Cardiometabolic health improvements upon dietary intervention are driven by tissue-specific insulin resistance phenotype: A precision nutrition trial

1. Download : Download high-res image (179KB)
2. Download : Download full-size image

     

Impact of a 7-day homogeneous diet on interpersonal variation in human gut microbiomes and metabolomes

1. Download : Download high-res image (176KB)
2. Download : Download full-size image

     

The interface between spoken and written language: developmental disorders

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter–sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).     

经皮心脏瓣膜置换术研究进展

经皮心脏瓣膜置换术是心血管疾病治疗领域中起步不久的新技术。随着生物工程学的发展,人体经皮肺动脉瓣膜、主动脉瓣膜置换取得了初步成功,它为微创治疗瓣膜疾病提供了一个崭新的思路。本文主要介绍这一技术的发展现状与未来的前景。     

STEMI or non-STEMI: that is the question

Acute coronary syndromes are usually classified on the basis of the presence or absence of ST elevation on the ECG: ST-elevation myocardial infarction or non-ST-elevation myocardial infarction (NSTEMI)patients with acute myocardial infarction (AMI) need immediate therapy, without unnecessary delay and primary percutaneous coronary intervention (PPCI) should preferably be performed within 90 min after first medical contact. However, in AMI patients without ST-segment elevation (pre) hospital triage for immediate transfer to the catheterisation laboratory may be difficult. Moreover, initial diagnosis and risk stratification take place at busy emergency departments and chest pain units with additional risk of ‘PPCI delay’. Optimal timing of angiography and revascularisation remains a challenge. We describe a patient with NSTEMI who was scheduled for early coronary angiography within 24 h but retrospectively should have been sent to the cath lab immediately because he had a significant amount of myocardium at risk, undetected by non-invasive parameters.     

Fostering systems thinking in student teachers of biology and geography – an intervention study

ABSTRACT

Developing students’ systems thinking is an often-posed demand in education for sustainable development (ESD) and science literacy. Several studies have shown that systems thinking can be fostered in students of different education levels. Therefore, science teachers who are required to teach ESD-relevant topics should be proficient in systems thinking and be able to transfer that knowledge effectively to their students. The research project SysThema (Systems Thinking in Ecological and Multidimensional Areas) investigated the effect of three courses designed to foster systems thinking in student teachers of biology and geography. Courses varied in their proportions of technical fundamentals of system science and didactical content for teaching systems thinking. To conceptualise systems thinking, a heuristic structural competence model for systems thinking was developed. This model served as the basis for a test in evaluating the courses in a quasi-experimental intervention study that employed a pre-, post- and follow-up test control group design. After the completion of the courses, a high effect of fostering systems thinking was found in all treatment groups compared to the control group.     

Agency and intervention

Novel ways to intervene on brain function raise questions about agency and responsibility. Here, I discuss whether direct brain interventions, and in particular, deep brain stimulation, pose a threat to agency in individual cases, or to our general conceptualization of what it is to be a responsible agent. While I do not currently see evidence that these interventions constitute a global challenge to our concept of agency, they do have the potential to diminish agency in individuals. I consider whether the lack of evidence for a global challenge ratifies our folk conceptions, or is a necessary consequence of them. In closing, I propose that our theoretical understanding of agency and our therapeutic approaches could be improved with a more nuanced, multidimensional view of agency.     

‘Can he have the test for bipolar,doctor? His dad's got it’: exploring the potential of general practitioners to work with children and young people presenting in primary care with common mental health problems – a clinical initiative

Background General practitioners (GPs) play a key role in assessing and managing adult mental health problems, but this input is not seen in their management of child and adolescent mental health. Mental health problems in 5–19-year-olds are common, yet detection rates in primary care are low. The symptoms of most adult diagnoses of mental health problems are present by mid-adolescence, yet the typical time from onset to diagnosis is 5–15 years. The role of general practice in this area has been underexplored.Aim This pilot study explores the potential of GPs to respond to common mental health problems in children and adolescents.Design Children and young people who would have ordinarily been referred to Child and Adolescent Mental Health Services (CAMHS) were seen in a GP setting. In a UK general practice surgery serving a disadvantaged population.Method Children and young people were seen for an initial biopsychosocial assessment and formulation of the presenting concerns. GP-based interventions were offered as appropriate or referred to CAMHS.Results Data from the first 50 children (2–19 years) are presented. Twenty younger children (10 years and under) and 30 older children (11 years and above) were seen. Eighteen referrals were made to CAMHS. GP interventions included watchful waiting, brief behavioural interventions, non-directive counselling, brief cognitive– behavioural therapy (CBT) and liaison with colleagues in education, CAMHS and the voluntary sector.Conclusion This clinical pilot demonstrates that with adequate time, access to supervision and practice support, children and young people experiencing emotional and behavioural problems associated with common mental health issues can be helped in primary care.