beta-Hexosaminidase (NAG) and percent of NAG B were studied in twenty patients following renal transplantation. Median urinary NAG for twenty reference individuals was 0.26 U/mmol creatinine and NAG B was 24%. Urinary NAG decreased rapidly from a median of 3.7 U/mmol on the third day, to 1.2 U/mmol on the 15th day after transplantation in the patients with no major complications. The percentage of

The maximal urine concentration capacity was studied in patients with acute pyelonephritis and in patients with clinically diagnosed acute cystitis. In the former group renal concentration ability was reduced in 16 of 22 patients and improved in all but two patients. Among patients with symptoms of acute cystitis 6 of 22 had a concentration capacity below 2 SD of normal values. Several of these pa

Supplemental Instruction (SI) is today a well-known academic support model to address retention and student performance in higher education. However, in studies reporting the effect of SI, the number of attendees at SI-sessions are seldom mentioned or reflected upon.This study investigates if there is a lower, optimal, and upper number of SI-attendees for SI-sessions with viable learning condition

This report is based on the contributions from SI/PASS/PAL supervisors at 63 Universities in Europe to a basic survey of 13 questions. Each institution that responded to the survey was invited to provide more detailed information about the programme including attendance statistics and examples of evaluation/impact; 45 universities provided these more detailed responses. At present, there are nine

Samverkansinlärning/Supplemental Instruction (SI) är en pedagogisk metod som syftar till att öka genomströmningen i svåra kurser. Metoden uppstod i USA vid University of Missouri Kansas City i mitten på 1970-talet och har därefter spridits till mer än 1500 högre lärosäten i ett trettiotal länder (Martin, 2008). Kort kan SI sägas vara ett studentdrivet komplement till ordinarie undervisning vid hög

The paper/presentation gives an overview of Peer-Assisted Study Schemes (SI-PASS) in Higher Education in Europe. SI-PASS is a method of improving student performance in “difficult” courses combining “how to learn” with “what to learn”. SI-PASS sessions are scheduled parallel to the regular education and are guided and facilitated by a “senior” student, the SI-PASS leader. The sessions are based on

This presentation will give an overview of a peer learning model called Supplemental Instruction - Peer Assisted Study Scheme (SI-PASS). SI-PASS was invented at the University of Missouri in Kansas City, USA in the early1970s and was then directed to Universities and for the university students. In this presentation, the focus and discussion will be on how SI-PASS can be implemented in secondary s

This presentation gives an overview of a peer learning model and academic support intervention named SI-PASS (Supplemental Instruction – Peer Assisted Study Schemes) in Higher Education in Europe. SI-PASS is a method of improving student performance in “difficult”, normally introductory, courses combining “how to learn” with “what to learn”. SI-PASS sessions are scheduled parallel to the regular e