Flipping the Script from Talking to Teens about “Celebrating Diversity” to Promoting Equity Through Embracing Vulnerability and Enacting Courage     

Silvia Bettez 《Multicultural Perspectives》2017,19(2):90-97

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Long pentraxin 3 as a marker of COVID-19 severity: evidences and perspectives     

Roberto Assandri  Silvia Accordino  Ciro Canetta  Elisabetta Buscarini  Alessandro Scartabellati  Chiara Tolassi  Federico Serana 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)

IntroductionSeveral laboratory tests are characteristically altered in Coronavirus Disease 2019 (COVID-19), but are not totally accurate in predicting the disease outcome. The long pentraxin 3 (PTX3) is quickly released directly at inflammation sites by many immune cell types. Previous studies have shown that PTX3 correlated with disease severity in various inflammatory conditions. Our study investigated the use of PTX3 as a potential marker of COVID-19 severity and compared its performance in detecting a more severe form of the disease with that of routine laboratory parameters.Materials and methodsStored serum samples of RT-PCR confirmed COVID-19 cases that had been obtained at hospital admission were retrospectively analysed. Intensive care unit (ICU) stay was considered a surrogate endpoint of severe COVID-19. Pentraxin 3 was measured by a commercial enzyme-linked immunosorbent assay.ResultsA total of 96 patients were recruited from May 1st, 2020 to June 30th, 2020; 75/96 were transferred to ICU. Pentraxin 3 was higher in ICU vs non-ICU patients (35.86 vs 10.61 ng/mL, P < 0.001). Univariate and multivariate logistic regression models demonstrated that the only significant laboratory predictor of ICU stay was PTX3 (OR: 1.68 (1.19-2.29), P = 0.003), after controlling for comorbidities. The Receiver Operator Characteristic curve analysis showed that PTX3 had a higher accuracy compared to C-reactive protein (CRP), lactate dehydrogenase (LD), ferritin in identifying ICU patients (AUC of PTX3 = 0.98; CRP = 0.66; LD = 0.70; ferritin = 0.67, P < 0.001). A cut-off of PTX3 > 18 ng/mL yielded a sensitivity of 96% and a specificity of 100% in identifying patients requiring ICU.ConclusionHigh values of PTX3 predict a more severe COVID-19.  相似文献   

Architektur Multimedialer Informationssysteme     

Henrike Berthold  Frank Binkowski  Andreas Henrich  Silvia Hollfelder  Wolfgang Lindner  Ulrich Marder  Klaus Meyer-Wegener  Günter Robbert 《Informatik - Forschung und Entwicklung》2002,49(3):77-89

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Some Learning Problems Concerning the Use of Symbolic Language in Physics     

De Lozano  Silvia Ragout  Cardenas  Marta 《Science & Education》2002,11(6):589-599

This paper aims to draw the attention of teachers of basic university physics courses towards students' problems concerning the interpretation of the symbolic language used in the discipline. Specific difficulties found in the first course of physics, related to different kinds of statements expressed in mathematical language, are pointed out and analysed, and some suggestions are made to cope with them during instruction. It could be concluded that teachers may need only to reflect and comment on the virtues of making explicit the semantic and syntactic aspects of formal languages as they teach physics.  相似文献   

Architektur Multimedialer Informationssysteme     

Henrike Berthold  Frank Binkowski  Andreas Henrich  Silvia Hollfelder  Wolfgang Lindner  Ulrich Marder  Klaus Meyer-Wegener und Günter Robbert 《Informatik - Forschung und Entwicklung》2002,17(2):77-89

Ohne Zusammenfassung

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Architektur Multimedialer Informationssysteme

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Transgression: Some psychological aspects of social rules in preschool children     

Maria Silvia Barbieri  Paolo Legrenzi 《European Journal of Psychology of Education - EJPE》1988,3(3):327-340

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The special education teacher between the priorities of inclusion and specialisation     

Gonda Pickl  Andrea Holzinger  Silvia Kopp-Sixt 《International Journal of Inclusive Education》2016,20(8):828-843

In Austria, the profession of the special education teacher is facing major changes. Presently, special education teachers need to have general pedagogical competences to teach children of all grades, and are expected to have competences in managing highly heterogeneous groups in inclusive settings. Additionally, they need to apply special strategies to efficiently work with children with various special needs. Student teachers starting their education 2015/2016 will no longer have the option of obtaining a distinct degree as a special education teacher. Instead, future teachers will choose between teaching in primary or in secondary schools, and can then select their preferred focus from various options, including inclusive education. This qualitative study is based on written and oral research interviews with teachers in inclusive settings, and aims to identify competences in the areas of knowledge, action, and attitude which teachers consider necessary and effective for successfully teaching a heterogeneous group of pupils. The results indicate the need to further strengthen both the inclusive and the reflexive attitude in teachers. The outcomes will influence curricula development in the new teacher education programmes, and aid to tailor courses offered in in-service training for teachers working in inclusive settings.  相似文献   

Steer Clear or Get Ready: How Coping Styles Moderate the Effect of Informational Utility     

Benjamin K. Johnson  Silvia Knobloch-Westerwick 《广播与电子媒介杂志》2017,61(2):332-350

A 2x3x2 between-subjects experiment tested the effect of informational utility on selective exposure to online news stories. Trait coping styles were tested as moderators of informational utility. Informational utility intensity, characterized by greater magnitude, likelihood, and immediacy, increased selective exposure. A fourth dimension, efficacy, did not yield a main effect or moderate other message factors. However, coping styles demonstrated the proposed interactions. Individuals low on avoidant coping browsed messages with high informational utility longer than messages with low utility. Those low on problem-focused coping spent more time with high-efficacy messages; those high on problem-focus spent more time with low-efficacy messages.  相似文献   

High-School Students’ Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning     

Fang-Ying Yang  Shiang-Yao Liu  Chung-Yuan Hsu  Guo-Li Chiou  Hsin-Kai Wu  Ying-Tien Wu  Sufen Chen  Jyh-Chong Liang  Meng-Jung Tsai  Silvia W.-Y. Lee  Min-Hsien Lee  Che-Li Lin  Regina Juchun Chu  Chin-Chung Tsai 《Research in Science Education》2018,48(2):325-344

The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science.  相似文献   

Applying reflection and moderation in an asynchronous computer-supported collaborative learning environment in campus-based higher education     

Silvia Dewiyanti  Saskia Brand-Gruwel  Wim Jochems 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):673-676

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