Audit of the Prevalence of Noncorrelation of Immunofixation with Protein Electrophoresis and Serum Free Light Chain Assays in Multiple Myeloma in a Tertiary Cancer Care Center     

Chandramallika Paul  Subhosmito Chakraborty  S. Sugumar  Ranjan Bhattacharya  Sandip Rath  Sarit Chakraborty 《Indian journal of clinical biochemistry : IJCB》2021,36(3):353

Multiple myeloma (MM) is diagnosed and monitored by correlating panel of test results including serum Protein electrophoresis (SPE), Immunofixation electrophoresis (IFE), serum Free Light chain (sFLC) measurements. This audit is aimed to evaluate the prevalence of non-correlation and discrepancies amongst the three investigations (SPE/IFE/sFLC) for assessment of MM. 106 MM patients were reviewed over 16 months in a tertiary cancer care center by the availability of 3 serum test results (SPE/IFE/sFLC). Patients were divided into 2 groups: group1, newly diagnosed MM patients who were yet to receive myeloma specific treatment (n = 48); and group2, already diagnosed MM patients on treatment and followup (n = 58). Treatment modalities included stem cell transplantation and standard chemotherapy regimens. Non-correlation between the three test results (IFE/SPE/sFLC) was observed (21% in group1 and 45% in group2). Three types of discrepancies were detected as follows: (a) IFE showing less number of restriction bands as compared to SPE (8.6% patients in group2); (b) SPE/IFE negative with an abnormal sFLC ratio (12.5% patients in group1 and 13.7% in group2); (c) SPE/IFE positive but normal sFLC ratio (8% in group1 and 22% in group2). To conclude, IFE may sometimes provide information that does not always correlate with either of the SPE or sFLC results due to different sensitivities, antigen–antibody interactions, or treatment. Hence, SPE plus sFLC may be more useful particularly for patients on follow-up while IFE plus sFLC may help screen the new patients. The judicious selection of the biochemical assays can effectively reduce the treatment cost in a developing country like India.  相似文献   

Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities     

Schiff R  Schwartz-Nahshon S  Nagar R 《Annals of dyslexia》2011,61(1):44-63

This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.  相似文献   

JUSTIFICATIONS AND EXPLANATIONS IN ISRAELI 7TH GRADE MATH TEXTBOOKS     

Dolev  Sarit  Even  Ruhama 《International Journal of Science and Mathematics Education》2013,13(2):309-327

This study analyzes six seventh grade Israeli mathematics textbooks, examining (1) the extent to which students are required to justify and explain their mathematical work, and (2) whether students are asked to justify a mathematical claim that is stated by the textbook or a mathematical claim that they themselves generated when solving a problem. Two different units of analysis were used to analyze two central topics in the seventh grade curriculum as follows: (1) equation solving in algebra and (2) triangle properties in geometry. The findings indicate that all six textbooks had considerably larger percentages of geometric tasks than algebraic tasks, which required students to justify or explain their mathematical work. Moreover, considerable differences were found among the six textbooks regarding the percentages of tasks that required students to justify and explain in both topics, but more so with the algebraic topic. Analysis of whether the textbook tasks required students to justify a mathematical claim that is stated by the textbook or a mathematical claim that the students themselves generated also revealed substantial differences among the textbooks. These findings are discussed, as well as the research methods used, in light of relevant literature.

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Dissymmetry and asymmetry     

Chandan Saha  Suchandra Chakraborty 《Resonance》2012,17(8):768-778

In French science literature, the term dissymmetry appeared as early as in 1820, before Louis Pasteur. Pasteur, a French scientist, in his lecture ??Recherches sur la Dissymétrie Moléculaire des Produits Organiques Naturels?? in 1860 used the term dissymmetric which was translated in English as asymmetric. A methodical study of his work reveals that the choice of the word dissymmetry is ideal even in the context of present-day science. Strictly speaking, there should be no conflict between the two terms dissymmetry and asymmetry.  相似文献   

Assessment of Insulin Resistance and Metabolic Syndrome in Drug Naive Patients of Bipolar Disorder     

Prathama Guha  Kaushik Bhowmick  Piyanku Mazumder  Malay Ghosal  Indranil Chakraborty  Prabir Burman 《Indian journal of clinical biochemistry : IJCB》2014,29(1):51-56

The levels of fasting glucose, fasting insulin, insulin resistance (IR) and the prevalence of metabolic syndrome (MS) in a sample population of bipolar disorder (BPD) patients who were newly diagnosed and psychotropically naïve were assessed and compared with an age, sex and racially matched control population. 55 BPD-I patients (15–65 years) who were non-diabetic, nonpregnant, and drug naïve for a period of at least 6 months were included in the study. Diagnosis was made using the structured clinical interview for DSM-IV axis I disorders (SCID IV). IR was assessed using homeostasis model of insulin resistance (HOMA-IR); MS was defined according to National Cholesterol Education Program-Adult Treatment Panel III (NCEP-ATP III). Data were compared with 25 healthy controls. BPD patients had significantly higher mean levels of fasting plasma insulin (13.2 ± 9.2 vs. 4.68 ± 3.1 μIU/ml, p < 0.05), postprandial plasma insulin (27.2 ± 14.5 vs. 18.1 ± 9.3 μIU/ml, p < 0.05) and a higher value of HOMA-IR (3.16 ± 2.2 vs. 1.19 ± 0.8, p < 0.05) when compared to the controls. A significantly higher proportion of patients of BPD compared to controls were manifesting levels of fasting plasma glucose, serum triglyceride and blood pressure higher than the cut off while waist circumference and serum HDL cholesterol failed to show any significant difference in the proportion. There was a significantly higher proportion of prevalence of IR between BPD cases and controls (26/55 vs. 2/25, z value 9.97, p < 0.05) while there was no significant difference in proportion of prevalence of MS between these two groups. Within BPD patients, logistic regression analysis showed that age, sex or current mood status (depressed/manic) were not significantly predictive of presence or absence of MS or increased IR.  相似文献   

The secretary problem     

Arnab Chakraborty M.Stat st Year Student 《Resonance》1996,1(9):41-50

In many spheres of activity, decisions must often be made under uncertain conditions. One such problem relates to selecting a candidate from a known number when: (a) candidates arrive in a sequence; (b) the selection process has to decide on a candidate then and there; (c) the process terminates if a candidate is selected; (d) the process continues if the candidate is not selected. The question is: What is the strategy that maximises the probability of selecting the best candidate? How does one use the ‘scores’ of each of the candidates seen so far to decide if the present candidate must be selected or if the process be continued, in the quest for the best candidate? This is the problem ofoptimal stopping, an example of which is discussed here.  相似文献   

Virtual connections,personal resources,loneliness, and academic self-efficacy among college students with and without LD     

Adi Sharabi  Sarit Sade 《欧洲特需教育杂志》2016,31(3):376-390

The goals of the study were first to compare the social and academic well-being (loneliness and academic self-efficacy (ASE) among college students with and without learning disabilities (LD), as well as three personal strengths (hope, optimism and sense of coherence (SOC). The second goal was to identify the predicting factors to their loneliness and ASE. The sample consisted of 178 female students from the special education programme in a teachers’ college, divided into two subgroups: 59 students with LD and 119 students without LD. The following questionnaires were used: the loneliness scale; ASE; Internet and smartphone activities; hope, optimism and SOC. As expected, students with LD reported higher levels of loneliness and lower levels of ASE. Multiple hierarchical regression analyses showed that the use of the Internet for avoidance coping was a significant predictor for the loneliness and ASE. Results of the mediation analysis further demonstrated that LD was positively associated with online avoidance coping. However, hopeful thinking had a significant mediation effect between LD and online avoidance coping. Students with LD who have hopeful thinking were less engaged in avoidance coping than their peers, focusing attention on the importance of hope as a mediation factor.  相似文献   

On the Goals of Epistemic Education: Promoting Apt Epistemic Performance     

Sarit Barzilai  Clark A. Chinn 《学习科学杂志》2018,27(3):353-389

Recent years have seen a surge in educational efforts to foster the development of learners’ epistemologies. Our 1^st aim is to problematize some current assumptions about the goals of epistemic education and to argue that existing models of lay or expert epistemologies cannot directly translate into educational goals. Our 2^nd aim is to present a fresh integrative analysis of the goals of epistemic education based on both philosophical arguments and empirical research. Synthesizing these sources, we propose that the overarching purpose of epistemic education is to promote learners’ apt epistemic performance, defined as performance that achieves valuable epistemic aims through competence. We identify 5 key aspects of epistemic performance that are important to achieving this goal: engaging in reliable cognitive processes that lead to the achievement of epistemic aims, adapting epistemic performance to diverse situations, metacognitively regulating and understanding epistemic performance, caring about and enjoying epistemic performance, and participating in epistemic performance together with others. Each of these aspects involves competent engagement with epistemic aims and value, epistemic ideals, and reliable epistemic processes. Our analysis can help educators plan and evaluate epistemic education and suggests ways in which current curricula might be better designed to promote epistemic growth.  相似文献   

Intelligent fuzzy spelling evaluator for e-Learning systems     

Udit Kr. Chakraborty  Debanjan Konar  Samir Roy  Sankhayan Choudhury 《Education and Information Technologies》2016,21(1):171-184

Evaluating Learners’ Response in an e-Learning environment has been the topic of current research in areas of Human Computer Interaction, e-Learning, Education Technology and even Natural Language Processing. The current paper presents a twofold strategy to evaluate single word response of a learner in an e-Learning environment. The response of the learner to be evaluated would consist of errors committed due to lack of knowledge and also out of inadvertent mistakes committed while typing the answers. The proposed system benevolently considers such errors and still marks the learner partially. The feature incorporated in this work adds the human element to the mechanised system of evaluation and assessment in an e-Learning environment.  相似文献   

A Geometrical Visualisation of $$\frac{ x}{1+ x} < {ln}(1+ x) < { x}-\frac{ x^2}{2(1+ x)}$$ x1+ x<ln(1+ x)< x− x22(1+ x) for x > 0     

Sagar Chakraborty 《Resonance》2018,23(5):597-600

In this classroom article, we present a geometrical interpretation of a well-known inequality \(\frac{x}{1+x} < {ln}(1+x) < {x}-\frac{x^2}{2(1+x)}\) for x > 0.  相似文献