174 research outputs found
From cohort study to the âreal lifeâ in patientâs follow-up and personalized medicine using NMR- based clinical metabolomics; results, issues, problems and prospects: the case of neovascular Age-related Macular Degeneration (nAMD)
Ătude de trois facteurs clĂ©s pour comprendre la persĂ©vĂ©rance Ă lâuniversitĂ©
La premiĂšre annĂ©e Ă lâuniversitĂ© est marquĂ©e par un taux de rĂ©ussite et de persĂ©vĂ©rance assez faible. Pour expliquer ce phĂ©nomĂšne, on a dâabord pris en compte les caractĂ©ristiques sociodĂ©mographiques et le passĂ© scolaire des Ă©tudiants. Mais, depuis une trentaine dâannĂ©es, dâautres dimensions ont Ă©tĂ© Ă©tudiĂ©es en se basant sur des courants thĂ©oriques distincts. Dâune part, les modĂšles Ă©ducationnels (Tinto, 1975, 1997 ; Bean, 1980) soulignent Ă la fois lâimportance des expĂ©riences sociales et acadĂ©miques vĂ©cues lors de la transition Ă lâuniversitĂ© et lâimportance de lâajustement entre les caractĂ©ristiques individuelles et institutionnelles ; dâautre part, les modĂšles motivationnels (Wigfield & Eccles, 2000 ; Eccles & Wigfield, 2002 ; Kahn & Nauta, 2001) se focalisent sur les attributs personnels des Ă©tudiants (par exemple le sentiment de compĂ©tence, les reprĂ©sentations des buts, etc.). En validant le modĂšle de Tinto dans le contexte Ă©ducationnel belge et en analysant le rĂŽle complĂ©mentaire du sentiment dâefficacitĂ© personnelle, nous tentons ici de mettre en Ă©vidence lâapport de ces diffĂ©rents courants thĂ©oriques dans la comprĂ©hension des facteurs de persĂ©vĂ©rance. Cette contribution sâintĂ©resse particuliĂšrement Ă lâintention de persĂ©vĂ©rance, mesurĂ©e dĂšs les premiĂšres semaines passĂ©es Ă lâuniversitĂ©, car elle constitue lâun des facteurs majeurs dans la persĂ©vĂ©rance effective et est positivement associĂ©e Ă la rĂ©ussite finale. Nos rĂ©sultats dĂ©montrent que la persĂ©vĂ©rance et la rĂ©ussite, loin dâĂȘtre dĂ©terminĂ©es exclusivement par le bagage dâentrĂ©e de lâĂ©tudiant, sont significativement influencĂ©es par des variables individuelles et des variables contextuelles, ainsi que par lâinteraction entre les deux. Cet article met ainsi en lumiĂšre lâimportance du contexte Ă©ducatif et le rĂŽle que peuvent jouer les acteurs du terrain. Ces derniers peuvent soutenir la persĂ©vĂ©rance et la rĂ©ussite des Ă©tudiants, non seulement par la mise en Ćuvre de dispositifs pĂ©dagogiques adaptĂ©s (misant sur les relations entre pairs, lâapprentissage coopĂ©ratif, lâutilitĂ© et lâintĂ©rĂȘt des activitĂ©s), mais aussi par leurs interventions auprĂšs des Ă©tudiants pour soutenir leur sentiment dâefficacitĂ© personnelle et la construction de leur projet de formation.During the first year at university, a remarkably small number of students stay in school and succeed. To explain that phenomenon, we first take into account the studentsâ socio-demographic characteristics and school backgrounds. For thirty years, other elements have also been studied based on different theoretical trends. On the one hand educational models (Tinto, 1975, 1997; Bean, 1980) underline both the importance of social and school experiences the students have when entering university right after high school and their adaptation to new individual and institutional features. On the other hand motivation models (Wigfield & Eccles, 2000; Eccles & Wigfield, 2002; Kahn & Nauta, 2001) focus upon the studentsâ personal features (for instance feeling competent, recognizing goals, etc.). Validating the model of Tinto in the Belgian educational environment and analyzing the complementary role of the feeling of personal efficiency, we try here to clearly show what those different theoretical trends bring to understanding what makes the students continue their studies. This paper focuses in particular on the intention to continue, measured from the very first weeks at university because it is one of the main elements for real perseverance and success and is positively linked to final success. Our results show that perseverance and success, far from being determined solely by the studentsâ school backgrounds, are significantly influenced by personal and contextual factors as well as the interactions between those factors. This article thus brings out the importance of the educational context and the part that different protagonists can play in practice for each student individually (helping them feel competent, see the importance of the courses or find goals for their studies) as well in the setting-up of devices to help them continue their studies and succeed (promoting relationships with peers, highlighting team work).El primer curso de una carrera universitaria se ve marcado por una tasa de estudiantes que fracasan muy importante asĂ como un abandono muy elevado. Para explicar este fenĂłmeno se estudiaron primero las caracterĂsticas sociodemogrĂĄficas y el pasado escolar de los estudiantes pero desde hace mĂĄs o menos treinta años, se estudiaron otras dimensiones, que se basan en corrientes teĂłricas distintas. Por una parte, los modelos educacionales (Tinto, 1975, 1997 ; Bean, 1980) subrayan a la vez la importancia de las experiencias sociales y acadĂ©micas vividas durante el periodo de transiciĂłn que supone la entrada en la facultad y la importancia del ajuste entre las caracterĂsticas individuales e institucionales ; por otra parte, los modelos motivacionales (Wigfield & Eccles, 2000 ; Eccles & Wigfield, 2002 ; Kahn & Nauta, 2001) se focalizan sobre los atributos personales de los estudiantes (por ejemplo el sentimiento de competencia, las representaciones de las metas, etc.) Validando el modelo de Tinto en el contexto educacional belga y analizando el papel complementario del sentimiento de eficacia personal, intentamos aquĂ evidenciar el aporte de aquellas diferentes corrientes teĂłricas en la comprensiĂłn de los factores de perseverancia. Este estudio se enfoca particularmente en el deseo de perseverancia que se analiza a partir de las primeras semanas de presencia en la universidad, porque constituye uno de los factores mayores en la perseverancia efectiva y es positivamente asociada al Ă©xito final. Nuestros resultados demuestran que la perseverancia y el Ă©xito distan mucho de ser exclusivamente determinados por los conocimientos del estudiante al ingresar en la facultad y son muy influenciados por variables individuales y contextuales asĂ como por la interacciĂłn entre ambos. Este artĂculo pone de relieve y a plena luz la importancia del contexto educativo y el papel que pueden desempeñar los actores sobre el terreno, tanto para cada estudiante (fomentar el sentimiento de competencia, la percepciĂłn de la importancia de las clases o ayudar a los estudiantes para que ideen y elaboren metas de formaciĂłn, etc.), como los medios y dispositivos (favorecer las relaciones entre los pares, hacer hincapiĂ© en el aprendizaje cooperativo) para sostener la perseverancia y el Ă©xito de los estudiantes.Das erste Jahr an der französischen UniversitĂ€t wird von einer ziemlich schwachen Ausdauer- und Erfolgsrate gekennzeichnet. Um dieses PhĂ€nomen zu erklĂ€ren, hat man zunĂ€chst die soziodemographischen Merkmale und die schulische Laufbahn der Studenten berĂŒcksichtigt. Doch seit etwa 30 Jahren wurden neue Dimensionen erforscht, die auf verschiedenen theoretischen Grundlagen beruhen. Auf der einen Seite unterstreichen die erzieherischen Modelle (Tinto, 1975, 1997; Bean, 1980) sowohl die Bedeutung der sozialen und akademischen Erlebnisse bei der Umstellung auf die UniversitĂ€t als auch die Bedeutung der Anpassung an den individuellen und institutionellen Charakteristika. Auf der anderen Seite fokussieren sich die Motivationsmodelle (Wigfield & Eccles, 2000; Eccles & Wigfield, 2002; Kahn & Nauta, 2001) auf die persönlichen Attribute der Studenten (z.B. das GefĂŒhl der Kompetenz, die Vorstellung der Ziele, usw.). Mit der Anerkennung des Tintoschen Modells im belgischen Erziehungskontext und mit der Analyse der zusĂ€tzlichen Rolle des GefĂŒhls der persönlichen Effizienz versuchen wir, den Beitrag dieser verschiedenen theoretischen Strömungen im Verstehen der Ausdauerfaktoren zu unterstreichen. Dieser Beitrag befasst sich besonders mit der Ausdauerabsicht, die gleich in den ersten Wochen an der UniversitĂ€t gemessen wird, denn sie stellt einer der wichtigsten Faktoren bei der tatsĂ€chlichen Ausdauer dar und steht in positivem Zusammenhang mit dem Enderfolg. Unsere Ergebnisse zeigen, dass Ausdauer und Erfolg nicht ausschlieĂlich durch die Anfangskenntnisse der Studenten bestimmt sind, sondern dass sie von individuellen und kontextuellen Variablen und von dem Zusammenwirken zwischen beiden erheblich beeinflusst werden. Dieser Artikel hebt somit die Bedeutung des erzieherischen Kontexts hervor und betont die Rolle, die die Lehrenden spielen können sowohl fĂŒr jeden Studenten (das KompetenzgefĂŒhl fördern, die Bedeutung der Vorlesungen wahrnehmen oder den Studenten dabei helfen, die Ziele ihrer Ausbildung zu formulieren) als auch in der Umsetzung von Vorrichtungen, um Ausdauer und Erfolg bei den Studenten zu unterstĂŒtzen (die Beziehungen zwischen Studenten fördern, den Schwerpunkt auf kooperatives Lernen setzen)
Medida de la independencia funcional con escala FIM en los pacientes con evento cerebro vascular del Hospital Central Militar de BogotĂĄ en el periodo octubre 2010 - mayo 2011
El evento cerebro vascular es la enfermedad neurolĂłgica mĂĄs prevalente en el adulto. Causa un gran Ăndice de discapacidad en nuestro medio. Se clasifica en isquĂ©mico, embolico o hemorrĂĄgico de acuerdo con su origen. Con la mediciĂłn del nivel de discapacidad se puede determinar el impacto que tiene el evento cerebro vascular en nuestros pacientes y de acuerdo a esto se fijan las metas en rehabilitaciĂłn, individualizando las prioridades que se requieran de acuerdo a los hallazgos en la valoraciĂłn clĂnica
Sanar nuestros vĂnculos para sanar el vĂnculo: del leĂłn al unicornio, pasando por el mono
En los Ășltimos años, el tĂ©rmino âincasableâ, para quien no hay lugar, se utiliza cada vez mĂĄs para describir a niñas, niños y jĂłvenes que agotan las instituciones y son zarandeados de una a otra. A partir de la presentaciĂłn de la trayectoria vital y la hospitalizaciĂłn de una niña de 10 años con apego inseguro, desorganizado y sĂntomas de disociaciĂłn postraumĂĄtica, en el artĂculo se exploran los elementos que sustentaron su atenciĂłn. Entre ellos, se hace especial hincapiĂ© en la importancia de los vĂnculos difractores y las relaciones transferenciales, tanto dentro de la unidad de atenciĂłn como dentro de la instituciĂłn; tambiĂ©n se observan las vinculaciones entre estas y quienes conforman la red de la niña. Se proponen la funciĂłn y el uso de determinados objetos y un modelo de coterapia por parte de un psicĂłlogo y un fisioterapeuta. Por Ășltimo, se presenta el testimonio de la niña recogido en forma de juego de arena y las reflexiones que de Ă©l se desprenden
2021 Taxonomic update of phylum Negarnaviricota (Riboviria: Orthornavirae), including the large orders Bunyavirales and Mononegavirales.
Correction to: 2021 Taxonomic update of phylum Negarnaviricota (Riboviria: Orthornavirae), including the large orders Bunyavirales and Mononegavirales. Archives of Virology (2021) 166:3567â3579. https://doi.org/10.1007/s00705-021-05266-wIn March 2021, following the annual International Committee on Taxonomy of Viruses (ICTV) ratification vote on newly proposed taxa, the phylum Negarnaviricota was amended and emended. The phylum was expanded by four families (Aliusviridae, Crepuscuviridae, Myriaviridae, and Natareviridae), three subfamilies (Alpharhabdovirinae, Betarhabdovirinae, and Gammarhabdovirinae), 42 genera, and 200 species. Thirty-nine species were renamed and/or moved and seven species were abolished. This article presents the updated taxonomy of Negarnaviricota as now accepted by the ICTV.This work was supported in part through Laulima Government Solutions, LLC prime contract with the US National Institute of Allergy and Infectious Diseases (NIAID) under Contract No. HHSN272201800013C. J.H.K. performed this work as an employee of Tunnell Government Services (TGS), a subcontractor of Laulima Government Solutions, LLC under Contract No. HHSN272201800013C. This work was also supported in part with federal funds from the National Cancer Institute (NCI), National Institutes of Health (NIH), under Contract No. 75N91019D00024, Task Order No. 75N91019F00130 to I.C., who was supported by the Clinical Monitoring Research Program Directorate, Frederick National Lab for Cancer Research. This work was also funded in part by Contract No. HSHQDC-15-C-00064 awarded by DHS S&T for the management and operation of The National Biodefense Analysis and Countermeasures Center, a federally funded research and development center operated by the Battelle National Biodefense Institute (V.W.); and NIH contract HHSN272201000040I/HHSN27200004/D04 and grant R24AI120942 (N.V., R.B.T.). S.S. acknowledges partial support from the Special Research Initiative of Mississippi Agricultural and Forestry Experiment Station (MAFES), Mississippi State University, and the National Institute of Food and Agriculture, US Department of Agriculture, Hatch Project 1021494. Part of this work was supported by the Francis Crick Institute which receives its core funding from Cancer Research UK (FC001030), the UK Medical Research Council (FC001030), and the Wellcome Trust (FC001030).S
Taxonomy of the order Mononegavirales: second update 2018.
In October 2018, the order Mononegavirales was amended by the establishment of three new families and three new genera, abolishment of two genera, and creation of 28 novel species. This article presents the updated taxonomy of the order Mononegavirales as now accepted by the International Committee on Taxonomy of Viruses (ICTV)
Taxonomy of the order Mononegavirales: update 2019.
In February 2019, following the annual taxon ratification vote, the order Mononegavirales was amended by the addition of four new subfamilies and 12 new genera and the creation of 28 novel species. This article presents the updated taxonomy of the order Mononegavirales as now accepted by the International Committee on Taxonomy of Viruses (ICTV)
Annual (2023) taxonomic update of RNA-directed RNA polymerase-encoding negative-sense RNA viruses (realm Riboviria: kingdom Orthornavirae: phylum Negarnaviricota)
55 PĂĄg.In April 2023, following the annual International Committee on Taxonomy of Viruses (ICTV) ratification vote on newly proposed taxa, the phylum Negarnaviricota was amended and emended. The phylum was expanded by one new family, 14 new genera, and 140 new species. Two genera and 538 species were renamed. One species was moved, and four were abolished. This article presents the updated taxonomy of Negarnaviricota as now accepted by the ICTV.This work was supported in part through the Laulima Government Solutions, LLC, prime contract with the U.S. National Institute of Allergy and Infec tious Diseases (NIAID) under Contract No. HHSN272201800013C. J.H.K. performed this work as an employee of Tunnell Government Services (TGS), a subcontractor of Laulima Government Solutions, LLC, under Contract No. HHSN272201800013C. U.J.B. was supported by the Division of Intramural Resarch, NIAID. This work was also funded in part by Contract No. HSHQDC15-C-00064 awarded by DHS S and T for the management and operation of The National Biodefense Analysis and Countermeasures Centre, a federally funded research and development centre operated by the Battelle National Biodefense Institute (V.W.); and NIH contract HHSN272201000040I/HHSN27200004/D04 and grant R24AI120942 (N.V., R.B.T.). S.S. acknowl edges support from the Mississippi Agricultural and Forestry Experiment Station (MAFES), USDA-ARS project 58-6066-9-033 and the National Institute of Food and Agriculture, U.S. Department of Agriculture, Hatch Project, under Accession Number 1021494. The funders had no role in the design of the study; in the collection, analysis, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results. The views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily representing the official policies, either expressed or implied, of the U.S. Department of the Army, the U.S. Department of Defence, the U.S. Department of Health and Human Services, including the Centres for Disease Control and Prevention, the U.S. Department of Homeland Security (DHS) Science and Technology Directorate (S and T), or of the institutions and companies affiliated with the authors. In no event shall any of these entities have any responsibility or liability for any use, misuse, inability to use, or reliance upon the information contained herein. The U.S. departments do not endorse any products or commercial services mentioned in this publication. The U.S. Government retains and the publisher, by accepting the article for publication, acknowledges that the U.S.Government retains a non-exclusive, paid up, irrevocable, world-wide license to publish or reproduce the published form of this manuscript, or allow others to do so, for U.S. Government purposes.Peer reviewe
2020 taxonomic update for phylum Negarnaviricota (Riboviria: Orthornavirae), including the large orders Bunyavirales and Mononegavirales.
In March 2020, following the annual International Committee on Taxonomy of Viruses (ICTV) ratification vote on newly proposed taxa, the phylum Negarnaviricota was amended and emended. At the genus rank, 20 new genera were added, two were deleted, one was moved, and three were renamed. At the species rank, 160 species were added, four were deleted, ten were moved and renamed, and 30 species were renamed. This article presents the updated taxonomy of Negarnaviricota as now accepted by the ICTV
A quoi pensent les enfants quand ils écrivent ?: analyse des processus cognitifs et métacognitifs en jeu dans une tùche d'écriture assistée par le logiciel Autoéval
Voir: La Liberté; 5.3.200
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