专业教学与OSTA--C&G职业资格证书制的有效结合

通过举办OSTA—C&G职业资格证书班的实践,研究总结了该证书的机制和特点,认为它完全可以与我国的学历教育有机结合起来,并纳入教学计划之中,培养出符合社会发展需要的技术型人才。     

川西民间文化中的幼儿园课程资源开发——追求融合 走向发展

悠悠千古，川西民间文化博大精深，闪烁着世世代代川西人的智慧光彩。将川西民间艺术、民俗资源与幼儿园课程相整合，推动幼儿教育课程改革，是成都市成华区幼教区域性课题，两年多来，为实现这一目标追求，成华区幼教工作者凭着对幼教工作的满腔热忱和科学态度，书写着充满时代气息的教育华章。古老的川西民间艺术、民俗资源在成华区的幼儿园绽放新花，幼儿教师引领着天真烂漫的孩子，打捞出先人的智慧彩贝，收获到充满童趣的无尽欢乐……[编者按]     

培养小学生创造力的研究

笔者根据培养创造力的原理,结合家庭教育、学校教育,从培养良好个性、提供自由宽松环境等方面入手,对某小学四年级学生进行了小学生创造力培养的试验研究。结果发现,实验班级学生显示出对创造性形容词的偏好,更喜欢上学、喜欢学校、老师和朋友。试验班级的家长给予孩子更多的干家务活的时间,更重视创造力和心理承受力的培养。     

智障儿童优势智能开发的研究

本文通过对随班就读的智障儿童进行观察分析、调查了解和测量研究,发现其优势智能,并通过给予心理暗示、进行多维合作、开发生本课程、丰富相关资源、加强多元开发、开辟特殊天地等方式,发展智障儿童的优势智能,帮助他们提高基本的社会适应能力,发展个性特长,培养自信心;同时也帮助教师纠正错误认识,积累特教经验,增强优势智能观。     

Clinical chemistry and laboratory medicine in Croatia: regulation of the profession

Heterogeneity exists across Europe in the definition of the profession of clinical chemistry and laboratory medicine and also in academic background of specialists in this discipline. This article provides an overview of the standards of education and training of laboratory professionals and quality regulations in Croatia. Clinical chemistry in Croatia is almost exclusively practiced by medical biochemists. Although term Medical biochemist often relates to medical doctors in other European countries, in Croatia medical biochemists are not medical doctors, but university degree professionals who are qualified scientifically. Practicing the medical biochemistry is regulated by The Health Care Law, The Law of the Medical Biochemistry Profession and The Law of the State and Private Health Insurance. According to the law, only medical biochemists are entitled to run and work in the medical biochemistry laboratory. University degree is earned after the 5 years of the studies. Register for medical biochemists is kept by the Croatian Chamber of Medical Biochemists. Licensing is mandatory, valid for 6 years and regulated by the government (Law on the Health Care, 1993). Vocational training for medical biochemists lasts 44 months and is regulated by the national regulatory document issued by the Ministry of Health. Accreditation is not mandatory and is provided by an independent, non-commercial national accreditation body. The profession has interdisciplinary character and a level of required competence and skills comparable to other European countries.     

精品课程评价指标体系的定量研究

本文应用模糊数学的理论和方法,对精品课程评价过程中大量的模糊数据进行了定量的分析和研究,通过综合评判给出了较为科学的切合客观实际的评价结果。     

Diagnostic accuracy of heart fatty acid binding protein (H-FABP) and glycogen phosphorylase isoenzyme BB (GPBB) in diagnosis of acute myocardial infarction in patients with acute coronary syndrome

Introduction:

This study aimed to assess whether heart fatty acid-binding protein (H-FABP) and glycogen phosphorylase isoenzyme BB (GPBB) could be used for the accurate diagnosis of acute myocardial infarction (AMI) in acute coronary syndrome (ACS) patients.

Materials and methods:

The study included 108 ACS patients admitted to a coronary unit within 3 h after chest pain onset. AMI was distinguished from unstable angina (UA) using a classical cardiac troponin I (cTnI) assay. H-FABP and GPBB were measured by ELISA on admission (0 h) and at 3, 6, 12, and 24 h after admission; their accuracy to diagnose AMI was assessed using statistical methods.

Results:

From 92 patients with ACS; 71 had AMI. H-FABP and GPBB had higher peak value after 3 h from admission than cTnI (P = 0.001). Both markers normalized at 24 h. The area under the receiver operating characteristic curves was significantly greater for both markers in AMI patients than in UA patients at all time points tested, including admission (P < 0.001). At admission, the H-FABP (37%) and GPBB (40%) sensitivities were relatively low. They increased at 3 and 6 h after admission for both markers and decreased again after 24 h. It was 40% for H-FABP and approximately 2-times lower for GPBB (P < 0.01). In AMI patients, both biomarkers had similar specificities, positive- and negative-predictive values, positive and negative likelihood ratios, and risk ratios for AIM.

Conclusion:

H-FABP and GPBB can contribute to early AMI diagnosis and can distinguish AMI from UA.     

广州市普教系统校办产业发展与对策（上）

教育是一个庞大的社会服务产业系统，它是以主体产业(学校教育、课堂教学工作的专业服务)为核心，和对主体产业起支持保障作用功能的其它服务、生产产业组成。教育支持保障产业可包括教育教学设施建设、教材教具供应，以及考试、留学、升学就业指导等相关服务，教育基金、贷款、保险等金融支持，教育物业管理、学生公寓、营养配餐、健康饮水、交通安全等社会服务，体现产学研结合特色的校办产业等等。教育产业的开发，就是要通过大教育服务系统的综合管理与运营，为受教育提供功能完备的综合性全程服务。所以，就教育产业发展而言，产业之面是非常广泛的。本课题组所探讨的主要是普教系统校办产业的发展。本部分拟在通过对广州市普通教育系统校办企业的发展现状进行剖析的基础上，提出对校办产业发展具有一定操作性的对策建议。     

高职机电一体化专业指导性培养方案的研究与开发

本课题组调查分析了高职机电一体化专业人才知识结构与能力结构，以及目前高职机电一体化专业培养方案中存在的问题，有针对性的提出了两年制高职机电一体化专业培养方案的构建思路、改革和开发建议。