住院死亡病例188例分析     

郭华贤  刘占矿  甄红年  许津丽 《河北北方学院学报(医学版)》2003,20(3):16-17

目的 :分析及探讨住院儿童死亡原因 ,以提高儿科临床工作质量 ,降低儿童死亡率。方法 :对 188例住院患儿死亡病例进行回顾分析。结果 :住院患儿的病死率为 2 .0 %。新生儿死亡数占总死亡数的 2 3.4 % ,1岁占 38.8% ,故 1岁以内死亡数占总死亡数的 6 2 .2 %。导致住院儿童死亡的前十位疾病是肺炎、病毒性脑炎、白血病、新生儿窒息、婴幼儿腹泻、败血症、结核病、先天性心脏病、新生儿硬肿症和中毒意外。新生儿、婴幼儿、学龄前及学龄儿的首位死因分别是新生儿窒息、肺炎和白血病。结论 :加强围生期保健 ,预防窒息 ,重视肺炎、白血病的防治对降低儿科住院病死率有重要意义。  相似文献   

QUANTIFYING THE GENDER GAP IN SCIENCE INTERESTS   总被引：1，自引：0，他引：1  

Ayelet Baram-Tsabari  Anat Yarden 《International Journal of Science and Mathematics Education》2011,9(3):523-550

Nearly 5,000 self-generated science-related K–12 students’ questions, classified into seven science subjects, were used to quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between boys’ and girls’ science interests did not exist during early childhood, but increased over 20-fold by the end of high school. Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more interested in physics and technology. This method could be applied for identifying and comparing the gender gap in science interests between different populations based on different data sources.  相似文献   

The influence of teacher education on mentor teachers’ role perception in professional development schools     

Aviva Klieger  Anat Oster-Levinz 《师资教育杂志》2015,41(2):115-127

Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role perceptions. The findings suggest that mentor teachers who were trained via the PDSs model have a broader conceptual understanding of their role perception.  相似文献   

V. SLEEP AS A MIRROR OF DEVELOPMENTAL TRANSITIONS IN INFANCY: THE CASE OF CRAWLING          下载免费PDF全文

Anat Scher  Dina Cohen 《Monographs of the Society for Research in Child Development》2015,80(1):70-88

  相似文献   

Assessing the cognitive demands required of students in class discourse,homework assignments and tests     

Anat Zohar  Noa Schwartzer  Pinchas Tamir 《International Journal of Science Education》2013,35(7):769-782

An important question which is often overlooked addresses the nature and quantity of higher‐order thinking activities when teachers are not explicitly ‘teaching for thinking’ but rather acting and behaving routinely. This study investigates the scope and nature of tasks demanding students’ application of higher‐order thinking skills while studying biology in junior and senior high schools in Israel. The method used is the collection and analysis of questions asked by teachers during classroom discourse, in homework assignments and in tests. The main findings show: (a) that the frequency of higher‐order thinking questions in biology class discourse in Israel is approximately 20%; (b) that the cognitive level of teachers’ questioning in HS is higher than in JHS; (c) that the matriculation exam has a strong influence on tests given by teachers; and (d) that while inquiry questions permeated HS testing they are less salient in HS class discourse, indicating the need for remedial treatment which should include the integration of more inquiry‐oriented pedagogies into classroom practice.  相似文献   

Reaching a Consensus on the Definition of Genetic Literacy that Is Required from a Twenty-First-Century Citizen     

Dirk Jan Boerwinkel  Anat Yarden  Arend Jan Waarlo 《Science & Education》2017,26(10):1087-1114

To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: “What knowledge of genetics is relevant to those individuals not professionally involved in science?” and “Why is this knowledge relevant?” The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases.  相似文献   

The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think‐Aloud Study     

Menahem Yeari  Anat Lavie 《Learning disabilities research & practice》2021,36(1):40-55

The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text‐level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple‐choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low‐quality, less‐connected text representation during reading, and produce fewer, less‐elaborated retrieval cues for subsequent tasks after reading.  相似文献   

儿童氟乙酰胺中毒12例诊治体会     

石蔚 《河北北方学院学报(医学版)》2002,19(6):26-27

目的 :探讨乙酰胺肌注治疗儿童氟乙酰胺中毒的疗效与安全性。方法 :对收治的氟乙酰胺中毒儿童以乙酰胺肌注治疗 ,剂量为 10 0mg/kg .d ,作临床分析。 结果 :全部病例效果良好 ,无一例遗留后遗症。结论 :对有机氟类灭鼠药中毒早期使用肌注乙酰胺治疗 ,疗效较好 ,安全性好。  相似文献   

固相间接血吸附试验检测结核抗体的应用研究     

彭万忠  董俊杰  薛世杰  翟登高  王爱兰  尹晓林  李景奇  石生君  王星 《河北北方学院学报(医学版)》1994,(1)

用固相间接血吸附试验(SPIHA)检测结核抗体,经7组不同标本测定结果显示特异性高,而且比酶联免疫吸附试验(ELISA)敏感、简便、经济。IgM特异性抗体检测对结脑有较大诊断价值。  相似文献   

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component     

Anat Zohar  Adi Ben David 《Metacognition and Learning》2009,4(3):177-195

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.  相似文献