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The aim of this study was to investigate the clinical heterogeneity of Parkinson’s disease (PD) among a cohort of Chinese
patients in early stages. Clinical data on demographics, motor variables, motor phenotypes, disease progression, global cognitive
function, depression, apathy, sleep quality, constipation, fatigue, and L-dopa complications were collected from 138 Chinese
PD subjects in early stages (Hoehn and Yahr stages 1–3). The PD subject subtypes were classified using k-means cluster analysis according to the clinical data from five- to three-cluster consecutively. Kappa statistical analysis
was performed to evaluate the consistency among different subtype solutions. The cluster analysis indicated four main subtypes:
the non-tremor dominant subtype (NTD, n=28, 20.3%), rapid disease progression subtype (RDP, n=7, 5.1%), young-onset subtype (YO, n=50, 36.2%), and tremor dominant subtype (TD, n=53, 38.4%). Overall, 78.3% (108/138) of subjects were always classified between the same three groups (52 always in TD, 7
in RDP, and 49 in NTD), and 98.6% (136/138) between five- and four-cluster solutions. However, subjects classified as NTD
in the four-cluster analysis were dispersed into different subtypes in the three-cluster analysis, with low concordance between
four- and three-cluster solutions (kappa value=−0.139, P=0.001). This study defines clinical heterogeneity of PD patients in early stages using a data-driven approach. The subtypes
generated by the four-cluster solution appear to exhibit ideal internal cohesion and external isolation. 相似文献
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教育与工作之间的不匹配问题是过度教育问题的延伸,近几年来才逐渐引起了学术界的重视。本文对教育与工作之间的不匹配的定义、测度方法、成因以及对工资收益的影响等问题进行了探讨。 相似文献
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This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary education students. Our meta-analysis findings show that the pandemic had, on average, a detrimental effect on learning. The magnitude of this learning deficit (about 0.19 standard deviations of student achievement) appears to be roughly comparable to that suffered by students who have experienced a significant disruption in their schooling due to a major natural disaster (e.g., Hurricane Katrina). Students are also found to have lost more ground in math/science than in other subjects. Additionally, one year or more after the first lockdown, students seem to have been unable to catch up on unfinished learning from the pandemic. This result suggests that more efforts should be made to ensure students recover their missed learning in order to avoid negative long-term consequences for them and society. 相似文献
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Alex Coad 《Research Policy》2019,48(1):37-50
Do firms in the same sector converge towards the same R&D intensities? Previous research has often assumed this to be true. A closer examination, using microdata from the EU Industrial R&D Investment Scoreboard for the years 2000–2015, shows considerable heterogeneity in R&D intensities among firms in the same sector, and that this heterogeneity persists over time. Statistical tests of convergence show that the variation in R&D intensities does not decrease over time (i.e. no σ-convergence), although firms with an R&D intensity below the industry average do seem to catch up with the leaders (i.e. evidence of β-convergence). Overall, firms in the same industry do not converge to a common R&D intensity. Policy implications are discussed. 相似文献
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Leinonen Seija Müller Kurt Leppänen Paavo H.T. Aro Mikko Ahonen Timo Lyytinen Heikki 《Reading and writing》2001,14(3-4):265-296
Subgroups of Finnish dyslexic adults (N = 84)displaying, relative to each other, a distinctivecombination of accuracy and speed of oral text readingwere compared in phonological and orthographicprocessing, verbal short-term memory and readinghabits. Inaccurate phonological decoding appeared todetermine the number of errors made in text reading,while inability to utilize effectively rapid lexicalaccess of words manifested as slow text reading speed.Phonological and orthographic word recognitionprocesses were less tightly integrated among dyslexicthan normal readers. Our results indicate thatadvanced orthographic processing skills might help anumber of the dyslexic readers to compensate for theirserious phonological deficits. The subgroups alsodiffered from each other in reading habits. Arelatively fast reading speed, even with numerouserrors, appears to be more rewarding in everydayreading than a slower but more accurate readingstyle. 相似文献
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庄子哲学思想中的主体间性--兼论主体间性的规定性及其表现形式 总被引：1，自引：0，他引：1
肖妺 《贵州教育学院学报》2004,20(3):21-25
庄子通过寓言和论辩的形式，考察了主体间的评价标准和主体问的感知互通性。就前者而言。庄子给予了本然状态的相对主义的回答；就后者而言，庄子给予了肯定的回答，即庄子肯定了不同主体问具有一定的认识能力，能够互相感知。庄子关于主体间性的观点颇具现实意义。 相似文献
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韩冷 《河南广播电视大学学报》2007,20(3):55-57
战争与强暴相伴而生,战争本身就包含着强暴的隐喻。男性性行为的攻击性与主动性,与征战和侵犯密切相关。如果处于强势的入侵或攻击位置的民族以"男性"自居的话,那么,被侵犯的民族就必被视为弱势的"女性"。民族主义把女性传统的孕育生命的意义纳入民族的生死存亡这个统摄性的视域中去。在文学作品中,我们可以找寻到大量战争与强暴同时出现的历史记忆。 相似文献
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This paper analyzes the evaluation of the relative performance of a set of groups when their outcomes are defined in terms of categorical data and the groups’ members are heterogeneous. This type of problem has been dealt with in Herrero and Villar (2013) for the case of a homogeneous population. Here we expand their model controlling for heterogeneity by means of inverse probability weighting techniques. We apply this extended model to the analysis of the scholastic performance of fifteen-year-old students in the OECD countries, using the data in the PISA. We evaluate the relative performance of the different countries out of the distribution of the students’ achievements across the different levels of competence, controlling by the students’ characteristics (explanatory variables regarding schooling and family environment). We find that differences in mathematical and reading abilities across OECD countries would lower by between 40% and 50% if the students’ characteristics would be those for the OECD average. 相似文献