scholarly journals Analysis, an Anathema: Is That a Fervent Diatribe of Lean?

2021 ◽  
Author(s):  
Sajit Jacob ◽  
Krishnamurthy Kothandaraman
Keyword(s):  
Fault Tolerance ◽  
Competitive Advantage ◽  
Real World ◽  
Failure Modes ◽  
Learning Objectives ◽  
Business Success ◽  
Time Study ◽  
The Real ◽  
Consequence Assessment ◽  
Study Results

Should there be an understanding that rigor in analysis must be out-of-bounds for Lean initiatives? Will this rigor not facilitate a benchmarking of Lean initiatives? Why not a Lean initiative cause-consequence assessment not performed for building future fault tolerance? The effectiveness of a company’s strategy is critical to its success or failure. Lean strategy seems to be claimed as a widely recognized factor for business success and competitive advantage. However, empirical evidences do not promote the idea that Lean has delivered results every time. Study results indicate that success or failure of lean initiatives strongly depends on how companies approach it and on whether company has created their own curated philosophy towards Lean. Then, success is not dependent alone on a strategy, but on how daily operations are aligned to strategy. This chapter aims to address the above questions and a greater number of questions that we experience on a day-to-day basis with regard to Lean applications in the real world. Chapter Learning Objectives: Understanding Lean, Lean failure modes, and Lean initiative precautions.

scholarly journals Comparison of Pancreatic Cancer Treatment Outcomes: A Real-World Data Analysis

2020 ◽  
Author(s):  
Jacob Vikström ◽  
Georgii Shangin ◽  
Tommi Viitanen ◽  
Natalja Eigeliene ◽  
Antti Jekunen
Keyword(s):  
Metastatic Disease ◽  
Real World ◽  
Controlled Trial ◽  
Locally Advanced ◽  
Phase Iii ◽  
Real World Data ◽  
World Data ◽  
The Real ◽  
Randomized Controlled ◽  
Study Results

Abstract Background Since the ground-breaking phase III MPACT trial showed clear benefit of gemcitabine-nab-paclitaxel, this regimen has emerged as the standard of care for advanced pancreatic adenocarcinoma (PAC). Prior to this study, few studies have shown how results from randomized controlled trial translate to the real world. This study investigated how patients fared in the real world. Methods This single-centre, retrospective study was conducted in the Vaasa Central Hospital, Finland. 148 patients with PAC (ICD-10 C25) between 1/2011-12/2016 were identified with resectable, locally advanced or metastatic disease. Information about the basic characteristics, treatment regimens and adverse effects (AEs) were extracted from patient files and analysed. Results The median overall survival (OS) was 10.4 months for treated and 2.8 months for untreated patients. For metastatic disease OS was 4.9 months, for locally advanced 9.1 months. Patients who received 3 or more treatment lines had OS 19.1 months, while those who received 2 or 1 line had 11.3 and 6.2 months, respectively. The following grade 2–4 haematologic toxicities occurred: anaemia (n = 19), leukopenia (n = 49), neutropenia (n = 55) and thrombocytopenia (n = 9). Febrile neutropenia occurred 7 times. A total of 12 grade 5 AEs were recorded in 7 patients, and 3 other patients died of unknown complications. Conclusion This study shows that active treatment is worth pursuing in most PAC patients and study results from this real-world data study differ from randomized controlled trials. Special caution should be applied when continuing chemotherapy in patients with ECOG 2 and who are older than 70 years.

Real-world effectiveness of fulvestrant monotherapy as first hormonal therapy in metastatic breast cancer patients.

2017 ◽  
Vol 35 (15_suppl) ◽  
pp. e12537-e12537
Author(s):  
Temitope O Olufade ◽  
Karen E Skinner ◽  
Nicola Di Santo ◽  
Rahul A. Shenolikar ◽  
Mark Stephen Walker ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Estrogen Receptor ◽  
Metastatic Breast Cancer ◽  
Hormonal Therapy ◽  
Real World ◽  
Metastatic Breast ◽  
Late Relapse ◽  
Early Relapse ◽  
The Real ◽  
Study Results

e12537 Background: Fulvestrant is a selective estrogen receptor degrader approved as monotherapy for postmenopausal women with estrogen-receptor-positive metastatic breast cancer (MBC) who progress following anti-estrogen therapy. The recent Phase 3 FALCON study for hormone therapy (HT) naïve women showed increased median progression-free survival (PFS) (16.6 months) in fulvestrant treated patients (pts) compared with anastrozole (13.8 months), but real-world data are lacking. This study examined the real-world effectiveness of fulvestrant monotherapy as first (L1) or second line (L2) treatment after MBC diagnosis. Methods: This was a retrospective medical record review from 10 US community oncology practices. Female pts initiated fulvestrant monotherapy as the first HT after MBC diagnosis, administered as L1 or as L2 treatment following L1 chemotherapy. Fulvestrant was initiated between 1/1/2011 and 12/31/2015. Pts were classified as HT naïve; and HT relapse status: early relapse (≤12 months of adjuvant HT completion), late relapse (>12 months). Time to first chemotherapy (TTC), PFS, and overall survival (OS) were evaluated using Kaplan-Meier analyses. Results: The study included 121 pts: mean (SD) age 65.7 (11.4) years, 81.8% Caucasian, 94.2% postmenopausal/undocumented, and 92.0% HER2-/undocumented. Overall, 15.7% were de novo metastatic and 86.0% initiated fulvestrant in L1. At the start of fulvestrant, 40.5% had visceral metastasis. The study results (Table 1) suggest better outcomes (TTC, PFS, OS) in HT naïve and late relapse pts, than early relapse pts. Conclusions: First line fulvestrant in the real-world setting demonstrates comparable PFS benefit to clinical trial results and appeared successful in delaying chemotherapy initiation in HT naïve and late relapse pts. This finding supports the use of fulvestrant monotherapy as the first hormonal therapy in a metastatic setting. [Table: see text]

scholarly journals METODE PBL PADA PEMBELAJARAN SIMULASI DAN KOMUNIKASI DIGITAL (SIMDIG) MATERI FITUR PEMBUATAN SLIDE PRESENTASI

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Sulastika Sulastika
Keyword(s):  
Learning Styles ◽  
Real World ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
Teaching Staff ◽  
Learning Approach ◽  
The Real

Teachers is teaching staff and educators for the students. Teachers must understand the learning styles of their students. There is 2 purpose of the study: (1) To describe the Problem-based Learning (PBL) method, (2) the implementation of the PBL method in Simdig learning on the material for making presentation slides. The results of this study are: (1) PBL is a learning approach that presents contextual problems so the student is able to solve problems in the real world (2) The application of the PBL method in Simdig learning is able to influence the achievement of learning objectives

Learning Assignments in Virtual Worlds

2010 ◽  
pp. 54-77
Author(s):  
Tanja Adamus ◽  
Nadine Ojstersek ◽  
Axel Nattland ◽  
Michael Kerres
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Additional Benefit ◽  
Learning Objectives ◽  
Complex Learning ◽  
The Real ◽  
Technical Solutions

The chapter describes different possibilities for the design of learning assignments in virtual worlds with a special emphasis on Second Life. For this purpose, it relates to didactical requirements to obtain criteria for constructing learning assignments for different contexts and conditions. A difference has to be made between distinct forms of simple and complex learning assignments, which have to be solved in the virtual worlds, but serve for the attainment of learning objectives either from the real or the virtual world. Furthermore, it is possible to reach learning objectives concerning the virtual world by means of the real world. It becomes obvious, that the bounds between virtual worlds and the real world are blurring. The decision, whether learning assignments should be edited in virtual worlds, depends on to what extent an additional benefit compared with other (technical) solutions, can emerge in these contexts. For these purposes a closer consideration of virtual worlds‘ specific features becomes relevant.

The Mechanic is the Message

2010 ◽  
pp. 217-235 ◽  
Author(s):  
Chris Swain
Keyword(s):  
Experiential Learning ◽  
Best Practices ◽  
Real World ◽  
Learning Objectives ◽  
Learning Science ◽  
The Real ◽  
Game Mechanics ◽  
Natural Type

Humans learn through play. All games are learning devices—though most teach the player how to play the game itself and do not strive to communicate information with utility in the real world. This chapter is for designers seeking to design game mechanics to communicate learning objectives, values, and ethical messages. The term “mechanic” describes both a) the actions a player takes as she interacts in the context of a game (e.g., run, jump, shoot, negotiate) and b) the response of the system to player actions. In other words, the mechanics are the essence of the player interacting with the game. When the mechanics of a game align with the values the game’s designer strives to communicate, then the player is learning those values experientially. Learning science shows us that this type of experiential learning is a powerful and natural type of learning for humans. Designing game mechanics as described above is easier said than done. This chapter includes six best practices for achieving success, which are supported by case study examples from leading designers in the field.

scholarly journals Upaya Peningkatan Kompetensi Guru Dalam Pembentukan Model Matematika Di MGMP Matematika SMA Kota Bukitinggi

2018 ◽  
Vol 1 (1) ◽  
pp. 42
Author(s):  
Media Rosha
Keyword(s):  
High School ◽  
Mathematical Model ◽  
Real World ◽  
Negative Impact ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Concept ◽  
Learning Objectives ◽  
The Real ◽  
Real World Problem

Educational city Bukittinggi has some Senior High School (SMA) and they are potential.  Learning process is doing well but not optimal yet. Mathematics teacher find the difficulties in build, solve and interprete mathematical models based and real world problem. In other case, it is one of the mathematics learning objectives for SMA. This case gives the negative impact. If teacher knows the models of a problem, she/he will use in explaining the lessson, so that the students find the benefit  of that mathematical concept. One way to solve this problem is give a workshop to teacher to construct mathematical model based on the real world context. In workshop teacher are teached how to model it, oriented to mathematical modelling. The objective of this workshop to help SMA mathematical teacher to model the real world problem, so that the problem solved. Workshop do with several analysis, they are analysis of need, orientation and discussion. Result that teacher reach are they are motivated to study how to model mathematical problem and they understand how to model it.

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