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The Use of Diagnosis-Related Group-Based Reimbursement in the Czech Hospital Care System
Get PDF(1) Background: Diagnosis-Related Groups (DRG), one possibility of a hospital payment system, are currently used in most European countries. Introduced to the Czech system in the 1990s,the DRGs are currently used mainly for care reporting and partly for reimbursement. According to most experts, the use of DRG remain controversial. The goal of this paper was to study the effects of the current Czech DRG system on hospitals financing and, on this basis, to propose possible changes to the reimbursement mechanism in the Czech Republic. (2) Methods: Qualitative research methods were used for evaluating DRG mechanisms of application in three selected healthcare establishments in the CR in the period of 2012–2018. (3) Results: Our study shows that the current implementation of the DRG system is set up in a way that is very similar to traditional flat rates and is unlikely to yield major positive effects of the DRG mechanism, such as redictability of payments for hospitalisation cases, care quality and efficiency and transparent financing. (4) Conclusions: Based on our results,deep systemic change of the reimbursement mechanism in the Czech Republic is necessary. We propose five partial measures leading to the cultivation of the Czech DRG
Psychomotorika nejen pro děti
No full textMultimediální elektronická publikace Psychomotorika nejen pro děti přináší základní informace z teorie psychomotoriky a dále praktické příklady a videoukázky psychomotorických aktivit. Je určena především studentům oboru Učitelství pro 1. stupeň základní školy a Učitelství pro mateřské školy na PdF MU, ale mohou ji využívat také studenti dalších oborů a fakult napříč ČR i široká veřejnost – učitelé, vychovatelé, trenéři, vedoucí zájmových kroužků, pečovatelé, rodiče apod.The multimedia electronic publication "Psychomotricity not only for children" brings basic information from the theory of psychomotoricity, as well as practical examples and video demonstrations of psychomotor activities. It is intended primarily for students of Primary School Teacher Training and Kindergarten Teacher Training at the Faculty of Education, Masaryk University, but it can also be used by students of other disciplines and faculties across the Czech Republic and the general public – teachers, educators, coaches, interest leaders, carers, parents, etc
A (Non)Existing Language – Serbo-Croatian after WWII
No full textAfter the Second World War, Serbo-Croatian was formally declared on the basis of the so-called Novi Sad Agreement (1954). Its demise is connected to the demise of the Yugoslav Federation (1992). The sociological, historical, political and ideological reasons of the rejection of this glottonym (and with it the rejection of the common language) were clearly the decisive factor, but they were not always the same. The Serbs, Croats, Bosniaks and Montenegrins had specific reasons for this. These reasons can be revealed, inter alia, by analyzing a number of declarative, proclaiming, explanatory, defending, shorter or longer texts on the language generated by all the above-mentioned national communities which used Serbo-Croatian as their first (mother) tongue after 1990. The most recent Declaration on the Common Language (2017) is unique in this sense.Srbochorvatština byla po druhé světové válce oficializována tzv. novosadskou dohodou (1954). Její zánik souvisí se zánikem jugoslávské federace (1992). Sociologické, historické, politické a ideologické důvody odmítnutí tohoto složeného lingvonyma (a tím i odmítnutí takto manifestovaného společného jazyka) byly jednoznačně rozhodujícím faktorem, ale nebyly pokaždé stejné. Srbové, Chorvati, Bosňáci i Černohorci pro to měli vlastní důvody. Tyto důvody lze mimo jiné odhalit analýzou řady deklarativních, proklamačních, vysvětlujících, obhajujících, kratších i delších textů o jazyce generovaných lingvisty (ovšem nejen jimi) ze všech výše uvedených národních společenství, která jako první (mateřský) jazyk používala srbochorvatštinu po roce 1990. Nejnovější Deklarace o společném jazyce (2017) je v tomto smyslu unikát
Scalable Learning Environments for Teaching Cybersecurity Hands-on
Get PDFThis Innovative Practice full paper describes a technical innovation for scalable teaching of cybersecurity hands-on classes using interactive learning environments. Hands-on experience significantly improves the practical skills of learners. However, the preparation and delivery of hands-on classes usually do not scale. Teaching even small groups of students requires a substantial effort to prepare the class environment and practical assignments. Further issues are associated with teaching large classes, providing feedback, and analyzing learning gains. We present our research effort and practical experience in designing and using learning environments that scale up hands-on cybersecurity classes. The environments support virtual networks with full-fledged operating systems and devices that emulate real-world systems. The classes are organized as simultaneous training sessions with cybersecurity assignments and learners' assessment. For big classes, with the goal of developing learners' skills and providing formative assessment, we run the environment locally, either in a computer lab or at learners' own desktops or laptops. For classes that exercise the developed skills and feature summative assessment, we use an on-premises cloud environment. Our approach is unique in supporting both types of deployment. The environment is described as code using open and standard formats, defining individual hosts and their networking, configuration of the hosts, and tasks that the students have to solve. The environment can be repeatedly created for different classes on a massive scale or for each student on-demand. Moreover, the approach enables learning analytics and educational data mining of learners' interactions with the environment. These analyses inform the instructor about the student's progress during the class and enable the learner to reflect on a finished training. Thanks to this, we can improve the student class experience and motivation for further learning. Using the presented environments KYPO Cyber Range Platform (CRP) and Cyber Sandbox Creator (CSC), we delivered the classes on-site or remotely for various target groups of learners (K-12, university students, and professional learners). The learners value the realistic nature of the environments that enable exercising theoretical concepts and tools. The instructors value time-efficiency when preparing and deploying the hands-on activities. Engineering and computing educators can freely use our software, which we have released under an open-source license. We also provide detailed documentation and exemplary hands-on training to help other educators adopt our teaching innovations and enable sharing of reusable components within the community
Web-based tools for computational enzyme design
Get PDFEnzymes are in high demand for very diverse biotechnological applications. However, natural biocatalysts often need to be engineered for fine-tuning their properties towards the end applications, such as the activity, selectivity, stability to temperature or co-solvents, and solubility. Computational methods are increasingly used in this task, providing predictions that narrow down the space of possible mutations significantly and can enormously reduce the experimental burden. Many computational tools are available as web-based platforms, making them accessible to non-expert users. These platforms are typically user-friendly, contain walk-throughs, and do not require deep expertise and installations. Here we describe some of the most recent outstanding web-tools for enzyme engineering and formulate future perspectives in this field
Politische Zäsur und Wandel des Schulsystems. Grundsätzliche Überlegungen
No full textDas Referat soll einige grundsätzliche Erwägungen zum Verhältnis von Wandel in Bildungssystemen und politischen Zäsuren zur Diskussion stellen, die wenn sie systematischer ausgeführt wären, einen Referenzrahmen abgeben könnten, unter dem die einzelnen Beiträge, die uns in den kommenden beiden Tagen erwarten, diskutiert werden können. Dieser Anspruch wäre allerdings zu ambitioniert, denn eine fertige Systematik kann ich nicht bieten, und will ich nicht aufdrängen. Ich formuliere daher bescheidener: Das Referat soll einige Anregungen bieten, die im besten Fall helfen können, über das, was wir in den einzelnen Beiträgen hören werden, in einer Weise nachzudenken, die über den jeweils vorgestellten besonderen Fall hinausweist. Die „grundsätzlichen Erwägungen“ werden mit konkreten Beispielen garniert sein. Mit Beispielen, die sich in keinem Fall auf den hier zu erörternden geografischen Raum beziehen werden, sondern auf Fälle, die mir besser vertraut sind. Das hat zwei Gründe: Erstens habe ich hier Kolleginnen sitzen, die sich seit längerem mit dem Bildungswesen in postkommunistischen europäischen Staaten beschäftigten. Ich dagegen bin kein Spezialist für diesen Raum. Das lässt Versuche meinerseits, hier mit kurzfristig angeeignetem Wissen zu punkten, von vornherein problematisch erscheinen. Zweitens hoffe ich aber auch, dass Beispiele, die unserem Themenkreis nicht weitere Einzelfälle hinzufügen, sondern außerhalb liegen, eher den Blick auf das Allgemeine, das was über den einzelnen interessanten Fall hinausgeht, schärfen können.The presentation is intended to put up some fundamental considerations on the relationship between change in educational systems and political turning points, which, if they were carried out more systematically, could provide a frame of reference under which the individual contributions that await us in the next two days can be discussed. However, this claim would be too ambitious, because I cannot offer a ready-made system and I do not want to impose it. I will therefore formulate it more modestly: the presentation should offer some suggestions that, at best, can help to think about what we will hear in the individual contributions in a way that points beyond the particular case presented in each case. The “principal considerations” will be embellished with concrete examples. With examples that will in no case relate to the geographic area under discussion here, but to cases that are more familiar to me. There are two reasons for this: First, I have colleagues sitting here who have been dealing with the education system in post-communist European countries for a long time. I, on the other hand, am not a specialist in this space. That makes attempts on my part to score points with short-term acquired knowledge appear problematic from the outset. Secondly, I also hope that examples that do not add further individual cases to our subject area, but lie outside them, can rather sharpen the view of the general, that which goes beyond the individual interesting case
Consumer protection in contractual practice of supply of digital content and digital services
No full textThe aim of this article is to showcase the Czech and EU law that regulates supply of digital content and services and assess its’ general usefulness with regards to contractual practice and consumer protection. This is achieved primarily by analysis of the present and upcoming law that regulates said topic and its’ comparison with contractual practice on the market.. The article concludes, that in the digital market, consumer has little control over the contracts he can enter into. Many of these contracts are consumer-unfriendly or even illegal. The law offers several ways the consumer can defend their rights on the market, but these are not cost-effective.Cílem tohoto článku je prezentovat české a evropské právo upravující poskytování digitálního obsahu a služeb, a posoudit jeho užitečnost s ohledem na smluvní praxi a ochranu spotřebitele. Toho je dosaženo především analýzou platného a připravovaného práva, které uvedené téma upravuje, a jeho srovnáním se smluvní praxí na trhu. Článek dochází k závěru, že na digitálním trhu má spotřebitel malou kontrolu nad smlouvami, které uzavírá. Mnohé z těchto smluv jsou spotřebitelsky nepřívětivé nebo přímo protizákonné. Zákon nabízí několik způsobů, jak může spotřebitel hájit svá práva na trhu, ty však nejsou efektivní vzhledem k nákladům
Poètičeskoje nasledije Armenii v tvorčestve Valerija Brjusova
No full textV stat’je rassmatrivajetsja armjanskaja poèzija na primere Antologii «Poèzija Armenii s drevnejšich vremen do načala CHCH veka» pod redakcijej Valerija Brjusova. Razvitije literatury v Armenii nerazryvno svjazano s prinjatijem christianstva, Brjusov udelil bol’šoje vnimanije religioznoj srednevekovoj poèzii v dannom sbornike. Antologija pozvolila čitateljam oznakomit’sja s osnovnymi poètičeskimi proizvedenijami armjanskoj literatury, tem samym obrativ vnimanije publiki na bogatstvo armjanskogo literaturnogo nasledijaThe article examines Armenian poetry on the example of the Anthology «Poetry of Armenia from ancient times to the beginning of the ХХ century» edited by Bryusov. The development of literature in Armenia is connected with the adoption of Christianity, Bryusov paid great attention to religious medieval poetry in this collection. The anthology allowed readers to know the main poetic works of Armenian literature, thereby drawing the public's attention to the richness of the Armenian literary heritag
The development of L2 Italian morphosyntax in adult learners with limited literacy
Get PDFLow literacy and schooling rates are a significant factor among adults in the recent migration towards Europe. Furthermore, migrants experience social marginalisation and spatial segregation in the new countries and, hence, they are low-exposed to the target language. Research on interlanguages development in such sociolinguistic contexts is still peripheral. Within the little existing research, there is consensus that adult learners with none/limited literacy acquire L2 linguistic competence more slowly compared with educated adults, but there are divided views on the relationship between L1(s) literacy and L2 acquisition (Tarone et al. 2009; Vainikka et al. 2017; Young-Scholten and Strom 2006). Slow acquisition, in fact, may result from limited literacy or from other factors deriving from literacy, e.g. low exposure to the target language and no access to written texts. Whether and how these sociolinguistic variables influence L2 acquisition (and, if so, what their respective impact is) still need to be verified. Against this background, a longitudinal study was carried out at the University of Palermo, Italy, in 2017-2019, involving 20 adult migrants from sub-Saharan Africa and Bangladesh. Half of them had little/no literacy prior to arrival. The data collected over 13 months, through interviews and narrative tasks, were analysed from a functionalist perspective inspired by the basic variety model (Klein and Perdue 1997; Giacalone Ramat 2003). Data analysis, focused on the acquisition of L2 tense, aspect and modality, brought to light a general low development of the participants’ interlanguages, which barely reach the early stages of the post-basic continuum. This results from the common scenario of very low exposure to the target language, while learners’ degree of literacy does not appear to play a role, as literate and low/non-literate learners follow the same path of morphosyntax acquisition. However, literacy acts in a subtler way, favouring the development of specific morphosyntactic sub-patterns. This involves the analytical phase that precedes the morphological encoding of verbal categories in the transition from basic to post-basic varieties. At this stage, grammatical and lexical information are encoded separately, possibly by means of non-target constructions in which they are distributed among the diverse constituents (Benazzo 2003; Benazzo and Starren 2007; Starren 2001). Some of these have already been described for L2 Italian, e.g. auxiliary constructions (non è:be.3SG credere:INF ‘he does not believe’, Bernini 2003). Others have escaped the attention of specialists, e.g. the light verb construction (fare:INF mangiare:INF ‘I eat’). Non-target constructions are temporary grammaticalisation strategies to cover the functional space of forms (bound morphemes) not yet acquired. Non-target constructions especially occur in learners with limited literacy, while literate learners use them in a more sporadic and transient way. This can be interpreted as an effect of reduced exposure to the input as a consequence of limited literacy. As learners with limited literacy are exposed exclusively to oral input, they struggle in identifying bound morphemes in the input, due to the low salience, redundancy and frequent reduction phenomena these formatives undergo in spontaneous speech. This leads them to favour and maintain “heavier” constructions, made of material more easily perceived in the input
A survey of mercury content in pig tissues carried out in the Czech Republic during years 2015-2019
Get PDFThe assessment of mercury content in the muscle, liver and kidneys of fattening pigs and sows was conducted in the Czech Republic during the period of 2015-2019. The samples were collected from sows (n = 31) and fattening pigs (n = 210). The average mercury content in muscle, liver, and kidneys of sows over 5 years was 0.00057 +/- 0.00004, 0.0045 +/- 0.0008, and 0.0224 +/- 0.0067 mg.kg(-1), respectively. The average mercury content in muscle, liver, and kidneys of fattening pigs over the same period was 0.00059 +/- 0.00004, 0.0012 +/- 0.0001, and 0.0044 +/- 0.0004 mg.kg(-1), respectively. The maximum residual limit (MRL) for human consumption was exceeded in 14 kidney samples. The mercury content in liver did not differ significantly between sows and fattening pigs; in kidneys, the mercury content was higher in sows, with a significant difference in one year (P < 0.05). A slight decrease in the mercury content in kidneys and liver was observed in fattening pigs from the year 2015. In sows, there was a significant increase in the mercury content in kidneys in the year 2016. It can be concluded that there is a need for further monitoring of the mercury content in pig tissues in the Czech Republic