, & Bowl, 2008; Michael, 2006). The positive impact of such active learning models on academic outcomes has been well established, particularly, in the STEM (Science, Technology, Engineering andMathematics) disciplines. For example, Freeman et al. (2014) demonstrated that students undertaking STEM courses incorporating active learning models received (on average) higher academic grades and were less likely to fail in comparison to peers in more traditional and lecture based modes of teaching. While active learning has clear benefits for student learning outcomes, the process of implementation is often more complex than first anticipated (Gillies & Boyle, 2010; Hung, 2011). For instance, student engagement in active learning does not occur spontaneously and educators must employ careful consideration of the curriculum design, activity sequencing and progression as well as the diversity of learners, including learners' prior experience and motivation, background and knowledge. Flipped learning (FL) is a form of blended learning that requires students' active participation in learning activities both before and during face-to-face sessions with the teacher (Lage, Platt, & Tregua, 2000). However, students frequently lack the necessary skills, time, and/ormotivation to fully participate in pre-class activities and therefore do not commit to the level of involvement in the learning process that effectively complements the intended design (Lai & Hwang, 2016; Mason, Shuman, & Cook, 2013). Clearly, the reasoning for why students may or may not engage in pre-class activities is complex and multi-dimensional. However, if provided with a deeper insight into the types of learning strategies students employ in such active learning models, teaching staff can make better informed decisions regarding student support and course design processes (Stief & Dollar, 2009). Despite the increasing popularity of FL and similar active learning models, there has been limited attention devoted to understanding
232 citations
Authors
Showing all 10298 results
Name | H-index | Papers | Citations |
---|---|---|---|
Andrew P. McMahon | 162 | 415 | 90650 |
Timothy P. Hughes | 145 | 831 | 91357 |
Jeremy K. Nicholson | 141 | 773 | 80275 |
Peng Shi | 137 | 1371 | 65195 |
Daniel Thomas | 134 | 846 | 84224 |
Jian Li | 133 | 2863 | 87131 |
Matthew Jones | 125 | 1161 | 96909 |
Ulrich S. Schubert | 122 | 2229 | 85604 |
Elaine Holmes | 119 | 560 | 58975 |
Arne Astrup | 114 | 866 | 68877 |
Richard Gray | 109 | 808 | 78580 |
John B. Furness | 103 | 597 | 37668 |
Thomas J. Jentsch | 101 | 238 | 32810 |
Ben W.J. Mol | 101 | 1485 | 47733 |
John C. Lindon | 99 | 488 | 44063 |