Data collection included gender, age, all medical diagnoses, duration and type of SE, length of hospital and ICU stay.
In our normative data collection, the gender ratio in each age band was not significantly different (χ = 0.68, ns) (see Table 1).
For each of the sampled classes, demographic information of all officially enrolled students was obtained before data collection, including gender and date of birth.
For each of the sampled classes, demographic information of all officially enrolled students was obtained before data collection, including gender, date of birth, residential address and parental education.
Specific issues meriting consideration include the data collection environment, gender relations, preferred informed consent procedures, sensitivity about compensation, possible involvement of family members as incidental research participants, and privacy concerns due to a perceived sense of vulnerability.
The following clinical variables were identified for investigation regarding AVF FTM outcome prior to data collection: age, gender, renal replacement therapy status at AVF creation, diabetic status, CAD, PVD, anticoagulation use, previous AVF and location of AVF creation (upper-arm versus lower-arm site).
Data collection included age, gender, systolic blood pressure, diastolic blood pressure, salivary flow rate, focus score, Schirmer's test, and laboratory findings, including antinuclear antibodies, anti-SSA, anti-SSB, IgG, IgA, IgM, erythrocyte sedimentation rate, and rheumatoid factor.
Demographic information of all officially enrolled students in the sampled classes was obtained before data collection that included gender, date of birth, residential address and parental education.
A logistic regression analysis confirmed these interactions between mode of data collection and respectively gender (p = 0.001) and age (p = 0.01) (Estimates not shown).
E.g. entrepreneurial capacities cover poverty and environment; research and data collection capacities and gender mainstreaming cut across all 5 CT outcome areas; and resilience in schools addresses health, education and environmental aspects.
