A case of vitamin B12 deficiency neurological syndrome in a young adult due to late-onset cobalamin C (CblC) deficiency: a diagnostic challenge     

Scott Ailliet  Rik Vandenberghe  Toon Schiemsky  Lode Van Overbeke  Philippe Demaerel  Wouter Meersseman  David Cassiman  Pieter Vermeersch 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)

Vitamin B12 deficiency can present with neurologic and psychiatric symptoms without macrocytic anaemia. We describe a case of late-onset cobalamin C deficiency which typically presents with normal serum vitamin B12 concentrations, posing an additional diagnostic challenge. A 23-year-old woman with decreased muscle strength and hallucinations was diagnosed with ‘catatonic depression’ and admitted to a residential mental health facility. She was referred to our hospital for further investigation 3 months later. Heteroanamnesis revealed that the symptoms had been evolving progressively over several months. Magnetic resonance imaging (MRI) of the brain showed diffuse symmetrical white matter lesions in both hemispheres. Routine laboratory tests including vitamin B12 and folic acid were normal except for a slight normocytic, normochromic anaemia. Over the next 6 weeks her symptoms deteriorated, and she became unresponsive to stimuli. A new MRI scan showed progression of the white matter lesions. The neurologist requested plasma homocysteine (Hcys) which was more than 8 times the upper limit of normal. Further testing revealed increased methylmalonic acid and the patient was diagnosed with adult-onset cobalamin C deficiency. This case illustrates that Hcys and/or methylmalonic acid should be determined in patients presenting with neuropsychiatric symptoms suggestive of vitamin B12 deficiency with a normal serum vitamin B12 to rule out a late-onset cobalamin C deficiency.  相似文献   

The Effect of Functional Flow Diagrams on Apprentice Aircraft Mechanics' Technical System Understanding     

Scott D. Johnson  Richard E. Satchwell 《Performance Improvement Quarterly》1993,6(4):73-91

Cognitive theory suggests that a key to expert performance lies in the internal organization of the expert's knowledge. The authors contend that the type of technical illustration used during instruction influences knowledge organization and greatly impacts students' understanding of the content. This paper describes an experimental study that tested the impact of one type of conceptual illustration on students' understanding of the structure, function, and behavior of complex technical systems. The results show that supplementing traditional technical instruction with functional flow diagrams can improve overall system understanding. The functional flow diagrams were also found to be an effective instructional aid for enhancing students' conceptual understanding of the causal behavior of systems. In addition, the use of the functional flow diagram was found to significantly improve the subjects' ability to construct conceptual models that were similar to those of an expert. The implications of using conceptual diagrams for technical instruction are discussed and recommendations for future research in this area are provided.  相似文献   

Factors associated with school psychologists' perceptions of campus violence     

Michael Furlong  Leslie Babinski  Scott Poland  Jessica Muoz  Sharon Boles 《Psychology in the schools》1996,33(1):28-37

Recent concern about school violence has increased demands on school psychologists to respond to safety concerns on their school campuses. In this study, 123 school psychologists responded to a survey about their perceptions, experiences, and readiness to meaningfully address school violence. School psychologists reported that they do not worry about their personal safety at school (78%), but most felt unprepared to deal with school violence (73%) and had received no specialized training in this area (85%). A principal components analysis of the types of violence school psychologists perceived to occur on their campuses identified a range of incidents from bullying to antisocial behavior. School psychologists working in inner-city schools were more likely to believe that their schools had high levels of violence (45.6%) compared with those working in urban-not inner-city (14.3%), suburban (4.9%), or rural (0%) schools. Recommendations to prepare school psychologists to help prevent, reduce, and respond to campus violence are discussed. © 1996 John Wiley & Sons, Inc.  相似文献   

Analyzing and Selecting Instructional Strategies and Tactics     

David H. Jonassen  R. Scott Grabinger  N. Duncan C. Harris 《Performance Improvement Quarterly》1990,3(2):29-47

“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, <& Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as sub-sumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics.  相似文献   

Structuring knowledge for expert system solutions: Generating rules and examples     

R. Scott Grabinger  David H. Jonassen 《Performance Improvement》1989,28(4):35-39

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Conjoint analyses of the students' life satisfaction scale and the Piers-Harris self-concept scale     

E. Scott Huebner 《Psychology in the schools》1994,31(4):273-277

This study investigated the convergent and discriminant relationships between a children's life satisfaction measure, the Students' Life Satisfaction Scale (SLSS; Huebner, 1991a), and a widely used self-concept measure, the Piers-Harris Self-Concept Scale (Piers, 1984). Correlational and regression analyses demonstrated stronger relationships between the SLSS and the Piers-Harris Happiness and Satisfaction subscale compared to the other Piers-Harris subscales. The results of a conjoint principal components analysis also revealed predictable overlap between the SLSS and the Piers-Harris Happiness and Satisfaction subscale. Implications for future research are discussed.  相似文献   

Sedentary Behavior Research Network members support new Canadian 24-Hour Movement Guideline recommendations     

Mark S. Tremblay  Scott Rollo  Travis J. Saunders 《运动与健康科学(英文)》2020,9(6):479-481

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Evidence review of the economic contribution of libraries     

Scott Dickinson 《Cultural Trends》2014,23(4):308-311

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A rule induction framework for the determination of representative learning design in skilled performance     

Sam Robertson  Bart Spencer  Nicole Back  Damian Farrow 《Journal of sports sciences》2019,37(11):1280-1285

Representative learning design provides a framework for the extent to which practice simulates key elements of a performance setting. Improving both the measurement and analysis of representative learning design would allow for the refinement of sports training environments that seek to replicate competition conditions and provide additional context to the evaluation of athlete performance. Using rule induction, this study aimed to develop working models for the determination of high frequency, representative events in Australian Rules football kicking. A sample of 9005 kicks from the 2015 Australian Football League season were categorised and analysed according to the following constraints: type of pressure, kick distance, possession source, time in possession, velocity and kick target. The Apriori algorithm was used to develop two models. The first consisted of 10 rules containing the most commonly occurring constraint sets occurring during the kick in AF, with support values ranging from 0.15 to 0.22. None of the rules contained more than three constraints and confidence values ranged from 0.63 to 0.84. The second model considered ineffective and effective kick outcomes and displayed 70% classification accuracy. This research provides a measurement approach to determine the degree of representativeness of sports practice and is directly applicable to various team sports.  相似文献   

Caution regarding exergames: a skill acquisition perspective     

Scott J. Pedersen  Paul D. Cooley  Vaughan J. Cruickshank 《Physical Education & Sport Pedagogy》2017,22(3):246-256

Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.

Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.

Participants and setting: Thirty children (boys?=?15, girls?=?15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30?min and one 30?min treatment session in a university laboratory.

Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n?=?10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30?min treatment session.

Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus–response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline).

Data analysis: A 3 (treatment group)?×?2 (age group)?×?2 (test)?×?3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.

Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.

Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper.  相似文献