Case Report: CD19-positive acute myeloblastic leukemia with trisomy 21 as a sole acquired karyotypic abnormality

We report that a 63-year-old Chinese female had acute myeloblastic leukemia (AML) in which trisomy 21 (+21) was found as the sole acquired karyotypic abnormality. The blasts were positive for myeloperoxidase, and the immunophenotype was positive for cluster of differentiation 19 (CDI9), CD33, CD34, and human leukocyte antigens (HLA)-DR. The chromosomal analysis of bone marrow showed 47,XX,+21 [2]/46,XX[18]. Fluorescent in situ hybridization (FISH) showed that three copies of AML1 were situated in separate chromosomes, and that t(8;21) was negative. The patient did not have any features of Down syndrome. A diagnosis of CD19-positive AML-M5 was established with trisomy 21 as a sole acquired karyotypic abnormality. The patient did not respond well to chemotherapy and died three months after the diagnosis. This is the first reported case of CD19-positive AM L with trisomy 21 as the sole cytogenetic abnormality. The possible prognostic significance of the finding in AML with +21 as the sole acquired karyotypic abnormality was discussed.     

CD19-positive acute myeloblastic leukemia with trisomy 21 as a sole acquired karyotypic abnormality

We report that a 63-year-old Chinese female had acute myeloblastic leukemia (AML) in which trisomy 21 (+21) was found as the sole acquired karyotypic abnormality. The blasts were positive for myeloperoxidase, and the immunophenotype was positive for cluster of differentiation 19 (CD19), CD33, CD34, and human leukocyte antigens (HLA)-DR. The chromosomal analysis of bone marrow showed 47,XX,+21[2]/46,XX[18]. Fluorescent in situ hybridization (FISH) showed that three copies of AML1 were situated in separate chromosomes, and that t(8;21) was negative. The patient did not have any features of Down syndrome. A diagnosis of CD19-positive AML-M5 was established with trisomy 21 as a sole acquired karyotypic abnormality. The patient did not respond well to chemotherapy and died three months after the diagnosis. This is the first reported case of CD19-positive AML with trisomy 21 as the sole cytogenetic abnormality. The possible prognostic significance of the finding in AML with +21 as the sole acquired karyotypic abnormality was discussed.     

新冠肺炎防控期高校图书馆利用AI开展线上服务探究

新冠肺炎（COVID-19）防控期间,高校图书馆利用最新的技术手段开展线上服务势在必行。采用文献分析与实证研究等方法,分析高校图书馆以新媒体、VPN、文献传递等方式进行线上服务的弊端,并探讨在新冠肺炎防控期间,高校图书馆利用AI技术开展智能咨询、智能推送、知识库及阅读增强等线上服务的方式。实践结果表明,利用AI技术可有效解决疫情防控期间各种文献资源难以获取的问题,提升了文献服务质量与效率。     

19世纪末历险传奇的复兴与男性气概危机

男性气概危机是19世纪末历险传奇的复兴与繁荣极为重要的现实原因。历险文本由男性作家创作,以男性为中心,回避女性的影响与干扰,维护男权中心地位,是一种阳刚之气的文学想象。它宣杨一种积极的行动哲学,突出身体的力量,强调男性同盟在男性身份建构中的重要作用。某种意义上,历险传奇的复兴可以视作对19世纪晚期男性身份焦虑做出的文学回应,是讨论、质疑、重建与宣扬男性气概的重要场所。     

十九世纪中外语言学比较

19世纪，我国的语言学研究虽有短暂的辉煌，但研究内容仍没有脱离语文学的范围，属语言学的早期发展阶段。西方各国的学术研究此时已出现现代社会特征：历史比较语言学的理论和方法得到发展和完善，普通语言学出现，新语法学派的理论形成。中外19世纪的语言学研究有同有异，总的说来，异大于同。这个比较给了我们一些关于我国现代语言学如何发展的启示。     

How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid-19 response

The COVID-19 pandemic has posed a significant challenge to higher education and forced academic institutions across the globe to abruptly shift to remote teaching. Because of the emergent transition, higher education institutions continuously face difficulties in creating satisfactory online learning experiences that adhere to the new norms. This study investigates the transition to online learning during Covid-19 to identify factors that influenced students' satisfaction with the online learning environment. Adopting a mixed-method design, we find that students' experience with online learning can be negatively affected by information overload, and perceived technical skill requirements, and describe qualitative evidence that suggest a lack of social interactions, class format, and ambiguous communication also affected perceived learning. This study suggests that to digitalize higher education successfully, institutions need to redesign students' learning experience systematically and re-evaluate traditional pedagogical approaches in the online context.

Practitioner notes

What is already known about this topic

• University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
• The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
• Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.

What this paper adds

• Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
• Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
• Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.

Implications for practice and/or policy

• We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
• We offer insights into student experience concerning online learning environments during an abrupt transition.
• We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.

     

迈向大众民主——1832年英国议会改革探析

19世纪的西方步入了一个竞相革新的年代,研究此时期的历史,对深入了解世界民主化历程有着巨大帮助。19世纪初的英国,贵族主导的议会政治体制已不能适应工业革命带来的经济大发展的需要,受到了各阶层的不断挑战。面对可能出现的革命,妥协文化使改革成为解决政治问题的主要手段。1832年议会改革主要对选区的分布和选民的财产资格限制进行了调整,它是一系列民主改革的开端,也是英国迈向大众民主的第一步。     

Journalism as institution and work in Europe,circa 1860

This article presents a comparative historical analysis of the relationship between journalism as institution (i.e., a particular set of organizations in society) and journalism as work (i.e., an activity practiced by individuals) in four European countries: Britain, Sweden, Germany, and Estonia. The analysis compares the institutional context of journalistic work in these four countries around 1860, focusing in particular on the organization of journalistic labor at the national newspaper of record. The historical comparison reveals how exceptional the British case is. The study finds that British journalism circa 1860 exhibited a high division of labor, high labor specialization, and was increasingly focused on news gathering and production. Swedish and German journalism exhibited an emerging division of labor and labor specialization, and was focused on political debate (rather than news gathering and production). Estonian journalism exhibited hardly any division of labor or labor specialization, and was focused on raising national awareness.     

疫情背景下北京冬奥会国际传播战略与实践策略刍议

新冠疫情增加了逆全球化趋势,疫情防控与中国国家形象塑造成为当前中国政府和社会各界关注的重要议题。2022年北京冬奥会作为后疫情时代中国最大的主场外交活动之一,是提升我国体育国际话语权、改善国家形象的重要机遇。基于此,结合当前全球疫情背景,从国际关系、国际舆论、国内发展状况等角度综合分析了北京冬奥会国际传播面临的机遇与挑战,并从国际传播战略和国际传播实践策略两个层面出发,提出战略规划和策略实施的具体路径,以期提高体育国际传播效果,增强中国体育国际话语权,构建国际传播新格局。     

The learner experience of Curriculum 2000: implications for the reform of 14–19 education in England

In September 2000, new qualifications for 16–19 year olds, known as Curriculum 2000, were introduced in England, Wales, and Northern Ireland with the aim of broadening the advanced level curriculum. It was left to schools, colleges, and their learners, however, to decide how these new qualifications would be used to build learner programmes of study. In this voluntarist context, the views and actions of learners have been an important factor in determining the course of the reforms. This article, which is based primarily on a study of 42 learners in a school/college consortium in the south west of England, provides a chronological account of learner experiences of these reforms during their first 2 years of implementation. The consortium discussed here offered a high‐volume study programme similar in size and content to those being proposed by the Tomlinson Working Group on 14–19 curriculum and qualifications reform in England. Learners found their expanded programmes onerous, due in part to the nature of the new qualifications and in part to the context of their implementation. The article concludes by identifying a number of policy lessons for 14–19 reform arising from this research.