共查询到19条相似文献，搜索用时 171 毫秒
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目的 :探讨腰终池持续引流在治疗自发性蛛网膜下腔出血 (SAH)中能否降低SAH后脑血管痉挛 (CVS)和颅内高压的发生。方法 :通过对 2 4例SAH患者随机分组 ,治疗组 12例 ,除腰终池持续引 3～ 5d ,余常规治疗药物等同。结果 :治疗组无 1例发生脑血管痉挛 (CVS) ,对照组 4例发生CVS。结论 :腰终池持续引流 ,在短时间内将颅内血液引至体外 ,可以迅速解除脑血管痉挛 ,防止蛛网膜粘连 ,缓解颅内压力。 相似文献
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研究血浆中不对称二甲基精氨酸（ADMA）浓度与蛛网膜下腔出血（SAH）的关系。蛛网膜下腔出血患者血浆ADMA平均水平,第3、7和14天分别为2．3±0．8μmol／L、6．4±1．5μmol／L和14．1±0．9μmol／L,对照组平均为1．1±0．3μmol／L,两组间比较差异显著（P〈0．01）。ADMA参与了蛛网膜下腔出血病理生理过程,水平与脑血管痉挛关系密切。 相似文献
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脑血管痉挛是蛛网膜下腔出血最重要、最严重的并发症,致残率和死亡率较高,临床上以迟发型脑血管痉挛最常见,多发生于出血后4——12天,早期发现,及时治疗,可提高治愈率,笔者对20例并发脑血管痉挛患者的护理进行了探讨。 相似文献
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观察血清基质金属蛋白酶-9（MMP-9）及血管内皮生长因子（VEGF）在实验性新西兰白兔蛛网膜下腔出血后的浓度变化,探讨它们与脑血管痉挛发生、发展及转归过程的关系,为临床诊断及治疗提供理论依据。实验结果表明血清MMP-9及VEGF的浓度变化可以作为预测蛛网膜下腔出血后脑血管痉挛的发作、判断其发展及预后的参考指标之一,为临床诊断与治疗提供依据。MMP-9及VEGF参与了蛛网膜下腔出血后的病理生理过程,与迟发性脑血管痉挛的发病机制有密切关系。 相似文献
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目的：探讨在监测血清脑钠肽水平下,短期使用注射用重组人脑利钠肽治疗急性心力衰竭或慢性心力衰竭急性发作的临床效果。方法：48例急性心力衰竭患者根据是否使用注射用重组人脑利钠肽分为常规组和注射用重组人脑利钠肽组,对比两组治疗的临床效果和超声心动图情况,并监测BNP水平。结果：治疗7d后,注射用重组人脑利钠肽组临床有效率明显好于常规组（81．7％vs61．6％,P〈0．05）,左室射血分数明显高于常规组（51±6）％vs（46±5）％,（P〈0．01）,且血清脑钠肽水平明显降低（498±209）pg／mL vs（642±318）pg／mL,（P〈0．01）,血清脑钠肽下降水平和左室射血分数提高水平差异有统计学意义（P〈0．05）,有效者治疗后左室射血分数提高及血清脑钠肽下降均强于无效者（P〈0．01）。结论：在血清脑钠肽指导下短期应用注射用重组人脑利钠肽有助于改善急性心力衰竭患者的临床症状和心功能。 相似文献
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张淑欣 《河北北方学院学报(医学版)》1998,(3)
本文从资料分析入手,结合临床实际病例,同时参考了国内外文献,从7个方面对20例诊断困难的蛛网膜下腔出血(SAH)容易误诊的原因以及病理生理机制进行了讨论。对不典型以及特殊原因起病的SAH病人,老年人的SAH、头颅CT扫描未见异常的SAH病人在理论和方法上进行了较详细的论述。 相似文献
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温添凤 《中学课程辅导(初一版)》2003,(1):48-48
（１）other与theotherother指除已有的以外，其他的不具体的人或事物。如：Whatotherthingscanyousee？你还能看到别的什么东西？（除已看到的以外）Wewantsomeotherpeopletodoit．我们还要一些人做这件事。（除已有的人以外）theother可修饰单数名词，指两个具体的人或物中的另一个。也可修饰复数名词，指具体的一群人或物中除掉已提到部分，其余的全部。如：Therearetwopens．Oneisred．Theotheroneisblue．这儿有两支钢笔。一支红色的，另一支是蓝色的。Theselollipopsareforyou．Theotherlol－lipopsareforyourbrother．这些棒棒糖… 相似文献
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本文回顾性研究和分析1991年1月至1997年5月经CT平扫证实的42例无偏瘫型脑出血患者．其结果表示：在42例病例中,对例（78.6％）大于60岁活动中起病35例（83.3％）．临床表现多种多样．38例入院时神志清醒,入院前与入院后CT平扫发现出血位于脑的不同部位,且量较少,约0．5～60ml（平均79±11.5ml,出血破入脑室10例（23.8％）本文显示：无偏瘫型脑出血临床症状多种多样,典型的症状不是很明显,所以给诊断带来困难．放对此类病人应尽早行头CT平扫,同时应详细采集病史和进行神经系统查体,以助确诊和避免误诊． 相似文献
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探讨传统中药蜕皮甾酮对大鼠实验性蛛网膜下腔出血后早期脑血管痉挛的干预效应。90只SD大鼠随机分为假手术组、SAH组、EDS干预组,观察各实验组大鼠24h死亡率和神经功能缺损、局部脑血流量及形态学变化。结果表明,与假手术组比较,SAH组大鼠有明显的神经功能缺损,局部脑血流量下降,基底动脉管腔缩小,内膜皱缩呈波纹状等形态学异常、EDS干预后神经功能缺损好转,局部脑血流量在EDS干预后12h增加,形态学也有不同程度改善。蜕皮甾酮能改善大鼠实验性蛛网膜下腔出血后早期脑血管痉挛。 相似文献
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Martin Schwichow Simon Christoph William J. Boone Hendrik Härtig 《International Journal of Science Education》2016,38(2):216-237
The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the impact of instruction on CVS development. A detailed review of existing CVS instruments suggests that they utilize different, and only a few of the four, critical CVS sub-skills in the item development. This study presents a new CVS assessment instrument (CVS Inventory, CVSI) and investigates the validity of student measures derived from this instrument utilizing Rasch analyses. The results indicate that the CVSI produces reliable and valid student measures with regard to CVS. Furthermore, the results show that the item difficulty depends on the CVS sub-skills utilized in item development, but not on the item content. Accordingly, previous instruments that are restricted to a few CVS sub-skills tend to over- or underestimate students’ CVS skills. In addition, these results indicate that students are able to use CVS as a domain general strategy in multiple content areas. Consequences for science instruction and assessment are discussed. 相似文献
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The control-of-variables strategy (CVS) is considered a hallmark in the development of scientific reasoning. It holds that informative experiments need to be contrastive and controlled. Prior evidence suggests that CVS is connected to the acquisition of science content knowledge. In a cross-sectional study involving 1283 high school students (grades 5–13), we investigate whether students’ mastery of CVS is related to their science content knowledge in physics. A latent variable model indicates that CVS is substantially associated with students’ science content knowledge, even when controlling for common effects of general reasoning abilities. Substantial differences in students’ CVS skills and their science content knowledge exist between the lower grade levels in secondary school when students receive physics education. A latent profile analysis shows that the most difficult aspect of CVS is understanding the impact of confounding. This sub-skill emerges in late secondary school and it requires that students master more procedural sub-skills of CVS. These findings indicate that CVS and science content knowledge are closely related within secondary school science contexts. In addition, the findings emphasize that students show various distinct patterns of CVS skills. The identified skill patterns can inform researchers and science educators about the CVS skills that students typically show and thus can be utilized in inquiry activities in different school grades, while the CVS skills students are lacking might be trained in focused interventions. 相似文献
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Direct instruction is a proven effective method to strengthen children’s ability to design unconfounded experiments using the control-of-variables strategy (CVS). Recent research suggests that task segmentation can also promote children’s use of this strategy. The present study investigated this assumption by comparing the relative effectiveness of both instructional approaches in elementary science classes. Children in the direct instruction condition (n = 22) were taught the CVS prior to investigating a multivariable inquiry task. Children in the task structuring condition (n = 23) were not, but received a segmented version of the inquiry task that addressed the variables in successive order. Children in the control condition (n = 22) investigated the multivariable inquiry task without additional support. Comparison among these three conditions revealed that task structuring equals direct instruction in effectiveness to promote children to use the CVS and draw valid inferences, and that either type of guidance is more effective than unguided inquiry learning. However, as children’s knowledge of the CVS improved as much in either condition, more practice seems needed for children to take full advantage of both instructional approaches. 相似文献
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Objective: The purpose of this study was to differentiate between cerebral amyloid angiopathy (CAA) and hypertension (HTN) based on hemorrhage pattern interpretation. Methods: From June 1994 to Oct., 2000, 83 patients admitted to our service with acute intracerebral hemorrhage (ICH) were investigated retrospectively; 41 patients with histologically proven diagnosis of cerebral amyloid angiography and 42 patients with clear history of hypertension were investigated. Results: Patients with a CAA-related ICH were significantly older than patients with a HTN-related ICH (74.0years vs 66.5 years, P＜0.05). There was a significantly higher number ofhematomas≥30 ml in CAA (85.3%) when compared with HTN (59.5%). No basal ganglional hemorrhage was seen in CAA, but in 40.5% in HTN. In CAA-related ICH, subarachnoid hemorrhage (SAH) was seen in 26 patients (63.4%) compared to only 11 patients (26.2%) in HTN-related ICH.Intraventricular hemorrhage was seen in 24.4% in CAA, and in 26.2% in HTN. Typical features of CAA-related ICH included lobar distribution affecting mainly the lobar superficial areas, lobulated appearance, rupture into the subarachnoid space, and secondary IVH from the lobar hemorrhage. More specifically, multiplicity of hemorrhage, bilaterality, and repeated episodes also strongly suggest the diagnosis of CAA. Multiple hemorrhages, defined as 2 or more separate hematomas in multiple lobes, accounted for 17.1% in CAA-related ICH. Conclusion: There are certain features in CAA on CT and MRI and in clinical settings. To some extent, these features may contribute to distinguishing CAA from HTN related ICH. 相似文献
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All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy 总被引：7，自引：0，他引：7
The ability to design unconfounded experiments and make valid inferences from their outcomes is an essential skill in scientific reasoning. The present study addressed an important issue in scientific reasoning and cognitive development: how children acquire a domain-general processing strategy (Control of Variables Strategy or CVS) and generalize it across various contexts. Seven- to 10-year-olds (N = 87) designed and evaluated experiments and made inferences from the experimental outcomes. When provided with explicit training within domains, combined with probe questions, children were able to learn and transfer the basic strategy for designing unconfounded experiments. Providing probes without direct instruction, however, did not improve children's ability to design unconfounded experiments and make valid inferences. Direct instruction on CVS not only improved the use of CVS, but also facilitated conceptual change in the domain because the application of CVS led to unconfounded, informative tests of domain-specific concepts. With age, children increasingly improved their ability to transfer learned strategies to remote situations. A trial-by-trial assessment of children's strategy use also allowed the examination of the source, rate, path, and breadth of strategy change. 相似文献
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Middle school students (n = 354) were tested for their understanding of the control of variables strategy (CVS) 2.5 years after participating in a study comparing three different interventions for teaching CVS. The key finding was that the pattern of effects observed in the 4th grade continued to be observed in the 6th grade. This was because (a) students who had mastered CVS in the 4th grade were likely to continue to perform at mastery levels in the 6th grade whereas (b) the learning of students who had not mastered CVS in 4th grade was independent of the teaching intervention they had received in the 4th-grade study. These findings demonstrate that a brief intervention of direct instruction in CVS can produce long-lasting learning of the principle of controlling variables. 相似文献
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We report the effect of different sequences of high vs low levels of instructional guidance on children’s immediate learning and long-term transfer of simple experimental design procedures and concepts, often called “CVS” (Control of Variables Strategy). Third-grade children (N = 57) received instruction in CVS via one of four possible orderings of high or low instructional guidance: high followed by high (HH), high followed by low (HL), low followed by high (LH), and low followed by low (LL). High guidance instruction consisted of a combination of direct instruction and inquiry questions, and low guidance included only inquiry questions. Contrary to the frequent claim that a high degree of instructional guidance leads to shallow learning and transfer, across a number of assessments—including a 5-month post-test—the HH group demonstrated a stronger understanding of CVS than the LL group. Moreover, we found no advantage for preceding high guidance with low guidance. We discuss our findings in relation to perspectives advocating “invention as preparation for future learning”, and the efficacy of “productive failure”. 相似文献
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INTRODUCTION Platelet activating factor (PAF), a kind of pho-spholipids compound, synthesized and secretedmainly by neutrophilic granulocyte, platelet, is ahighly potent chemical mediator in inflammationand allergic reactions and induces microvascularleakage in several tissues (Chung, 1997). PAFs arefew in vivo, have short half life (only about 30seconds) and rapidly convert to lyso-PAF that hasno bio-activity and is both the metabolite and pre-cursor of PAF (Rao, 1998). Lyso-P… 相似文献