An assessment instrument for identifying counseling needs of elementary-aged students: The multimodal sentence completion form for children (MSCF-C)

This article discusses the use of a sentence completion instrument predicated on Lazarus' multimodal system. The instrument, entitled The Multimodal Sentence Completion Form for Chindren (MSCF-C), is designed to systematically assess client needs and assist in identifying intervention strategies. Administration procedures and profile development also are addressed. To assist the reader in understanding the strengths and limitations of the MSCF-C, a case study of a 12-year-old sixth-grade student is presented. Based on the verbatim responses of this student, a profile of client characteristics and plausible strategies was outlined.     

Utility of serum indices in a particular case of serum protein electrophoresis

Screening and measurement of monoclonal (M) proteins are commonly performed using capillary zone electrophoresis (CZE). The identification of M-protein or monoclonal component (CM) is an essential requirement for diagnosis and monitoring of monoclonal gammopathies. The detection of CM has been largely improved by CZE. Capillary electrophoresis estimates CM more accurately, because absence of variation due to different dye binding affinities of proteins as instead seen with agarose gel electrophoresis. However, interferences can be present in CZE. This occurs because all substances absorbing at 200 nm can be identified. Recognition and handling of specimens exhibiting such interferences is essential to ensure accurate diagnostic and patient safety. We herein report on an unusual case of serum protein electrophoresis, to highlight that laboratory staff must be aware of and familiarise with the information provided by laboratory instruments. For example, in the case of serum indices, about specimen quality.     

The physical placement of classroom technology and its influences on educational practices

The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms in 12 primary schools in Belgium, resulting in a typology based on structural features of the classrooms. Based on the typology derived and the specific positioning of technology, nine teachers were purposefully selected and interviewed regarding their perceptions concerning the link between the use of technology and the classroom layout. The results indicate that (1) the positioning of technology can be related to specific types of technology use; (2) the classroom layout is in transition from one central display to multiple screens; and (3) because of physical access to technology, the educational practice of individual classes is spatially dispersed over different locations within the school.     

Introducing perception and modelling of spatial randomness in classroom

A strategy to facilitate understanding of spatial randomness is described, using student activities developed in sequence: looking at spatial patterns, simulating approximate spatial randomness using a grid of equally‐likely squares, using binomial probabilities for approximations and predictions and then comparing with given Poisson probabilities. Key questions are discussed with students on concepts needed to understand the approximate models and to generate predictions based on the approximations. The sequence is structured to be interactive to encourage student's interest and curiosity.     

国外别居制度比较——兼谈我国应设立别居制度

别居又称分居 ,是一种不同于夫妻因偶尔不和而暂时分居的法律行为。它产生于欧洲中世纪基督教的教会法 ,至今仍存在。国外各主要国家都规定了别居制度 ,并对缓和夫妻矛盾 ,降低离婚率起了非常重要的作用。我国建国以来的 1950年和 1980年两部婚姻法均未规定别居制度 ,但现实社会中别居现象大量存在。为了更好地规范别居这一法律行为 ,借鉴国外各主要国家别居制度 ,我国法律中应明确规定别居制度。