阴囊内输精管交叉显微吻合手术在不典型梗阻性无精子症患者中的临床应用（英文）

目的:探讨在不典型梗阻性无精子症患者中施行不同方式阴囊内输精管交叉显微吻合手术的指征及有效性。创新点:分析不同方式阴囊内输精管交叉显微吻合手术的指征及有效性,建议使用损伤小且成功率较高的阴囊内单纯输精管交叉显微吻合手术方式。方法:收集2012年1月至2016年6月浙江大学医学院附属妇产科医院68例不典型梗阻性无精子症和9例重度少弱精子症患者的临床资料,对施行不同手术方式的患者的特征、术后精子参数和配偶自然妊娠率结果等相关数据进行分析。结论:不典型梗阻性无精子症患者中施行各种类型的输精管交叉吻合手术均是对传统原位吻合手术有益的补充,阴囊内单纯输精管交叉显微吻合手术损伤小且成功率较高。     

Pilot randomized controlled trial of Tuning Relationships with Music: Intervention for parents with a trauma history and their adolescent

For parents who have experienced childhood interpersonal trauma, the challenges of parenting an adolescent may trigger memories of abuse, intensifying conflict, resulting in negative cycles of relating and poorer responsiveness to emotions when parenting. This study examined whether Tuning Relationships with Music, a dyadic therapy for parents and adolescents, increased responsive parent-adolescent interactions and parent emotion coaching whilst reducing conflict and adolescent mental health difficulties. Twenty-six parent-adolescent dyads were recruited if parents had a trauma history and the dyad were currently having high levels of conflict. Dyads were randomly allocated into intervention or wait-list control and completed questionnaires and observation assessments at baseline and 4-month post-baseline follow-up. Those allocated to the intervention condition participated in 8 sessions of Tuning Relationships with Music. Trial registration: ANZCTR: 12615000814572. Parents and adolescents reported significant reductions in conflict. Parents in the intervention condition were observed to significantly improve their nonverbal communication, emotional responsiveness and non-reactivity toward their adolescent. Although parents reported they were less dismissive and punitive, and more encouraging of their adolescent’s emotions, and both parents and adolescents reported improvements in the adolescent’s mental health, these were not statistically significant. Findings suggest Tuning Relationships with Music may assist parents with a history of childhood interpersonal trauma and their adolescent to reduce conflict and increase responsive ways of relating that may positively impact the young person’s mental health. Future trials with a larger sample are warranted.     

Evaluation of learning environments for object-oriented programming: measuring cognitive load with a novel measurement technique

Various methods and tools have been proposed to overcome the learning obstacles for Object-Oriented Programming (OOP). However, it remains difficult especially for novice learners. The problem may be not only adopting an instructional method, but also an Integrated Development Environment (IDE). Learners employ IDEs as a means to solve programming problems and an inappropriate IDE may impose additional cognitive load. Therefore, this quasi-experimental study tried to identify the cognitive effects of a more visually supportive and functional IDE. It was explored by the functional near-infrared spectroscopy method, which is a relatively new physiological tool for measuring cognitive load. Novice students participated in the study in two experimental groups and they were required to write a Java application using two different IDEs. The results indicated a significant difference between the experimental groups and the findings are discussed in view of the principles of Cognitive Load Theory and Multimedia Learning.     

Working for Independence by Working Together: a case study of an information technology consultancy with a secondary mathematics department

ABSTRACT

The purpose of the research reported in this paper was to investigate strategies to aid teachers in delivering the mathematical component of the English National Curriculum with the help of electronic databases and spreadsheets. It is widely realised within mathematics that information technology remains a relatively neglected part of the curriculum in some schools. The provision of short courses in using spreadsheets and databases as part of a traditional inservice package is often considered to be unsuccessful as a means of enabling teachers to deliver the material back in the classroom. It could be argued that for progress to be made, an expert must spend time working in situ in the school with the teacher(s). Clearly an expert cannot provide such support for every department that requires assistance, so there is a need to develop generally applicable strategies as a springboard for their own means. This paper reports on a case study designed to start the process of developing such strategies.     

Evaluation of the prognostic ability of serum uric acid for elderly acute coronary syndrome patients with diabetes mellitus: a prospective cohort study

Journal of Zhejiang University-SCIENCE B - Objective: This study evaluated the prognostic power of serum uric acid (UA) in predicting adverse events in elderly acute coronary syndrome (ACS)...     

The same but different: The use of the personal Home Page by adults with Down Syndrome as a tool for self-presentation

Recent research has suggested that people with learning disabilities can manage their identities and define the circumstances under which they will present a self-image that is the same or different to other people with learning disability. This paper reports a survey of personal Home Pages written by people with Down Syndrome and investigates the extent to which they use the pages to accept or deny membership of the Down Syndrome group. Opportunistic sampling of the pages listed by five Web Crawlers revealed twenty personal Home Pages of adults with Down Syndrome. Thematic analysis of the content, form and language of the pages revealed similarities and differences in the way the page owners expressed and perceived their self-identity. The results suggest that the personal Home Page has the potential to allow adults with Down Syndrome to express multiple identities: identities that are the same and different to other people with Down Syndrome.     

Reduce,manage or cope: a review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities

Members of a knowledge translation and exchange (KTE) research team assessed the training needs of the teaching staff at a school for individuals with intellectual/developmental disabilities (IDD). In response to this need, KTE researchers retrieved peer‐reviewed articles for training staff working with individuals with IDD who exhibit challenging behaviours. These articles were categorised according to the following training content: (1) interventions designed to reduce the frequency of challenging behaviours; (2) appropriate ways to manage challenging behaviours in the moment to promote safety for all parties and/or to terminate the ongoing behaviour; and/or (3) procedures or perspectives relevant to coping with or ameliorating the negative impacts of challenging behaviours on staff. We then examined the training methods (teaching strategies, training duration) involved in teaching the content and assessed the effectiveness of these programmes. Overall, we found that effective training programmes consisted of workshops, practica and feedback on specific skill performance. Some forms of brief training were effective for increasing staffs' knowledge/skills and reducing the frequency of challenging behaviour.