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Elia Psouni Andreas Falck Leni Boström Martin Persson Lisa Sidén Maria Wallin 《Child development》2019,90(1):35-50
Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding. 相似文献
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This article describes the way in which religious education (RE) has been organised in Flanders and Belgium, and gives attention to the problems and challenges that arise these days. We argue that the Schoolpact of 1958 which implies separate RE in different religions in public schools needs a revision. Therefore, we propose an alternative system, within the boundaries of the Belgian constitution that makes room for integrative RE as a new compulsory school subject in all schools. 相似文献
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Jasna Lenicek Krleza 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(3):350-358
Introduction:
Capillary sampling is increasingly used to obtain blood for laboratory tests in volumes as small as necessary and as non-invasively as possible. Whether capillary blood sampling is also frequent in Croatia, and whether it is performed according to international laboratory standards is unclear.Materials and methods:
All medical laboratories that participate in the Croatian National External Quality Assessment Program (N = 204) were surveyed on-line to collect information about the laboratory’s parent institution, patient population, types and frequencies of laboratory tests based on capillary blood samples, choice of reference intervals, and policies and procedures specifically related to capillary sampling. Sampling practices were compared with guidelines from the Clinical and Laboratory Standards Institute (CLSI) and the World Health Organization (WHO).Results:
Of the 204 laboratories surveyed, 174 (85%) responded with complete questionnaires. Among the 174 respondents, 155 (89%) reported that they routinely perform capillary sampling, which is carried out by laboratory staff in 118 laboratories (76%). Nearly half of respondent laboratories (48%) do not have a written protocol including order of draw for multiple sampling. A single puncture site is used to provide capillary blood for up to two samples at 43% of laboratories that occasionally or regularly perform such sampling. Most respondents (88%) never perform arterialisation prior to capillary blood sampling.Conclusions:
Capillary blood sampling is highly prevalent in Croatia across different types of clinical facilities and patient populations. Capillary sampling procedures are not standardised in the country, and the rate of laboratory compliance with CLSI and WHO guidelines is low. 相似文献6.
Leni Franken 《British Journal of Religious Education》2016,38(3):308-324
In spite of recent tendencies of secularisation and religious pluralism, most Belgian schools are Catholic schools, where Roman Catholic religious education is a compulsory subject. As we will argue, this can lead to a de facto undermining of the freedom of religion and education and a shift in the system is therefore required. In the long term, the number of Catholic schools should be in proportion with the number of students/parents choosing these schools. In the short term, however, this strategy is not recommended and for pragmatic reasons, we propose a system in which religious education in substantially subsidised faith-based schools is no longer compulsory. We will argue that such a system does not lead to an infringement of the (internal) freedom of religion of faith-based institutions and that it will guarantee more educational and religious freedom than the current system does. 相似文献
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This article reflects on the place of RE in a pillarised education context, taking into account the fact of religious diversity and pluralisation among the school population on the one hand, and the freedom of religion and education of faith-based schools on the other. Particular attention will be given to Belgium and the Netherlands, which do not only have a comparable pillarised education model, but also have a quite similar religious landscape. After a brief historical sketch of the educational systems in both nations, attention will be given to the present situation and to the challenges of religious diversity and secularism in faith-based schools. In order to meet these challenges, recent developments concerning RE in Belgium and the Netherlands are discussed. In conclusion, we will outline some suggestions for the future of RE in faith-based schools in a pillarised education context. 相似文献
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Ana Broni&#x; Sandra Margeti&#x; Desiree Coen Herak Marija Mili&#x; Branka Kre&#x;i&#x; Vanja Radi&#x;i&#x; Biljak Jasna Leni
ek Krlea 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)
IntroductionActivated partial thromboplastin time (aPTT) is determined and reported as clotting time in seconds aPTT(s), but it is presumed that reporting results as patient-to-normal clotting time ratio, aPTT(r), could minimize within-laboratory variability. The aim of study was to investigate differences in reporting aPTT results that can affect comparability of the results among Croatian laboratories and suggest further steps for its harmonization.Materials and methodsThe questionnaire on aPTT reporting practice was distributed to 83 laboratories through Survey Monkey application in March 2019 as the part of the first regular round of Croatian Centre for Quality Assessment in Laboratory Medicine proficiency testing.ResultsThe survey response rate was 0.49. Majority of laboratories report aPTT results as both, seconds and ratio. Participants reported use of 23 different aPTT(s) reference intervals along with 17 different combinations of reagent/coagulometer and 25 aPTT(s) denominators of different origin for aPTT(r) calculation. Despite the same aPTT(s) results, the use of different denominators caused a dispersion of aPTT(r) results that can lead to exceeding external quality assessment performance criteria of 7%, particularly when results were compared for the same reagent group only. By applying aPTT(s) reference interval mean as denominator for calculation of aPTT(r) reference interval better concordance to harmonized one was obtained (17 vs. 27; χ2 = 3.972; P = 0.046).ConclusionIn order to improve comparability of the results, laboratories are advised to use mean of aPTT(s) reference interval as denominator for aPTT(r) calculation. Type of coagulometer need to be considered when evaluating aPTT proficiency test results and its currently acceptable limit of performance evaluated accordingly. 相似文献
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Reforms in education often fail due to insufficient time to implement them, too few charismatic leaders, the influence of the preceding culture, scarce resources or an incapacity to comprehend the complexity of the education system. Most studies dealing with the cognitive aspects of educational change investigate the meaning of change through the lens of the educators and principals and there is not as much research available on the perception and interpretation of change by policy makers and the language they use to communicate messages about policy that affect sensemaking–sensegiving during the process of learning about the changes. Guided by the premise that the language of a reform movement is shaped by its ideology, this article illustrates how press releases of the Ministry of Education in Canton Sarajevo in Bosnia–Herzegovina reflect an exploitation-oriented dominant reform logic. The results of frequency analysis, hierarchical clustering and multidimensional scaling imply that MoE is driven by a top-down perspective to educational change, with a focus on the procedural, organizational and collaborational aspects of reforms that primarily alter the structure of the education system but not its internal substance. We end this paper by suggesting that educational system as complex adaptive system cannot be controlled, but effectively managed through distribution of control and creation of few attractors, benefiting from self-organization in the technical core and making change in the official top-down rhetoric. 相似文献
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Leni Franken 《British Journal of Religious Education》2019,41(1):54-66
Inspired by the comparative method for RE as outlined by Bråten, this article elaborates on some similarities and differences between the present RE system in Flanders (Belgium) and the past RE system in Québec (Canada). After a brief outline of the societal level, the focus will be on the institutional level, where international, national and sub-national legislation will be examined. In addition, attention will be given to informal processes on the societal sub-national level, and especially to the debates with regard to the deconfessionalisation of RE in Flanders on one hand, and the debates on this issue in Québec on the other. This comparison will not only reveal important similarities, but also significant differences. Interestingly, it seems to be the case that especially these differences, and the particularities of the Flemish educational system, make the deconfessionalisation in Flanders even more complicated and difficult – but therefore not less urgent – than in Québec. 相似文献