Je li tablica ETDRS bolja od Snellenove tablice u procjeni vidne oštrine kod operacije katarakte?

This study was designed to explore practical differences between visual acuity (VA) scores measured on Snellen chart versus ETDRS chart, to grade cataracts using LOCS III system, and to compare VA on both charts depending on cataract grade and type. Prospective evaluation of uncorrected and best-corrected visual acuity was carried out on the eye scheduled for cataract surgery preoperatively and postoperatively on the Snellen and ETDRS charts. The study was carried out at Department of Eye Diseases, Clinical Center of Serbia, during a two-year period. Inclusion criteria were met by 540 patients who underwent testing, surgery, data collection and analysis. The mean VA score was better on ETDRS than on Snellen chart. The mean difference was 6.05 letters or 1.21 lines. VA results correlated with all types of cataract regardless of the chart used, with the highest statistical significance (p<0.0001) for subcapsular cataract. The ETDRS chart was found to be more discriminative and precise than Snellen chart, especially for poor VA.Cilj studije bio je procijeniti razlike vidne oštrine mjerene Snellenovom tablicom nasuprot tablici ETDRS, odrediti stupanj katarakte primjenom sustava LOCS III i usporediti vidnu oštrinu dobivenu pomoću oba optotipa ovisno o tipu i stupnju katarakte. Provedena je prospektivna procjena nekorigirane i najbolje korigirane vidne oštrine primjenom tablica Snellen i ETDRS prije i nakon operacije katarakte. Ova dvogodišnja studija izvedena je na Klinici za očne bolesti Kliničkog centra Srbije. Kriterije za uključivanje u studiju ispunilo je 540 bolesnika koji su podvrgnuti testiranju, operaciji, prikupljanju i analizi podataka. Srednja vrijednost zbroja vidne oštrine procijenjena tablicom ETDRS bila je bolja u usporedbi sa Snellenovom tablicom. Srednja vrijednost bila je 6,05 slova ili 1,21 linija. Rezultati vidne oštrine korelirali su sa svim tipovima katarakte bez obzira na tablicu koja se primijenila, s najvećom statističkom značajnošću (p<0,0001) za subkapsularnu kataraktu. Grafikon ETDRS pokazao se više diskriminativnim i preciznijim nego Snellenov, osobito za slabu vidnu oštrinu

Sudden cardiac arrest in Belgrade emergency medical technician occurring at workplace – a brand new case

Sudden cardiac arrest (SCA) is always an important topic, which catches physicians and health professionals’ attention. According to the Occupational Safety and Health Organization, 15% of workplace fatalities are due to SCA. While the incidence of SCA among employees in other Emergency services, i.e. firefighters (1) and police (2) has been described in the literature, there are no recorded data or published studies about SCA among medical staff employees in Emergency Medical Services (EMS). We describe the rare case SCA in emergency medical technicians (EMT) while in workplace

Razvoj ekološke paradigme - od škole ka prirodi

This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual conditionality.U radu se razmatra mogućnost razvoja ekološke paradigme kroz proces učenja u autentičnim prirodnim ambijentima. Podršku razvoju ekološke paradigme pružaju aktuelni reformski procesi u školi u kojima se sve više promoviše otvorenost škole i prenošenje procesa učenja u neformalne kontekste, prirodne i društvene ambijente. Prirodni ambijenti obiluju novim izazovima i čine za učenike provokativnu sredinu za istraživanje, eksperimentisanje, uočavanje odnosa među objektima i pojavama u prirodi. Autentični prirodni ambijenti su za učenike nova nastavna situacija u kojoj se nudi prilika za situaciono, iskustveno i kooperativno učenje. Dodir sa prirodom deluje na kognitivni, afektivni i psihomotorički razvoj učenika, izgradnju drugačijeg odnosa prema prirodi zasnovanog na međusobnoj povezanosti i uslovljenosti

Letnji tečajevi u funkciji pripremanja učitelja za rad u srpskim veroispovednim školama u Rumuniji

In the countries in which Serbian people is the minority population, the role of the teacher in Serbian schools is of a great significance for preserving culture, tradition and national identity. During the whole period of its existence, Serbian primary schools in Romania will face the problem of chronic shortage of professionals - teachers. This paper is on the role and significance of summer courses in preparing teachers for work in Serbian religious primary schools in Romania. Studying and analysis of pedagogical documents about preparation of teachers for teaching in the summer courses, we came to conclusion that these data represent significant pedagogical heritage, after all in the part of struggle for preserving continuity in schooling of Serbian teachers in the territory of the present Romania. Summer courses for preparation of teachers were held in Temishvar in the period 1920 -1929. During six courses, there were 18 candidates who managed to get teachers' diplomas at state teachers' colleges. In this way shortage of professionals was diminished in a way, and teachers' posts were filled with teachers who performed teaching in the mother tongue - Serbian language. Preparing professionals, summer courses gave and immense contribution to preserving Serbian Orthodox schools, at that time for the Serbian population, the only schools where mother tongue was used.U zemljama u kojima srpski narod čini manjinsko stanovništvo, uloga učitelja u srpskim školama izuzetno je značajna za očuvanje kulture, tradicije i nacionalnog identiteta. Tokom čitavog perioda postojanja, srpske osnovne škole u Rumuniji bile su suočene sa problemom hroničnog nedostatka stručnih kadrova - učitelja. U radu se razmatra uloga i značaj letnjih tečajeva u pripremanju učitelja za rad u srpskim veroispovednim osnovnim školama u Rumuniji. Proučavanjem i analizom pedagoške dokumentacije o pripremanju učitelja za nastavu putem letnjih tečajeva, došli smo do zaključka da ovi podaci predstavljaju značajno pedagoško nasleđe, pre svega u delu borbe za očuvanje kontinuiteta u školovanju srpskog učiteljskog kadra na teritoriji današnje Rumunije. Letnji tečajevi za pripremanje učitelja održavani su u Temišvaru u periodu od 1920 do 1929. godine. Tokom šest tečajeva osposobljeno je 18 kandidata koji su uspeli da steknu učiteljske diplome na državnim učiteljskim školama. Na taj način je donekle ublažen nedostatak kadrova, a učiteljska mesta popunjena učiteljima koji su realizovali nastavu na maternjem - srpskom jeziku. Pripremanjem stručnih kadrova letnji tečajevi dali su značajan doprinos očuvanju srpskih pravoslavnih veroispovednih škola, u tom periodu za srpsko stanovništvo jedinih škola sa nastavom na maternjem jeziku

Nature as an inspiration and a context for learning and teaching

This paper is a position of contextual and holistic approach, and on the principles of constructivist theory examines the role of natural resources in the teaching and learning process. In the center of interest by the possibility of establishing a partnership relationship with nature in the process of teaching and learning, where nature appears as an asset, source and target classes. The aim is to get through the display and analysis of theoretical approaches to nature as a context for learning and teaching perceive from the perspective of affirmation contextual, holistic, active, investigative approach to teaching. This will promote new teaching strategies in order to change the classical approach to teaching and learning process and open up new opportunities to increase the share of after-school space in order to create teaching situations. Results of the analysis of theoretical starting points in particular knowledge of the value of contextual and holistic learning, achieving partnership with nature, in favor of modern theories in which it promotes active student positions close to reality in the process of construction of knowledge systems. [Projekat Ministarstva nauke Republike Srbije, br. 179060: Models of assessment and strategies of upgrading the quality of education in Serbia and br. 179074: Tradition, modernization and national identity in Serbia and the Balkans in the process of European integrations

Letnji tečajevi u funkciji pripremanja učitelja za rad u srpskim veroispovednim školama u Rumuniji

In the countries in which Serbian people is the minority population, the role of the teacher in Serbian schools is of a great significance for preserving culture, tradition and national identity. During the whole period of its existence, Serbian primary schools in Romania will face the problem of chronic shortage of professionals - teachers. This paper is on the role and significance of summer courses in preparing teachers for work in Serbian religious primary schools in Romania. Studying and analysis of pedagogical documents about preparation of teachers for teaching in the summer courses, we came to conclusion that these data represent significant pedagogical heritage, after all in the part of struggle for preserving continuity in schooling of Serbian teachers in the territory of the present Romania. Summer courses for preparation of teachers were held in Temishvar in the period 1920 -1929. During six courses, there were 18 candidates who managed to get teachers' diplomas at state teachers' colleges. In this way shortage of professionals was diminished in a way, and teachers' posts were filled with teachers who performed teaching in the mother tongue - Serbian language. Preparing professionals, summer courses gave and immense contribution to preserving Serbian Orthodox schools, at that time for the Serbian population, the only schools where mother tongue was used.U zemljama u kojima srpski narod čini manjinsko stanovništvo, uloga učitelja u srpskim školama izuzetno je značajna za očuvanje kulture, tradicije i nacionalnog identiteta. Tokom čitavog perioda postojanja, srpske osnovne škole u Rumuniji bile su suočene sa problemom hroničnog nedostatka stručnih kadrova - učitelja. U radu se razmatra uloga i značaj letnjih tečajeva u pripremanju učitelja za rad u srpskim veroispovednim osnovnim školama u Rumuniji. Proučavanjem i analizom pedagoške dokumentacije o pripremanju učitelja za nastavu putem letnjih tečajeva, došli smo do zaključka da ovi podaci predstavljaju značajno pedagoško nasleđe, pre svega u delu borbe za očuvanje kontinuiteta u školovanju srpskog učiteljskog kadra na teritoriji današnje Rumunije. Letnji tečajevi za pripremanje učitelja održavani su u Temišvaru u periodu od 1920 do 1929. godine. Tokom šest tečajeva osposobljeno je 18 kandidata koji su uspeli da steknu učiteljske diplome na državnim učiteljskim školama. Na taj način je donekle ublažen nedostatak kadrova, a učiteljska mesta popunjena učiteljima koji su realizovali nastavu na maternjem - srpskom jeziku. Pripremanjem stručnih kadrova letnji tečajevi dali su značajan doprinos očuvanju srpskih pravoslavnih veroispovednih škola, u tom periodu za srpsko stanovništvo jedinih škola sa nastavom na maternjem jeziku

Aquatic plant Trapa natans L. as bioindicator of trace metal contamination in freshwater lake (Skadar Lake, Montenegro)

Skadar Lake is the largest shallow lake in the southeastern Europe. It is located within a National Park, and is included in the Ramsar list of international important wetlands, so its preservation and protection from pollution is very important. Aim of this study was to investigate bioaccumulation of ecotoxic metals Cd, Pb and Cr from sediments of the Skadar Lake in the aquatic mycrophyte Trapa nantas L. Samples of sediment and plants were collected at nine locations covering all major water inputs to the lake as well as locations where contamination could be expected. Obtained results indicate that sediments from the Skadar Lake are only locally contaminated with Cd (0.03-1.18 mgkg-1), generally contaminated with Cr (15.8-180 mgkg-1), the concentrations of both elements frequently exceeding sediment quality guidelines, while concentrations of Pb were low (2.7-17.4 mgkg-1). The highest bioaccumulation of all metals from sediment to Trapa nantas L. was observed in the root, with the accumulation efficiency decreasing in the order Cd&gt;Cr&gt;Pb. Translocation from root to stem was also higher for Cd than for Cr and Pb, while the translocation from stem to leaf was comparable for all three metals. From the three investigated metals Cd showed the highest mobility. Obtained results indicated that Trapa natans L. may be a very promising bioindicator of trace metals contamination in the Skadar Lake

Učenje i poučavanje van učionice - ambijentalna nastava

On the level of the organization and methodology of teaching the constructivistic paradigm opens the door of school to stimulating spaces, ambiances where a direct contact with the objects of learning and the authenticity of the ambience are essential determinants of the teaching/learning process. The author's intention is to show, by a thorough account and critical analysis, that ambient classes should justifiably be more represented in school curricula. The central part of the paper deals with advantages and drawbacks of teaching in out-of classroom-ambiences recorded in research reports both from the world and our country. Research results, especially ascertainment about the value of the constructivistic, contextual, integrated approach to the curriculum and opening school to local environment, are in tune with modern tendencies which promote the need for changing and modernizing the teaching process, and can be used as a starting point for further research of different aspects of the ambient classes in our region.Konstruktivistička paradigma na nivou organizacije i metodike nastave otvara vrata škole ka podsticajnim, stimulativnim prostorima, ambijentima, gde su direktan kontakt sa predmetima saznanja i autentičnost ambijenta bitne odrednice procesa učenja i poučavanja. Cilj rada je da se kroz prikaz i kritičku analizu teorijskih polazišta i refleksija u nastavnoj praksi ukaže na opravdanost sve većeg udela ambijentalne nastave u školskom kurikulumu. Centralni deo rada posvećen je sagledavanju prednosti i nedostataka nastave u vanučioničkim ambijentima u istraživanjima u svetu i kod nas. Rezultati istraživanja, posebno saznanja o vrednosti konstruktivističkog, kontekstualnog, integrisanog pristupa nastavnom kurikulumu, otvaranja škole prema lokalnoj sredini idu u prilog savremenim tendencijama koje promovišu potrebu za menjanjem i osavremenjavanjem nastavnog rada i mogu činiti polaznu osnovu za dalja istraživanja o različitim aspektima primene ambijentalne nastave na našim prostorima. / (ruski) Konstruktivistskaja paradigma na urovne organizacii i metodiki obučenija otkryvaet škol'nye dveri stimulirujuščim prostranstvam, srede, gde prjamoj kontakt s ob''ektami znanij i autentičnost' sredy javljajutsja važnymi faktorami, kotorye opredeljajut obučenie i učenie. Cel' dannoj raboty - provesti kritičeskij analiza teoretičeskih osnov i ih otraženij v pedagogičeskoj praktike i ukazat' na obosnovannost' uveličenija doli obučenija za predelami klassnoj komnaty v programmah obučenija. V central'noj časti raboty privoditsja ocenka preimuščestv i nedostatkov obučenija za predelami klassa na osnove issledovanij, provedennyh v mire i v našej strane. Rezul'taty issledovanija o značenii konstruktivistskogo, kontekstual'nogo i integrirovannogo podhodov k prepodavaniju učebnyh soderžanij, svjaz' školy i lokal'noj sredy - vse ëto idet na pol'zu aktual'nym tendencijam, kotorye podčerkivajut neobhodimost' izmenenija i modernizacii obučenija. Polučennye rezul'taty mogut služit' osnovoj v dal'nejših issledovanijah dannoj problemy

Značaj prirodnih i društvenih resursa u funkciji integracijskog i ambijentalnog pristupa u inoviranju funkcija škole

In work, different possibilities are considered, which are offered by natural and social resources with the goal to change and modernize the teaching outside of the classroom in different environments. Modern teaching is based on the holistic, integrated approach in which the knowledge is viewed as a complete system in a constant process of transformation. Thus, the importance of the environment is asserted, the importance of the ambient in which the teaching process is being conducted. Authentic environment (natural and social resources) in which the teaching is realized, outside of the classroom, creates possibilities for learning through active working methods, independent research, exploration and noticing the relationships and connections. Teaching in the authentic environment offers a series of advantages for both the students and teacher-partners in the process of constructing a knowledge system. Using the resources and modern complex integration approach within the existing educational practice can significantly influence the modernization and innovation of the educational process, and can make the school, as a basic educational institution, a more suitable and more attractive for the generations to come.U radu se razmatraju mogućnosti koje pružaju prirodni i društveni resursi u cilju menjanja i osavremenjivanja nastave van učionice u različitim ambijentima. Savremena nastava zasnovana je na holostičkom, integrisanom pristupu u kojem se znanje posmatra kao celovit sistem u stalnom procesu transformacije. Shodno tome, ističe se značaj okruženja, ambijenta u kome se nastavni proces odvija. Autentično okruženje (prirodni i društveni resursi) u kome se realizuje nastava van učionice stvara mogućnosti za učenje putem aktivnih metoda rada, kroz samostalno istraživanje, otkrivanje i uočavanje veza i odnosa. Nastava u autentičnom ambijentu nudi niz prednosti za učenike i nastavnike-partnere u procesu konstruisanja sistema znanja. Korišćenje resursa i savremenog integracijskog, kompleksnog pristupa u postojeću vaspitno-obrazovnu praksu može značajno uticati na osavremenjivanje i inoviranje nastavnog procesa, a školu kao bazičnu instituciju za vaspitanje i obrazovanje učiniti primerenijom i atraktivnijom za generacije koje dolaze

Razvoj ekološke paradigme - od škole ka prirodi

This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual conditionality.U radu se razmatra mogućnost razvoja ekološke paradigme kroz proces učenja u autentičnim prirodnim ambijentima. Podršku razvoju ekološke paradigme pružaju aktuelni reformski procesi u školi u kojima se sve više promoviše otvorenost škole i prenošenje procesa učenja u neformalne kontekste, prirodne i društvene ambijente. Prirodni ambijenti obiluju novim izazovima i čine za učenike provokativnu sredinu za istraživanje, eksperimentisanje, uočavanje odnosa među objektima i pojavama u prirodi. Autentični prirodni ambijenti su za učenike nova nastavna situacija u kojoj se nudi prilika za situaciono, iskustveno i kooperativno učenje. Dodir sa prirodom deluje na kognitivni, afektivni i psihomotorički razvoj učenika, izgradnju drugačijeg odnosa prema prirodi zasnovanog na međusobnoj povezanosti i uslovljenosti