Tertiary
The term Tertiary was first used by Giovanni Arduino during the mid-18th century. He classified geologic time into primitive (or primary), secondary, and tertiary periods based on observations of geology in Northern Italy.[2] Later a fourth period, the Quaternary, was applied.
tertiary
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Population with tertiary education is defined as those having completed the highest level of education, by age group. This includes both theoretical programmes leading to advanced research or high skill professions such as medicine and more vocational programmes leading to the labour market. The measure is percentage of same age population, also available by gender. As globalisation and technology continue to re-shape the needs of labour markets worldwide, the demand for individuals with a broader knowledge base and more specialised skills continues to rise.
The highway=tertiary tag is used for roads connecting smaller settlements, and within large settlements for roads connecting local centres. In terms of the transportation network, OpenStreetMap "tertiary" roads commonly also connect minor streets to more major roads.
Outside urban areas, tertiary roads are those with low to moderate traffic which link smaller settlements such as villages or hamlets. For quieter linking roads, consider using highway=unclassified instead. For busier through routes, use highway=secondary or greater instead, although note that outside heavily developed areas there may be no busier sort of road than this.
Within larger urban settlements such as large towns or cities, tertiary roads link local centres of activity such as shops, schools, or suburbs. Use only for roads with low to moderate traffic. For the quietest sort of linking, non-residential road consider using highway=unclassified instead. For busier through routes and main roads use highway=secondary or greater.
Map a tertiary road as you would any other highway=*: draw a simple Way along your GPS trace or the centreline of the road if tracing satellite imagery, and tag it with highway=tertiary. To describe the highway in more detail, add more tags.
One rule of thumb for UK roads is that highway=tertiary works well for roads wider than 4 metres (13') in width, and for faster or wider minor roads that aren't 'A' or 'B' roads. In the UK, they tend to have dashed lines down the middle, whereas unclassified roads don't.
Tertiary education benefits not just the individual, but society as a whole. Graduates of tertiary education are more environmentally conscious, have healthier habits, and have a higher level of civic participation. Also, increased tax revenues from higher earnings, healthier children, and reduced family size all build stronger nations. In short, tertiary education institutions prepare individuals not only by providing them with adequate and relevant job skills, but also by preparing them to be active members of their communities and societies.
Today, there are around 220 million tertiary education students in the world, up from 100 million in 2000. In Latin America and the Caribbean, for example, the number of students in tertiary education programs has doubled in the past decade. This is critical because, according to a World Bank Group (WBG) report, a student with a tertiary education degree in the region will earn more than twice as much as a student with just a high school diploma over a lifetime.
As the youth population continues to swell and graduation rates through elementary and secondary education increase dramatically, especially in regions like South Asia, Sub-Saharan Africa, Latin America, and the Middle East and North Africa, there is an intensifying demand for expanded access to tertiary education of good quality. Tertiary technical and vocational education and training can provide an effective and efficient complement to traditional university studies in providing students with skills and knowledge relevant to the labor market.
Countries all over the world have undertaken major restructuring of their tertiary education systems to enhance their reach and effectiveness. However, progress has been uneven. All countries engaging in strategic reforms of their tertiary sectors benefit from ensuring that their national strategies and policies prioritize equitable access, improved learning and skills development, efficient retention, and considerations of the employment and education outcomes sought by graduates and the labor market. Both policies and academic degrees need to be strategically tailored to fit the needs of the local society and economy. Only then can governments realize the gains in primary and secondary school attainment through tertiary education access and progression and turn these successes into increased and sustained economic and social development.
The imperative for investing in tertiary education derives from two major questions: What are the benefits of investing, and what are the consequences of not investing? The benefits include higher employment levels (that is, lower levels of unemployment), higher wages, greater social stability, increased civic engagement, and better health outcomes. Even more significant and, perhaps, revealing, is examining what happens when countries underinvest in their tertiary education systems. The consequences of underinvestment include brain drain and talent loss, limited access to applied research capacity for local problem solving, limitations to economic growth due to low levels of skills in the workforce, low-quality teaching and learning at every level of education, and, perhaps most glaringly, expanded wealth inequality within and among nations, with those investing proportionately more experiencing resultant growth rates far outpacing those with lower levels of investment and strategic development.
Within this steering framework and with a view to turning the challenges wrought by the COVID-19 crisis into opportunities for impactful reforms, this paper encourages tertiary education policymakers and stakeholders to STEER their tertiary systems and institutions toward greater relevance and impact, utilizing five framing principles:
These five priorities present critical building blocks with which leaders and institutions can reframe and strengthen their tertiary education systems for greater impact on learning, growth, innovation, and social development.
The WBG has a highly diversified portfolio of lending and technical assistance projects in tertiary education, which deal with a variety of specific areas, including quality assurance, performance-based funding schemes, alignment of academic offerings with market needs, public-private partnerships, and governance reform, among others. The tertiary education portfolio represents approximately 25% of the total WBG investment in education.
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Treatment with immune checkpoint blockade (ICB) has revolutionized cancer therapy. Until now, predictive biomarkers1-10 and strategies to augment clinical response have largely focused on the T cell compartment. However, other immune subsets may also contribute to anti-tumour immunity11-15, although these have been less well-studied in ICB treatment16. A previously conducted neoadjuvant ICB trial in patients with melanoma showed via targeted expression profiling17 that B cell signatures were enriched in the tumours of patients who respond to treatment versus non-responding patients. To build on this, here we performed bulk RNA sequencing and found that B cell markers were the most differentially expressed genes in the tumours of responders versus non-responders. Our findings were corroborated using a computational method (MCP-counter18) to estimate the immune and stromal composition in this and two other ICB-treated cohorts (patients with melanoma and renal cell carcinoma). Histological evaluation highlighted the localization of B cells within tertiary lymphoid structures. We assessed the potential functional contributions of B cells via bulk and single-cell RNA sequencing, which demonstrate clonal expansion and unique functional states of B cells in responders. Mass cytometry showed that switched memory B cells were enriched in the tumours of responders. Together, these data provide insights into the potential role of B cells and tertiary lymphoid structures in the response to ICB treatment, with implications for the development of biomarkers and therapeutic targets.
Syphilis is a sexually transmitted infection (STI) that can cause serious health problems without treatment. Infection develops in stages (primary, secondary, latent, and tertiary). Each stage can have different signs and symptoms.
Sources of information or evidence are often categorized as primary, secondary, or tertiary material. These classifications are based on the originality of the material and the proximity of the source or origin. This informs the reader as to whether the author is reporting information that is first hand or is conveying the experiences and opinions of others which is considered second hand. Determining if a source is primary, secondary or tertiary can be tricky. Below you will find a description of the three categories of information and examples to help you make a determination.
These are sources that index, abstract, organize, compile, or digest other sources. Some reference materials and textbooks are considered tertiary sources when their chief purpose is to list, summarize or simply repackage ideas or other information. Tertiary sources are usually not credited to a particular author.
If you set up programs and support groups that teach people how to live with their persistent rashes, you are engaging in tertiary prevention. You are not preventing rashes or dealing with them right away, but you are softening their impact by helping people live with their rashes as best as possible.