Correlation between serum lipid profile and carotid intima-media thickness in Polycystic Ovarian Syndrome

Abnormal lipid profile is often found in women with Polycystic Ovary Syndrome. To assess the impact of abnormal lipid profile on atherosclerosis in young Polycystic Ovary Syndrome women, carotid intima-media thickness as judged by B-mode ultrasonography were done in 30 young (18–35 yrs) Polycystic Ovary Syndrome women and in similarly age-matched 30 apparently healthy controls. Compared to controls, young Polycystic Ovary Syndrome women had significantly elevated serum total cholesterol, triglyceride and LDL-C levels and carotid intima-media thickness. HDL-C level did not differ significantly between two groups of women. In Polycystic Ovary Syndrome women carotid intima-media thickness was positively correlated with serum total cholesterol, triglyceride and LDL-C and negatively correlated with serum HDL-C. Our study suggests that even young Polycystic Ovary Syndrome women are prone to atherosclerosis from early age.     

肾综合征出血热病后残留损害的研究(Ⅱ)

在1988年5月对HFRS病后1～10年148例调查的基础上,对其中的77例进行了第二次调查.结果:全身乏力占68.83％,头昏痛占48.05％,腰痛占41.55％,背胀占37.66％,心悸气短占20.77％.19例血清和/或尿液β_2-MG异常的患者,此次仍有6例血清β_2-MG大于3000ng/ml,9例尿β_2-MG大于150ng/ml,4例尿Alb,5例尿IgG,3例尿NAG异常.     

例谈运用行为矫正法改变智力障碍儿童之不良行为

在特殊教育领域,行为矫正法正在越来越广泛地被应用。本文从改变智力障碍儿童的不良行为入手,通过具体的案例分析,对运用行为矫正法提高智力障碍儿童的生活自理能力、社会适应能力进行实践总结和反思,以期对行为矫正法在特殊教育领域的应用有所指导。     

从蓝棣之症候式分析看重写文学史中“人”的维度

在重写文学史中重新确立的新的文学规范,试图把过去作为政治依附品的文学解放出来,让文学成为具有其个性的独立个体。人作为其中重要的一环,人在文学作品评价中的"主体性"是一个十分重要的关键词,而蓝棣之的症候式批评方法,正是通过探析作者的深层精神世界,完成对作品的再评价,是在强调主体性前提下以一种极具个性眼光进行的一种重写文学史的实践。     

The perpetrators of medical child abuse (Munchausen Syndrome by Proxy) – A systematic review of 796 cases

IntroductionLittle is known about the perpetrators of medical child abuse (MCA) which is often described as “Munchausen’s syndrome by proxy” or “factitious disorder imposed on another”. The demographic and clinical characteristics of these abusers have yet to be described in a sufficiently large sample. We aimed to address this issue through a systematic review of case reports and series in the professional literature.MethodA systematic search for case reports and series published since 1965 was undertaken using MEDLINE, Web of Science and EMBASE. 4100 database records were screened. A supplementary search was then conducted using GoogleScholar and reference lists of eligible studies. Our search yielded a total sample of 796 perpetrators: 309 from case reports and 487 from case series. Information extracted included demographic and clinical characteristics, in addition to methods of abuse and case outcomes.ResultsNearly all abusers were female (97.6%) and the victim’s mother (95.6%). Most were married (75.8%). Mean caretaker age at the child’s presentation was 27.6 years. Perpetrators were frequently reported to be in healthcare-related professions (45.6%), to have had obstetric complications (23.5%), or to have histories of childhood maltreatment (30%). The most common psychiatric diagnoses recorded were factitious disorder imposed on self (30.9%), personality disorder (18.6%), and depression (14.2%).ConclusionsFrom the largest analysis of MCA perpetrators to date, we provide several clinical recommendations. In particular, we urge clinicians to consider mothers with a personal history of childhood maltreatment, obstetric complications, and/or factitious disorder at heightened risk for MCA. Longitudinal studies are required to establish the true prognostic value of these factors as our method may have been vulnerable to publication bias.     

Discriminating Quantity: New Points for Teaching Children with Down Syndrome About Number?

ABSTRACT

The focus of much mathematics teaching has been on the acquisition of counting, an area where children with Down syndrome can experience particular difficulties. Research with typically developing children has highlighted how early awareness of quantity provides a strong platform for the acquisition of later mathematical skills and programmes of early intervention have been introduced. Many of these studies are embedded in the work and traditions of developmental and cognitive psychology and can be difficult to access. Consequently, this is an area that has been largely ignored in the curricula of children with Down syndrome. This paper seeks to make this literature more available. It systematically reviews previous research with children with Down Syndrome on these early foundations. It considers seemingly contradictory findings in the light of differences in tasks, their presentation and instructions, and the responses required, in order to draw conclusions and reflect on the implications for teaching and learning. Some of these propositions are in contrast to existing practices and call for further research to test their effectiveness.