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EN
Introduction and aim. In our study, our aim was to evaluate the relationship between red cell distribution width (RDW) values and prognosis in geriatric patients with acute pancreatitis. Material and methods. Patients over the age of 65 and diagnosed with acute pancreatitis who applied to the Emergency Department of Ümraniye Training and Research Hospital between 16.07.2021 and 15.05.2022 were included in our retrospective study. RDW levels were recorded using the hospital data system. Results. Our study included 184 patients, 19 (10.3%) of which died. Sixty-five percent of our patients were women. The mean hospital stay was 5 days (from 3 to 9). A statistically significant relationship was also observed between high RDW and mortality (p=0.006). The diagnostic test performance analyses of CRP, and RDW in predicting mortality revealed that they were statistically significant in predicting mortality, with the AUC value being calculated as 0.66 (0.6061–0.7368) for CRP, with a cut-off value of 22; and 0.69 (0.6909–0.7368) for RDW, with a cut-off value of 14.5 (p=0.019, p=0.006, respectively). Conclusion. Hematological parameters can help predict a prognosis in patients with acute pancreatitis. Although RDW is not statistically more significant than CRP, it can be used as a prognostic marker in patients with acute pancreatitis.
EN
The article concerns the necessity of changing the model of learning. It indicates sensitive issues in the teacher – student relationship and refers to modern educational models (e.g. Brunner, Cultural Relevant Pedagogy). The article focuses on finding sensitive issues and proposes courses of action which could enable new and adequate functioning of teaching organizations. The proposed solution is systemic taking responsibility by post-modern institutions for developmentally oriented system of education. The conclusions based on the analysis concentrate on the concept of learning, the content of what ought to be taught and factors impeding and supporting implementation of changes.
PL
W artykule poruszono kwestię konieczności zmiany modelu uczenia się. W odwołaniu do współczesnych modeli edukacji wskazano czynniki sprzyjające i hamujące proces uczenia się. W opracowaniu skupiono się na poszukiwaniu obszarów sensytywnych oraz wskazano kierunki i sposoby działania umożliwiające nowe, adekwatne funkcjonowanie organizacji skoncentrowanych na uczeniu się. Rozwiązanie przedstawiono w systemowym przejęciu przez ponowoczesne instytucje odpowiedzialności za powszechny, skoncentrowany na rozwoju system edukacji. Wnioski przeprowadzonego wywodu koncentrują się wokół samego ujęcia uczenia się, treści tego, co ma być uczone, a także czynników hamujących oraz wspierających wdrażanie zmian.
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