凝结芽孢杆菌TBC169片预防抗生素相关性腹泻效果观察

目的探讨凝结芽孢杆菌TBC169片预防抗生素相关性腹泻的效果。方法将225例需要长时间使用广谱抗生素的患者随机分成3组：观察组：预防性使用凝结芽孢杆菌TBC169片组;对照组1：预防性使用金双歧片组;对照组2：不预防性使用益生菌制剂组。观察3组发生抗生素相关性腹泻情况。结果预防性使用凝结芽孢杆菌TBC169片组发生5例,预防性使用金双歧片组发生8例,不预防性用药组发生17例,两组使用益生菌制剂的腹泻发生率均比不预防用药组明显减少,差异有显著意义（P〈0．05）。预防性使用凝结芽孢杆菌TBC169片组效果略好于预防性使用金双歧片组,但无统计学差异（P〉0．05）。结论预防性使用凝结芽孢杆菌TBC169片可以减少抗生素相关性腹泻的发生,且效果略好于金双歧片。     

凝结芽孢杆菌活菌片治疗小儿秋冬季腹泻疗效观察

目的 探讨凝结芽孢杆菌活菌片治疗小儿秋冬季腹泻的临床疗效.方法 96例患儿随机均分为两组,两组均采用相同的综合治疗,包括抗病毒(炎琥宁)、补液、口服蒙脱石散,治疗组在此基础上加用凝结芽孢杆菌活菌片治疗.结果 治疗组显效12例、有效34例、无效2例,总有效率95.83％;对照组显效2例、有效29例、无效17例,总有效率64.58％,两组比较,差异有统计学意义(P＜0.05).两组患儿呕吐、恶心、腹泻持续时间比较,治疗组优于对照组,差异有统计学意义(P＜0.05).结论 凝结芽孢杆菌活菌片辅助治疗小儿秋冬季腹泻疗效明显,无不良反应,可明显提高治愈率,缩短病程.     

观察乳果糖联合凝结芽孢杆菌活菌片治疗成人功能性便秘的疗效及安全性

目的:分析探讨乳果糖联合凝结芽孢杆菌活菌片治疗成人功能性便秘的临床疗效,并评价其安全性.方法:选取收治的120成人功能性便秘患者为研究对象,将其随机分为研究组和对照组,各60例;对照组施以口服乳果糖治疗,研究组施以乳果糖联合凝结芽孢杆菌活菌片治疗,对比分析两组治疗效果.结果:研究组首次服药48h以后,其排便率为91.67%,比对照组患者的68.33%明显偏高,P<0.05;研究组用药后其排便次数以及总有效率均比对照组明显优越P<0.05;两组治疗不良反应发生率比较差异不显著,P>0.05.结论:乳果糖联合凝结芽孢杆菌活菌片对于治疗成人功能性便秘的效果显著,能有效缓解患者便秘症状,且安全可靠,因而具有广阔的临床应用价值.     

凝结芽孢杆菌PCR快速检测方法研究

目的:建立一种特异、灵敏的凝结芽孢杆菌快速检测方法。方法:根据凝结芽孢杆菌寡聚-1,6-葡萄糖苷酶基因设计一对PCR引物,进行了引物的特异性和灵敏度试验。结果:PCR得到了较好的特异性扩增,其它干扰菌都无扩增,灵敏度达5×103cfu/ml。结论:该方法能够实现凝结芽孢杆菌的快速检测,具有灵敏度高、特异性好的特点。     

西沙比利与双歧杆菌联合治疗小儿便秘疗效观察

我科2002年10月-2004年10月应用西沙比利与双歧杆菌联合治疗小儿便秘30例，效果良好，现报告如下。     

蒙脱石散联合地衣芽孢杆菌胶囊治疗小儿急性腹泻的效果观察

目的:分析蒙脱石散联合地衣芽孢杆菌胶囊治疗小儿急性腹泻的效果.方法:本文随机抽取我院于2016年5月-2017年6月收治的72例急性腹泻患儿为研究对象.根据患儿在治疗方法方面的差异将其分成对照组和观察组两个组别,给予对照组患儿常规蒙脱石散治疗,给予观察组蒙脱石散联合地衣芽孢杆菌胶囊治疗.观察患儿的疗效、临床症状消失时间.结果:观察组患儿治疗总有效率高于对照组患儿,差异有统计学意义(P<0.05);观察组患儿的呕吐、腹胀、发热消失时间均早于对照组患儿,差异有统计学意义(P<0.05).结论:蒙脱石散联合地衣芽孢杆菌胶囊治疗,可有效减少患儿的腹泻次数,减轻患儿的痛苦体验,临床价值较高.     

凝结芽孢杆菌应用于轻中度溃疡性结肠炎的疗效研究

目的:观察凝结芽孢杆菌联合奥沙拉嗪对溃疡性结肠炎(UC)患者血清肿瘤坏死因子-α(TNF-α)、白细胞介素-8(IL-8)和白细胞介素-10(IL-10)的影响。方法:选取已确诊轻、中度活动期UC患者102例,随机分成2组:联合用药组和奥沙拉嗪组,每组51例。联合用药组给予奥沙拉嗪联合凝结芽孢杆菌,奥沙拉嗪组给予奥沙拉嗪。疗程均为8周,并于治疗前后分别检测患者血清TNF-α、IL-8和IL-10水平。结果:治疗后联合用药组UC患者血清TNF-α、IL-8降低水平,IL-10升高水平均较奥沙拉嗪组明显,两组差异有统计学意义。结论:凝结芽孢杆菌联合奥沙拉嗪治疗轻中度溃疡性结肠炎疗效显著。     

蜡样芽孢杆菌制剂治疗小儿轮状病毒性肠炎57例临床分析

轮状病毒是我国婴幼儿秋季腹泻的主要病原，在病毒性腹泻中发病率最高。我院儿科门诊于2006年11月～2007年2月应用蜡样芽孢杆菌制剂治疗小儿轮状病毒性肠炎，部分病例佐以低乳糖饮食治疗取得满意疗效，报告如下。[第一段]     

苏云金芽孢杆菌与蜡状芽孢杆菌亲缘关系研究

目的探讨苏云金芽孢杆菌（Bt）与蜡状芽孢杆菌（Bc）的亲缘关系。为Bt鉴定、安全性评价及降低其致病风险等提供科学依据。方法采用肠杆菌基因间重复一致序列-PCR（ERIC-PCR）技术。对6株苏云金芽孢杆菌和3株蜡状芽孢杆菌及对照菌株的基因组DNA进行扩增，对其指纹图谱进行分析；回收并克隆重复性好的苏云金芽孢杆菌基因组DNA扩增片段，以其为探针，分别与供试菌株基因组DNA进行杂交。结果与蜡状芽孢杆菌相比，苏云金芽孢杆菌菌株间基因组DNA指纹图谱较一致；所有供试苏云金芽孢杆菌菌株均扩增产生一条250bp左右的片段；苏云金芽孢杆菌与蜡状芽孢杆菌均可扩增产生600bp左右的共有DNA片段。此外，以苏云金芽孢杆菌500bp片段为探针与苏云金芽孢杆菌基因组DNA杂交有很好的特异性。结论肠杆菌基因间重复一致序列-PCR指纹图谱可以正确反映苏云金芽孢杆菌与蜡状芽孢杆菌亲缘关系：500bD片段可以作为苏云金芽孢杆菌鉴定探针。     

蒙脱石散与双歧杆菌乳杆菌三联活菌片治疗小儿腹泻的效果比较

目的:对蒙脱石散和双歧杆菌乳杆菌三联活菌片在小儿腹泻治疗中的应用价值分析.方法:在我院2015年6月-2017年6月实施治疗的小儿腹泻患儿中随机选取100例,随机分成两组,其中对照组实施蒙脱石散治疗,观察组实施单纯双歧杆菌乳杆菌三联活菌片治疗,对比两组患儿临床效果.结果:和对照组相比,观察组患儿的临床有效性明显偏高,差异对比显著P<0.05.结论:小儿腹泻治疗中,单纯双歧杆菌乳杆菌三联活菌片的临床效果显著优于蒙脱石散治疗效果,值得推广应用.     

学龄前儿童功能性便秘危险因素调查

目的:探讨深圳市学龄前儿童功能性便秘(FC)的流行病学情况及影响因素,为学龄前儿童功能性便秘的病因学研究及制定预防措施提供科学依据。方法:采用分层整群随机抽样调查法,在深圳市福田区幼儿园随机抽取1 050例儿童进行问卷调查,对确诊功能性便秘患儿进行临床分析。结果:深圳市福田区幼儿园儿童功能性便秘的患病率为3.81%,喜食肉类,根本不吃或偶尔吃一些蔬菜、水果,排便无规律,经常克制排便,排便恐惧,心情焦虑烦躁,遗传,肥胖等8种因素为慢性便秘最具可能性的危害因素,其OR值均>1。结论:强化对儿童功能性便秘的危害性和普遍性的认识,从学龄前儿童功能性便秘的危险因素入手,采取具有针对性的手段,制定确实可靠的预防措施,达到早期预防和早期治疗的目的。     

Conducting research with young children: some ethical considerations

The recent foundation of a 'Young Children's Perspectives' special interest group in the European Early Childhood Education Research Association (EECERA) reflects a general move in social research towards the respectful and inclusive involvement of children in the research process. However, established education research guidelines often provide no more than a loose ethical framework, appearing to focus on avoiding poor ethical conduct rather than proposing ways forward for making children's participation in research a positive experience. This short paper draws on my own experiences of conducting ESRC-funded ethnographic video case studies on the ways four three-year-old children express their understandings at home and in a preschool playgroup during their first year of early years education. The paper reflects on the processes of negotiating initial and ongoing consent, problematises the notion of 'informed' consent in exploratory research with young children, and considers questions of anonymity when collecting and reporting on visual data. The paper proposes that by adopting a flexible, reflective stance, early years researchers can learn much from children, not only about their perspectives, but also about how to include young children in the research process.     

Conducting research with young children: some ethical considerations

The recent foundation of a ‘Young Children's Perspectives’ special interest group in the European Early Childhood Education Research Association (EECERA) reflects a general move in social research towards the respectful and inclusive involvement of children in the research process. However, established education research guidelines often provide no more than a loose ethical framework, appearing to focus on avoiding poor ethical conduct rather than proposing ways forward for making children's participation in research a positive experience. This short paper draws on my own experiences of conducting ESRC‐funded ethnographic video case studies on the ways four three‐year‐old children express their understandings at home and in a preschool playgroup during their first year of early years education. The paper reflects on the processes of negotiating initial and ongoing consent, problematises the notion of ‘informed’ consent in exploratory research with young children, and considers questions of anonymity when collecting and reporting on visual data. The paper proposes that by adopting a flexible, reflective stance, early years researchers can learn much from children, not only about their perspectives, but also about how to include young children in the research process.     

上海部分幼儿生长和健康趋势调查分析

目的:了解目前幼儿生长、营养与健康发育状况,探讨不同经济发展区域幼儿生长变化中的异同。方法:对上海市区及城乡结合区域4所幼儿园的集居幼儿及其家长进行问卷调查,就其生长发育趋势、早期营养及喂养方式、饮食习惯和早餐主要饮食结构、目前存在主要健康问题等方面予以分析总结。结果:幼儿中超重及肥胖发生率为9.76%;营养不良发生率为12.20%。平均幼儿出生身高0.51±0.04m;出生体重3.17±0.53kg。出生半年中母乳喂养率(36/123)29.27%,人工喂养率(41/123)33.33%。经济发展快速区域幼儿早餐中奶类和蛋类摄入率较高,但不良饮食习惯较多。其前3位健康问题依次为易感染呼吸道疾病、食欲不佳、过敏症;经济发展相对缓慢区域幼儿早餐以米面类为主,奶蛋类摄入率较低,饮食不良习惯发生率较低,其前3位健康问题依次为注意力不集中、睡眠问题、易感染呼吸道疾病。结论:在经济转型变化速度不同的背景下,不同经济发展区域的幼儿中,饮食结构和习惯以及存在的健康问题有些差异,分析这些差异有助于指导对幼儿的健康干预。     

幼儿期腭裂整复术的临床评价

目的探讨先天性腭裂幼儿期手术的安全性及其临床效果。方法对163例先天性腭裂患儿采用气管插管全麻下行腭裂整复术，根据不同腭裂类型选择不同的术式，观察其术中、术后情况，并对110例术后2～5年的患儿进行随访，初步评价语音效果。结果全部患儿都能很好地耐受麻醉及手术，无严重并发症发生。155例伤口愈合良好，8例术后穿孔。语音评价优良率达93．6％。结论掌握好适应证，幼儿期腭裂整复术是安全可行的，早期手术可使患儿语音恢复或明显改善。     

Influence of grandparents on eating behaviors of young children in Chinese three-generation families

AIM: To investigate how grandparents influence their young grandchildren's eating behaviors in Chinese three-generation families. METHODS: This qualitative study used semi-structured in-depth interviews with 12 parents (3 male and 9 female) and 11 grandparents (4 male and 7 female) in Beijing, China. RESULTS: Three domains emerged in this study: (1) grandparents were the primary caretakers of children in the three-generation families. They played an important role in planning and cooking family meals; (2) grandparents' attitudes influenced young children's nutrition and eating habits. They held the belief that children being heavy at a young age would assure that they had a good nutrition status and would become tall in the future. They showed a tendency towards urging the children to eat more meals and larger portions at served meals; (3) grandparents used food as an educational and emotional tool. They shaped the behavior of their grandchildren and expressed love and caring through food. CONCLUSIONS: Grandparents were dominant in shaping children's eating behavior in some three-generation families in Chinese urban areas. Nutrition education involving grandparents is a potential framework for developing a healthy dietary behavior in young children.     

The relationship of achievement and peer status to teacher attitudes toward young children

The relationships between teacher attitudes about children, children's peer relations, and achievement orientation were investigated. Eighteen preschool children were administered the Peabody Picture Vocabulary Test (PPVT) and a standard sociometric nomination procedure as measures of achievement and peer status, respectively. Fourteen student teachers involved in a practicum experience responded to an attitude measurement procedure designed to assess attitudes of Attachment, Rejection, Concern, and Indifference (ARCI). Kendall correlation coefficients indicated a significant relationship between teacher attitudes toward children and children's peer relations. Children who were popular in their peer group were nominated as highly attached by their teachers. Inversely, children's peer rejection correlated positively with teacher concern and rejection, while correlating negatively with teacher attachment. Teachers also were attached to high achieving children and rejected or were concerned about low achieving children. The implications for student-teacher relationships and educational environments are discussed.     

The relationship of achievement and peer status to teacher attitudes toward young children

The relationships between teacher attitudes about children, children's peer relations, and achievement orientation were investigated. Eighteen preschool children were administered the Peabody Picture Vocabulary Test (PPVT) and a standard sociometric nomination procedure as measures of achievement and peer status, respectively. Fourteen student teachers involved in a practicum experience responded to an attitude measurement procedure designed to assess attitudes of Attachment, Rejection, Concern, and Indifference (ARCI). Kendall correlation coefficients indicated a significant relationship between teacher attitudes toward children and children's peer relations. Children who were popular in their peer group were nominated as highly attached by their teachers. Inversely, children's peer rejection correlated positively with teacher concern and rejection, while correlating negatively with teacher attachment. Teachers also were attached to high achieving children and rejected or were concerned about low achieving children. The implications for student‐teacher relationships and educational environments are discussed.