Conceptual and curicual bases of inter-subject correlation in the function of a project school work

Rad obrađuje tematiku međupredmetnoga planiranja i povezivanja kao čimbenika suvremene škole s naglaskom na strategijama odgojno-obrazovnoga rada. U tom je konteksu najpogodniji projektni zadatak ona strategija odgojno-obrazovnog rada koja se tiče razvoja divergentnoga mišljenja, stvaralačkih sposobnosti, stjecanja, produbljivanja, utvrđivanja i uporabe znanja s područja tehnike, tehnologije, organizacije rada, ekonomije, ergonomije, ekologije, informatike i računalstva, industrijskog oblikovanja itd. U tako zacrtanoj strategiji može se iskazivati međupredmetno planiranje i po-vezivanje te se ostvaruje težnja za stjecanjem boljeg znanja, jer su konstruktivisti mišljenja da znanje u gotovom obliku ne možeš drugome ‘dati’ niti ga od koga ‘primiti’, nego ga svatko mora vlastitom misaonom aktivnosti ponovno izgraditi.This work deals with the inter-subject planning and connection as a factor of modern school with an emphasis on strategies of educational work. In this context the most suitable task of the project is the strategy of educational work which involves the development of divergent thinking and creativity, the acquisition, practice and use of knowledge in the fi elds of technics, technology, work organization, economics, ergonomy, ecology, computer science, industrial modeling etc. Such defi ned strategy makes the inter-subject planning and connecting possible as well as the tendency of acquiring better knowledge, because in the opinion of the constructivists knowledge in its fi nal form can neither be “given” nor “received” by somebody else, but it should be rebuilt by every individual with his/her own mental activity

CONCEPTUAL AND CURRICULUM BASIS OF INTERSUBJECT CORELATION IN FUNCTION OF PROJECT TEACHING WORK

Doprinos obrađuje tematiku međupredmetnog planiranja i povezivanja kao faktora suvremene škole s naglaskom na strategijama odgojno – obrazovnog rada. U tom konteksu je najpogodniji projektni zadatak ona strategija odgojno – obrazovnog rada, koja se tiče razvoja divergentnoga mišljenja, stvaralačkih sposobnosti, stjecanja, produbljivanja, utvrđivanja, i uporabe znanja sa područja tehnike, tehnologije, organizacije rada, ekonomije, ergonomije, ekologije, informatike i računalstva, industrijskog oblikovanja itd. U zacrtanoj strategiji ukazuje se na međupredmetno planiranje i povezivanje, te ostvaruje težnja za stjecanje učinkovitijeg znanja, jer se ne podaju znanja. Cilj je samoaktivnost i ovladavanje samostalnim zarađivanjem znanja.This contribution deals with the topic of inter-subject planning and connecting as a factor of modern school by emphasizing the strategies of training-educational work. In this context the most suitable project task is being regarded as that strategy of training-educational work, in which the development of divergent thinking, creative compatibilities, acquiring, deepening, practising and using the knowledge in the field of technique, technology, work organization, economics, ergonomy, ecology, informatics and computer science, industrial modelling, etc. is concerned. In such a constructed strategy the inter-subject planning and connecting can be represented and the tendency to acquire better knowledge can also be realized, because of the opinion of the constructivists who think that knowledge in its final form can neither be »given« to somebody else, nor it can be »accepted« by somebody else, but it should be rebuilt by everybody with his/her own mental activity

Conceptual and curicual bases of inter-subject correlation in the function of a project school work

Rad obrađuje tematiku međupredmetnoga planiranja i povezivanja kao čimbenika suvremene škole s naglaskom na strategijama odgojno-obrazovnoga rada. U tom je konteksu najpogodniji projektni zadatak ona strategija odgojno-obrazovnog rada koja se tiče razvoja divergentnoga mišljenja, stvaralačkih sposobnosti, stjecanja, produbljivanja, utvrđivanja i uporabe znanja s područja tehnike, tehnologije, organizacije rada, ekonomije, ergonomije, ekologije, informatike i računalstva, industrijskog oblikovanja itd. U tako zacrtanoj strategiji može se iskazivati međupredmetno planiranje i po-vezivanje te se ostvaruje težnja za stjecanjem boljeg znanja, jer su konstruktivisti mišljenja da znanje u gotovom obliku ne možeš drugome ‘dati’ niti ga od koga ‘primiti’, nego ga svatko mora vlastitom misaonom aktivnosti ponovno izgraditi.This work deals with the inter-subject planning and connection as a factor of modern school with an emphasis on strategies of educational work. In this context the most suitable task of the project is the strategy of educational work which involves the development of divergent thinking and creativity, the acquisition, practice and use of knowledge in the fi elds of technics, technology, work organization, economics, ergonomy, ecology, computer science, industrial modeling etc. Such defi ned strategy makes the inter-subject planning and connecting possible as well as the tendency of acquiring better knowledge, because in the opinion of the constructivists knowledge in its fi nal form can neither be “given” nor “received” by somebody else, but it should be rebuilt by every individual with his/her own mental activity

CONCEPTUAL AND CURRICULUM BASIS OF INTERSUBJECT CORELATION IN FUNCTION OF PROJECT TEACHING WORK

Doprinos obrađuje tematiku međupredmetnog planiranja i povezivanja kao faktora suvremene škole s naglaskom na strategijama odgojno – obrazovnog rada. U tom konteksu je najpogodniji projektni zadatak ona strategija odgojno – obrazovnog rada, koja se tiče razvoja divergentnoga mišljenja, stvaralačkih sposobnosti, stjecanja, produbljivanja, utvrđivanja, i uporabe znanja sa područja tehnike, tehnologije, organizacije rada, ekonomije, ergonomije, ekologije, informatike i računalstva, industrijskog oblikovanja itd. U zacrtanoj strategiji ukazuje se na međupredmetno planiranje i povezivanje, te ostvaruje težnja za stjecanje učinkovitijeg znanja, jer se ne podaju znanja. Cilj je samoaktivnost i ovladavanje samostalnim zarađivanjem znanja.This contribution deals with the topic of inter-subject planning and connecting as a factor of modern school by emphasizing the strategies of training-educational work. In this context the most suitable project task is being regarded as that strategy of training-educational work, in which the development of divergent thinking, creative compatibilities, acquiring, deepening, practising and using the knowledge in the field of technique, technology, work organization, economics, ergonomy, ecology, informatics and computer science, industrial modelling, etc. is concerned. In such a constructed strategy the inter-subject planning and connecting can be represented and the tendency to acquire better knowledge can also be realized, because of the opinion of the constructivists who think that knowledge in its final form can neither be »given« to somebody else, nor it can be »accepted« by somebody else, but it should be rebuilt by everybody with his/her own mental activity

Role of proton pump inhibitors dosage and duration in Helicobacter pylori eradication treatment: Results from the European Registry on H. pylori management

Background: Management of Helicobacter pylori (H. pylori) infection requires co-treatment with proton pump inhibitors (PPIs) and the use of antibiotics to achieve successful eradication. Aim: To evaluate the role of dosage of PPIs and the duration of therapy in the effectiveness of H. pylori eradication treatments based on the ‘European Registry on Helicobacter pylori management’ (Hp-EuReg). Methods: Hp-EuReg is a multicentre, prospective, non-interventionist, international registry on the routine clinical practice of H. pylori management by European gastroenterologists. All infected adult patients were systematically registered from 2013 to 2022. Results: Overall, 36,579 patients from five countries with more than 1000 patients were analysed. Optimal (≥90%) first-line-modified intention-to-treat effectiveness was achieved with the following treatments: (1) 14-day therapies with clarithromycin-amoxicillin-bismuth and metronidazole-tetracycline-bismuth, both independently of the PPI dose prescribed; (2) All 10-day (except 10-day standard triple therapy) and 14-day therapies with high-dose PPIs; and (3) 10-day quadruple therapies with clarithromycin-amoxicillin-bismuth, metronidazole-tetracycline-bismuth, and clarithromycin-amoxicillin-metronidazole (sequential), all with standard-dose PPIs. In first-line treatment, optimal effectiveness was obtained with high-dose PPIs in all 14-day treatments, in 10- and 14-day bismuth quadruple therapies and in 10-day sequential with standard-dose PPIs. Optimal second-line effectiveness was achieved with (1) metronidazole-tetracycline-bismuth quadruple therapy for 14- and 10 days with standard and high-dose PPIs, respectively; and (2) levofloxacin-amoxicillin triple therapy for 14 days with high-dose PPIs. None of the 7-day therapies in both treatment lines achieved optimal effectiveness. Conclusions: We recommend, in first-line treatment, the use of high-dose PPIs in 14-day triple therapy and in 10-or 14-day quadruple concomitant therapy in first-line treatment, while standard-dose PPIs would be sufficient in 10-day bismuth quadruple therapies. On the other hand, in second-line treatment, high-dose PPIs would be more beneficial in 14-day triple therapy with levofloxacin and amoxicillin or in 10-day bismuth quadruple therapy either as a three-in-one single capsule or in the traditional scheme