Экологический рекреационный потенциал как фактор устойчивого рекреационного природопользования в Крыму

В статье впервые рассмотрены направления комплексного изучения и оценки эколого-рекреационного потенциала территории. Анализ экологической ситуации в Крыму с позиций рекреационного природопользования (РП) включал оценку последствий выбросов загрязняющих веществ в атмосферу, сброса сточных вод вводные объекты. Рассмотрена роль и место природоохранных территорий Крыма в системе РП. При написании статьи использовались методы экологической статистики и картографические методы.У статті вперше розглянуті напрямки комплексного вивчення та оцінки еколого-рекреаційного потенціалу території. Аналіз екологічної ситуації в Криму з позицій рекреаційного природокористування (РП) включав оцінку наслідків викидів шкідливих речовин у атмосферне повітря, скиду стічних вод у водні об'єкти. Розглянута роль та місце природоохоронних територій Криму у системі РП. При написанні статті використовувалися методи екологічної статистики та картографічні методи.The ways of complex research and assessing ecological recreational potential of the territory have been considered in this article for the first time. The analysis of ecological situation in the Crimea from the point of view of the recreational nature management included the consequences of polluting substances in atmosphere, сброс of contaminated sewage into nature objects. The role and place of nature protected territories in the Crimea within the system of recreational nature management have been under the consideration. Ecological statistics and cartographical methods were used in writing this article

Acute and delayed mild coagulopathy are related to outcome in patients with isolated traumatic brain injury

INTRODUCTION: The relationship between isolated traumatic brain injury (TBI) associated coagulopathy and patient prognosis frequently lacks information regarding the time course of coagulation disorders throughout the post-traumatic period. This study was conducted to assess the prevalence and time course of post-traumatic coagulopathy in patients with isolated TBI and the relationship of these hemostatic disorders with outcome. METHODS: The local Human Subjects Committee approved the study. We retrospectively studied the medical records of computed tomography (CT)-confirmed isolated TBI patients with an extracranial abbreviated injury scale (AIS) <3 who were primarily referred to a Level 1 trauma centre in Amsterdam (n = 107). Hemostatic parameters including activated partial thromboplastin time (aPTT), prothrombin time (PT), platelet count, hemoglobin, hematocrit, glucose, pH and lactate levels were recorded throughout a 72-hour period as part of a routine standardized follow-up of TBI. Coagulopathy was defined as a aPPT >40 seconds and/or a PTT in International Normalized Ratio (INR) >1.2 and/or a platelet count <120*10(9)/l. RESULTS: Patients were mostly male, aged 48 ± 20 years with a median injury severity score of 25 (range 20 to 25). Early coagulopathy as diagnosed in the emergency department (ED) occurred in 24% of all patients. The occurrence of TBI-related coagulopathy increased to 54% in the first 24 hours post-trauma. In addition to an increased age and disturbed pupillary reflex, both coagulopathy upon ED arrival and during the first 24 hours post-trauma provided an independent prognostic factor for unfavorable outcome (odds ratio (OR) 3.75 (95% CI 1.07 to 12.51; P = 0.04) and OR 11.61 (2.79 to 48.34); P = 0.003). CONCLUSIONS: Our study confirms a high prevalence of early and delayed coagulopathy in patients with isolated TBI, which is strongly associated with an unfavorable outcome. These data support close monitoring of hemostasis after TBI and indicate that correction of coagulation disturbances might need to be considered

The only way is up: Risk factors, protective factors, and compensation in dyslexia

Dyslexia is a specific learning disability that affects approximately 4-7% of primary school children and around 12% of secondary school students. Over the years, knowledge about identification, diagnosis, and intervention of dyslexia has become more advanced. Recent models of developmental disorders assume that dyslexia results from a complex interplay between risk and protective factors. However, research has so far mainly focused on risk factors for dyslexia. Important issues still exist regarding risk factors, specifically concerning the role of family risk in relation to dyslexia and early identification of risk factors. Also, not much is known about protective factors; existence of cognitive strengths in presence of underlying deficits, their interaction with risk factors, possible compensation, and consequences for diagnostic assessment. These issues were the main focus of this dissertation. This dissertation contains studies on two specific populations of children; children with a family risk of dyslexia and gifted children with dyslexia. The main focus was on the role of early oral language and the influence of having a family risk of dyslexia on literacy outcomes. In addition, the potential impact of giftedness-related protective factors on literacy development was investigated to gain more insight in possibilities for compensation. Findings on both populations are connected to add to theories on dyslexia and are discussed in relation to diagnostic practice. Special attention was paid to correct application and limitations of criteria for diagnosis and intervention of dyslexia in gifted children

Dubbel bijzonder: Hoogbegaafd en dyslectisch

Contains fulltext : 178266.pdf (publisher's version ) (Closed access)Twice-exceptionality, ofwel 'dubbel-bijzonder zijn', slaat op het tegelijkertijd voorkomen van hoogbegaafdheid en een leerprobleem binnen één individu. Voor veel mensen is dit een ogenschijnlijke tegenstelling. Bij hoogbegaafde kinderen gaat toch alles vanzelf? Hoe kunnen ze dan ook een leerprobleem hebben? Schattingen laten echter zien dat leerproblemen in het algemeen net zo vaak voorkomen bij hoogbegaafde kinderen als bij andere kinderen. Helaas blijft het, doordat deze kinderen vaak niet herkend worden, slechts bij schattingen. Problemen met het herkennen van deze kinderen kunnen doorgaans drie vormen aannemen: de hoogbegaafdheid compenseert het leerprobleem, het leerprobleem onderdrukt de hoogbegaafdheid of de hoogbegaafdheid en het leerprobleem maskeren elkaar, zoals in het voorbeeld van Bart (zie kader).3 p