National Guidelines for the Performance of the Sweat Test in Diagnosis of Cystic Fibrosis on behalf of the Croatian Society of Medical Biochemistry and Laboratory Medicine and the Cystic Fibrosis Centre - Paediatrics and adults,University Hospital Centre Zagreb

The sweat test (ST) is a cornerstone in the diagnosis of cystic fibrosis (CF), together with newborn screening and genetic testing. However, the performance of the ST can depend on the operator’s skill, so several international guidelines have been published to standardise the ST, but inconsistencies remain. The joint Working Group for ST Standardisation (WG STS) of the Croatian Society of Medical Biochemistry and Laboratory Medicine, in association with cistic fybrosis health professional and the Cistic Fibrosis Centre for Paediatrics and Adults, have issued National Guidelines for the Performance of the Sweat Test in order to ensure consistency in ST performance and accuracy of reported results. Many of the standards were taken from the 2nd Edition of the UK Guidelines for Performance of the ST for the Diagnosis of CF, while others were taken from independent consensus statements from the WG STS based on local ST equipment and practices. The standards cover every step of the ST, from the indications for testing to reporting of results and their interpretation, including the analytical phase and quality control. In addition, National Guidelines include appendices with practical examples in order to aid implementation of the recommendations in routine practice.     

The Role of Institutional Motivations in Technological Adoption: Implementation of DeKalb County's Family Technology Resource Centers

The Family Technology Resource Centers (FTRC) Program consists of 14 community technology centers operated by the DeKalb County School System (DCSS) in Atlanta, GA. The model program is an outreach and technology diffusion initiative developed and maintained by the DCSS to encourage the use and awareness of information and communication technologies (ICTs) by underserved populations. A narrative assessment was generated using a qualitative approach based on researchers' direct observations of day-to-day operations, interviews conducted with key stakeholders, and review and analysis of official internal and external documents detailing program elements. The FTRC's successful efforts are tied to a combination of an environment "suitable" for change, the participation and "buy-in" of key stakeholders with a shared set of objectives, and the ability of key change agents both internally and externally to draw upon resources to "leverage" a digital divide policy initiative.     

Assessing teachers' perceptions for school‐based aggression prevention programs: Applying a cognitive‐ecological framework

This article describes qualitative and quantitative assessment based on responses of 221 teachers from nine elementary schools in two districts (urban and suburban) to inform plans for reducing and preventing student aggression. Teachers' perceptions of students' aggressive behavior and beliefs were validated against students' self‐reports and archival disciplinary data. Using a brief survey, we found district‐ and grade‐level differences in teachers' perceptions of students' aggressive behavior and aggression supporting cognitions. Teacher reports on these two constructs each uniquely predicted teacher perceptions of the degree to which student aggression interferes with their jobs. Focus‐group interviews with teachers were used to elaborate on individual‐cognitive and ecological school factors related to student aggression, including procedures for handling aggression. The importance of teacher reports is highlighted, and implications for school program development are considered. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 331–344, 2006.     

The Role of Institutional Motivations in Technological Adoption: Implementation of DeKalb County's Family Technology Resource Centers

The Family Technology Resource Centers (FTRC) Program consists of 14 community technology centers operated by the DeKalb County School System (DCSS) in Atlanta, GA. The model program is an outreach and technology diffusion initiative developed and maintained by the DCSS to encourage the use and awareness of information and communication technologies (ICTs) by underserved populations. A narrative assessment was generated using a qualitative approach based on researchers' direct observations of day-to-day operations, interviews conducted with key stakeholders, and review and analysis of official internal and external documents detailing program elements. The FTRC's successful efforts are tied to a combination of an environment "suitable" for change, the participation and "buy-in" of key stakeholders with a shared set of objectives, and the ability of key change agents both internally and externally to draw upon resources to "leverage" a digital divide policy initiative.