Pre-treatment pan-immune-inflammation value (PIV) and pile prognostic score in patients treated with immunotherapy

Investigating predictive markers for inflammatory events in cancer, there was a trend observed in the diversity of prognostic scores obtained from blood counts. This study aimed to assess the pan-immune-inflammation value (PIV), encompassing lymphocyte, monocyte, neutrophil and platelet levels along with the PILE score (a composite profile obtained from PIV, Eastern Cooperative Oncology Group Performance Score (ECOG PS) and serum lactate dehydrogenase (LDH)) in patients with diverse tumour types undergoing treatment with immune checkpoint inhibitors (ICIs). A retrospective study was carried out on a cohort of 105 patients with assessed pre-treatment PIV and PILE scores. Only stage III–IV patients were recruited. PIV was determined using absolute values from peripheral blood cell counts (neutrophil x platelet xmonocyte/lymphocytes) integrated at the time of diagnosis. The PILE scoring system further integrated LDH levels ( [Med-Science 2023; 12(4.000): 1237-43

Diffuse erythroderma cutaneous mastocytosis with bone marrow infiltration

We report a case of diffuse crythrodcrmic cutaneous mastocytosis with bone marrow infiltration. An 11-month-old female patient was referred to our hospital for intermittent flushing, fever, intense itching, erythematous rash and bullous lesions. Cutaneous biopsy demonstrated diffuse cutaneous mastocytosis. The bone marrow aspirate revealed mast cell infiltration. Ketotifen treatment was very effective. © 1993 S. Karger AG, Basel

Teacher beliefs and technology integration practices: A critical relationship

Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to revisit the question, "How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?