Preoperatively molecular staging with CM10 ProteinChip and SELDI-TOF-MS for colorectal cancer patients

Objectives： To detect the serum proteomic patterns by using SELDI-TOF-MS （surface enhanced laser desorption/ ionization-time of flight-mass spectrometry） technology and CM10 ProteinChip in colorectal cancer （CRC） patients, and to evaluate the significance of the proteomic patterns in the tumour staging of colorectal cancer. Methods： SELDI-TOF-MS and CM10 ProteinChip were used to detect the serum proteomic patterns of 76 patients with colorectal cancer, among them, 10 Stage Ⅰ, 19 Stage Ⅱ, 16 Stage Ⅲ and 31 Stage Ⅳ samples. Different stage models were developed and validated by support vector machines, disctiminant analysis and time-sequence analysis. Results： The Model Ⅰ formed by 6 protein peaks （m/z： 2759.58, 2964.66, 2048.01, 4795.90, 4139.77 and 37761.60） could be used to distinguish local CRC patients （Stage Ⅰ and Stage Ⅱ） from regional CRC patients （Stage Ⅲ） with an accuracy of 86.67% （39/45）. The Model Ⅱ formed by 3 protein peaks （m/z： 6885.30, 2058.32 and 8567,75） could be used to distinguish locoregional CRC patients （Stage Ⅰ, Stage Ⅱ and Stage Ⅲ） from systematic CRC patients （Stage IV） With an accuracy of 75.00% （57/76）. The Model Ⅲ could distinguish Stage Ⅰ from Stage Ⅱ with an accuracy of 86.21% （25/29）. The Model Ⅳ could distinguish Stage Ⅰ from Stage Ⅲ with accuracy of 84.62% （22/26）. The Model Ⅴ could distinguish Stage Ⅱ from Stage Ⅲ with accuracy of 85.71% （30/35）. The Model Ⅵ could distinguish Stage Ⅱ from Stage Ⅳ with accuracy of 80.00% （40/50）. The Model Ⅶ could distinguish Stage Ⅲ from Stage Ⅳ with accuracy of 78.72% （37/47）. Different stage groups could be distinguished by the two-dimensional scattered spots figure obviously. Conclusion： This method showed great success in preoperatively determining the colorectal cancer stage of patients.     

Attitudes and values of lecturing staff: Tradition,innovation and change

Attitudes and values of academic staff in a Scottish polytechnic were measured by means of a survey and a Q sort. Seven significant factors emerged from the rotated factor analysis, which represented groupings of staff who shared attitudes (I = Pro- student autonomy (student focus), II = Traditionalists, III = Pro- student autonomy (staff focus), IV = Staff under pressure, V = Seniors, VI = The Professionals and VII = Defensive Traditionalists). Innovators were found to share certain characteristics, and tended to be concentrated in factor groups I and V. All groups valued and enjoyed teaching, though other aspects of the academic role were valued by one or two groups only. Senior lecturers tended to enjoy course development and administration. Gender differences were not marked, though women were over represented in the factor I group. Faculty differences were also small, but pointed to Science faculty staff being somewhat more traditional than others. Furthermore, science faculty staff endorsed the higher levels of intellectual and ethical development less strongly than staff from other faculties. Results are discussed in the light of professional and institutional changes taking place in higher education in the U.K. at present.     

小骨窗开颅治疗老年性高血压脑出血25例分析

文章介绍了小骨窗开颅治疗老年性高血压性脑出血的手术方法。在2002年1月至2003年8月期间我们利用CT定位，小骨窗开颅治疗老年性高血压脑出血25例。术后12h内复查头颅CT，血肿清除达90％以上，术后6个月生存质量按ADL评价，Ⅰ级5例(20．0％)，Ⅱ级11例(44．0％)，Ⅲ级5例(20．0％)，Ⅵ级1例(4.0％)，Ⅴ级1例(4.0％)，Ⅵ级2例(8．0％)。结论：高龄并非高血压性脑出血手术禁忌，采取小骨窗开颅微创术可取得较满意效果。     

绵阳市土地资源综合性评价

本文采用综合指数法与系统模型法对绵阳土地资源综合质量等级进行评价,将全市203个乡(镇)评价单元划分8个等级,其中Ⅰ等11个、Ⅱ等39个、Ⅲ等34个、Ⅳ等39个、Ⅴ等20个、Ⅵ等21个、Ⅶ等20个、Ⅷ等19个.评价结果为土地利用总体提供了科学依据.     

关于幼师院校“学前教育学”课程教学改革的思考

针对幼教专业“学前教育学”存在的课程教学目标错位,教材缺乏科学性和时代性,教育见习、实习目标简单化、形式化,学生的学科态度消极等问题,建议：确定学科目标,以学科统帅整个教学过程;调整结构和内容,推出高质量教材;延长实习时间,发挥见习、实习的教育功能;增强需要动机,转变学生的学科态度。     

The Counselor Evaluation Rating Scale: A Valid Criterion of Counselor Effectiveness?

Should the Counselor Evaluation Rating Scale (CERS) be used as a criterion measure of counselor effectiveness in studies attempting to identify correlates of counselor effectiveness? The validity of recent recommendations regarding the use of certain factors of the 16 Personality Factor Questionnaire (16PF) to select persons for counselor training programs, where the CERS was the criterion measure, is challenged. Relationships between the three scales of the CERS and levels of empathy, respect, and empathy offered in a counseling relationship were investigated; only one of the hypothesized relationships was found (p < .05).     

Seven maxims for institutional researchers: Applying cognitive theory and research

The paper presents seven institutional research maxims that are based on research and theory about how people cognitively process information: (I.) More may not be better. (II.) Augment humans with models. (III.) Chunk your data wisely. (IV.) Know your decision makers. (V.) Heuristics are not always helpful. (VI.) Arrange tables by patterns. (VII.) Negative evidence and new hypotheses are okay. Cognitive findings underlying each maxim are given, with concrete examples of how institutional researchers can apply the maxims to improve the collection, analysis, and especially the presentation of information for decision makers.     

几种苎麻园土壤微生物总DNA提取方法比较

实验设计对比了苎麻园土壤微生物总DNA6种提取方法。方法Ⅰ采用裂解酶、蛋白酶K、SDS与CTAB处理;方法Ⅱ结合利用CTAB、SDS、LDS和BME;方法Ⅲ综合采用玻璃珠、CTAB和SDS法;方法IV结合利用SDS-GITC-PEG;方法V利用尿素、SDS、LDS和BME综合处理;方法VI则利用试剂盒处理土壤。6种方法都可以提取到23kb左右的DNA片段,经过TENP和PVPP方法预处理的土壤样品,能有效去除腐殖酸等污染物,且提取得到的土壤总DNA完整性好、纯度高,不需要纯化就可用于PCR扩增。但不同方法取得的DNA的片段长度、产量和纯度存在明显差异。通过比较,改进并建立了可用于宏基因组构建的高纯度、大片段DNA的方法。     

有机硒和硼联用对肉鸡血清生理指标的影响

研究日粮中添加有机硒和硼对肉鸡血液生理指标的影响。选用健康1日龄AA肉鸡1200羽随机分成5组:对照组和试验Ⅰ、Ⅱ、Ⅲ、Ⅳ组,每组6个重复,每个重复40羽。对照组饲喂基础日粮,试验Ⅰ-Ⅳ组在基础日粮中添加0.4%的有机硒和硼(添加量分别为0、5、10、15 mg/kg),试验期42 d。结果表明,在21日龄,试验Ⅰ和Ⅱ组RBC、WBC、HGB和HCT均不同程度高于对照组,其中试验Ⅱ组最为明显,但差异不显著(P0.05),而试验Ⅱ和Ⅲ组MCV均显著低于对照组(P0.05),且试验Ⅳ组PLT也显著低于对照组和试验Ⅱ组(P0.05)。在42日龄,试验Ⅰ和Ⅱ组RBC、WBC、HGB和HCT均不同程度高于对照组,其中试验Ⅱ组HCT显著高于对照组(P0.05),而试验Ⅰ组PLT也显著高于试验Ⅳ组(P0.05)。以上结果表明,日粮中补充有机硒或有机硒和适量的硼联用均可改善肉鸡血液生理学指标,其中以补充0.4%有机硒和5 mg/kg硼效果更为明显。     

Pupils’ definitions of bullying

Although there has been a growing interest in research on bullying in the last decade the majority of studies have used definitions of bullying and victimisation derived from researchers’ perceptions of the problem. The aim of the present study was to examine pupils’ definitions of bullying in school. The participants were 166 pupils in the top two years in five primary schools in Ireland (two in urban areas and three in rural areas). There were 89 male and 77 female participants, with a modal age of 12 years. An interview was designed to elicit pupils’ perceptions of the defining characteristics of bullying behaviour including (I) the behaviours described as bullying, (II) the importance of repetition, (III) the importance of intention, (IV) the effect on the victim, (V) the role of provocation and (VI) imbalance of power. The results suggest that repetition, intention, and a lack of provocation may not be central to pupils’ definitions of bullying. These results indicate some differences between pupils and researchers on what constitutes the most important defining characteristics of bullying. This suggests that approaches to bullying intervention programmes may need to be reconsidered in light of these findings.     

母亲的文化程度与母亲对幼儿的关注程度的调查研究

本研究采用个别访谈方法对北京海淀区六所幼儿园的60名大班幼儿的母亲进行了访谈，访谈的内容有：（1）母亲对孩子目前在幼儿园的表现满意程度；（2）母亲对幼儿上小学的潜力估计；（3）母亲对幼儿六种 能力的估计；（4）母亲对幼儿的两种个性品质－－毅力和动机的评价；（5）母亲给孩子购买学习资料的情况；（6）母亲对幼儿知识来源的评估。我们按照被访谈母亲的化程度差异，将被调查的母亲分为三类。结果发现：（1）化程度不同的三类母亲对幼儿目前在幼儿园的表现满意程度没有差异。（2）三类母亲对孩子的能力评估差异显。（3）三类母亲给孩子购买学习资料方面差异显。（4）三类母亲对幼儿坚持做一件事的毅力评估得分差异显。     

Extended follow-up of neurological,cognitive, behavioral and academic outcomes after severe abusive head trauma

Studies about long-term outcome following abusive head trauma (AHT) are scarce. The aims of this study were to report long-term neurological, cognitive, behavioral and academic outcomes, ongoing treatments and/or rehabilitation, several years after AHT diagnosis, and factors associated with outcome. In this retrospective study, all patients admitted to a single rehabilitation unit following AHT between 1996 and 2005, with subsequent follow-up exceeding 3 years, were included. Medical files were reviewed and a medical interview was performed with parents on the phone when possible. The primary outcome measure was the Glasgow Outcome Scale (GOS). Forty-seven children (out of 66) met the inclusion criteria (mean age at injury 5.7 months; SD = 3.2). After a median length of follow-up of 8 years (range 3.7–12), only seven children (15%) had “good outcome” (normal life – GOS I) and 19 children (40%) presented with severe neurological impairment (GOS III and IV). Children sustained epilepsy (38%), motor deficits (45%), visual deficit (45%), sleep disorders (17%), language abnormalities (49%), attention deficits (79%) and behavioral disorders (53%). Most children (83%) had ongoing rehabilitation. Only 30% followed a normal curriculum, whereas 30% required special education services. Children with better overall outcome (GOS I and II) had significantly higher educated mothers than those with worse outcomes (GOS III and IV): graduation from high school 59% and 21% respectively (p = 0.006). This study highlights the high rate of severe sequelae and health care needs several years post-AHT, and emphasizes the need for extended follow-up of medical, cognitive and academic outcomes.     

THE ROLE AND FUNCTION OF EDUCATIONAL RESEARCH‐‐III

A structured interview was conducted individually with 310 Canadian kindergarten children selected as a representative sample of pupils in their community. The interview had four parts: I Recognition of acts of reading and writing; II Concepts of the purposes of reading and writing; III Concepts of features of printed materials; IV Visual perception (similar to one part of the Frostig Test). Most children achieved near perfect scores on Part IV. Part I was slightly more difficult. Part II was considerably more difficult and Part III was the most difficult of all. It is concluded that teachers should be more concerned about the development of these linguistic concepts than visual perception.     

Development and Preliminary Validation of an Instrument To Measure Cognitive Growth

This study deals with the design and pilot validation of an instrument to measure cognitive growth during counseling supervision. An instrument was designed to reflect issues and concepts frequently addressed in supervisory sessions. This instrument, called the Counselor Perception Questionnaire (CPQ), is based on responses to videotaped counseling interview material. The CPQ yields two scores, a Differentiation score (D) and an Integration score (I). Scorer reliabilities were computed using independent scorers, and a convergent and a discriminant validity study was done. Administration of the instrument to samples of master's degree students and experienced counseling psychologists with PhD degrees showed that the D score differentiated between the two groups at a statistically significant level. The potential usefulness of this kind of instrument is briefly discussed in terms of developmental approaches to supervision.     

Intradimensional vs. extradimensional transfer in the discriminative learning of goldfish and pigeons

Evidence of better intradimensional than extradimensional transfer was sought in naive goldfish trained under free-operant single-stimulus conditions (Experiment I), sophisticated pigeons trained under free-operant single-stimulus conditions (Experiment II), sophisticated pigeons trained under discrete-trials choice conditions (Experiment III), and naive pigeons trained under discrete-trials choice conditions (Experiment IV). The results provide no support for attention theory.     

锦带花乙酸乙酯提取物化学成分研究

本文主要对锦带花乙酸乙酯提取物化学成分进行研究。采用醇提法提取锦带花中的化学成分,并依次用石油醚、乙酸乙酯、正丁醇萃取,通过柱色谱,薄层制备色谱,凝胶柱色谱及重结晶等方法对乙酸乙酯提取物进行分离纯化。得到5个化合物,分别鉴定为:槲皮素(quercetin,I),原儿茶酸(protocatechuic,II),莨菪亭(Scopoletin,III),6-甲氧基-7-氧代异戊烯基香豆素(6-methoxy-7-oxo isopentenyl coumarin,IV),β-谷甾醇(β-sitosterol,V),以上化合物均首次从该种植物得到。     

Learning from MacIntyre about Learning: Finding Room for a Second-Person Perspective?

In this article I try to bring into relief the background significance of learning in Alasdair MacIntyre's writings. After briefly adverting to his own manner of learning from other thinkers, I begin by outlining what he sees as essential to learning in early childhood (§I). Next, I spell out what I take to be important implications for learning, mainly in the context of schooling, of his conception of ‘practice’ (§II). Turning then to the ‘revolutionary Aristotelianism’ of his later work, I elucidate the kind of transformative learning that he deems necessary because of dominant tendencies in late modern societies (§III) and because of key features of human lives—including fallibility, narrativity and ‘final end’—that he analyses in his most recent book, Ethics in the Conflicts of Modernity (§IV). I then consider his conception of how one person's learning can be aided by another, suggesting that this conception would be strengthened by the incorporation of a second-person perspective (§V). I link the absence of such a perspective to what I see as his underestimation of the salience of the teacher–student relationship and his consequently diminished account of teaching—a largely Aristotelian-Thomist account whose strengths in other respects I acknowledge (§VI). I conclude by asking whether this line of criticism, if valid, might not indicate a lack in MacIntyre's conception of personal relationships more generally—despite the great import that he grants to them, for weal or woe, in all human lives (§VII). [The present article is included in wider discussion of issues bearing on learning and teaching in my Persons in Practice: Essays between Education and Philosophy (Wiley, forthcoming)].     

Differential supervision and cognitive structure effects on empathy and counseling effectiveness

The present study investigated the effects of didactic and experiential supervision procedures on the judged counseling effectiveness of high and low cognitive complexity counselor trainees. Subjects in the two supervision groups (N=16) were trained in attending, questioning, and reflection of feeling over three sessions. Training consisted of exposure to videotaped counseling models, discussion of the model's behavior with the supervisor, videotaped role playing of therapy, and discussion of the therapy with the supervisor. Training was exactly the same for both groups except for supervision. A control group (N=8) did not receive any training. All subjects, including controls, were pre- and post-tested for counseling effectiveness as measured by judged tape ratings on the 25-item Counselor Effectiveness Scale and four scales designed to assess affective, exploratory, listening, and honest labeling responses.High complex subjects responsed more favorably to the didactic supervision significantly outperforming both the high complex controls and the low complex didactic subjects on four of the five dependent measures, whereas high and low complex subjects did not respond differentially to the experiential supervision. The results were discussed in terms of fitting the complexity of the students to the supervision approach in selecting students for counseling programs.This paper was presented at the International Round Table for the Advancement of Counselling, Thessaloniki, Greece, April 1980, and was based partly on the senior author's doctoral disser tation (University of Maine, 1978).