Laboratory medicine in pandemic of COVID-19

After the outbreak in China in the year 2019, severe acute respiratory syndrome Coronavirus 2 (SARS-CoV-2) quickly spread around the world causing a protracted pandemic. Approximately one-third of infections appear to be asymptomatic. Symptomatic disease is characterized primarily by symptoms of respiratory tract infection of varying severity. But Coronavirus Disease 2019 (COVID-19) is much more than an acute respiratory disease because SARS-CoV-2 affects many organs inducing a vast number of symptoms such as cardiovascular, neurological, gastrointestinal, dermatological, with numerous complications. Short and long-term effects of infection, severe ones, and especially mild forms of the disease which affect a huge number of patients need to be further investigated. Laboratory medicine has a crucial role in early diagnosis of the disease, recognition of the patients who need hospital care, and close monitoring of hospitalized patients to timely identify associated clinical complications as well as follow-up of patients with long-term COVID-19.     

Museums and the gifted

The integrative curriculum combines subject‐matter studies, mini‐courses, and long term projects which allows for individual differences and provides a qualitatively different instruction program for the gifted.     

Les graphes de flux dans l'enseignement secondaire

Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches.     

Empowering visuo-spatial ability in primary school: results from a follow-up study

The current study was primarily aimed at verifying the effect of a combined computer-assisted and pencil-and-paper training that was developed to empower visuo-spatial abilities in primary school pupils. One hundred and twenty third grade (mean average: eight years old) and fourth grade (mean age: nine years old) students attending several Italian primary schools were presented with several tests of the Primary Mental Abilities (PMA) battery by Thurstone and Thurstone. Of these, 64 children underwent the training “Recovery in visuo-spatial abilities” developed by Fastame and Antonini for 15 weekly sessions. The remaining students were assigned to the control group. Post-test scores and a follow-up assessment after six months by the end of the training highlight the positive impact of the intervention in enhancing visuo-spatial abilities.     

Differential effects of reading trainings on reading processes: a comparison in Grade 2

Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training.