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排序方式: 共有121条查询结果,搜索用时 31 毫秒
101.
102.
Beverly G. Wheeler 《Educational gerontology》2013,39(4):405-414
Geriatric fellowship curricula in primary care specialties of medicine include a minimum of mental health education, resulting in inadequate psychiatric assessment of the elderly. An educational program was developed to teach the psychology of aging, communication skills, and psychotherapy principles with older adults to geropsychiatry fellows during a 2‐year fellowship. The program's impact on fellows' performance was measured using 10 rated skill areas from the Periodic Review of Psychotherapy Skills. Improvement or maintenance of skills at the highest level was achieved by all fellows. The program's success is indicated by improved conceptualization of older adults' problems, increased accuracy of diagnoses, development of more appropriate treatment plans and goals, and refined communication and psychotherapy skills. Applicability to other medical and nonmedical disciplines and impediments to fellowship integration are discussed. 相似文献
103.
Vascular function, homeostasis, and pathological development are regulated by the endothelial cells that line blood vessels. Endothelial function is influenced by the integrated effects of multiple factors, including hemodynamic conditions, soluble and insoluble biochemical signals, and interactions with other cell types. Here, we present a membrane microfluidic device that recapitulates key components of the vascular microenvironment, including hemodynamic shear stress, circulating cytokines, extracellular matrix proteins, and multiple interacting cells. The utility of the device was demonstrated by measuring monocyte adhesion to and transmigration through a porcine aortic endothelial cell monolayer. Endothelial cells grown in the membrane microchannels and subjected to 20 dynes∕cm(2) shear stress remained viable, attached, and confluent for several days. Consistent with the data from macroscale systems, 25 ng∕ml tumor necrosis factor (TNF)-α significantly increased RAW264.7 monocyte adhesion. Preconditioning endothelial cells for 24 h under static or 20 dynes∕cm(2) shear stress conditions did not influence TNF-α-induced monocyte attachment. In contrast, simultaneous application of TNF-α and 20 dynes∕cm(2) shear stress caused increased monocyte adhesion compared with endothelial cells treated with TNF-α under static conditions. THP-1 monocytic cells migrated across an activated endothelium, with increased diapedesis in response to monocyte chemoattractant protein (MCP)-1 in the lower channel of the device. This microfluidic platform can be used to study complex cell-matrix and cell-cell interactions in environments that mimic those in native and tissue engineered blood vessels, and offers the potential for parallelization and increased throughput over conventional macroscale systems. 相似文献
104.
S. Craig Rush Ashley Kalish Joanna Wheeler 《Journal of educational and psychological consultation》2013,23(3):217-227
Perceptual mapping is a systematic method for collecting, analyzing, and presenting group perceptions that is potentially useful in consultation. With input and feedback from a consultee group, perceptual mapping allows the consultant to capture the group's collective perceptions and display them as an organized image that may foster meaningful understanding of their shared beliefs and serve as a stimulus for discussion and problem solving. Perceptual mapping can give school-based consultants an additional means to bring ideas “to the table” that consultees can clearly conceptualize as originating with them as opposed to the notions of the consultant. The authors illustrate the potential use of and offer support for perceptual mapping as a tool for consultation in schools. 相似文献
105.
AbstractEstablishment of a new bioinformatics service at the Samuel J. Wood Library of Weill Cornell Medicine was successfully achieved through reference to existing programs and utilization of established success factors. Setting the vision, focusing on the essentials, designing for value, and implementing continuous improvement through feedback, helped to create a successful and integrated bioinformatics service for the medical research community. 相似文献
106.
Paul Wheeler 《Sport in History》2016,36(4):477-497
In this article, the notable, but forgotten, history of the Royal Isle of Wight Golf Club (RIWGC), founded in 1882, is used to examine the cultural and social shifts that enabled the development of the sport's popularity across late Victorian and Edwardian society in Britain. The club can justifiably be described as notable because for a brief period this small island club was at the centre of developments which helped shape golf during this era and framed its development in the twentieth century. Two archetypally entrepreneurial Victorian gentlemen, Captain Jack Eaton and Charles John Jacobs, were central to the club's success and their endeavours underpinned the club's illustrious status. This paper examines newspaper records, periodicals and local archives to explain how the RIWGC originated and then prospered in tandem with the development of the Isle of Wight as an upmarket holiday destination. Moreover the article shows how the club provided access for both sexes of the English upper middle class to a sport and an environment that delivered the cultural benefits and the social kudos which could be derived from association with a golf club, and particularly one that was one of a select group of ‘Royal’ golf clubs. However, research also demonstrates that the club provided an environment where enterprising and talented men from less privileged backgrounds could seize the opportunity to become famous on the national and even the international stage. Finally it will demonstrate that the RIWGC had a significant role in codifying the rules of golf in the 1880s when the R&A appeared hesitant to take the lead. 相似文献
107.
108.
Seventy-two items testing various aspects of mathematics were given to 12,131 ten-year-old children. Criteria for specific
developmental dyslexia (SDD) and for other groupings are specified. Despite the absence of differences in intelligence level,
the mean score on the mathematics test for the dyslexics was not only lower than that of the normal achievers but lower also
than that of underachievers believed not to be dyslexic.
On some of the 72 items, there was little difference in percentage pass rate between the groups; on others, however, there
were wide differences. On the basis of ratings carried out “blind” by a panel of experienced teachers of dyslexic children,
and in the light of other considerations, some tentative suggestions are put forward as to what it is about certain mathematical
items that makes them relatively hard or easy for children with dyslexia. 相似文献
109.
The effects of multiple instructional conditions on self-injury/aggression and on-task behaviours were assessed with a 9-year-old boy diagnosed with childhood disintegrative disorder. Behavioural responses were assessed as part of an educational evaluation to determine the occurrence of target behaviours in relation to varying degrees of educational support. Self-injury/aggression and task engagement were assessed across baseline conditions and instructional conditions involving pre-session access to preferred items, followed by systematic presentation of work tasks with contingent reinforcement and auditory cueing. Results indicated an increase in task engagement and a decrease in the target behaviours from baseline across subsequent conditions. This study lends support for directly assessing the efficacy of specific potential instructional support as a means of developing individualised treatment packages for learners with childhood disintegrative disorder. 相似文献
110.
Recent evidence indicates that prior learning about a set of cues may determine how new cues are processed. If subjects are
taught that two reliable predictors of an outcome do not summate when the cues are presented together (i.e., subadditive pretraining),
the subjects will tend to show a less profound blocking effect when trained with different cues. Three experiments investigated
the conditions necessary for subadditive pretraining to generalize to new cues. Experiment 1 demonstrated that subadditive
pretraining is less effective in reducing blocking when it is experienced in a context other than that in which the blocking
training is experienced. In Experiment 2, the effectiveness of subadditive pretraining waned with time. Experiment 3 showed
that subadditive pretraining is more effective when the temporal characteristics of pretraining cues are similar to those
of the cues used in blocking training. These results provide information concerning the conditions under which learning will
generalize from one set of cues to another. 相似文献