The impact of diagnostic methods on the diagnosis of Clostridiodes difficile infection

Background. Clostridiodes difficile is a common cause of healthcare-associated diarrhoea. Laboratory testing for C. difficile infection (CDI) remains an area of confusion, as there is not a single accepted reference standard or a single best test.Objectives. To analyse the impact of different diagnostic methods on reported CDI rates. In addition, CDI incidence rates at Charlotte Maxeke Johannesburg Academic Hospital (CMJAH), Johannesburg, South Africa, were determined.Methods. Results of stool samples submitted for C. difficile testing at CMJAH from 1 January 2014 to 31 August 2017 were reviewed. From January 2014 to July 2016, samples were tested by polymerase chain reaction (PCR) or toxin immunoassay, and from August 2016 to August 2017, algorithm-based testing (glutamate dehydrogenase and toxin immunoassay followed by PCR) was performed.Results. A total of 4 829 samples were submitted. For the first period, toxin immunoassay and PCR showed a positivity rate of 11.4% and 21.1%, respectively, with an overall positivity rate of 18.7% (95% confidence interval (CI) 15.6 - 21.9). For the second period, the positivity rate was 15.9% (95% CI 11.3 - 17.7). This rate included samples that were GDH-positive and either showed toxin production or had a positive Xpert result. The CDI incidence for the two periods was different, with an incidence rate of 8.8 and 6.1 per 10 000 patient-days for the first and second periods, respectively.Conclusions. The choice of laboratory testing method has a major impact on the diagnosis of CDI, and therefore on reported rates of CDI. Standardisation of laboratory testing and incidence rate reporting is required in order to obtain robust and reliable data

Information resources in interdisciplinary writing program (IWP) courses: Winter and spring 1998

The University of Washington (UW) Interdisciplinary Writing Program (IWP) provides five-credit expository writing courses each of which is linked to a discipline-based lecture course. Students enroll in both the writing and discipline-based courses, and complementary assignments allow them to improve their writing skills within a subject area of their own particular interest. In Winter and Spring of 1998, the UW UWired program sponsored a pilot program adding librarian-taught class sessions to existing IWP courses. These sessions focused on the use of information resources in the context of student research for writing assignments. Post-course questionnaires were composed primarily of items drawn from the Flashlight™ Current Student Inventory.1 Students indicated that they had gained skills that were transferable to other research activities and that they were using, and evaluating, a wider variety of information resources than previously. Students had had little prior experience with on-line research, and rated the instruction very highly. These outcomes suggest that the UWired/IWP collaboration meets a particular instructional need. A focus group of IWP instructors and administrators, held at the end of Winter quarter, discussed effective instructional approaches in the context of the UWired/IWP collaboration, and suggested that course portfolios might be used to encourage faculty participation in teaching partnerships. Based on the feedback received from both students and faculty, the UWired/IWP collaboration provides a promising avenue to instruct students in the use of information resources. Specific next steps might be the development of 1) a set of common topics of instruction to be used in each of the UWired sections of English 197/198 (without inhibiting instructors\u27 input and creativity), and 2) a range of class learning activities for each topic to facilitate increased participation by librarians throughout the UW Libraries. Common topics would ensure not only a more consistent level of student outcomes, but also allow for more focused evaluations

Information research strategies (IMT 220) and fluency with information technology (CSE 100): Two approaches to teaching use of technology

The University of Washington has recently initiated two approaches to teaching technology and information resources via the School of Library and Information Science (SLIS) and Computer Science and Engineering (CSE). The courses developed by the respective departments, IMT 200 2 and CSE 100, offered specialized instruction, regarding computer use and the availability of information resources. These courses were offered during Winter 1999 and Spring 2000 quarters, allowing for the evaluation of their success over time, and comparison to courses that were unaccompanied by this type of information resource instruction. Questionnaires were administered to students in IMT 220 and CSE 100 both at the beginning and end of the course, and included questions tapping ability, confidence and performance with respect to information resources and technology. Analysis revealed that the incorporation of information resource and technology instruction resulted in significantly improved ratings given by the students concerning their computer skills, as well as increased computer literacy. A detailed account of student responses, as well as conclusions and recommendations for future courses are discussed. Over the last several years, the University of Washington has taken a number of different approaches to teaching the use of information resources and technology. Recently, two additional approaches have been developed and introduced into the curriculum. First, is the instruction that has traditionally been provided by University librarians in the use of information resources. This instruction has evolved over time in response to the increasing implementation of computerized databases. More recently, a new course was introduced within the department of Computer Science and Engineering based on a model developed by the National Research Council. The report, Being Fluent with Information Technology (FIT) defines the level of understanding of information technology sufficient for lifelong self-education. The emphasis within FITness is primarily on the technology underlying information resources, whereas that of the Libraries is on the use of those resources

Penggunaan Alih Kode pada Percakapan dalam Drama 5 Ji Kara 9 Ji Made

This research is aimed to describe the code switching used on a conversation in 5 Ji Kara 9 Ji Made drama. The purpose of this research is to determine the type of code and the causes of code switching. The object of research in the form of 5 Ji Kara 9 Made drama. This research is a qualitative descriptive method. The results of this research were (1) There are 14 data using code switching in dialogue conversations, 10 data included into the type of code switching situational and 4 data is included into the type of code metaphorical (2) the causes of the code switching caused by the speaker, the person said and hearer as: changing the situation from the formal into informal, to benefit themselves, to reinforce their opinions and to demonstrate the ability of a foreign language to the listener. Each of code used by each speaker through the communication to explain what has been achieved from the speech uttered by each speaker where the speech has its own meaning and purpose