精准医学发展趋势:从定量成像到放射组学（英文）

放射学(影像学)及影像引导的介入手段能提供多参数的形态学及功能信息,在精准医学中扮演着越来越重要的角色。因此,放射科医生需要理解影像表型,并将这些表型与潜在的疾病相关联,进而描述图像特征。但是为了能理解并描述异质性实体肿瘤的分子表型(基因组学信息),就需要通过活检取得这些组织更进一步的序列信息。因此,放射科医生为了能获得详尽的影像表型,需要从不同视图和角度采集图像,而这就产生了大量的数据。从所有这些影像数据中提取有意义的细节非常具有挑战性,并衍生出了大数据这个命题。因为影像组学有对诊断支持提供有意义的诠释性和预测性信息的潜力,所以近年来对于影像组学的关注越来越多。影像组学是传统的计算机辅助诊断、深度学习和人类技能的结合,因此它能被用来定量描述肿瘤表型。本文对影像组学流程的概览、基于不同手段(如计算机断层扫描(CT)、磁共振成像(MRI)和正电子发射计算机断层扫描(PET))的影像组学研究结果、面临的挑战和影像组学对于精准医学潜在的贡献等方面进行了讨论。     

Differential ability scales: Profiles of preschoolers with cognitive delay

This study examined the cluster profiles obtained using the Differential Ability Scale (DAS, Elliott, 1990a) for preschool children diagnosed with cognitive delay and for those without cognitive delay. Cluster analyses resulted in distinctive profiles for each group. Profiles for preschoolers diagnosed with cognitive delay were compared with DAS profile patterns previously reported for school‐aged children diagnosed with learning disabilities (McIntosh & Gridley, 1993). Cluster comparisons indicated profiles of cognitively delayed preschoolers were not the same as those found in school‐age children with learning disabilities. Implications for prediction of school‐age learning disabilities from preschool DAS cognitive cluster profiles are discussed. © 2002 John Wiley & Sons, Inc.     

On a Pedestal: effects of intellectual‐giftedness and some implications for programme planning

The popular notion that gifted children are immune from adjustment problems because of their high intelligence has relegated this research area to a secondary concern. In this study, self‐esteem, social isolation, locus of control, alienation and anxiety as indices of psychosocial adjustment were explored among the gifted and nongifted adolescents in three secondary schools. The findings suggest that some gifted adolescents are more susceptible than the nongifted to various dysphoric and adjustment crises. The author contends that preventive guidance is necessary to assist gifted adolescents in developing appropriate coping skills. The conclusions are brought together in a discussion of some implications for gifted programme planning.     

A synthesis of evaluations of distance education courses

Distance education courses are offered in a wide variety of formats. A range of media is available, and mechanisms for and levels of study and administrative support vary widely between courses. When new courses are established there is a wealth of experience to draw upon but little, if any, guidance on how to choose between the plethora of potential course formats. This article suggests that synthesising guidelines from evaluations of a selection of courses can help in drawing conclusions as to how courses are best formatted for given situations. As a case study, seven Hong Kong distance education courses with a variety of features were evaluated. Conclusions were synthesized—about the provision of tutorials, group activities, inter-student contact, telephone counselling and the use of video and television broadcasting—which could not have been reached from either evaluating one course alone or by examining existing literature.     

Further Study of the Choice of Anchor Tests in Equating

In this study, we describe what factors influence the observed score correlation between an (external) anchor test and a total test. We show that the anchor to full‐test observed score correlation is based on two components: the true score correlation between the anchor and total test, and the reliability of the anchor test. Findings using an analytical approach suggest that making an anchor test a miditest does not generally maximize the anchor to total test correlation. Results are discussed in the context of what conditions maximize the correlations between the anchor and total test.     

Thinking with Posthuman Perspectives in Self-Study Research

In this study, we set out to explore processes of individual and group becomings of a self-study collective over time and distance, and with/through technology. Born out of a self-study project in one of our early doctoral courses, our self-study community has evolved over several years to one that is hybrid in nature. As we have continued our collaboration through online media, a tension arose at the juncture of our fundamentally relational work together, our need for the physical, embodied aspect of learning and self-study and the hybrid, often disembodied, experience provided by substituting online meetings for those conducted in-person. In this article we explore these tensions through pivotal moments and lines of flight in our self-study work over the past year. To frame these moments, we draw on ideas from posthumanism, which offers ways to conceptualize our collective as a multiplicity, account for the relational and material aspects of our work, address the agency of non-human actors (such as technology) in our collaboration, and consider our self-study practice a dynamic, complex, contextualized, situated phenomenon.     

Longitudinal algebra prediction for early versus later takers

Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were assessed in Grade 6 on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in Grade 8, and the other 27 in Grade 9. Comparisons between groups at Grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance.     

‘Universal’ early education: Who benefits? Patterns in take‐up of the entitlement to free early education among three‐year‐olds in England

For over a decade, all three‐year‐olds in England have been entitled to a free part‐time early education place. One aim of this policy is to close developmental gaps between higher‐income and low‐income children. However, the success of the initiative depends on children accessing the places. Using the National Pupil Database, we examine all autumn‐born four‐year‐olds attending in January 2011, and ask whether they started attending when first eligible, in January 2010. One in five children did not access their free place from the beginning, and the proportion is much higher among children from families with persistently low incomes. We also find differences by ethnicity and home language, but these factors explain only a small share of the income gradient. We go on to explore associations between non‐take‐up and local area factors. In areas with higher child poverty rates, take‐up is lower overall, but the gap between low‐income and other families is smaller. There are also various associations between take‐up and local proportions of different provider types (maintained, private, voluntary, Sure Start). In particular, the voluntary sector seems to have more flexibility than maintained provision to offer places in January, and more success than private providers in reaching children from lower‐income backgrounds. The analysis also highlights how take‐up overall is relatively high and the gap by income level is smaller in areas with more Sure Start provision. This suggests that aspects of Sure Start facilitated access among low‐income families, and could perhaps be replicated as implementation of the free entitlement continues to be expanded.     

Teaching School Counselors and School Psychologists to Work Collaboratively

Counselor education programs have the responsibility to prepare school counseling graduates adequately for effective partnerships, consultation, and collaboration with other school professionals. Current practices as well as theory should inform preparation. This study was conducted to determine current collaborative efforts of practicing school counselors and school psychologists in 1 southeastern state. Implications for educators and 1 training model that distinctly accentuates collaboration are presented.