Public Articles
Mancais de deslizamento: seleção correta para um projeto de máquina confiável
GIN McMaster Guideline Development Checklist Extension for Computable Guidelines
and 6 collaborators
Applicable to Guideline Developer | Applicable to Informaticist/ Implementer | Item Label | Description | Useful Resources/ Examples | Further details |
X* | -* | 1. Policy | Provide a link with a persistent identifier to public documentation of standards used by the organization to develop their guidelines, including the organization’s methods and procedures, including how it established transparency, composes its guideline development group, manages conflicts of interest, and its evidence review, rating of evidence, peer review, update, data management, and distribution/publishing policies. | · GIN McMaster Checklist · IOM Guidance | |
X | - | 2.Scope | Clearly articulate the scope of the guideline development project, including who the guidelines are for, what clinical domains they cover, and where they may be practiced. | · Adapting Clinical Guidelines for the Digital Age · An Integrated Process for Co-Developing and Implementing Written and Computable Clinical Practice Guidelines · Integrated Process tables: https://stacks.cdc.gov/view/cdc/131006An Evaluation Framework for a Novel Process to Codevelop Written and Computable Guidelines · Evaluation framework tool: https://stacks.cdc.gov/view/cdc/131007 | |
X | - | 3.Goal(s) | Clearly articulate why a guideline development project is needed. | ||
X | X | 4.Contributor(s) | Ensure the involvement of informaticists and implementation scientists in the guideline’s development panel. Provide contact information for guideline developers, informaticists, and other involved stewards | ||
- | X | 5.Knowledge Levels Requirements | Provide a clear, strong, and tangible definition of the requirements of each guidelines knowledge levels starting with the executable knowledge level 4 (L4) to be able to understand what is needed at L1 and be most useful | · FHIR Clinical Guidelines (v1.0.0) (STU 1) (hl7.org) | |
X | - | 6.Guideline Question formulation | Formulate measurable and/or observable clinical questions using the Patient/population, Intervention, Comparison, and Outcomes (PICO) Process | · Patient/population, Intervention, Comparison, and Outcomes (PICO) Process | |
X | X | 7.Guideline Structure | Use a consistent GRADE (Grading of Recommendations Assessment, Development and Evaluation) scale that is publicly documented and linked to evidence statements Use a structured, machine-readable format to consistently declare each recommendation and its GRADE | · JATS4R · GIN McMaster Checklist · IOM Guidance · EBMonFHIR - Clinical Decision Support - Confluence (hl7.org) · Agency for Healthcare Research and Quality (AHRQ) Systematic Review Data Repository (SRDR+) | Use the evidence-based structure and requirements for guidelines related systematic reviews, evidence reports, and supplementary data and materials. |
X | X | 8.Documentation requirements per recommendation | Identify and use common data elements and variables while writing your recommendation in order to implement it in conformance with your real-world requirements and health outcomes. Formulate guidance for each recommendation using the same necessary data elements, value sets, and measures used to develop them from PICO questions. Understand data to model, define, and map those data elements through the entire learning health system for the particular topic / disease / drug / screening / etc… Consider and formulate the care pathways for implementing each recommendation when there is sufficiently clear evidence to confidently do so. Clearly articulate possible care options, along with the known variables and contexts using the heuristic theory of decision‐making, often implemented as fast‐and‐frugal (FFT) decision trees since they are linked to signal detection theory, evidence accumulation theory, and a threshold model of decision‐making, which, in turn, allows quantitative analysis of the accuracy of clinical management strategies Use an existing application, template, or other tool to facilitate the generation of individual statements that can be executed to these algorithms. For example: If (x AND y OR z) is true: make N recommendation. x, y, z statements should be easy to find within the narrative, and should be documented clearly | · https://goodwin.libguides.com/c.php?g=309484&p=2066254 ] · United States Core Data for Interoperability (USCDI) | Interoperability Standards Advisory (ISA) (healthit.gov) · Value Set Authority Center (nih.gov) Additional Resources for International Community: · InternationalPatientSummaryIG (hl7.org) · International Classification of Health Interventions (ICHI) (who.int) · CDS Authoring Tool (ahrq.gov) · FHIR Clinical Guidelines (v0.2.0) (Current) (hl7.org) · FFT Decision Tree Example | Define the data elements and variables that will be used when performing complex queries on available data sets and published literature. |
X | X | 9.Guideline Update | Guideline developers should have a clear versioning policy for all updates to their evidence and guidance following common version algorithms while taking into consideration the level of incorporated changes Major, Minor, and Patch. Maintain an open, transparent, and continually learning and updated system based on the latest set of evidence available. | · https://semver.org/ · https://www.hl7.org/fhir/valueset-version-algorithm.html | Each version shall have a persistent identifier for transparency in the historical record, and that each version can be linked across all other versions of that document through clearly communicated related publications in each document and its indexed metadata. |
Wiley Interdisciplinary Reviews (WIREs)
DNA logic programming: from concept to construction
and 3 collaborators
Change point analysis to detect the effect of pruning severity on tree growth
Smartphone-based heart rate variability biofeedback training improves premenstrual and depressive symptoms as well as anxiety/stress symptoms and attentional executive control: a pilot study
and 2 collaborators
Light Science And Applications Template
How to write Math in Authorea
and 1 collaborator
Maybe not...
If you are interested in just inserting simple mathematics or simple inline LaTeX, you do not need to use a full fledged LaTeX mode described in the rest of this document. You can write both math symbols, simple formulae, and even simple LaTeX using the equation button x2y in the toolbar. Read more here.
But if you want to venture into the LaTeX world, keep reading...
Authorea supports LaTeX, a powerful typesetting program that renders beautiful math notation.
In order to insert LaTeX: click on the Insert button in the toolbar and then select LaTeX from the dropdown. A LaTeX label shows next to the LaTeX block in which you can write LaTeX notation. Here are some tips for writing LaTeX in Authorea:
Click anywhere outside of the LaTeX block to render it.
Hover on Preview to see a Preview of the rendered content.
Do not paste an entire LaTeX article! Instead import documents from your homepage.
Only type LaTeX content in a LaTeX block, i.e. everything you would write after \begin{document}
.
Do not type preamble (e.g. documentclass), frontmatter, macros or figures.
To add macros (newcommands) and packages, click Settings → Edit Macros
Use the Insert Figure button to insert images (and data).
Use math mode for equations, e.g. $\mathcal L_{EM}=-\frac14F^{\mu\nu}F_{\mu\nu}$.
Try the citation tool (click cite) to find and add citations, or use \cite{}
.
To insert more LaTeX blocks click Insert → LaTeX.
You can use sectioning commands like \section{},\subsection{},\subsubsection{}
to add headings.1
There are different ways to present a mathematical expression in Latex — inline, as an equation or displaystyle.
Inline expressions occur in the middle of a sentence. To produce an inline expression, place the math expression between dollar signs ($
). For example, typing $E=mc^2$
yields E = mc2.
Equations are mathematical expressions that are given their own line and are centered on the page. These are usually used for important equations that deserve to be showcased on their own line or for large equations that cannot fit inline. To produce an inline expression, place the mathematical expression between the symbols \[! and \verb!\]
. Typing \[x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}\]
yields \[x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}.\]
To get full-sized inline mathematical expressions use \displaystyle
. Typing I want this $\displaystyle \sum_{n=1}^{\infty}
\frac{1}{n}$, not this $\sum_{n=1}^{\infty}
\frac{1}{n}$.
yields: I want this $\displaystyle \sum_{n=1}^{\infty}\frac{1}{n}$, not this $\sum_{n=1}^{\infty}\frac{1}{n}.$
description | command | output |
addition | + |
+ |
subtraction | - |
− |
plus or minus | \pm |
± |
multiplication (times) | \times |
× |
multiplication (dot) | \cdot |
⋅ |
division symbol | \div |
÷ |
division (slash) | / |
/ |
infinity | \infty |
∞ |
dots | 1,2,3,\ldots |
1, 2, 3, … |
dots | 1+2+3+\cdots |
1 + 2 + 3 + ⋯ |
fraction | \frac{a}{b} |
$\frac{a}{b}$ |
square root | \sqrt{x} |
$\sqrt{x}$ |
nth root | \sqrt[n]{x} |
$\sqrt[n]{x}$ |
exponentiation | a^b |
ab |
subscript | a_b |
ab |
absolute value | |x| |
|x| |
natural log | \ln(x) |
ln(x) |
logarithms | \log_{a}b |
logab |
exponential function | e^x=\exp(x) |
ex = exp(x) |
degree | \deg(f) |
deg(f) |
circle plus | \oplus |
⊕ |
circle times | \otimes |
⊗ |
equal | = |
= |
not equal | \ne |
≠ |
less than | < |
< |
less than or equal to | \le |
≤ |
greater than or equal to | \ge |
≥ |
approximately equal to | \approx |
≈ |
You can toggle heading numbering on/off from the article settings. This footnote is generated via \footnote{}
↩
MDPI Article Template
AllergoOncology: Biomarkers and Refined Classification for Research in the Allergy and Glioma Nexus - a Joint EAACI-EANO Position Paper
and 29 collaborators
Influencia de la ciencia y la tecnologia en la Ingenieria Industrial
The global influence of the IUCN Red List can hinder species conservation efforts
and 24 collaborators
THE EFFECTS OF MENTAL IMAGERY ON MORAL DILEMMAS IN A SECOND LANGUAGE
and 1 collaborator
Constraining the earthquake recording threshold of intraslab earthquakes with turbidites in southcentral Alaska's lakes and fjords
and 4 collaborators
Geographic differences in allometric patterns of males of the Japanese firefly Luciola parvula
Autonomous navigation and adaptive path planning in dynamic greenhouse environments utilizing improved LeGO-LOAM and OpenPlanner algorithms
and 5 collaborators
EJERCICIOS DE COHESION Y COHERENCIA
Ejercicios de Coherencia
1) Después de llegar al campus, me fui a mi habitación y deshice el equipaje. Nunca he sabido por qué mis padres se compraron aquel coche
2) Los niños se alegraron al abrir los regalos que estaban junto al árbol de navidad. Las clases estaban acabando y ya tenían ganas de que llegaran las navidades.
3) Hay varias ideas en que se defienden en el libro. La obra es una crítica feroz contra la globalización.
Aquel día después de llegar al campus, lo primero que hice fue dirigirme hacia mi habitación para poder deshacer mi equipaje y descasar tranquilamente; mientras tanto en este momento de relajación se me vino a la mente cuestionarme sobre el porque mis padres se habían comprado aquel auto, tratando de ver si lo eligieron por el modelo, el color o algún otro factor.
a) El otro día en la calle me encontré con unos amigos. Los amigos me contaron que habían comprado una moto. Habían comprado la moto con un dinero que habían ganado en verano. En verano habían estado trabajando para ganar dinero y comprar una moto.
b) Tener animales en casa es muy agradable. También tener animales en casa tiene problemas. Tienes que sacar a los animales a pasear y tienes que llevarlos al veterinario. Hay personas que no quieren tener animales en su casa. No quieren tener animales por varios razones. Algunas personas tienen alergia a los animales. Otras personas no pueden cuidar a los animales.
c) Mis padres vivían en una casa junto a un campo de fútbol. Mis padres siempre van a ver los partidos de fútbol y antes también iban a ver los partidos. Ahora mis padres viven en el campo. Se mudaron al campo porque quieren vivir ahora una vida más tranquila y siempre han vivido junto a un campo de fútbol. Hay mucho ruido junto a un campo de fútbol.
Unraveling the Interplay Between Demography and Landscape Features in Shaping Connectivity and Diversity: Insights from the Leopard Cat on a Subtropical Island
and 9 collaborators
Policy Brief: Anti-Microbial Resistance In India: Are Magic Bullets Eroded
Unsafe Care and Fake News in Freeman-Burian syndrome
and 1 collaborator
Hyperparasitic fungi—definitions, diversity, ecology, and research
and 5 collaborators
Chain Physics
Chains generally obey classical mechanics, which make them accessible objects of study for high school students. Quite sophisticated analysis can be done using the mathematics of calculus and Newton’s laws of motion, without invoking Lagrangian or Hamiltonian mechanics.
Yet chains display subtle physics, because they are extended objects, and can move in different directions along their lengths. We are considering here massive chains, rather than the approximation of light chains in the context of masses attached to their ends.
A closer look: High-resolution maps of brain connectivity