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91.
Jasna Leni
ek Krlea Merica Aralica Duka Tjei-Drinkovi Karolina Crnekovi Jelena Culej Gordana Fressl Juro Verica Horvat Dara Metzner Dijana Pamukovi Jaram Alma Pipi Kitter Fran Smai Sanela imi Vojak Livija imi
evi Valentina Veri 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)
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. 相似文献
92.
93.
Aleksandra Urbańska 《Educational Studies in Mathematics》1993,24(3):265-275
The paper presents some of the results obtained in the course of experiments which have provided evidence of a considerable degree of numerical competence exhibited by six-years-olds and of their fairly advanced activity in discovering and dealing with arithmetical problems.The children used both counting and non-counting ways for solving arithmetical problems. They applied them elastically and interchangeably, often combining them into mutually complementary patterns of finding solutions. 相似文献
94.
95.
Hanna Jabłońska‐Skinder 《Higher Education in Europe》1988,13(3):5-12
This article Surveys the problems and the traps of equivalences in higher education and proposes solutions to the former and ways of avoiding the latter. To begin with, one must be clear as to basic concepts and be able to distinguish between recognition and equivalence, the second being synonymous with the first, if formal equivalence is what is meant. But the principal task is one of defining and granting so‐called real equivalence, that is, equivalence based on the comparison of educational programmes, contents, length of study, the methods and the results of evaluations, and appropriate assessments of the academic value of practical work. It is also necessary to be clear at the outset as to the purposes of a given equivalence: to permit further study in another country or to aid in securing employment in a given occupation in another country. A major problem relates to varying conceptions of what is specifically university education in relation to higher education as a whole; the weight to be granted to post‐secondary, non‐university training; the whole question of length of studies; and ambiguities relative to terminology. Although it will never be possible to formulate ideal solutions to all problems, the key to obtaining the best possible solution is to be found in the improvement of the availability of standardized information by the exploitation of such sources as Unesco statistics, student books, analyses of bilateral conventions for applicable analogies, and, eventually, the sort of diploma supplement which Carin Berg and Ulrich Teichler are recommending. 相似文献
96.
Tomasz Z. Zając Tomasz Żółtak Marek Bożykowski Mikołaj Jasiński 《European Journal of Education》2023,58(3):477-497
The expansion of higher education resulted in a growing interest in post-graduation labour market outcomes. Two conflicting narratives are present in the debate. The first focuses on the shortage of skills and the need for further expansion of the sector and seems to pertain mostly to science, technology, engineering, and mathematics (STEM). The second revolves around over-education and mismatch leading to graduate unemployment or underemployment. Such concerns pertain especially to humanities and social sciences. However, in this article, we argue that the STEM versus non-STEM opposition on which this debate is premised is not adequate for analysing post-graduation labour market outcomes. We leverage a unique administrative dataset comprising monthly records on the labour market status of the entire population of recent Polish university graduates (N = 161,323) to demonstrate the heterogeneity of the STEM category in terms of labour market outcomes and the limited predictive value of the field of study for those outcomes. We argue that the category is too broad and internally diverse to be used as an overarching category, especially in research meant to inform policymaking. 相似文献
97.
David Nicholas Cherifa Boukacem-Zeghmouri Blanca Rodríguez-Bravo Eti Herman Abdullah Abrizah David Clark Galina Serbina David Sims Marzena Świgoń Jie Xu Anthony Watkinson Hamid R. Jamali Carol Tenopir Suzie Allard 《Learned Publishing》2023,36(2):319-322
- 170 early career researchers interviewed three times over 2 years, have uniquely contributed towards a stress test of scholarly communications and cracks have been identified.
- The perfect storm created by the convergence of millennial values and the pandemic appears to have fast-forwarded the cracking process, perhaps, for the good.
- The cracks in question are: (1) peer review; (2) reputational assessment; (3) unethical/questionable practices; (4) collaboration; (5) networking.