Betrachtungen Über die Organisation des Eies und ihre Genese

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A novel histopathological scoring system to distinguish urticarial vasculitis from chronic spontaneous urticaria

Background: Urticarial vasculitis (UV) is defined by long-lasting urticarial lesions combined with the histopathologic findings of leukocytoclastic vasculitis. As one of the major unmet needs in UV, diagnostic criteria are rather vague and not standardized. Moreover, there seems to be considerable overlap with chronic spontaneous urticaria (CSU), particularly for the normocomplementemic variant of UV. Therefore, this study aimed to develop a diagnostic scoring system that improves the histopathologic discrimination between UV and CSU. Methods: Lesional skin sections of patients with clinical and histopathologic diagnosis of UV (n = 46) and CSU (n = 51) were analyzed (blinded to the diagnosis) for the following pre-defined criteria: presence of leukocytoclasia, erythrocyte extravasation, fibrin deposits, endothelial cell swelling, ectatic vessels, blurred vessel borders, dermal edema, intravascular neutrophil, and eosinophil numbers and numbers of dermal neutrophils, macrophages and mast cells. Results: The greatest differences between UV and CSU samples were observed for leukocytoclasia (present in 76% of UV vs. 3.9% of CSU samples; p < 0.0001), erythrocyte extravasation (present in 41.3% of UV vs. 2.0% of CSU samples; p < 0.0001), and fibrin deposits (present in 27.9% of UV vessels vs. 9.7% of CSU vessels; p < 0.0001). Based on these findings, we developed a diagnostic score, the urticarial vasculitis score (UVS), which correctly assigned 37 of 46 cases of UV and 49 of 51 cases of CSU to the previously established diagnosis. Conclusion: Our results suggest that the UVS, a combined quantitative assessment of the three criteria leukocytoclasia, fibrin deposits and extravasated erythrocytes, distinguishes UV from CSU in skin histopathology. The UVS, if validated in larger patient samples, may help to improve the diagnostic approach to UV

Whole-Day Schools - Management and Education

Ganztagsschulen haben durch ihr Mehr an Zeit einen größeren Spielraum, die Schulgestaltung an den Bedürfnissen der Beteiligten zu orientieren. In einer Auseinandersetzung mit anderen Perspektiven kann es gelingen, die Ausrichtung der eigenen Schule zu diskutieren, zu festigen und zu schärfen. Pädagogische Fortbildungsveranstaltungen bieten dazu eine Möglichkeit. Der zweite bayerische Ganztagsschulkongress Ganztagsschule gestalten – ganztags Unterricht organisieren am 3. und 4. März 2010 in Forchheim bot den Teilnehmerinnen und Teilnehmern anhand vielfältiger Vorträge und Workshops ein Forum zur Diskussion mit Perspektiven aus Wissenschaft, Schulpraxis und Bildungspolitik. Die Dokumentation der Veranstaltung liegt hiermit vor.All-day schools stand out against other types of schools due to the extended availability of time and therewith a wider range of possibilities to adjust the orientation of the school to the needs of the persons involved. Schools can evolve and strengthen their orientation by a discursive examination and discussion of different approaches. A good opportunity for advancing this discussion are events in pedagogical further education. During the second Bavarian all-day school congress "Modelling All-Day School - Organizing All-Day Tuition", held on the 3rd and 4th of March 2010 in Forchheim/Germany, participants had the opportunity to attend numerous workshops and presentations as well as a panel discussion featuring experts from the fields of educational science, educational policy and teaching. The documentation of the congress is now available

El hombre y el Universo

Prólogo fechado en 192

La teoría de la relatividad y la filosofía

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