去骨瓣减压术在重度颅脑损伤中的应用

目的：评估去骨瓣减压术对重度颅脑损伤患者的治疗作用。方法：回顾性地研究了接受去骨瓣减压术的52名患者在去骨瓣减压前后颅内压、CT表现（中线移位,脑室的大小,基底池受压）和预后的变化。结果：38名患者（73.1%）在伤后5.1±3.2个小时进行了迅速外科减压;14名患者（26.9%）在伤后49.2±50.1个小时延迟外科减压,去骨瓣减压明显降低了颅内压,减少了中线移位,改善了基底池的受压,进行迅速外科减压的患者比延迟外科减压的患者预后更好。结论：去骨瓣减压术使重度颅脑损伤患者颅内压降低,中线移位和基底池受压明显改善,死亡率下降,对改善患者的预后有利。     

颅面部骨折合并颅脑损伤的诊疗分析

目的：探讨颅面部骨折合并颅脑损伤的临床表现及救治要点。方法：回顾性分析60例颅面部骨折合并颅脑损伤的临床资料。结果：入院时已脑疝形成15例,经神经外科手术治疗后,死亡5例,其余患颅脑损伤者治愈。颅面部骨折中上颌骨和下颌骨骨折共27例,20例行小型或微型接骨板内固定,2例行牙弓夹板颌间牵引,5例行可吸收内固定材料固定,效果良好,其他骨折自行愈合。结论：颅面部骨折合并颅脑损伤的临床救治需多学科综合治疗,早期全面系统的检查,减少漏诊率,从而获得满意的治疗效果。     

Legitimizing the Wound: Mapping the Military's Diagnostic Discourse of Traumatic Brain Injury

Following reports spanning from the beginning of the OEF (Operation Enduring Freedom) and OIF (Operation Iraqi Freedom) conflicts to the early 2010s, this rhetorical investigation analyzes the U.S. military's diagnostic practices used to identify mild traumatic brain injury (mTBI) in blast-affected troops. Considering the notion of “wound/injury” as a possible boundary object, this paper discusses how the conceptual framing of “invisible” injuries may produce interruptions of distrust that inhibit effective diagnosis.     

Services and Supports for Students with Traumatic Brain Injury: Survey of State Educational Agencies

Long-term follow-up studies conducted during the K–12 school years suggest that challenges related to childhood traumatic brain injury (TBI) tend to persist or worsen over time. A 1999 survey of State Directors of Special Education revealed that most states had emerging initiatives for children with TBI and were expanding their capacity to serve this growing population. To determine whether significant changes in patterns of identification and service delivery had occurred, State Directors and brain injury consumer organizations were surveyed. Survey results show some improvement, but significant gaps remain. Most state education administrators perceive a gap between incidence of childhood TBI and identification of students with TBI to receive special education services. Recommendations for policy changes and research are provided.     

Professional Knowledge Standards for Science Teacher Educators

Journal of Science Teacher Education -     

Knowledge Adequacies and Training Needs of Rehabilitation Educators

This article describes results of a national survey of rehabilitation educators concerning their perceptions of their knowledge adequacies and training needs. Twelve vital instructional areas were identified and respondents were asked to rate each area for their adequacy of knowledge, need for inservice training, and willingness to attend inservice training. Findings showed that educators rated their knowledge adequacy high and their need for inservice training low. Although there was a significant inverse relationship between knowledge adequacy and need for inservice training, there was no significant relationship between willingness to attend inservice training and knowledge adequacy, or between willingness to attend inservice training and need for inservice training.     

Children's Memory for Traumatic Injury

Children between 2 and 13 years who suffered traumatic injury necessitating hospital emergency room treatment were recruited as subjects. They (and adult witnesses) were interviewed a few days and 6 months later, using free and probed recall, about both injury and hospital treatment. Children at all ages were able to provide considerable information about both stressful events, although the amount of detail increased with age. They also made few commission errors. Surprisingly, children's distress at time of injury did not affect the amount or accuracy of their recall of that event, whereas distress during hospital treatment did decrease recall. A tripartite classification into 3 categories of detail was used: central, peripheral-inside the emotional events, or peripheral-outside those events. Children's recall differed depending upon detail category. Implications for children's testimony are discussed.     

The Brain and Learning: Resources for Religious Educators

Knowing something about the human brain and how it works is vital for those who engage in the educational ministry of the church. This article reviews several resources providing important information about the brain, including insight as to the ways in which this information connects with teaching and learning practice in the church. Focusing on works that are accessible and useful for those not trained in the language and framework of the neurosciences, the article seeks to aid religious educators in expanding their knowledge about brain-compatible learning.     

思想教育工作者的知识结构及其特征分析

构建合理的知识结构是新时期思想教育工作者亟待解决的问题,对思想教育的学术研究和理论实践都有重要意义.思想教育工作者合理而有效的知识结构应具有三个基本特征,即整体涌现性、多元复合性、动态开放性.     

Technology Knowledge and Use: A Survey of Science Educators

The purpose of this study was to determine the current state of technology use and know-how among members of the Association for the Education of Teachers in Science. A web-based survey site and an e-mail merge invited members to participate in the study. The survey examined the differences between current and desired levels of knowledge about using technology as an instructional tool, to support research, to enhance productivity in classroom applications, and to enhance data collection and analysis. Large mean differences about using technology as an instructional tool were found, including: (1) teaching students at a distance, (2) database applications, and (3) desktop publishing. Small mean differences were found for telecommunications and word processing.     

在教师教育者中创建网上学习社区

网上授课在全球各教育机构尤其是开放和远程学习机构呈迅猛发展的态势。网上学习为远程学习者提供了大量的师生互动、生生互动的机会。他们分享感受,共同协作。通过学习者之间的交互学习,网上学习较独立学习能产生更好的学习效果。斯里兰卡开放大学教育系利用Moodle学习系统开设了“作为教育技术人员的教师教育者”网上课程。课程设计使用协作学习模式,为远程学习者提供了大量积极参与学习过程的机会。学习者借助学习资源和教师的引导完成学习和评估任务,通过讨论会的方式进行协作学习并共同分享感受。本文采用个案研究的方法,对设计者、教师以及学生在网上学习环境中共同加强社区构建所实施的具体策略和技术进行了调查,并进一步探索了社区建设对远程学习者即网上学习的初学者的影响。本文同时讨论了建构网上学习社区的发展进程并强调了设计者、教师和学习者在成功创建网上学习社区中所起的作用。     

外伤性迟发性结肠破裂21例分析

目的:探讨外伤性迟发性结肠破裂的临床特征、诊断和治疗方法,提高早期确诊率和治疗疗效。方法:对21例结肠损伤患者的临床资料进行回顾性分析。结果:全组患者均行二期手术治愈。6例患者术后切口感染,4例肠粘连。无造瘘术后肠梗阻、造瘘口狭窄及切口疝等并发症。结论:二期手术适用于严重的休克,全身状态不佳,腹内多脏器损伤和严重的感染。治疗外伤性迟发性结肠破裂重要的是准确判断结肠损伤程度和范围,了解合并损伤的脏器,术中仔细探查,彻底进行肠道和腹腔冲洗,并严格清创和消毒。     

古代教育家视野中的知识价值观与课程变革

我国古代对知识问题的讨论是在知与行及其先后、轻重、难易的框架中进行的,《六经》的教育价值成为古代思想家、教育家知识价值阐释的焦点所在,经学价值具有至高无上的地位。可以说,中国传统的知识价值观是道德知识至上论,古代课程以道德教育为核心。不同的知识价值取向导致课程目标的差异,课程内容与学习方式亦有所不同。研究中国古代知识价值观的演变及其支配下的课程变革历程,概括其特点,总结其经验,有助于为我国当下的课程变革提供有益的启示。     

我国教育家视野中知识观与教学观的探讨

有怎样的知识观就有怎样的教学观，知识观是影响教学观的重要因素。我国教育家视野中知识观演变历程的考察可以洞见我国教学观的历史发展，梳理知识观与教学观的基本脉络，有助于深化与拓展当前基础教育课程与教学改革。     

The Durban Holocaust Centre Educators and the Origins of their Historical and Pedagogical Knowledge

Education at Holocaust museums worldwide often falls to volunteer museum educators. The Durban Holocaust Centre in South Africa is no different. We set out to understand who the educators at the Durban Holocaust Centre were, where their historical and pedagogical knowledge came from, and to examine the connection between the two. The study revealed the diverse nature of the museum educators’ biographies as well as their motivations for guiding. Their knowledge acquisition was generally a blend of formal objectivist and informal constructivist methods. It emerged that the self-learning model was successful as the educators were highly professional and sufficiently motivated.