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Matteo Vidali Vincenza Bianchi Marco Bagnati Nadia Atzeni Andrea Marco Bianchi Giorgio Bellomo 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):175-179
Introduction:
In this work we report on the possible effect of the medical therapy on CDT concentration in a chronic alcohol abuser, with known medical history (July 2007 – April 2012) and alcohol abuse confirmed by relatives.Case history:
At the end of 2007, patient displayed the following laboratory results: AST 137 U/L, ALT 120 U/L, GGT 434 U/L, MCV 101 fL and CDT 3.3%. On December 2007, after double coronary artery bypass surgery, he began a pharmacological treatment with amlodipine, perindopril, atorvastatin, isosorbide mononitrate, carvedilol, ticlopidine and pantoprazole. In the next months, until may 2011, the patient resumed alcohol abuse, as confirmed by relatives; however, CDT values were repeatedly found negative (0.8% and 1.1%) despite elevated transaminases and GGT, concurrent elevated ethyl glucuronide concentration (> 50 mg/L) and blood alcohol concentration (> 1 g/L). Alcohol consumption still continued despite increasing disulfiram doses ordered by an Alcohol Rehab Center. On May 2011, the patient was transferred to a private medical center where he currently lives.Conclusions:
This study suggests the possibility that a medical therapy including different drugs may hamper the identification of chronic alcohol abusers by CDT. 相似文献2.
Friedrich Edding G. W. Parkyn Renzo Titone Oskar Anweiler Frederic Lilge John Vaizey Werner Levi B. Magierska Walter Schultze Mary Ewen Ulich Ben Morris Ignacy SzAniawski G. de Landsheere M. L. Kellmer Pringle W. Lenz Rudolf Haas John Bradley Josip Lukatela M. J. Langeveld S. Wiegersma H. H. Stern H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498
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This paper stems from the observation that researchers in different fields tend to publish in different journals. Such a relationship between researchers and journals is quantitatively exploited to identify scientific community clusters, by casting the community detection problem into a co-clustering problem on bipartite graphs. Such an approach has the potential of leading not only to the fine- grained detection of scholar communities based on the similarity of their research activity, but also to the clustering of scientific journals based on which are the most representative of each community. The proposed methodology is purely data-driven and completely unsupervised, and does not rely on any semantics (e.g. keywords or a-priori subjective categories). Moreover, unlike “flat” data structures (e.g. collaboration graphs or citation graphs) our bipartite graph approach blends in a joint structure both the researcher's attitude and interests (i.e., freedom to select the venue where to publish) as well as the community's recognition (i.e., acceptance of the publication on a target journal); as such may perhaps inspire further scientometric evaluation strategies. Our proposed approach is applied to the Italian research system, for two broad areas (ICT and Microbiology&Genetics), and reveals some questionable aspects and community overlaps in the current Italian scientific sectors classification. 相似文献
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Renzo Titone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):313-326
Conclusion In our brief historical outline of educational conditions in Italy, we have seen that by far the greatest efforts over the past fifty years have been devoted to clarifying the theoretical issues of educational problems. We have been examining philosophical Systems that pretended to afford an unshakeable foundation to educational theory and to answer every problem raised by educational practice. They have been scrutinized and found wanting. The new Government Syllabus (1955) for the Italian elementary schools is thoroughly Catholic in spirit, humanistic in content and progressive in method.The author of the present paper feels, however, that too much theorizing is still blinding Italian educators. The canker of Transcendental Idealism is still gnawing at the efforts of all too many, also Catholic, thinkers. The active schools need renewed fervour, cogent Stimulation, and enlightened Inspiration from an integral Catholic philosophy of life.We must stop philosophizing and get down to realizing: experimentation and co-operative effort are badly needed, not less than clear ideas. Not words but deeds! Idealism had thought of itself being the all-inclusive answer to every problem. We must repeat Hamlet's word to the die-hard Idealist: There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy.
Die Entwicklung der Erziehungsphilosophie in Italien im 20. Jahrhundert
Le développement de la philosophie de l'éducation en italie相似文献
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Lidia Armelao Arianna Bassan Renzo Bertoncello Guido Biscontin Sergio Daolio Antonella Glisenti 《Journal of Cultural Heritage》2000,1(4)
The study of the interaction between silica glass and saturated Ca(OH)2 solutions can be a useful approach to resolve the problem of the adhesion between lime-sand mortar and clay bricks. Since it is reasonable that the silica–calcium hydroxide system well simulates a brick–mortar system, experimental observations concerning the interaction of silica glass and this strong basic solution should be of value for the comprehension of the chemical reactions that could take place at the mortar–brick interface, maybe affecting the adhesion between the two building materials. We demonstrated the effects of saturated Ca(OH)2 solutions on commercial pure silica glass (fused silica) and on silica films obtained via a sol–gel process by means of dip-coating. Silica samples were dipped in the solutions at different temperatures (room temperature, 60 and 80 °C) and at different time intervals (1 and 21 h) and then they were analysed by means of surface techniques: X-ray photoelectron spectroscopy (XPS), secondary ion mass spectrometry (SIMS) and atomic force microscopy (AFM). It has been shown that Ca(OH)2 reacts with the silica glass network. The experimental results clearly show a very different behaviour of sol–gel silica with respect to fused silica, probably because of their different nanostructure. Many problems concerning the interaction of silica and Ca(OH)2 are still to be solved, but the results of this research strengthen the idea that adhesion between lime-sand mortar and clay bricks is caused not only by carbonation of calcium hydroxide contained in the mortar, but even by some chemical reactions involving the brick constituents and calcium hydroxide itself. The final products, calcium silicates, may induce a chemical continuity between lime-sand mortar and clay bricks. 相似文献
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Renzo Titone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(3):283-293
After pointing out the formative aims of multilingual education and the differences and similarities between the acquisition of the first (native) language and of the second language, the author examines cognitive development through the first and the second language in a bilingual programme. A summary of recent investigations on the subject is presented.However, the central concern of the paper lies in the proposal of a theoretical explanation of the facts. The Glossodynamic Model of language learning developed by R. Titone in the early Seventies is called for as a basis for explaining how the child's cognitive and affective development is enhanced by bilingual stimulation. The core of the Glossodynamic Model is constituted by the emphasis on the integrating, unifying, and propulsive power of the individual learner's conscious Ego, in a very general and deep meaning, not in the psycho-analytic sense only.Bilingualism appears as a sum of personalized stimulations. There is no doubt that the personality of the bilingual child not only does not suffer from the impact between L1 and L2, but rather widens its horizons and strengthens its power of adaptation to the world. A sufficient body of data supplies this conviction with a high degree of probability.
Zusammenfassung Nach Herausarbeiten der Bildungsziele mehrsprachiger Erziehung und der Unterschiede und Ähnlichkeiten zwischen der Aneignung der ersten (Mutter-) Sprache und der Zweitsprache, überprüft der Autor die kognitive Entwicklung durch die erste und die Zweitsprache in einem zweisprachigen Programm. Dann folgt ein Überblick über kürzlich durchgeführte Untersuchungen dieses Gegenstandes.Das Hauptanliegen des Aufsatzes ist jedoch eine theoretische Erklärung der Tatsachen. Das von R. Titone zu Beginn der siebziger Jahre entwickelte Glossodynamic Model (sprachdynamische Modell) wird als Grundlage herangezogen, um zu erklären, wie des Kindes kognitive und affektive Entwicklung durch zweisprachige Anregung gefördert wird. Den Kern dieses Modells bildet das Schwergewicht auf der integrierenden, vereinheitlichenden und antreibenden Macht des bewussten Ichs des einzelnen Lernenden in einem sehr allgemeinen und tiefen Sinn, nicht allein im psychoanalytischen.Zweisprachigkeit erscheint als eine Summe personifizierter Anregungen. Kein Zweifel besteht, dass die Persönlichkeit des zweisprachigen Kindes nicht nur nicht unter dem Zusammenprall der ersten Sprache mit der Zweitsprache leidet, sondern vielmehr seinen Horizont erweitert und eine bessere Anpassungsfähigkeit an die Welt gewinnt. Eine genügende Anzahl an Daten schenkt dieser Überzeugung ein grosses Mass an Wahrscheinlichkeit.
Résumé Cet article traite de quelques aspects psychologiques de l'éducation plurilingue. Il est axé sur la relation existant entre l'éducation bilingue précoce et le développement de la cognition.Après avoir attiré l'attention du lecteur sur l'intention formative de l'éducation plurilingue, puis montré les différences et les analogies entre l'acquisition de la première langue (maternelle) et celle de la seconde langue, l'auteur examine le développement de la cognition en L1 et L2 dans un programme bilingue. Il présente ensuite un résumé des récentes investigations sur ce sujet.Toutefois l'intérêt essentiel de l'article réside dans la théorie avancée par l'auteur pour expliquer les faits. Titone se réfère au Modèle glossodynamique d'étude des langues, qu'il a conçu au début des années 70 pour démontrer comment la stimulation bilingue accroît le développement affectif et cognitif de l'enfant. Le trait caractéristique du Modèle glossodynamique consiste dans l'accent mis sur le pouvoir moteur, unificateur et intégrateur de l'Ego conscient de chaque débutant; ce terme étant pris dans un sens très large et pas seulement psychanalytique.Le bilinguisme apparaît comme une somme de stimulations personnalisées. Il ne fait aucun doute que la personnalité de l'enfant bilingue, non seulement ne souffre pas de l'impact entre L1 et L2 mais qu'au contraire son horizon s'en trouve élargi et son pouvoir d'adaptation au monde environmant fortifié.Le faisceau des données fournies à l'appui de cette thèse lui confèrent un maximum de crédibilité.相似文献
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Virginia Montoro Marcela Cifuentes Natalia Salva María-Jesús Bianchi 《Infancia y Aprendizaje》2017,40(2):302-342
We studied the conceptions of students coming from secondary education and university regarding the number line as a representation of real numbers. In the context of a wider questionnaire, 307 students were presented with a task consisting of two verbal items and one graphic item related to the number line. The students were all at different levels in their study of mathematics (in the third, fourth or fifth year of secondary education, or at the beginning or advanced stage of a university degree in mathematics, biology or physical education). A gradient in the depth of the students’ conceptions, associated with the level of their studies in mathematics, was found. This gradient extends from the estrangement of facing the problem or a conception of a drawn or physical matter line, which was associated with students with a lower level of mathematical studies, passing through a vision centred around potential numeric density or a line containing points (discrete), up to an instrumental conception of the line as supportive of magnitudes in advanced students of biology and focusing on continuity sustained by advanced students of mathematics. 相似文献