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31.
目的对SARS流行与非流行期间深圳东门市场从业人员SARS冠状病毒血清流行病学研究.方法于2003年5月和2005年1月对东门市场从业人员,用ELISA法或免疫荧光法检测SARS冠状病毒IgG和IgM抗体.结果2003年东门市场从业人员SARS冠状病毒IgG阳性率为6.16%(88/1429),2005年IgG阳性率为1.5%(7/466),SARS流行期抗体的阳性率显著高于非流行期;2003年和2005年野生动物档、三乌档和屠宰档三类人员的SARS-CoV IgG抗体水平显著高于其他五类人员,但2003年这三类高危人群SARS-CoV IgG抗体的阳性率显著高于2005年;且SARS-CoV IgG抗体可以维持1年零8个月的时间;2003年东门市场从业人员中SARS冠状病毒IgM抗体阳性率为0.69%,其中一例SARS确诊病例SARS冠状病毒IgM和IgG抗体均为阳性,2005年SARS-CoVIgM抗体均为阴性,结论2005年东门市场从业人员未出现新近SARS病毒感染者.2003年SARS流行期间,东门市场存在SARS病毒感染者和隐性感染者,且与野生动物密切接触人员为SARS冠状病毒感染的高危人群,支持SARS病毒来源于动物的推测. 相似文献
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OBJECTIVE: The aim of this study was to examine the trajectory of cases through four systems: child protection, law enforcement, the dependency courts, and the criminal courts. METHOD: This study focused on a county selected from a 41-county telephone survey conducted for the National Incidence Study of Child Abuse and Neglect (NIS-3). For this analysis prospective samples were drawn from law enforcement (n=225) and the county child protection (CPS) agency (n=225) and followed through in-depth case tracking across all agencies and through both the dependency and criminal court systems. RESULTS: The percentage of CPS cases opened in dependency court was similar to prior studies (29%), but the acceptance and prosecution rates were much higher--92% of the cases referred from CPS, including many cases of physical abuse. Compared to referrals from CPS to law enforcement (93%), few cases were referred from law enforcement to CPS (17%). Anecdotally, case referral patterns appeared to be influenced by communication patterns and mutual positive regard, regardless of the collaborative protocols in place. One of the most instructive findings was the degree of difficulty in tracking cases across organizations and the types of obstacles that impeded success. Disorganization was not an issue, rather internal structures set up to facilitate intra-organizational processing were the same structures that actually impeded cross-organizational case finding. CONCLUSIONS: It is not sufficient to rely on the existence of multi-disciplinary teams or Child Advocacy Centers to ensure collaboration. More attention to daily tasks and activities as well as the nature and quality of communication is warranted. On the technical side, use of common case identifiers on cases that are cross-referred is strongly recommended. Future studies should broaden the scope of inquiry to include the consequences of all case trajectories, rather than solely focusing on the justice system. 相似文献
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Across the life span, friendship is an important component of people’s support networks. This article explores the developmental roots of adult friendship intimacy and satisfaction, taking into consideration the early interplay between sociomoral sensitivity in friendship, insecurity in peer contexts, and peer rejection. Data (N = 176) came from the longitudinal study “Individual Development and Social Structure.” Respondents were surveyed repeatedly from age 7 to 37 years. Autoregressive cross-lagged panel models show that sociomoral sensitivity in friendship protects adolescents from peer rejection and is reciprocally associated with insecurity. Childhood and adolescent sociomoral sensitivity antecede early adult friendship intimacy, which, in turn, antecedes friendship satisfaction in mid-adulthood. The findings indicate a sequence of pathways from sociomoral sensitivity developed early in life to friendship quality in adulthood. 相似文献
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Katherine G. McDaniel Taylor Brown Caitlin C. Radford Cynthia H. McDermott Trudy van Houten Martha E. Katz Dana A. Stearns Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251
Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment. 相似文献