Извлечение ионов фтора из водных сред при использовании минералов

В рамках данного исследования рассматриваются различные образцы минеральных пород (бентонит, диатомит, пирит и другие) на определение их удельной поверхности и удельного объёма пор и возможности извлечения ими из воды ионов фтора. Определены наиболее эффективные образцы минералов.In this work, various samples of mineral rocks (bentonite, diatomite, pyrite and more) were studied to determine their specific surface area, specific pore volume and the possibility of extracting fluoride ions from water. The most effective samples of minerals were determined

The severely impaired do profit most: short-term and long-term predictors of therapeutic change for a parent management training under routine care conditions for children with externalizing problem behavior

Short-term and long-term predictors of therapeutic change due to parent management training were investigated. Therapeutic change was defined as the change in outcome measures [externalizing problem behavior and parenting self-efficacy (PSE)] from before treatment to afterward. Three different types of predictors were analyzed: child variables (gender, age, and initial externalizing and internalizing behavior), parent variables (age, initial PSE and parental psychopathology) and socioeconomic status and other sociodemographic characteristics of the family (parental school education, employment, family status, language). The parent management training was part of the Prevention Program for Externalizing Problem Behavior, which was evaluated as an effectiveness trial under routine care conditions using a within-subject control group design. Between 78 and 270 families were included in the analysis, which investigated therapeutic change over two time intervals: (1) immediate change from the pre-treatment to the post-treatment assessments, and (2) long-term-change from pre-treatment to 1-year follow-up. Throughout several analyses, the only predictor of therapeutic change that was consistently significant over the two time periods for the externalizing problem behavior of the child was the initial externalizing problem behavior. More impaired children improved more. Similarly, the only predictor of therapeutic change for the two time periods in PSE was the initial level of PSE. Parents with less PSE gained more during the course of the training

Mental health problems of children and adolescents at special schools for emotional and behavioral disorders

Bisher liegen für Deutschland kaum belastbare Daten zur Verbreitung psychischer Auffälligkeiten und zur Inanspruchnahme von Versorgungsleistungen von Schüler*innen an Förderschulen mit dem Förderschwerpunkt emotionale-soziale Entwicklung (FSP EsE) vor. Die vorliegende Studie geht daher der Fragestellung nach, wie häufig die unterschiedlichen Formen psychischer Auffälligkeiten an Förderschulen mit dem FSP EsE vorkommen und wie sich die Versorgungssituation betroffener Schüler*innen darstellt. Hierzu schätzten Lehrkräfte an sieben Förderschulen mit dem FSP EsE das Verhalten ihrer 6 – 18 Jahre alten Schüler*innen (N = 745) mit Hilfe des Fragebogens DISYPS-III (Döpfner & Görtz-Dorten, 2017) ein. 60,5% der Schüler*innen wurden als auffällig bzw. sehr auffällig im Bereich Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörung (ADHS) beschrieben. Auffälligkeiten im Bereich oppositioneller Störungen (OPP) lagen aus Sicht der Lehrkräfte bei 42% aller Schüler*innen, im Bereich der Störung des Sozialverhaltens (SSV) bei 25,9%, der Angststörung bei 6,5% und der Depression bei 15,0% vor. Bei einem beträchtlichen Anteil der Schüler*innen wurden Auffälligkeiten in mehreren Bereichen gesehen, z. B. wiesen 47,1% derjenigen, die als auffällig im Bereich ADHS eingeschätzt wurden, auch Auffälligkeiten in Bezug auf OPP/ SSV auf. Bei 20,7% traten Symptome der SSV gemeinsam mit depressiven Problemen auf. Demgegenüber steht eine sehr viel geringere Anzahl an Schüler*innen, die außerschulische Unterstützungsleistungen wie Psychotherapie, Jugendhilfe etc. erhalten. (DIPF/Orig.)So far, there are no reliable data on the prevalence of mental health problems and the use of care services of students at special schools for emotional and behavioral disorders (EBD). Therefore, the current study investigates how often the different forms of mental disorders can be found at special schools for EBD and how the care situation of affected students can be described. As part of the PEARL research project, seven special schools for students with EBD (N = 745) were surveyed for mental health problems and the use of care services. Using the DISYPS-III questionnaire (Döpfner & Görtz-Dorten, 2017), teachers rated 60.5% of their 6 – 18 years old students to have severe problems in the area of ADHD. Symptoms of oppositional disorders (OPP) were present in 42% of all students, in the area of conduct disorder (CD) in 25.9%, anxiety disorder in 6.5%, and depression in 15.0%. A significant proportion of students were seen to have severe problems in multiple domains, e.g., 47.1% of those assessed as having symptoms of ADHD also had symptoms related to OPP/ SSV. In 20.7%, symptoms of SSV co-occurred with depressive problems. In contrast, there is a much smaller number of students who receive support services outside of school, such as psychotherapy, youth services, etc. (DIPF/Orig.

Effect of angiotensin-converting enzyme inhibitor and angiotensin receptor blocker initiation on organ support-free days in patients hospitalized with COVID-19

IMPORTANCE Overactivation of the renin-angiotensin system (RAS) may contribute to poor clinical outcomes in patients with COVID-19. Objective To determine whether angiotensin-converting enzyme (ACE) inhibitor or angiotensin receptor blocker (ARB) initiation improves outcomes in patients hospitalized for COVID-19. DESIGN, SETTING, AND PARTICIPANTS In an ongoing, adaptive platform randomized clinical trial, 721 critically ill and 58 non–critically ill hospitalized adults were randomized to receive an RAS inhibitor or control between March 16, 2021, and February 25, 2022, at 69 sites in 7 countries (final follow-up on June 1, 2022). INTERVENTIONS Patients were randomized to receive open-label initiation of an ACE inhibitor (n = 257), ARB (n = 248), ARB in combination with DMX-200 (a chemokine receptor-2 inhibitor; n = 10), or no RAS inhibitor (control; n = 264) for up to 10 days. MAIN OUTCOMES AND MEASURES The primary outcome was organ support–free days, a composite of hospital survival and days alive without cardiovascular or respiratory organ support through 21 days. The primary analysis was a bayesian cumulative logistic model. Odds ratios (ORs) greater than 1 represent improved outcomes. RESULTS On February 25, 2022, enrollment was discontinued due to safety concerns. Among 679 critically ill patients with available primary outcome data, the median age was 56 years and 239 participants (35.2%) were women. Median (IQR) organ support–free days among critically ill patients was 10 (–1 to 16) in the ACE inhibitor group (n = 231), 8 (–1 to 17) in the ARB group (n = 217), and 12 (0 to 17) in the control group (n = 231) (median adjusted odds ratios of 0.77 [95% bayesian credible interval, 0.58-1.06] for improvement for ACE inhibitor and 0.76 [95% credible interval, 0.56-1.05] for ARB compared with control). The posterior probabilities that ACE inhibitors and ARBs worsened organ support–free days compared with control were 94.9% and 95.4%, respectively. Hospital survival occurred in 166 of 231 critically ill participants (71.9%) in the ACE inhibitor group, 152 of 217 (70.0%) in the ARB group, and 182 of 231 (78.8%) in the control group (posterior probabilities that ACE inhibitor and ARB worsened hospital survival compared with control were 95.3% and 98.1%, respectively). CONCLUSIONS AND RELEVANCE In this trial, among critically ill adults with COVID-19, initiation of an ACE inhibitor or ARB did not improve, and likely worsened, clinical outcomes. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT0273570

Aufmerksamkeitsnetzwerke bei Kindern mit und ohne Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHD)

Attention deficits are one of the core symptoms of children suffering from attention-deficit/ hyperactivity disorder (ADHD). It remains unclear however whether the severity of these attention deficits is age- dependent and which specific attention aspects are impaired. Our studies are based on an attention model that proposes three anatomically distinct independent attention networks that are used in dependence of the specific task requirements. The anterior attention network functions as a control or executive system, while the posterior attention system is responsible for the allocation of attention in space and for attention selectivity. The third attention network resembles attention intensity and is responsible for maintaining an alert state over time and is anatomically less distinct than the other two systems. The following studies aim at first describing the specific neurocognitive deficit of children with ADHD and secondly relating these deficits to neuroanatomic correlates. Further, we were interested in examining age-related differences in the attention deficit of pre- and grade-schoolers with ADHD. Neuropsychological test-batteries, a paradigm based on the above mentioned attention model and oculomotor tasks were used. In order to be able to relate the findings in ADHD patients to normal development of the attention aspects healthy control subjects were also studied. Results in the control children suggested, that all three attention networks continue to develop during grade- school years. The executive attention system seems to be the last to function on an adult-like level. Comparing healthy and ADHD children the patient group was impaired with respect to attention intensity, and here specifically in maintaining an alert state over time, and in executive attention. The most pronounced deficits were found in the ADHD group when an already initiated response was to be stopped or a common response set had to be varied. Allocation of attention in space was impaired in ADHD children only if the attention focus had to be disengaged from an irrelevant stimulus. We conclude that ADHD preschoolers suffer from quite similar but not exactly the same attention deficits than grade-school patients. Our results further imply that the most pronounced deficits can be found in the anterior executive attention network. The vigilance network seems to be impaired as well in children with ADHD

Aufmerksamkeitsnetzwerke bei Kindern mit und ohne Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHD)

Attention deficits are one of the core symptoms of children suffering from attention-deficit/ hyperactivity disorder (ADHD). It remains unclear however whether the severity of these attention deficits is age- dependent and which specific attention aspects are impaired. Our studies are based on an attention model that proposes three anatomically distinct independent attention networks that are used in dependence of the specific task requirements. The anterior attention network functions as a control or executive system, while the posterior attention system is responsible for the allocation of attention in space and for attention selectivity. The third attention network resembles attention intensity and is responsible for maintaining an alert state over time and is anatomically less distinct than the other two systems. The following studies aim at first describing the specific neurocognitive deficit of children with ADHD and secondly relating these deficits to neuroanatomic correlates. Further, we were interested in examining age-related differences in the attention deficit of pre- and grade-schoolers with ADHD. Neuropsychological test-batteries, a paradigm based on the above mentioned attention model and oculomotor tasks were used. In order to be able to relate the findings in ADHD patients to normal development of the attention aspects healthy control subjects were also studied. Results in the control children suggested, that all three attention networks continue to develop during grade- school years. The executive attention system seems to be the last to function on an adult-like level. Comparing healthy and ADHD children the patient group was impaired with respect to attention intensity, and here specifically in maintaining an alert state over time, and in executive attention. The most pronounced deficits were found in the ADHD group when an already initiated response was to be stopped or a common response set had to be varied. Allocation of attention in space was impaired in ADHD children only if the attention focus had to be disengaged from an irrelevant stimulus. We conclude that ADHD preschoolers suffer from quite similar but not exactly the same attention deficits than grade-school patients. Our results further imply that the most pronounced deficits can be found in the anterior executive attention network. The vigilance network seems to be impaired as well in children with ADHD