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The narrow-band imaging (NBI) International Colorectal Endoscopic (NICE) classification is based on narrow-band pictures of colon polyps viewed through a narrow-band spectrum. The categorisation utilises staining, surface structure, and vascular patterns to differentiate between hyperplastic and adenomatous colon polyps. It is known that accuracy of the NICE classification for colorectal polyps varies depending on the localisation in the colon.The aim of this study was to compare the diagnostic accuracy of the NICE classification and the gold standard — morphological analysis for the determination of the type of colorectal lesions depending on localisation in colon. A prospective study was performed in an outpatient clinic. 1214 colonoscopies were performed by two expert endoscopists and 475 polyps were found in 291 patients. The overall diagnostic accuracy of the NICE classification was 80.3%. Optical verification was better in ascending colon — 93.9%, followed by sigmoid colon — 82.1%. Inferior results were found for the descending colon — 64.0%. The results of this study showed that the NICE classification could be a helpful instrument in daily practice for the ascending and sigmoid colon. For better results, proper training should be considered. The NICE system could have a role in the replacement of morphological analysis if appropriate results of verification could be achieved.

Jaunuzņēmumu dibinātāju viens no svarīgākajiem veicamajiem uzdevumiem - noteikt stratēģisko pieeju, pēc kuras vadoties, organizācija virza savu potenciālu esošajā tirgū, taču ne vienmēr vadītāji spēj izstrādāt ilgtspējīgu stratēģijas pieeju. Darba mērķis ir izpētīt, kura no Henrija Mincberga 10 stratēģisko skolu teorijām ir visbiežāk izmantotākā un kura nodrošina veiksmīgas jaunuzņēmuma izaugsmes iespējas, kā arī noskaidrot katras organizācijas atbilstību pēc jaunuzņēmumu dzīves ciklu teorijas. Secinājumi: Jaunzņēmumiem ir jāpielāgo sava stratēģija dzīves ciklu fāzēm un Henrija Mincberga 10 stratēģisko skolu teorijai, lai veicinātu stratēģijas ilgtspēju. Atslēgvārdi: Henrija Mincberga 10 Stratēģiskās Skolas; Biznesa stratēģijas, Jaunuzņēmumu attīstības cikli, Latvijas jaunuzņēmumu vide., One of the challenges for start-ups is to define a strategic approach, so company is able to advance its potential in the market, but not all owners are able to develop a sustainable strategy approach. The aim of the work is to explore which of Henry Mincberg's 10 strategic school theories are most commonly used and which provides successful growth opportunities for the start-up, as well as to clarify the relevance of each business following the theory of the life cycles of start-ups. Conclusions: Companies need to adapt their strategy to life cycle phases and Henry Mincberg's 10 strategic school theory to promote the sustainability of the strategy. Keywords: Henry Mintzberg’s 10 Schools of Strategic; Business strategies, Start-up development cycles, Latvian start-up environment.

The quality of engineering education is closely related to the development of spatial skills of students and the ability to create and read the drawings. Visualization improves the efficiency of the information; as for visualization of geometric tasks of graphical subjects, it helps students faster comprehend complex spatial problems and solve the given exercises.The given article describes the study of the methodology of teaching graphical subjects from the point of view of methods of representations of education materials, the degree of inspiration and engagement of students in learning activities. The research was conducted in Latvia, Lithuania, Spain, Germany and Poland within the project "Contemporary Approach to the Development of Spatial Comprehension through Augmented Reality Content" (SPACAR).

As a result of the increased amount of information the importance of its independent, critical evaluation is increasing, so that the knowledge learning would not be replaced by the accumulation of information. The responsibility for and the ability to evaluate information independently are relevant as learning outcomes of education for sustainable development. Responsibility and self-reliance as important areas of human life are the focus areas of the existentialist approach; still, this approach is very little used in pedagogy. The results of this research substantiate the topicality of the existentialist approach in modern humanistic pedagogy, in which the emphasis is placed on the personal significance of the learning process. The main aim of the article is to analyse the learning of self-reliance and responsibility from the point of view of existentialism and to evaluate the conditions of its realization in pedagogical practice. The study was done by combining the results of the author’s previous empirical research, observations in pedagogical practice and analysis of the scientific literature. In the minds of Latvian adults, their self-reliance and responsibility are integral components of both the quality of living and the meaning of learning. With age, there is a growing tendency to associate self-reliance not with independent thinking, but with independence and, consequently, existential concerns about the possibility of its realization. An important existential aspect of the learning process is: the distinction between learning to be self-reliant and responsible and learning to find a place in the network and function in pursuit of personal safety and worth. Self-reliance as a relative independence from security, belongingness and recognition and responsibility as an awareness of one's impulses, feelings and attitudes are related to the survival of existential loneliness and overcoming anxiety. Learning self-reliance and responsibility means learning self-reflection, learning to meet oneself, getting to know one's interests and the factors that cause fear, rather than diverting attention to others to information that helps to justify oneself.

Bakgrund: Jämlik vård och att minska skillnader i hälsa är centrala mål för hälso- och sjukvården. Utifrån det anses sjuksköterskan utgöra en viktig roll genom att förbättra vården såväl som att möta patienter med respekt och med hänsyn till människors olikheter. Forskning visar att HBTQ-personer utsätts för diskriminering och marginalisering i samhället i stort men också inom vården vilket bidrar till sämre psykisk och fysik hälsa för dessa grupper. Syfte: Syftet med denna studie var att beskriva sjuksköterskors och HBTQ-personers erfarenheter från att mötas i vården. Metod: En induktiv kvalitativ litteraturstudie med queerperspektiv som teoretisk referensram genomfördes. Urvalet bestod av vetenskapliga artiklar med kvalitativ ansats och som beskriver möten mellan sjuksköterskor och HBTQ-personer i vården. Datainsamlingen utfördes genom sökningar i två databaser, CINAHL och MEDLINE och resulterade i nio artiklar som analyserades med temaanalys. Resultat: Erfarenheter från möten mellan sjuksköterskor och HBTQ-personer i vården beskrivs i tre teman: Sjuksköterskans kompetens, Humanitet i mötet och Tillgänglighet med det övergripande temat Stigmatisering relaterat till heteronormen. Slutsatser: Sjuksköterskor behöver ett normkritiskt förhållningssätt för att möta HBTQ-personer med respekt och utan diskriminering. Sjuksköterskans kompetens och attityd hänger samman med vårdens tillgänglighet för HBTQ-personer som också har betydelse för en mer jämlik hälsa. Heteronormen har en överordnad påverkan på alla de delar som har betydelse för HBTQ-personers hälsa och tillgång till god vård. Det behövs mer tvärvetenskaplig forskning inom ämnet för att skapa förändring mot en mer jämlik hälsa i samhället. Background: Equal care and reducing differences in health are central goals for health care. Based on this, the nurse is considered to play an important role by improving care as well as meeting patients with respect and with regard to people's differences. Research shows that LGBTQ people are exposed to discrimination and marginalization in society at large but also in healthcare which contributes to poorer mental and physical health for these groups. Aim: The aim of this study was to describe nurses' and LGBTQ person's experiences from meeting in care. Method: Inductive qualitative literature study with a queer perspective as a theoretical frame was performed. The selection consisted of scientific articles with a qualitative approach and which describe meetings between nurses and LGBTQ persons in care. The data collection was performed through searches in two databases, CINAHL and MEDLINE and resulted in nine articles that were analysed with thematic analysis. Results: Experiences from meetings between nurses and LGBTQ persons in care are described in three themes: The nurse's competence, Humanity in the meeting and Accessibility with the overall theme Stigmatization related to heteronormativity. Conclusions: Nurses need a norm-critical approach to meet LGBTQ persons with respect and without discrimination. The nurse's competence and attitude is connected with the care's accessibility for LGBTQ persons, which is also important for a more equal health. The heteronormativity has an overall impact on all the parts that are important for LGBTQ person's health and access to good care. More interdisciplinary research in the subject is needed to create change towards a more equal health in society.

Comparative information on diagnosis-related antibiotic prescribing patterns are scarce from primary care within and between countries. To describe and compare antibiotic prescription and routine management of infections in primary care in Latvia (LV), Lithuania (LT) and two study sites in Sweden (SE), a cross-sectional observational study on patients who consulted due to sypmtoms compatible with infection was undetraken. Infection and treatment was detected and recorded by physicians only. Data was collected from altogether 8786 consecutive patients with infections in the three countries. Although the overall proportion of patients receiving an antibiotic prescription was similar in all three countries (LV and LT 42%, SE 38%), there were differences in the rate of prescription between the countries depending on the respective diagnoses. While penicillins dominated among prescriptions (LV 58%, LT 67%, SE 70%), phenoxymethylpenicillin was most commonly prescribed in Sweden (57% of all penicillins), while it was amoxicillin with or without clavulanic acid in Latvia (99%) and Lithuania (85%) respectively. Pivmecillinam and flucloxacillin, which accounted for 29% of penicillins in Sweden, were available neither in Latvia nor in Lithuania. The applied methodology was simple, and provided useful information on differences in treatment of common infections in ambulatory care in the absence of available computerized diagnosis-prescription data. Despite some limitations, the method can be used for assessment of intention to treat and compliance to treatment guidelines and benchmarking locally, nationally, or internationally, just as the point prevalence surveys (PPS) protocols have been used in hospitals all over Europe.

The option of producing the chemical succinic acid from bio-based resources is well in line with current political and industrial ambitions for a bio-based economy. A little explored but intriguing ...

Contemporary researches show that triggering interest can enhance students’ thinking skills, creativity, joy of learning and improved performance. The digital technologies can be beneficial for students’ learning engagement and motivation. The digital context helps students to keep positivity in education process that allows to activate attention, memory, and makes learning skills better. Augmented Reality is one of technologies that lets you interact with the real world and virtual objects at the same time. Augmented Reality application enables faster comprehension of complex spatial problems and relationships, which makes it useful during the learning process of engineering graphic courses. In this paper the application of AR technologies in RTU engineering courses is described. The results of this approach will be useful for vocational school teachers, college and university teachers in the successful integration of AR technologies in the teaching process.

Darba tēma: “3- 4 gadu vecu bērnu prasmes veidot vārdu savienojumus, pilnveide rotaļās”. Darba autore: Laura Veide Darba zinātniskā vadītāja: Agrita Tauriņa Pētījuma mērķis: Analizēt 3- 4 gadus vecu bērnu prasmi saskaņot īpašības vārdu ar lietvārdu. Pētījuma hipotēze: 3- 4 gadus vecu bērnu prasme veidot gramatiski precīzus vārdu savienojumus, tiek sekmēta, ja pedagogs bērniem piedāvā spēlēt rotaļas un mērķtiecīgi veicina valodas apguvi. Darba teorētiskā daļa: Tika analizēta psihologu, pedagogu un citu autoru darbus, 3- 4 gadus vecu bērnu attīstības likumsakarībām, darba autore secina, ka pedagoģiskajā procesā izmantojot radoši rotaļas tiek bērniem sekmēta runas gramatiskā uzbūve. Darba praktiskā daļa: Empīriskajā daļā tika pētīts bērnu prasme veidot gramatiski precīzas runas veidošanos, prasmi saskaņot lietvārdu ar īpašības vārdu, vārdu locīšanu ar nenoteikto un noteikto galotni. Tika atspoguļots praktiskais darbs, kurā iegūti pozitīvie rezultāti, kas tika sasniegti organizētajās rotaļās., Job Theme: “The skills of children aged 3-4 years to connect words, improving in gaumes”. Author of the work: Laura Veide Scientific head of work: Agrita Tauriņa Purpose of the study: Analyze the ability of 3 - to 4-year-olds to match the adjective with a noun. Study hypothesis: The ability of 3 - 4-year-olds to make grammatically accurate word connections is promoted if the teacher offers children to play games and purposefully promotes language learning. Theoretical part of the work: An analysis of the works of psychologists, educators and other authors, and of the trends of children aged 3-4 years, was carried out by the author of the study, which concludes that creative playing for children contributes to the grammatical design of speech. Practical part of the job: The empirical part studied children's skill in shaping the formation of grammatically accurate speech, the skill of matching a noun with adjective, folding words with the indefinite and determined apex. Practical work reflecting the positive results achieved in organised games was reflected.

Bakalaura darba tēma - “Vardarbības atspoguļojums Latvijas medijos un interneta portālos 2018. gadā”. Bakalaura darba mērķis - ar pētījuma palīdzību noskaidrot, kā Latvijas mediji atspoguļo vardarbību sabiedrībai. Darba teorētiskajā daļā tiek apskatīta pamatotā teorija, kurā tiek iepazīstināts ar pētījuma procesu, kodēšanu un to veidiem, izpētes ziņojumu, teorētiķu Glāzera, Strausa un Korbina metodēm. Otrs teorijas posms ir vardarbība, kādi ir mediju vardarbības efekti, drukātie mediji un tiešsaistes ziņas, vardarbība ģimenē, pret sievieti, bērnu un vīrieti. Metodoloģisko daļu veido kvantitatīvā kontentanalīze, kodēšana. Bakalaura darba pētījuma rezultātā tika konstatēts, ka Latvijas mediji raksta par vardarbību gan Latvijā, gan pasaulē, bet vairums rakstu ir par citu valstu vardarbības tematiem. Kā arī publiskotā informācija ir kvalitatīva, tomēr nepietiekama. Cilvēku atspoguļojums šajos medijos arī atšķīrās, katrā no tiem tika minēti dažādi vārdi, piemēram, upuris, huligāns, slepkava un citi., The theme of the bachelor paper - “Portrayal of violence in Latvian media and internet portals in 2018” Objective of the bachelor's work - to find out, through a study, how Latvian media reflects violence to society. The theoretical part of the work looks at the grounded theory presenting the study process, coding and their types, the research report, theorist methods – Glazer and Strauss and Corbyn. The second phase of the theory is violence, the effects of media violence, printed media and online news, domestic violence, women, child and man. The methodological part shall be composed of quantitative concessional analysis, coding. As a result of the bachelor's work-study, Latvian media reports on violence, both in Latvia and in the world, while most articles are on the topics of violence in other countries. As well as the information that has been published in high quality, but insufficient. The media also differed, with a variety of words, such as “victim”, “hooligan”, “killer” and others, mentioned in each media.

Pētījuma aktualitāti nosaka tas, ka, neskatoties uz plašo izglītības virzienu apjomu gan eksaktajās, gan humanitārajās, gan starpnozaru sfērās, ko piedāvā izglītības iestādes Latvijā, lielākoties paliek neatbildēti svarīgi jautājumi par cilvēka eksistenci. Pētījuma mērķis ir apzināt ar eksistenciālo pieredzi saistītos dzīves kvalitātes veidošanās pedagoģiskos nosacījumus un izpētīt tās subjektīvo novērtējumu mācīšanās procesā. Pētījuma rezultātā pamatota eksistenciālisma pieejas būtība un nepieciešamība pedagoģijā, mācīšanās specifika no eksistenciālās pieredzes, formulētas dzīves kvalitātes subjektīvā novērtējuma kategorijas eksistenciālās pieejas skatījumā, pamatota saikne starp dzīves kvalitātes subjektīvo novērtējumu un pašizziņu, kā arī aprakstītas sakarības starp mācīšanās motivāciju un priekšstatiem par savu eksistenci. Atslēgvārdi: mācīšanās, eksistenciālā pieredze, dzīves kvalitāte, subjektīvais novērtējums, eksistenciālā pedagoģija, The topicality of the research is determined by the fact that despite the extensive scope of education offered by the Latvian education institutions, for most part the important questions about human existence remain largely unanswered. The aim of the research is to identify the pedagogical conditions related to the existential experience in the formation of the life quality and to study its subjective evaluation in the learning process. The research results substantiate the essence and necessity of the existentialist approach in pedagogy and the learning specifics from the existential experience. The categories of the subjective evaluation of life quality in the view of existential approach are formulated, a link between subjective evaluation of life quality and self-knowledge is justified, as well as the relationship between learning motivation and subjective evaluation of one’s own existence is described. Keywords: learning, existential experience, life quality, subjective evaluation, existential pedagogy