Nonocular Melanocytic Neoplasia in Cats: Characterization and Proposal of a Histologic Classification Scheme to More Accurately Predict Clinical Outcome

Nonocular melanocytic neoplasia is considered uncommon in cats yet is routinely encountered in diagnostic pathology and recognized to exhibit a wide variation in biological behavior. Accurate prediction of clinical outcomes is challenging with no widely recognized prognostic criteria. Signalment and tumor location were retrospectively evaluated in 324 cats diagnosed with nonocular melanocytic neoplasia. Histologic features were described in 141 neoplasms and outcome data were available in 79 cases. Immunohistochemistry using Melan-A, PNL-2, cyclooxygenase 2 (COX-2), and E-cadherin was performed in a subset (n = 24). Multivariate analysis identified tumor site, mitotic count, and the presence of intratumoral necrosis to be independent predictors of tumor-related death. On the basis of these findings, we propose a novel histologic grading scheme in which nonocular melanocytic neoplasms involving the lips, oral or nasal mucosa, or nasal planum are considered high grade if they fulfill 1 or both of the following criteria: at least 4 mitoses in 10 high-power fields (HPF) or presence of intratumoral necrosis; those arising elsewhere are considered high grade if they fulfill both of the above criteria. Of 79 tumors with outcome data, 43 (54%) were low grade and 36 (46%) were high grade. The grading system had an 80% sensitivity and 92% specificity for predicting tumor-related death in this population of cats. Median survival for cats with low-grade tumors was not reached, and the median survival was 90 days for those with a high-grade tumor. PNL-2 and Melan-A were sensitive markers for feline nonocular melanocytic neoplasia, and although not significantly associated with prognosis, a large proportion expressed COX-2, suggesting a potential therapeutic role for COX-2 inhibitors

Diagnosis of anaplastic large-cell lymphoma in a dog using CD30 immunohistochemistry

Anaplastic large-cell lymphoma or null-cell lymphoma is a clinical entity reported in people, classified according to the unique appearance of large pleomorphic cells that express CD30. Null-cell lymphoma has also been described in dogs when neither CD3 nor CD79α is expressed by the tumor. We describe a case of lymphoma in the dog in which neoplastic cells did not express routine B- or T-lymphocyte markers on flow cytometry or immunohistochemistry; however, cells immunohistochemically labeled for CD30. The dog in our case died 5 mo after initial presentation, confirming a poor prognosis. Identification of further similar cases in dogs would provide additional prognostic information for this subset of lymphomas. CD30 may also serve as a potential therapeutic target in anaplastic large-cell lymphomas

Entrepreneurial learning from failure

In this paper, the literature of entrepreneurial learning is examined, with particular focus on critical events, namely failure of the business as defined by the cessation of company due to the company becoming insolvent. Business failure occurs when “a fall in revenues and/or a rise in expenses are of such a magnitude that the firm becomes insolvent and is unable to attract new debt or equity funding; consequently, it cannot continue to operate under the current ownership and management” (Shepherd, 2003, p. 318). We draw upon the theories and hypotheses that have been proposed by the leading authors in the field over the past 15 years, to build a new conceptual model of entrepreneurial learning through failure. The main contribution of the model presented is the identification of the key constructs of entrepreneurial self-efficacy, entrepreneurial preparedness, grief, and distance from failure as significant influencing factors of learning through failure

The impact of grief on entrepreneurial learning

In this paper, the literature of entrepreneurial learning is examined, with particular focus on critical events, namely failure of the business as defined by the cessation of company due to the company becoming insolvent. Business failure occurs when “a fall in revenues and/or a rise in expenses are of such a magnitude that the firm becomes insolvent and is unable to attract new debt or equity funding; consequently, it cannot continue to operate under the current ownership and management” (Shepherd, 2003, p. 318). We draw upon the theories and hypotheses that have been proposed by the leading authors in the field over the past 15 years, to build a new conceptual model of entrepreneurial learning through failure. The main contribution of the model presented is the identification of the key constructs of entrepreneurial self-efficacy, entrepreneurial preparedness, grief, and distance from failure as significant influencing factors of learning through failure

From Negative Emotions to Personal Growth: Failure and Re-entry into Entrepreneurship

This study explores how entrepreneurs’ extent of experience of business failure affects the level of negative emotional response (NER) they experience, moderating the level of personal growth that occurs after business failure. Contrary to common assumption, the study finds no significant relationship between the extent of failure experience and the level of NER. The results show that many entrepreneurs demonstrate personal growth following business failure, however, the extent of failure experience and the level of NER. This interaction moderates the level of personal growth for the entrepreneur and suggests that high levels of failure experience interfere with the level of personal growth obtained. The study contributes to theory by providing insights into the processes and consequences of entrepreneurial failure. In particular, the study brings together key threads of debate on personal growth and failure to develop and test conceptual arguments, and further explores the way entrepreneurship scholars think about emotion, business failure and its impact on the individual and society

Evaluating Entrepreneurial Learning from Failure Through a Grief Lens

This paper conducts an empirical study of entrepreneurial learning and focuses on critical events, specifically failure as defined by the cessation of a company due to insolvency. The study reported in the paper draws upon the theories and hypotheses that have been proposed in the subject of learning from failure, specifically as they relate to critical setbacks and catastrophic failure. Further, the study explores how entrepreneurs experience grief from failure and how such grief impacts on their capacity to learn. The study builds and empirically tests a new conceptual model of entrepreneurial learning through failure. Results from the empirical analysis show that entrepreneurs do experience grief when their businesses fail. Further, learning and grief interact during the recovery process for the entrepreneur, in a complex manner, and grief recovery interferes with learning

Pedagoški aspekti socijalizacijskih procesa u igri djece

Playing is not only the discovery of the world, but it represents the joy of socializing and achieving interpersonal contacts of a child, primarily with other children, friends, dolls or imaginary characters. By observing a child playing, it is easy to deduce his/her imitation, imagination and dramatization, which are actually characteristic behaviours through which a child presents or relives his/her experiences using various symbols, for example, emotional experiences, speech or social skills. Learning and practicing social skills in an adequate and pro-social way, as well as practicing these skills through play with other children is extremely important in child\u27s early development and education. In order to succeed in that, the educator first and foremost needs to understand the process of a child\u27s learning in order to support and encourage the development of social skills through appropriate interventions. Furthermore, an educator has the responsibility to create a stimulating environment which will provide a child with a free choice of activities, the use of all senses and quality communication, as well as a diversity of interactions which are necessary for a pedagogical shaping of the environment appropriate for children and their ever-growing interests, knowledge and understanding. For the purpose of this research a questionnaire was constructed regarding children\u27s play and has been applied on a sample of 198 children who attend preschool institutions. The paper considers practical implications of the results given as a means to stimulate the development of socialization processes in children\u27s play considering their involvement in homogenous or heterogeneous educational groups.Igra nije samo otkrivanje svijeta, već predstavlja radost druženja i ostvarivanja međusobnih kontakata djeteta ponajprije s drugom djecom, prijateljima, lutkama ili likovima iz mašte. Promatrajući dijete u igri, vrlo lako se može uočiti da su njegovo imitiranje, zamišljanje i dramatiziranje zapravo karakteristična ponašanja kojima dijete prezentira ili proživljava svoja iskustva koristeći se različitim simbolima, primjerice emocionalnim iskustvima, govorom ili socijalnim vještinama. Učenje i uvježbavanje socijalnih vještina na adekvatan i proaktivan način, kao i njihovo prakticiranje u igri s drugom djecom, iznimno je važno u ranom razvoju i odgoju djeteta. Da bi se u tome uspjelo, ponajprije odgojitelj treba razumjeti proces učenja djece kako bi mogao podržavati i poticati razvoj njihovih socijalnih vještina primjerenim intervencijama. Štoviše, odgojitelj ima odgovornost oblikovati stimulativnu okolinu koja će omogućiti djetetu slobodan izbor aktivnosti, korištenje svih osjetila, kvalitetnu komunikaciju i mnoštvo raznovrsnih interakcija, za što je nužno pedagoško oblikovanje prostora primjerenog djeci i njihovim stalno rastućim interesima, znanjima i razumijevanju. Za potrebe ovog istraživanja oblikovan je anketni Upitnik o igri djece koji je primijenjen na uzorku od 197 djece polaznika predškolskih ustanova. U radu se razmatraju praktične implikacije dobivenih rezultata u smjeru poticanja razvoja pojedinih socijalizacijskih procesa u igri djece s obzirom na njihovu uključenost u homogene ili heterogene odgojne skupine