72 research outputs found
Paramagnetic 18-Valence-Electron Alkylcyclopentadienylnickel(II) Bromide Dimers
No full textThe paramagnetic behavior of 18-electron cyclopentadienylnickel(II) complexes of the [CpNi(mu-Br)](2) type with two unpaired electrons per metal ion has been investigated by H-1 and C-13 NMR spectroscopy of [Cp''Ni(mu-Br)](2) (1; Cp'' = 1,3,4-(Bu3C5H2)-Bu-t), [(CpNi)-Cp-3(mu-Br)](2) (2; Cp-3 = 1,3,4-iPr(3)C(5)H(2)), and [(CpNi)-Cp-4(mu-Br)](2) (3; Cp-4 = 2,3,4,5-iPr(4)C(5)H). The tri-tert-butylcyclopentadienyl derivative 1 crystallizes in the triclinic space group P (1) over bar and has been investigated by X-ray crystallography. Solid-state magnetic susceptibility measurements of 3 revealed an effective magnetic moment at room temperature of 4.04 mu(B),confirming the presence of two d(8) nickel(II) ions. While antiferromagnetic coupling via the bromo bridges is weak (J = 2.4 cm(-1)), zero-field splitting is substantial (D = +48.2 cm(-1)). NMR spectra of complexes 1-3 show signals with half-widths up to 3600 Hz within a spectral window exceeding 500 ppm (H-1) or 2200 ppm (C-13). An analysis of the spectra gave insight into the spin delocalization, the equilibrium orientation of the iPr substituents, and the presence of different conformers of compound 3. Paramagnetic behavior has also been observed for the Cp derivative [Cp Ni(mu-Br)](2) (Cp = C5Me5) by H-1 NMR spectroscopy. The presence of two unpaired electrons is discussed in terms of the weak ligand field originating from the combined interaction of poorly pi accepting allcylcyclopentadienyl and pi donating bromo ligands with the nickel(II) center
Haematologia
No full text1976 / 1. szám
Powles, R.- Toy, J.: The effect of immunotherapy on survival of patients with acute myelogenous leukaeimia after relapse
Krepler, P. - Pawlowski, J. - Kummer, M. - Brunner, R. - Eibl, M. - Pawlowsky, G.: Immunological follow-up of acute lymphoblastic leukaemia
Szigeti, R. - Révész, T. - Schuler, D. - Gerő-Ferencz, É. - Zsuráffy, E.: Leucocyte migration in presence of leukaemia-associated antigens in children with Down's syndrome
Schwarzmeier, J. D. - Honetz, N. - Deutsch, E.: Proliferation kinetics and cyclic AMP in human leukaemic cells; Their relevance to therepy
Hrodek, O. - Hyniová, H.: Prognostic criteria and staging in ALL in childhood
Winterleitner, H. - Knapp, W.: B- and T-cell determination in ALL
Schuler, D. - Gálfi, I. - István, L. - Kassai, P. - Kemény, P. - Laub, M. W. - Romhányi, J. - Székely, K. - Velkey, L. - Virág, I.: Therapeutic results: Report of the Hungarian Children's Leukaemia Study Group
Jacquillat, Cl. - Weil, M. - gemon-Auclerc, M. F. - Boiron, M. - Bernard, J.: Treatment of acute lymphoblastic leukaemia
Poros, A. - Mód, A. - Hollán, S. R.: Combination chemotherapy in adults with acute leukaemia
Gráf, F. - Fekete, S. - Benedek, Sz. - Sréter, L. - Takácsi-Nagy, L.: Comparative observations in the treatment of acute leukaemia
Neuwirtová, R. - Šetková, O. - Dorazilová, V. - Klener, P. - Donner, L.: Influence of some cytostatics on leucocyte function
Péter, Á.: Malignant blast cells in the cerebrospinal fluid
Book Review
Abstracts
From the International Literature of Haematology
1976 / 2. szám
Grieger, M. - Rapoport, S.: Heinzkörperbildung und gestörte Met Hb-Reduktion. Ausdruck der Schädigung von Erythrozyten bei chronischer Niereninsuffizienz
Groth, J. - Gründel, M. - Schnitzler, S. - Preusser, E.: Erzeugung und Anwendungsmöglichkeiten von Antiseren gegen solubilisierte menschliche Erythrozytenmembranen
Carmena, A. O. - Portuondo, H. - Callejas, H. - Alvarez, M. E.: Ferrokinetic circadian rhythm in normal subjects
Pavlov, A. D. - Morshchakova, E. F.: The effect of erythropoietin on ribonucleic acid synthesis in the rabbit bone marrow
Nečas, E.: Pathophysiological classification of anaemias and polycythaemias (polyglobulias)
Schuler, D. - Koós, R. - Révész, T. - Virág, I. - Gálfi, I.: L-asparaginase therapy and its complications in acute lymphoid leukaemia and generalized lymphosarcoma
Bodó, M. - Pető, I. - Sas, G. - Juhász, J.: Reticulosarcomatous transformation of a primary recurrent gastric plasmocytoma
Uroproteins in Lymphoproliferative Diseases
Zajączkowski, J. - Kolanowska, H.: Nitroblue tetrazolium test in children with acute lymphoblastic leukaemia and malignat lymphomas
Migdalska, B. - Leszko, B. - Hartwig, W. - Pawelski, S.: Evaluation of the hypothalamic - pituitary - adrenocortical axis in chronic leukaemia
Marosi, Zs. - Krizsa, F. - Rák, K.: Thrombocytopoietic serum activity in thrombocytopenia incudec by antithrombocytic serum in mice
Book Reviews
Abstracts
From the International Literature on Haematology
News Items
1976 / 3-4. szám
Hollán, S. R. - Mód, A.: Disseminated intravasculat coagulation
Worowski, K. - Głowiński, S.: Effect of the potato protease inhibitor in the clotting system and fibrinolysis in the dog
Krizsa, F. - Varga, Gy. - Árokszállási, É. - Cserháti, I.: Postsplenectomy thrombocytosis in the mouse: Changes in the size of thrombocytes
Hasitz, M. - Harsányi, V. - Rácz, Z. - Hollán, S. R.: Comparative studies on platelet membrane preparations
Nagy, I. - Kádas, I. - Jobst, K.: Lanthanum trichloride induced blood coagulation defect and liver injury
Sipka, S. - Pádár, E. - Szilágyi, T.: The effect of colloidal gold on blood coagulation
Kramlová, M. - Přistoupil, T. I. - Ulrych, S. - Hrkal, Z.: Stroma-free haemoglobin solution for infusion: Changes during storage
Serafimov-Dimitrov, V. - Ivanova, L.: Kinetics of immunoglobulin G in plasmapheresis of non-immunized and immunized donors
Veselý, Vl. - Kulich, V.: Haptoglobin level in haemophiliacs after administration of pooled cold precipitated antihaemophilic globulin
Gerbal, A. - Lopez, M. - Maslet, C. - Salmon, Ch.: Polyagglutinability associated with the Cad antigen
Cohnen, G. - Zwipp, H. - König, E. - Brittinger, G.: Cell numbers in human lymphocyte cultures stimulated with pokeweed mitogen
Habibi, B. - Avril, J. - Fouillade, M. T. - Lopez, M. - Vaucelle, R. - Salmon, Ch.: Jk(a-b-) phenotype in a French family. Quantitative evidence for the inheritance of a silent allele (Jk)
Sitzmann, F. C. - Arnold, E. - István, L. - Teubl, I. - Kaloud, H.: Ein Beitrag zum Enzympolymorphismus der 6-Phosphogluconatdehydrogenase (E.C.1.1.1.44) unter besonderer Berücksichtigung der Richmond-Variante
Kelemen, E. - Paksy, A.: Absolute alkaline phosphatase-positive and -negative neutrophil counts in chronic granulocytic leukaemia
Balázs, A.: Acute effect of endogenous inhibitors and exogenous cytostatistics on the ultrastructure of bone marrow cells. I. Single dose of 1,2:5,6-dianhydrogalactitol (DAD)
Balázs, A.: Acute effect of endogenous inhibitors and exogenous cytostatistics on the ultrastructure of bone marrow cells. II. Single dose of granulocyte crude extract (GCE)
Pavlović-Kentera, V. - Stefanović, S. - Milenković, P. - Jančić, M. - Biljanović-Paunović, L.: Erythropoietin level in patients with acute leukaemia
Hypotesis: Wiener, A. S. - Socha, W. W.: Spontaneously occuring agglutinins in primate sera. II. Their classification an implications for the mechanism of antibody formation
Book Reviews
Abstracts
From the International Literature on Haematology
News Item
Contents of Volume 10
Author Index
Subject Inde
Rapid and efficient generation of PCR-derived riboprobe templates for in situ hybridization histochemistry.
No full text In situ hybridization histochemistry (ISH) using cRNA probes (riboprobes) has become a powerful technique for the examination of gene expression in tissue sections. The construction of plasmid templates for the synthesis of riboprobes with phage RNA polymerases is often a difficult and time-consuming step. We have therefore developed a rapid, efficient, and flexible method to generate totally artificial riboprobe templates by the polymerase chain reaction (PCR). We have made riboprobe templates using self-priming oligonucleotide primers spanning 146 BP of the 3' end of the human cytokeratin 1 (K1) gene coding region flanked by T7 and T3 promoters. These PCR-derived riboprobe templates were used to synthesize 35S-labeled anti-sense riboprobes as well as sense riboprobes as negative controls. The riboprobes were then applied in ISH to human skin sections made from routinely fixed and paraffin-embedded clinical biopsy material. Consistent with published results, we observed strong expression of K1 mRNA in the suprabasal cell layers of the epidermis but only weak to undetectable signals in the basal and cornified cell layers and in the dermis. With this experimental procedure we see no decrease in probe efficiency or quality compared to conventional methods. The use of PCR-derived riboprobe templates for ISH makes it possible to detect expression of any desired gene of known sequence rapidly and efficiently. </jats:p
A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles
No full textFinanciado por el Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), PID2019-108982GB-I00.
Spanish National R+D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), Reference number: PID2019-108982GB-I00.
Referencias bibliográficas:
• Andrade, H., (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. L., Andrade & G. J., Cizek (Eds.), Handbook of formative assessment (pp. 90–105). Routledge.
• Andrade, H., (2018). Feedback in the context of self-assessment. In A. A., Lipnevich & J. K., Smith (Eds.), The Cambridge handbook of instructional feedback (pp. 376–408). Cambridge University Press.
• Boekaerts, M., & Corno L., (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology, 54(2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x
• Boud, D., & Falchikov, N., (1989). Quantitative studies of student self-assessment in higher-education: A critical analysis of findings. Higher Education, 18(5), 529–549. https://doi.org/10.1007/BF00138746
• Brown, G. T. L., & Harris, L. R., (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3(2014), 22–30. https://doi.org/10.14786/flr.v2i1.24
• Butler, R., (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474. https://doi.org/10.1037/0022-0663.79.4.474
• Butler, D. L., & Winne, P. H., (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281. https://doi.org/10.3102/00346543065003245
• Dochy, F., Segers, M., & Sluijsmans, D., (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331–350. https://doi.org/10.1080/03075079912331379935
• Dunning, D., Heath, C., & Suls, J. M., (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69–106. https://doi.org/10.1111/j.1529-1006.2004.00018.x
• Eva, K. W., & Regehr, G., (2005). Self-assessment in the health professions: A reformulation and research agenda. Academic Medicine, 80(10), S46–S54. https://doi.org/10.1097/00001888-200510001-00015
• Eva, K. W., & Regehr, G., (2008). “I’ll never play professional football” and other fallacies of self‐assessment. Journal of Continuing Education in the Health Professions, 28(1), 14–19. https://doi.org/10.1002/chp.150
• Kostons, D., van Gog, T., & Paas, F., (2009). How do I do? Investigating effects of expertise and performance‐process records on self‐assessment. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory & Cognition, 23(9), 1256–1265. https://doi.org/10.1002/acp.1528
• Kostons, D., van Gog, T., & Paas, F., (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121–132. https://doi.org/10.1016/j.learninstruc.2011.08.004
• Lipnevich, A., & Panadero, E., (2021). A review of feedback models and theories: Descriptions, definitions, and conclusions. Frontiers in Education, 6, 720195. https://doi.org/10.3389/feduc.2021.720195
• Narciss, S., & Zumbach, J., (2022). Formative Assessment and Feedback Strategies. In J., Zumbach, D., Bernstein, S., Narciss, & G., Marsico (Eds.), International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer. https://doi.org/10.1007/978-3-030-26248-8_63-1.
• Nicol, D., (2021). The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5), 756–778. https://doi.org/10.1080/02602938.2020.1823314
• Panadero, E., Brown, G. T. L., & Strijbos, J. W., (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830. https://doi.org/10.1007/s10648-015-9350-2
• Panadero, E., Fernández-Ruiz, J., & Sánchez-Iglesias, I., (2020). Secondary education students’ self-assessment: The effects of feedback, subject matter, year level, and gender. Assessment in Education Principles, Policy & Practice, 27(6), 607–634. https://doi.org/10.1080/0969594X.2020.1835823
• Panadero, E., García-Pérez, D., Fernández Ruiz, J., Fraile, J., Sánchez-Iglesias, I., & Brown, G. T. L., (2023a). Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: Positive impact of rubrics vs. instructor feedback. Educational Psychology, 43(7), 756–779. https://doi.org/10.1080/01443410.2023.2254015
• Panadero, E., García-Pérez, D., Fernández Ruiz, J., Fraile, J., Sánchez-Iglesias, I., & Brown, G. T. L., (2023b). University students’ strategies and criteria during self-assessment: Instructor’s feedback, rubrics, and year level effects. European Journal of Psychology of Education, 38(3), 1031–1051. https://doi.org/10.1007/s10212-022-00639-4
• Panadero, E., Lipnevich, A., & Broadbent, J., (2019). Turning self-assessment into self-feedback. In D., Boud, M. D., Henderson, R., Ajjawi, & E., Molloy (Eds.), The impact of feedback in higher education: Improving assessment outcomes for learners (pp. 147–163). Springer.
• Panadero E., Tapia J. A., & Huertas J. A., (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22(6), 806–813. https://doi.org/10.1016/j.lindif.2012.04.007
• Pinedo, L., Panadero, E., Fernández-Ruiz, J., & Rodríguez-Hernández, C., (2023). Students’ experiences in self-assessment: Training, processes and feedback use in secondary and higher education. Assessment in Education Principles, Policy & Practice, 30(5–6), 448–480. https://doi.org/10.1080/0969594X.2023.2284630
• Rolheiser, C., (1996). Self-evaluation… Helping kids get better at it: A teacher’s resource book. Ontario Institute for Studies in Education.
• Sadler, D. R., (2005). Interpretations of criteria‐based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175–194. https://doi.org/10.1080/0260293042000264262
• Sadler, D. R., (2007). Perils in the meticulous specification of goals and assessment criteria. Assessment in Education Principles, Policy & Practice, 14(3), 387–392. https://doi.org/10.1080/09695940701592097
• Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H., (2017). Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis. Journal of Educational Psychology, 109(8), 1049. https://doi.org/10.1037/edu0000190
• Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N., (2010). Self-assessment of knowledge: A cognitive learning or affective measure?Academy of Management Learning & Education, 9(2), 169–191. https://doi.org/10.5465/amle.9.2.zqr169
• Winne, P. H., & Perry, N. E., (2000). Measuring self-regulated learning. In M., Boekaerts, P. R., Pintrich, & M., Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Academic Press.
• Yan, Z., & Brown, G. T., (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247–1262. https://doi.org/10.1080/02602938.2016.1260091
• Yan, Z., Brown, G. T., Lee, J. C. K., & Qiu, X. L., (2020). Student self-assessment: Why do they do it?Educational Psychology, 40(4), 509–532. https://doi.org/10.1080/01443410.2019.1672038
• Yan, Z., & Carless, D., (2021). Self-assessment is about more than self: The enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116–1128. https://doi.org/10.1080/02602938.2021.2001431While self-assessment is a widely explored area in educational research, our understanding of how students assess themselves, or in other words, generate self-feedback, is quite limited. Self-assessment process has been a black box that recent research is trying to open. This study explored and integrated two data collections (secondary and higher education) that investigated students’ real actions while self-assessing, aiming to disentangle self-assessment into more precise actions. Our goal was to identify self-assessment processes and profiles to better understand what happens when students self-assess and to design and implement better interventions. By combining such data, we were able to explore the differences between secondary and higher education students, the effects of external feedback on self-assessment, and to propose a model of ideal self-assessment (SEFEMO). Using think-aloud protocols, direct observation and self-reported data, we identified six main actions (read, recall, compare, rate, assess, and redo) and four self-assessment profiles. In general, secondary and higher education students showed the same actions and very similar profiles. External feedback had a negative effect on the self-assessment actions except for the less advanced self-assessors. Based on data from more than 500 self-assessment performances, we propose a model of self-feedback.Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), PID2019-108982GB-I00.Depto. de Investigación y Psicología en EducaciónFac. de EducaciónTRUEpu
What defines 'cure' after liver resection for colorectal metastases? Results after 10 years of follow-up
No full textBackground: During the last two decades, resection of colorectal liver metastases (CLM) in selected patients has become the standard of care, with 5-year survival rates of 25-58%. Although a substantial number of actual 5-year survivors are reported after resection, 5-year survival rates may be inadequate to evaluate surgical outcomes because a significant number of patients experience a recurrence at some point.Objectives: This study aimed to analyse longterm results and prognostic factors in liver resection for CLM in patients with complete 10-year follow-up data.Methods: A total of 369 patients who underwent liver resection for CLM between 1985 and 1998 were identified from a bi-institutional database. Postoperative deaths and patients with extrahepatic disease were excluded. Clinicopathological prognostic factors were analysed using univariate and multivariate analyses.Results: The sample included 309 consecutive patients with complete 10-year follow-up data. Five-and 10-year overall survival rates were 32% and 23%, respectively. Overall, 93% of recurrences occurred within the first 5 years of follow-up, but 11% of patients who were disease-free at 5 years developed later recurrence. Multivariate analysis demonstrated four independent negative prognostic factors for survival: more than three metastases; a positive surgical margin; tumour size >5 cm, and a clinical risk score >2.Conclusions: Five-year survival rates are not adequate to evaluate surgical outcomes of patients with CLM. Approximately one-third of actual 5-year survivors suffer cancer-related death, whereas patients who survive 10 years appear to be cured of disease.</p
Preoperative Risk Factors for Reintervention after Aortic Repair for a Type A Aortic Dissection
No full text- …
