2,068 research outputs found
Executive summary of the guidelines on the diagnosis and treatment of acute heart failure: the Task Force on Acute Heart Failure of the European Society of Cardiology
No full textWe found 1 article:
Eur Heart J. 2005 Feb;26(4):384-416. Epub 2005 Jan 28.
Executive summary of the guidelines on the diagnosis and treatment of acute heart failure: the Task Force on Acute Heart Failure of the European Society of Cardiology.
Nieminen MS, Böhm M, Cowie MR, Drexler H, Filippatos GS, Jondeau G, Hasin Y, Lopez-Sendon J, Mebazaa A, Metra M, Rhodes A, Swedberg K, Priori SG, Garcia MA, Blanc JJ, Budaj A, Cowie MR, Dean V, Deckers J, Burgos EF, Lekakis J, Lindahl B, Mazzotta G, Morais J, Oto A, Smiseth OA, Garcia MA, Dickstein K, Albuquerque A, Conthe P, Crespo-Leiro M, Ferrari R, Follath F, Gavazzi A, Janssens U, Komajda M, Morais J, Moreno R, Singer M, Singh S, Tendera M, Thygesen K; ESC Committe for Practice Guideline (CPG).
Division of Cardiology, Helsinki University Central Hospital, Haartmaninkatu 4, 00290 Helsinki, Finland. [email protected]
PMID: 15681577 [PubMed - indexed for MEDLINE]Free Articl
Methylene-bridged heterobinuclear complexes of iridium and ruthenium: Models for bimetallic Fischer-Tropsch catalysts
No full textThe heterobinuclear complexes [IrRu(CO)(3)(mu -H)(dppm)(2)] (1) and [IrRuH(CO)(3)(mu -CO)(dppm)(2)] (2) are prepared from the reactions of [PPN][HRu(CO)(4)] with [IrCl(dppm)(2)] and [Ir(CO)(dppm)(2)][Cl], respectively (PPN = (Ph3P)(2)N; dppm = Ph2PCH2PPh2). Protonation of both monohydride species yields the dihydride [IrRu(CO)(3)(mu -H)(2)(dppm)(2)][BF4] (3), which under an atmosphere of carbon monoxide gives [IrRu(CO)(4)(dppm)(2)][BF4] (4). The methylene-bridged complex [IrRu(CO)(3)(mu -CH2)(mu -CO)(dppm)(2)][BF4] (5) is obtained by the reaction of compound 4 with diazomethane at ambient temperature. Although 5 does not react further with diazomethane under these conditions, carbonyl abstraction using trimethylamine oxide in the presence of CH2N2 yields the methylene-bridged ethylene adduct [IrRu(C2H4)(CO)(3)(mu -CH2)(dppm)(2)][BF4] (6). Labeling studies indicate that the majority of the C-13-labeled methylene group of 5 remains in the bridging site, with approximately 10% of the label incorporated into the ethylene formed. Compound 6 can also be prepared from 5 and ethylene in the presence of Me3NO. The compounds [IrRuL(CO)(3)(mu -CH2)(dppm)(2)] [BF4] (L = NCMe, PMe3, CH2CHCN) can also be prepared from 5 in the presence of Me3NO or by ethylene displacement from 6. Although the PMe3 adduct has this group bound to Ir, as for the ethylene ligand in 6, the acrylonitrile and acetonitrile groups are bound to Ru. Furthermore, the acrylonitrile ligand is N-bound through the cyano group, analogous to the acetonitrile ligand. The structures of [IrRuH(CO)(3)(mu -CO)(dppm)(2)] (2), [IrRu(CO)(3)(mu -CH2)(mu -CO)(dppm)(2)][BF4] (5), and [IrRu(PMe3)(CO)(3)(mu -CH2)(dppm)(2)][BF4] (7) have been determined by X-ray methods. Compounds 2 and 7 have comparable edge-shared bioctahedral structures in which the geometries at the different metals in each structure are similar. The bridging carbonyl in 2 is replaced by a methylene group in 7, and the Ir-bound hydride is replaced by PMe3. Compound 5 has bridging CO and CH2 groups on opposite faces of the IrRuP4 framework with two terminal carbonyls on Ru and one on Ir
Initial teacher education and the New Zealand curriculum.
No full textNew Zealand teacher educators are faced with the challenge of how to prepare their student teachers to become beginning teachers who are able to base their teaching upon the national curriculum. To meet this challenge, designers of initial teacher education (ITE) programmes need to consider the interface between ITE curriculum and the legislated curriculum for schools. This paper looks at some of the historical influences upon the curriculum in both initial teacher education and schools by examining wider contextual influences. We point out that in ITE there has been an ongoing search for the most appropriate knowledge base for teaching, a search that is made problematic due to differing views of knowledge, teaching and learning We argue that in spite of these differences, there is benefit in an ITE curriculum that has a close relationship with the school curriculum in terms of what is learned and the teaching and learning approaches. New Zealand has a revised national curriculum for schools (Ministry of Education, 2007) that schools are expected to implement from 2010. In preparing student teachers to become beginning teachers, ITE providers are in a phase of designing learning experiences that link ITE curriculum and school curriculum. This process is problematic, for there are various internal and external pressures that lead to a crowded ITE curriculum and challenge ITE autonomy and innovation in curriculum decision-making
How can we prevent and reduce bullying amongst university students?
No full textWhile it has long been recognized that bullying occurs at school and in the workplace, recent research confirms that bullying also takes place among university students, including undergraduates, post-graduates and doctoral research students. In the UK, the National Union of Students (NUS) alerted staff and students to the issue in a series of reports but it is not confined to the UK. Authors in the book edited by Cowie and Myers (2016a, 2016b) present cross-national findings on the theme of bullying among university students (Pörhöla et al., 2016). In this article we discuss the urgent need for interventions to prevent and reduce bullying in this context. We also indicate the areas where little or no intervention is taking place, notably in the field of university policy
Physical ageing of poly(methyl methacrylate):2. Effects of non-linearity
No full textEnthalpic ageing data for poly(methyl methacrylate) are reanalysed in terms of a modified version of the Cowie-Ferguson model which takes account of a time-dependent characteristic time, tc. In terms of describing the time evolution of enthalpy changes occurring upon ageing, no significant improvement in the fits to the data were found when compared with the original linear model. © 1995.</p
Connecting teachers and students with science and scientists: The science learning hub
No full textNational and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today’s students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and Science funded initiative, managed through The University of Waikato, that aims to make New Zealand science research more accessible to New Zealand teachers and students. The New Zealand Science Learning Hub [SLH] illustrates how effective collaboration between research organisations, industries, science educators and teachers has enabled the development of a resource which is dynamic, up-to-date and relevant and that can be used to inform the teaching of science in New Zealand schools. The Science Learning Hub provides teachers with information about current research, which is related to concepts currently taught in year 5-10 classes (8-14 year olds). The site has content arranged in contexts for example, Icy ecosystems, Hidden taonga, Nanoscience, You me and UV, Future fuels, and The see through body. Each context includes text and images describing NZ research, video material such as interviews with scientists and sequences depicting scientists at work, teaching and learning materials, and links to science education literature. A feature is a “connections tool” which allows teachers and students to trace their journey through each context. Initial research indicates that teachers appreciate that this range of information is accessible in one place and has been quality assured. Students are keen to engage with an actively explore the range of media within the SLH contexts
Exploring the methods of autophotography and photointerviews: children taking pictures of science and technology.
No full textIn this paper we discuss the methods of auto-photography and photo-interviews. The benefits and disadvantages of using these methods with young children are examined in relation to a photographic study we conducted in a rural two-teacher primary school (years 1-8) to explore children's perceptions of science and technology (Moreland & Cowie, 2004). Combined, the photographs and the photo-interviews provided a unique insight into children's thinking about science and technology. They proved useful for accessing different viewpoints, as children took photographs at school, at home and in their communities. As methods, auto-photography and photo-interviews newly exposed the issues and challenges inherent in qualitative research, especially the need for the research process and the researcher to be open to the unexpected and surprising
Bullying and homophobia in UK schools: A perspective on factors affecting resilience and recovery
No full textThis article reports the results of a three-year study focusing on the experiences of a sample of lesbian, gay, and bisexual (LGB) people in the United Kingdom who were victimized by their peers at school. Data collected from 190 LGBs suggested that experiences of victimization at school were both long-term and systematic, and were perpetrated by groups rather than by individuals. Subsequently, data collected from a sub-sample of 119 participants indicated that over 50 percent had contemplated self-harm of suicide at the time they were being harassed, and that 40 percent had engaged in such behavior at least once. As adults, participants were found to exhibit symptoms associated with negative affect when contrasted with heterosexual and non-victimized LGB peers. Seventeen percent exhibited symptoms associated with PTSD. However, the results also demonstrated that the majority of participants did not differ significantly from comparison groups in terms of self-esteem, and they had a positive attitude towards their sexual orientation. These findings are discussed with reference to the current literature about the development of resilience following exposure to violence and trauma
Lyman break galaxies and the star formation rate of the Universe at z ~ 6
No full textWe determine the space density of UV-luminous starburst galaxies at z≈ 6 using deep HST ACS SDSS-i′ (F775W) and SDSS-z′ (F850LP) and VLT ISAAC J and Ks band imaging of the Chandra Deep Field South. We find eight galaxies and one star with (i′−z′) > 1.5 to a depth of z′AB= 25.6 (an 8σ detection in each of the 3 available ACS epochs). This corresponds to an unobscured star formation rate of ≈15 h−270 M⊙ yr−1 at z= 5.9, equivalent to L* for the Lyman-break population at z= 3–4 (ΩΛ= 0.7, ΩM= 0.3). We are sensitive to star-forming galaxies at 5.6 ≲z≲ 7.0 with an effective comoving volume of ≈1.8 × 105h−370 Mpc3 after accounting for incompleteness at the higher redshifts due to luminosity bias. This volume should encompass the primeval subgalactic-scale fragments of the progenitors of about a thousand L* galaxies at the current epoch. We determine a volume-averaged global star formation rate of (6.7 ± 2.7) × 10−4h70 M⊙ yr−1 Mpc−3 at z∼ 6 from rest-frame UV selected starbursts at the bright end of the luminosity function: this is a lower limit because of dust obscuration and galaxies below our sensitivity limit. This measurement shows that at z∼ 6 the star formation density at the bright end is a factor of ∼6 times less than that determined by Steidel et al. for a comparable sample of UV-selected galaxies at z= 3–4, and so extends our knowledge of the star formation history of the Universe to earlier times than previous work and into the epoch where reionization may have occurred
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