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Svjetlana Karabuva Vedran Carevi? Mislav Radi? Damir Fabijani? 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2013,23(3):351-359
Aim:
The aim of study was to: 1) examine the relationship between ABO blood groups and extent of coronary atherosclerosis in patients with chronic coronary artery disease (CAD), 2) compare ABO blood groups distribution in CAD patients and general population, 3) examine possible differences in traditional risk factors frequency in CAD patients with different ABO blood groups.Materials and methods:
In the 646 chronic CAD patients (72.4% males) coronary angiograms were scored by quantitative assessment using multiple angiographic scoring system, Traditional risk factors were self reported or measured by standard methods. ABO blood distribution of patients was compared with group of 651 healthy blood donors (74.6% males).Results:
Among all ABO blood group patients there was no significant difference between the extent of coronary atherosclerosis with regard to all the three scoring systems: number of affected coronary arteries (P = 0.857), Gensini score (P = 0.818), and number of segments narrowed > 50% (P = 0.781). There was no significant difference in ABO blood group distribution between CAD patients and healthy blood donors. Among CAD patients, men with blood group AB were significantly younger than their pairs with non-AB blood groups (P = 0.008). Among CAD patients with AB blood group, males < 50 yrs were significantly overrepresented when compared with the non-AB groups (P = 0.003).Conclusions:
No association between ABO blood groups and the extent of coronary atherosclerosis in Croatian CAD patients is observed. Observation that AB blood group might possibly identify Croatian males at risk to develop the premature CAD has to be tested in larger cohort of patients. 相似文献2.
Svjetlana Kolić-Vehovec Igor Bajšanski 《European Journal of Psychology of Education - EJPE》2006,21(4):439-451
The aim of this study was to explore comprehension monitoring and perceived use of reading strategies as factors of reading comprehension. Participants were elementary school students from the fifth to the eighth grade. Error correction and text sensitivity tasks from the Metacomprehension test (Pazzaglia, De Beni, &; Cristante, 1994). and the cloze-task were used as measures of comprehension monitoring during reading. A Strategic reading questionnaire (Koli?-Vehovec &; Baj?anski, 2001b) was applied as a measure of perceived use of strategies during reading. Girls had better results than boys on text comprehension, all measures of comprehension monitoring, as well as on the Strategic reading questionnaire. Significant developmental improvements in comprehension monitoring occurred after the fifth grade and between the sixth and the eighth grade. A similar change was evident in reading comprehension. All measures of comprehension monitoring were significantly related to text comprehension in all age groups. However, perceived use of reading strategies was significantly related to reading comprehension only in eighth-grade students. 相似文献
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Svjetlana Curcic 《International Journal of Inclusive Education》2013,17(5):517-538
With an aim to investigate inclusion across borders, quantitative and qualitative data were examined that came from 18 countries: Australia, Brazil, Canada, Cyprus, Finland, France, Iceland, India, Ireland, the Netherlands, Norway, Portugal, Slovenia, South Africa, Spain, Sweden, the UK, and the USA. Four themes emerged in this study: (1) concerns with student outcomes in inclusive settings; (2) teachers’ beliefs and the ways they relate to their practices; (3) inclusive schools philosophies and practices; and (4) the intersection of inclusion and exclusion. Although international policies, knowledge, and understanding about inclusion and inclusive practices continue to advance throughout the world, there are manifestations of provincialism and discrimination predominantly marked by ethnicity, socio‐economic status, and ability. While a reality for some students, inclusion remains an aspiration for too many. 相似文献
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This study explored comprehension monitoring, use of reading strategies and reading comprehension of bilingual students at different levels of perceived proficiency in Italian. The participants were bilingual fifth to eighth‐grade elementary school students from four Italian schools in Rijeka, Croatia. Students' reading comprehension was assessed. Their comprehension monitoring skill was measured on the Metacomprehension test and through use of a cloze task. The Strategic Reading Questionnaire (SRQ) was used as a self‐report measure of strategic reading. A questionnaire investigating Italian language use and perceived proficiency in the Italian language was also administered. Perceived proficiency in Italian was not clearly determined by early or late preschool age of second language acquisition. Bilingual students with high perceived proficiency in Italian (high PP group) had better meta‐cognitive reading skills than those with low perceived proficiency in Italian (low PP group). Comprehension monitoring was the most important predictor of reading comprehension in all students. 相似文献
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Svjetlana Kolić-Vehovec 《European Journal of Psychology of Education - EJPE》2002,17(2):129-138
The effect of the self-monitoring training on reading accuracy and fluency of second-grade poor readers was examined. The participants were assigned in one experimental and three control groups. The experimental group was reinforced with token-economy for self-correction and fluent reading. One control group practiced reading without feedback, the second one practiced the calculation of simple arithmetic tasks, and the third one received no training at all. The improvement in reading accuracy was obtained only in the self-monitoring group, and remained for five months. However, the improvement in reading fluency was obtained in the two reading groups, but only the self-monitoring group showed further improvement during five months after training. The results confirmed the importance of self-monitoring already at the level of lexical access in reading and that of local text comprehension. 相似文献
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