Kindergarten children's representation and understanding of written number symbols

Two samples of kindergarten children's representation and understanding of written number symbols were examined in two time points in one academic year. About 85% of Chinese five year olds (mean = 5 years 10 months) were able to use conventional number symbols to represent the quantity of 30 or larger. At the end of the kindergarten year, 94% of Chinese six year olds (mean = 6 years 4 months) were able to use conventional number symbols to represent the quantity of 100 or larger. Some Chinese six year olds had problems in representing written addition and subtraction tasks. Children's ability to represent written number symbols, ability to represent written addition and subtraction formula and their performance on written addition and subtraction were closely related. The performance of children in a university-affiliated childcare center was better than that of the center serving working-class families in Time 1, but the performance reversed at the end of the kindergarten year.     

Reconstruction of a transmetatarsal amputation stump using a salvaged peroneal artery fasciocutaneous flap from the opposite leg: A case report

During lower extremity amputation, the objective is to provide a functional residual limb that permits maximum patient mobility and independence. Preservation of length of the fore part of the foot using salvageable tissue from the amputated part in young patients prevents equines deformity and revision of amputation to a higher level. This can be achieved using tissue available from the amputated part. The spare part concept in reconstructive surgery should be integrated into the trauma algorithm to avoid additional donor site morbidity. Reported here is a young adult patient with crush injuries to both feet, which resulted in amputations. A fasciocutaneous flap raised from one extremity was used to facilitate transmetatarsal amputation stump length preservation of the other extremity.     

高中生自我和谐与应对方式及其相互关系

目的了解高中生自我和谐、应对方式的特征及其相互关系,为开展心理健康教育提供依据。方法采用自我和谐量表及简易应对方式问卷,对755名高中生进行问卷调查。结果高中生总分和各因子分在性别、是否独生子女、城乡、文理科等方面差异均无统计学意义,自我和谐总分存在年级差异;积极应对和消极应对维度在性别、是否独生子女、城乡、文理科等方面差异均无统计学意义,消极应对维度存在年级差异。应对方式与自我和谐总分及分量表得分存在不同程度的相关。结论采用积极应对方式有助于促进高中生的自我和谐,而消极应对方式对自我和谐存在不利影响。     

干细胞概念教学

目的:学术交流,总结教学经验,提高学识和教学水平。方法:查阅文献,讲解要点,交流体会。结果:培养关注干细胞研究的兴趣,提高认识水平。结论:干细胞概念尚在发展,关注其研究进展,及时交流具有重要意义。     

The concept of self-management of type 1 diabetes in children and adolescents: an evolutionary concept analysis

AIM: An evolutionary concept analysis was undertaken to clarify the concept of self-management of type 1 diabetes in children and adolescents. BACKGROUND: Several problems exist in the literature on self-management of type 1 diabetes in children and adolescents. There is no uniform terminology and there is no uniform definition of the concept. Also, there is no differentiation in the literature between self-management of diabetes in children and adults. METHODS: Ninety-nine references were reviewed and analysed in the disciplines of nursing, medicine, and psychology. After separate analyses revealed no significant differences across disciplines, the analyses were combined to describe the attributes, antecedents, consequences, and surrogate and related concepts. RESULTS: The three essential attributes of the concept were identified as process, activities, and goals. Self-management of type 1 diabetes in children and adolescents is an active and proactive process; it is daily, lifelong, and flexible, and it involves shifting and shared responsibility for diabetes care tasks and decision-making between child and parent. It is a process that involves collaboration with health care providers. Self-management of type 1 diabetes in children and adolescents also consists of varied and many activities related to giving insulin, monitoring metabolic control, regulating diet and exercise, to name just a few. The concept also involves goals, which may differ from one parent/child dyad to another. A working definition of the concept is suggested. CONCLUSIONS: It is hoped that a more uniform definition of the concept will enable researchers to continue investigating antecedents and consequences of the concept in a way that allows for aggregating results.     

大学生自我和谐与社交焦虑的相关研究

目的探讨大学生的自我和谐与交往焦虑的特点和关系。方法采用自我和谐量表和交往焦虑量表对310名大学生进行调查。结果男生在自我灵活性和自我和谐上得分低于女生（P〈0．01），研究生在自我灵活性上得分低于本科生（P〈0．01），理科生在社交焦虑上得分低于文科生（P〈0．05）；高自我和谐组在社交焦虑上得分低于低自我和谐组（P〈0．05）；从总体上看，社交焦虑与自我与经验的不和谐、自我刻板性、总体的自我和谐均呈正相关（P〈0．01）。结论大学生的自我和谐和社交焦虑之间均存在相关，自我和谐对社交焦虑具有良好的预测作用。     

医院消毒灭菌效果自我监测的情况及分析

目的 :探讨医院消毒灭菌效果自我监测能力的可靠性。方法 :回顾性总结了对医院消毒灭菌效果定期及不定期进行监测的情况 ,及上级防疫部门对医院消毒灭菌效果抽查的情况。结果 :医院自查物品合格率略高于防疫站抽查物品合格率。但两组资料比较P >0 0 5 ,差异不显著。结论 :医院自我监测能力是可靠的 ,必须在加强医院自我监测能力的基础上 ,被动监测变为主动监测 ,回顾性调查变为前瞻性监控 ,才能保证消毒灭菌质量 ,才能提高医疗质量 ,提高社会效益和经济效益。     

教师心理健康影响因素探微

目的 从微观层面探讨归因、自我效能感、教育观念、人格因素对教师心理健康的影响。方法 使用《教师心理健康问卷》和CPSQ人格问卷》进行问卷调查。结果 能力和努力归因对教师心理健康有正向的预测作用；任务难度和运气归因对教师心理健康有负向的预测作用。工作效能和创造效能对教师心理健康都有正向的预测作用。成功教育、挫折教育和主动探索的教育观念对教师的心理健康都是正向的预测作用。神经质分数低的教师出现心理问题的几率不大；趋向于外向、开放、随和以及尽职尽责的教师，心理健康水平较高。结论 归因、自我效能感、教育观念、人格因素对教师心理健康都有程度不同的影响。     

Localization of self antigen: implications for antigen presentation and induction of tolerance

The fifth component of complement (C5) is a self antigen expressed in serum of normal mice at a concentration of about 50 μg/ml. We have previously shown that C5 is constitutively processed and presented by antigen-presenting cells (APC) in normal mice to induce and maintain complete tolerance in major histocompatibility complex (MHC) class II-restricted T cells. This report addresses the question of whether C5 presentation involves exogenous antigen which has been internalized for processing or whether intracellular, biosynthesized C5 is being presented with MHC class II. Macrophages were found to synthesize, but not secrete C5 in bone marrow chimeras made from irradiated C5-deficient [C5(?)] hosts reconstituted with C5-sufficient [C5(+)] bone marrow [C5(+) ← C5(?)]. In these mice, macrophages are the only source of C5. [C5(+) ← C5(?)] chimeras are not tolerant of C5 and generate C5-specific T and B cell responses upon immunization indistinguishable from those of C5(-) mice. Macrophages from [C5(+) ← C5(-)] chimeras are unable to activate C5-specific T cell hybrids in vitro unlike macrophages from a C5(?) strain that has matured in a C5-expressing environment [C5(?) ← C5(+) chimeras]. This shows that under physiological conditions in vivo intracellular C5 does not get access to the class II presentation pathway and thus, does not induce tolerance in class II-restricted T cells.