首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 78 毫秒
1.
分析中国人群中原发性衰老相关性tau 病(PART)的临床病理学特点,并比较其与老年性痴呆之间的差异. PART 为新近提出的概念,其与老年性痴呆的关 系尚存在争论.目前未见针对中国人群PART 的 相关报道.本文首次报道了浙江大学医学院中国 人脑库中的PART 的临床病理学特点. 回顾性分析相关病例,严格纳入标准.PART 在 中国人群中常见,50 岁以上人群占47%.平均年 龄(76±12)岁,女性14 例(30%),男性32 例 (70%).免疫组织化学法显示,按磷酸化tau 的Braak 分期,PART 大多为I 到Ш 期.异常蛋 白TDP43 和p62 在PART 中高表达,分别为67% 和70%; 在老年性痴呆中分别为83%和83%. TDP43 和p62 共表达在PART 为55%,在老年性 痴呆为79%.其中海马为PART 常见累及部位, TDP43 为61%,p62 为63%.仅4%的PART 患 者表现为轻度认知障碍. PART 在中国人群中常见; PART 大多无明显痴 呆症状; 异常蛋白TDP43 和p62 在PART 中高表 达,与老年性痴呆相比存在差异.  相似文献   

2.
孕产妇的心理健康风险较为突出, 但尚未有文&  相似文献   

3.
In a series of meta-analyses, paternal sensitivity was associated with children’s (age range: 7 months–9 years) overall cognitive functioning (N = 3,193; k = 23; r = .19), including language skills (k = 9; r = .21), cognitive ability (k = 9; r = .18), and executive function (k = 8; r = .19). Paternal sensitivity was not associated with children’s overall socioemotional functioning (N = 2,924; k = 24; r = −.03) or internalizing problems, but it was associated with children’s emotion regulation (k = 7; r = .22) and externalizing problems (k = 19; r = −.08). In the broad cognitive functioning, executive function, broad socioemotional functioning, and externalizing problems meta-analyses, child age was a significant moderator.  相似文献   

4.
Neither of the “Three Industry” Theory nor the “General Agreement of Trading Service” (GATS) of the World Trade Organization (WTO) can be the essential criteria to analyze the property of education. The property of education can be defined from consumers’ perspective. The direct consumers of education are students; but the ultimate consumers of education include parents, employers, society and governments as well. From the perspective of consumers, education is both a service and a productive institution. Translated from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2006, (2): 5–10  相似文献   

5.
Binocular disparity provides one of the important depth cues within stereoscopic three-dimensional (3D) visualization technology. However, there is limited research on its effect on learning within a 3D augmented reality (AR) environment. This study evaluated the effect of binocular disparity on the acquisition of anatomical knowledge and perceived cognitive load in relation to visual-spatial abilities. In a double-center randomized controlled trial, first-year (bio)medical undergraduates studied lower extremity anatomy in an interactive 3D AR environment either with a stereoscopic 3D view (n = 32) or monoscopic 3D view (n = 34). Visual-spatial abilities were tested with a mental rotation test. Anatomical knowledge was assessed by a validated 30-item written test and 30-item specimen test. Cognitive load was measured by the NASA-TLX questionnaire. Students in the stereoscopic 3D and monoscopic 3D groups performed equally well in terms of percentage correct answers (written test: 47.9 ± 15.8 vs. 49.1 ± 18.3; P = 0.635; specimen test: 43.0 ± 17.9 vs. 46.3 ± 15.1; P = 0.429), and perceived cognitive load scores (6.2 ± 1.0 vs. 6.2 ± 1.3; P = 0.992). Regardless of intervention, visual-spatial abilities were positively associated with the specimen test scores (η2 = 0.13, P = 0.003), perceived representativeness of the anatomy test questions (P = 0.010) and subjective improvement in anatomy knowledge (P < 0.001). In conclusion, binocular disparity does not improve learning anatomy. Motion parallax should be considered as another important depth cue that contributes to depth perception during learning in a stereoscopic 3D AR environment.  相似文献   

6.
INTRODUCTION Telomeres are distinctive DNA-protein struc-tures that cap the ends of linear chromosomes.It is very important to keep the chromosomes stabilization.Telomerase activity is closely linked to attainment of cellular immortality,a step in carcinogenesis,while lack of such activity contributes to cellular senes-cence.Telomerase is activated in more than85%ofmalignant tumors(Hiayma et al.,1997).Human te-lomeric repeat binding factor1(TRF1)is a telomere associated with proteins a…  相似文献   

7.
Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May–August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic.  相似文献   

8.
Based on the quantitative research and comparative study method, this paper attempts to make a systematic study and analysis of regional differences which have existed since 1949 in higher education among East, Middle and West China. The study is intended to explore the causes, regional differences, social changes, and their co-related interactions. It is concluded that the beneficent social and educational development in various regions will determine the substantial development of Chinese higher education. __________ Translated from Hebei Shifan Daxue Xuebao (Jiaoyu Kexue Ban) 河北师范大学学报(教育科 学版) (Journal of Hebei Normal University (Educational Science Edition)), 2007, 9(2): 5–18  相似文献   

9.
Visual-spatial abilities are considered a successful predictor in anatomy learning. Previous research suggest that visual-spatial abilities can be trained, and the magnitude of improvement can be affected by initial levels of spatial skills. This case-control study aimed to evaluate (1) the impact of an extra-curricular anatomy dissection course on visual-spatial abilities of medical undergraduates and (2) the magnitude of improvement in students with initially lower levels of visual-spatial abilities, and (3) whether the choice for the course was related to visual-spatial abilities. Course participants (n = 45) and controls (n = 65) were first and second-year medical undergraduates who performed a Mental Rotations Test (MRT) before and 10 weeks after the course. At baseline, there was no significant difference in MRT scores between course participants and controls. At the end of the course, participants achieved a greater improvement than controls (first-year: ∆6.0 ± 4.1 vs. ∆4.9 ± 3.2; ANCOVA, P = 0.019, Cohen's d = 0.41; second-year: ∆6.5 ± 3.3 vs. ∆6.1 ± 4.0; P = 0.03, Cohen's d = 0.11). Individuals with initially lower scores on the MRT pretest showed the largest improvement (∆8.4 ± 2.3 vs. ∆6.8 ± 2.8; P = 0.011, Cohen's d = 0.61). In summary, (1) an anatomy dissection course improved visual-spatial abilities of medical undergraduates; (2) a substantial improvement was observed in individuals with initially lower scores on the visual-spatial abilities test indicating a different trajectory of improvement; (3) students' preferences for attending extracurricular anatomy dissection course was not driven by visual-spatial abilities.  相似文献   

10.
Research on traditional Chinese academies has aroused interest ever since its existence. At least 2 302 papers and over 162 books concerning traditional academic institutions have been published for over 85 years from 1923 to 2007. Consisting of the following four phases as initial development (1923–1949), continual progress (1950–1979), vigorous prosperity (1980–1993) and new tendency in the new century (2000–2007), this paper discusses the characteristics, central issues and research trends of each phase and introduces the main achievements, which are worthy to be noted and discussed. __________ Translated from Hunan Daxue Xuebao (Shehui Kexue Ban) 湖南大学学报 (社会科学版), Journal of Hunan University (Social Sciences), 2007, 21(3): 31–40  相似文献   

11.
Antenatal education is a crucial component of antenatal care, yet practice and research demonstrate that women and men now seek far more than the traditional approach of a birth and parenting program attended in the final weeks of pregnancy. Indeed, women and men participating in this study recommended a range of strategies to be provided during the childbearing year, comparable to a “menu in a restaurant.” Their strategies included three program types: “Hearing Detail and Asking Questions,” “Learning and Discussing,” and “Sharing and Supporting Each Other.” The characteristics of each type of program are identified in this article. The actual learning methods the study participants recommended to be incorporated into the programs were “Time to Catch Up and Focus,” “Seeing and Hearing the Real Experience,” “Practicing,” and “Discovering.”  相似文献   

12.
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’ to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed ‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies. The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space usage. ‘ ‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves: from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the fifth stage of university development.  相似文献   

13.
During the past twenty years, higher education institutions in China have gained enormous rights due to both the streamlining of administration and the decentralization of the government. Their legal status has hence changed dramatically. However, the expansion of their rights has also brought about the possibility of higher education institutions profiting by pursuing development. The influence of the market has begun to permeate higher education institutions, and this change has shown some characteristics of induced institutional changes. Accordingly, higher education institutions should be regulated from the perspective of public law, so as to ensure their public nature. __________ Translated by LI Yancheng from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2007, (2): 5–16  相似文献   

14.
This study describes the sense-making behaviors of sixth- and seventh-grade students (n = 46 dyads) as they read and discussed expository articles in print and digital formats. Most dyads approached the digital text as if it were static and linear, despite the availability of hyperlinks. Reading through (or covering) the text was the most commonly observed behavior, occurring in 89% of the coded intervals in the print condition and 76% of intervals in the digital condition. Students were observed discussing a variety of cognitive and metacognitive strategies. The most common strategies were process monitoring, summarizing, connecting, and reacting. The dyads used at least one overt sense-making strategy in about 50% of the intervals when reading the print text and about 65% of the intervals with the digital text. Previewing and progress monitoring, which serve important planning and self-regulative functions, were used more frequently in the digital condition. Regression analyses show that several collaborative behaviors were associated with text comprehension, as measured by a researcher-designed multiple choice test, in the print condition but not in the digital condition. These included word recognition monitoring (β = 1.84; SE = 0.90; p = .05), summarizing (β = 2.43; SE = 1.21; p = .05), and connecting (β = −5.20; SE = 2.06; p = .02) at the student level and attending to illustrations (γ = −7.08; SE = 2.17; p = .003) at the dyad level. In both conditions, prior reading achievement and prior knowledge were strong predictors of comprehension.  相似文献   

15.
Medical students' motivation and study strategies are crucial in determining academic performance. This study aimed to assess the motivation and learning strategies of medical students as well as their association with performance in anatomy examinations. The Motivated Strategies for Learning Questionnaire, two focus group discussions, and students' current anatomy cumulative grade point average (cGPA) were used. Generally, the medical students strongly felt that anatomy is fundamental to the practice of medicine and surgery. This result was consistent with high task value scores of 5.99 ± 1.25. They were also driven by extrinsic goal orientation (5.59 ± 1.42) and intrinsic goal orientation (5.08 ± 1.26). Most medical students typically relied on elaboration (5.35 ± 1.25) ahead of other cognitive strategies namely rehearsal (5.30 ± 1.11), organization (5.15 ± 1.34), and lowest-rated critical thinking (4.77 ± 1.19). The students also relied on resource management strategies, effort regulation (5.15 ± 1.20) and time and study environment regulation (5.03 ± 1.03) more than the moderately scored peer learning (4.95 ± 1.50) and help-seeking (4.95 ± 1.09). In the focus group discussions, students reported that they often narrate or explain to each other what they would have read and understood from anatomy lectures, tutorials, and textbooks. They also bemoaned the lack of institutional support for stress burdens. The motivation and learning strategies subscales were not correlated with anatomy cGPA. Males were driven by extrinsic goals and experienced significantly higher levels of test anxiety than females (P < 0.05). Knowing the motivation and learning strategies students employ early in the medical curriculum can be leveraged to promote self-directed learning and academic achievement.  相似文献   

16.
Crying is an ubiquitous communicative signal in infancy. This meta-analysis synthesizes data on parent-reported infant cry durations from 17 countries and 57 studies until infant age 12 months (N = 7580, 54% female from k = 44; majority White samples, where reported, k = 18), from studies before the end Sept. 2020. Most studies were conducted in the United States, the United Kingdom, and Canada (k = 32), and at the traditional cry “peak” (age 5–6 weeks), where the pooled estimate for cry and fuss duration was 126 mins (SD = 61), with high heterogeneity. Formal modeling of the meta-analytic data suggests that the duration of crying remains substantial in the first year of life, after an initial decline.  相似文献   

17.
Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, self-efficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first- and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18–10.8, P < 0.001) and (β = 6.25, CI: 3.40–9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19–6.86, P = 0.006) and (β = 5.38, CI: 2.32–8.44, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18–7.25, P = 0.04) and (β = 3.07, CI: 0.03–6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance.  相似文献   

18.
Nutrition plays an important role in the development of a child, particularly in low‐ and middle‐income countries where malnutrition is often widespread. The relation between diet, hemoglobin, nutritional status, motor development, stimulation and mental development was examined in a cross‐sectional sample of 1,079 children 12–18 months of age living in rural Bihar, India. Path analysis revealed associations between (a) length‐for‐age z‐scores and motor development, standardized β (β) = .285, p < .001, and (b) motor and all mental development outcomes (language: β = .422; personal‐social: β = .490; memory: β = .139; and executive function: β = .072, all p < .001). Additionally, stimulation was significantly associated with language scores and hemoglobin concentration with memory. These findings inform interventions aimed at improving child development in Northern India.  相似文献   

19.
Historically, scholars have made unfailing efforts to position education as a standard science, but no solid success has been achieved regardless of the positivistic paradigm, quantitative approaches, or value-free neutral stances they adopted. In China, scholars have set up a so-called “three independency” standard for the scientific study of education, but it has been finally proved invalid in practice. As interdisciplines permeate the field of education, education experiences a crisis of being colonized. After serious rethinking, interdisciplines were widely believed to do more good than harm to education. Therefore, education is beginning to transform from a “colony” to an “empire”. In this transformation, education finds it necessary to break the traditional disciplinary boundaries and make it a field in which interdisciplinary communication is contributory to the enrichment of scholarship. Translated from Xiamen Daxue Xuebao (Zhexue Shehui Kexue Ban) 厦门大学学报 (哲学社会科学版) (Journal of Xiamen University (Arts & Social Sciences)), 2006, (1): 72–78  相似文献   

20.
This study reviews the developments of 9 Chinese top universities supported by “985 Project” during 1997–2005 based on the analysis of a series of scientometric indicators, including the total number of publications indexed by Science Citation Index Expanded and Social Sciences Citation Index, the cumulated impact factor of publications, the number of publications divided by the number of faculty members, the average impact factor of publications, percentage of publications in top 20 percent journals, the percentage of internationally collaborative publications, the number of publications in six broad subject fields and the Index of Disciplinary Balancing. The findings are helpful to the understanding of the achievements of Chinese top universities during this period as well as the remaining gaps between them and world-class universities. __________ Translated from Kexuexue Yu Kexue Jishu Guanli 科学学与科学技术맜理 (Science of Science and Management of S. & T.), 2007, (9): 132–138  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号