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Introduction: The German PID-NET registry was founded in 2009, serving as the first national registry of patients with primary immunodeficiencies (PID) in Germany. It is part of the European Society for Immunodeficiencies (ESID) registry. The primary purpose of the registry is to gather data on the epidemiology, diagnostic delay, diagnosis, and treatment of PIDs.
Methods: Clinical and laboratory data was collected from 2,453 patients from 36 German PID centres in an online registry. Data was analysed with the software Stata® and Excel.
Results: The minimum prevalence of PID in Germany is 2.72 per 100,000 inhabitants. Among patients aged 1–25, there was a clear predominance of males. The median age of living patients ranged between 7 and 40 years, depending on the respective PID. Predominantly antibody disorders were the most prevalent group with 57% of all 2,453 PID patients (including 728 CVID patients). A gene defect was identified in 36% of patients. Familial cases were observed in 21% of patients. The age of onset for presenting symptoms ranged from birth to late adulthood (range 0–88 years). Presenting symptoms comprised infections (74%) and immune dysregulation (22%). Ninety-three patients were diagnosed without prior clinical symptoms. Regarding the general and clinical diagnostic delay, no PID had undergone a slight decrease within the last decade. However, both, SCID and hyper IgE- syndrome showed a substantial improvement in shortening the time between onset of symptoms and genetic diagnosis. Regarding treatment, 49% of all patients received immunoglobulin G (IgG) substitution (70%—subcutaneous; 29%—intravenous; 1%—unknown). Three-hundred patients underwent at least one hematopoietic stem cell transplantation (HSCT). Five patients had gene therapy.
Conclusion: The German PID-NET registry is a precious tool for physicians, researchers, the pharmaceutical industry, politicians, and ultimately the patients, for whom the outcomes will eventually lead to a more timely diagnosis and better treatment.
Die "Digitalisierung" ist ein gesamtgesellschaftlicher und globaler Trend, der nahezu alle Bereiche der Lebens- und Arbeitswelt durchzieht und insofern auch das Studieren an (allen) Hochschulen betrifft. Das Schlagwort "Digitalisierung" verweist auch auf alle Varianten der Nutzung von digitalen Technologien im Bereich Studium und Lehre. Lange Zeit stand vor allem das E-Learning im Vordergrund der Diskussion und damit die Nutzung von digitalen Technologien im engeren Lehr-Lernkontext zur Unterstützung der Interaktion von Lehrenden und Studierenden. Heute werden an den Hochschulen zunehmend die weiteren Möglichkeiten der digitalen Technik für Studium und Lehre erkannt und immer mehr in der Praxis an Hochschulen genutzt: Von der Werbung um Studierende bis hin zur Ansprache von Alumni können sie die Qualität, die Leistungsfähigkeit, die Öffnung, Vermarktung und Internationalisierung der Hochschullehre unterstützen (Kerres 2013, Bischof und von Stuckrad 2013); und einige Hochschulen nutzen die Digitalisierung von Lehre und Studium zur Profilbildung und zur besseren Positionierung im nationalen und internationalen Wettbewerb zwischen Hochschulen. ...
The two main phytocannabinoids—delta-9-tetrahydrocannabinol (THC) and cannabidiol (CBD)—have been extensively studied, and it has been shown that THC can induce transient psychosis. At the same time, CBD appears to have no psychotomimetic potential. On the contrary, emerging evidence for CBD's antipsychotic properties suggests that it may attenuate effects induced by THC. Thus, we investigated and compared the effects of THC and CBD administration on emotion, cognition, and attention as well as the impact of CBD pre-treatment on THC effects in healthy volunteers. We performed a placebo-controlled, double-blind, experimental trial (GEI-TCP II; ClinicalTrials.gov identifier: NCT02487381) with 60 healthy volunteers randomly allocated to four parallel intervention groups, receiving either placebo, 800 mg CBD, 20 mg THC, or both cannabinoids. Subjects underwent neuropsychological tests assessing working memory (Letter Number Sequencing test), cognitive processing speed (Digit Symbol Coding task), attention (d2 Test of Attention), and emotional state (adjective mood rating scale [EWL]). Administration of CBD alone did not influence the emotional state, cognitive performance, and attention. At the same time, THC affected two of six emotional categories—more precisely, the performance-related activity and extraversion—, reduced the cognitive processing speed and impaired the performance on the d2 Test of Attention. Interestingly, pre-treatment with CBD did not attenuate the effects induced by THC. These findings show that the acute intake of CBD itself has no effect per se in healthy volunteers and that a single dose of CBD prior to THC administration was insufficient to mitigate the detrimental impact of THC in the given setting. This is in support of a complex interaction between CBD and THC whose effects are not counterbalanced by CBD under all circumstances.
School psychologists are asked to systematically evaluate the effects of their work to ensure quality standards. Given the different types of methods applied to different users of school psychology measuring the effects of school psychological services is a complex task. Thus, the focus of our scoping review was to systematically investigate the state of past research on the measurement of the effects of school psychological services published between 1998 and 2018 in eight major school psychological journals. Of the 5,048 peer-reviewed articles published within this period, 623 were coded by two independent raters as explicitly refering to school psychology or counseling in the school context in their titles or abstracts. However, only 22 included definitions of effects of school psychological services or described outcomes used to evaluate school psychological services based on full text screening. These findings revealed that measurement of the effects of school psychological services has not been a focus of research despite its' relevance in guidelines of school psychological practice.
Wörter flüssig und genau lesen zu können ist ein wichtiger Meilenstein beim Lesenlernen, den jedoch nicht alle Kinder erreichen. Schwachen Leser/innen bereitet es oft Schwierig-keiten, den Übergang vom buchstabenweisen Einlesen hin zur visuellen Worterkennung durch orthografische Vergleichsprozesse anhand größerer (sub-)lexikalischer Einheiten zu schaffen. Dabei ermöglicht die Silbe Kindern, die im Deutschen lesen lernen, den Einstieg in orthografische Vergleichsprozesse. Vor diesem Hintergrund untersuchte diese Replikations-studie in einem experimentellen Prä-Post-Design die Wirksamkeit eines silbenbasierten Le-setrainings auf die visuelle Worterkennung und das Leseverständnis von Zweitklässler/innen. Dazu wurden 101 Kinder, deren Worterkennungsleistung in einem standardisierten Lesetest im Vergleich zur Klassennorm unter dem Mittelwert lag, randomisiert der Experimental- oder Wartekontrollgruppe zugewiesen. Die Ergebnisse linearer Modelle nach Abschluss des 24 Sitzungen umfassenden Kleingruppentrainings zeigen signifikante Verbesserungen der orthografischen Vergleichsprozesse in der Experimentalgruppe. Demnach gelang es Kindern, die das Training des wiederholten Lesens und Segmentierens frequenter Silben erhalten hat-ten, Wörter schneller und genauer zu erkennen. Dieser Befund stellt einen weiteren Beleg für die Wirksamkeit des Trainings zur Förderung der Erkennung geschriebener Wörter dar.
The purpose of this study was to examine if prosodic patterns in oral reading derived from Recurrence Quantification Analysis (RQA) could distinguish between struggling and skilled German readers in Grades 2 (n = 67) and 4 (n = 69). Furthermore, we investigated whether models estimated with RQA measures outperformed models estimated with prosodic features derived from prosodic transcription. According to the findings, struggling second graders appear to have a slower reading rate, longer intervals between pauses, and more repetitions of recurrent amplitudes and pauses, whereas struggling fourth graders appear to have less stable pause patterns over time, more pitch repetitions, more similar amplitude patterns over time, and more repetitions of pauses. Additionally, the models with prosodic patterns outperformed models with prosodic features. These findings suggest that the RQA approach provides additional information about prosody that complements an established approach.
Background: Since 2009, IPF patients across Europe are recruited into the eurIPFreg, providing epidemiological data and biomaterials for translational research.
Methods: The registry data are based on patient and physician baseline and follow-up questionnaires, comprising 1700 parameters. The mid- to long-term objectives of the registry are to provide clues for a better understanding of IPF phenotype sub-clusters, triggering factors and aggravating conditions, regional and environmental characteristics, and of disease behavior and management.
Results: This paper describes baseline data of 525 IPF subjects recruited from 11/2009 until 10/2016. IPF patients had a mean age of 68.1 years, and seeked medical advice due to insidious dyspnea (90.1%), fatigue (69.2%), and dry coughing (53.2%). A surgical lung biopsy was performed in 32% in 2009, but in only 8% of the cases in 2016, possibly due to increased numbers of cryobiopsy. At the time of inclusion in the eurIPFreg, FVC was 68.4% ± 22.6% of predicted value, DLco ranged at 42.1% ± 17.8% of predicted value (mean value ± SD). Signs of pulmonary hypertension were found in 16.8%. Steroids, immunosuppressants and N-Acetylcysteine declined since 2009, and were replaced by antifibrotics, under which patients showed improved survival (p = 0.001).
Conclusions: Our data provide important insights into baseline characteristics, diagnostic and management changes as well as outcome data in European IPF patients over time.
Trial registration: The eurIPFreg and eurIPFbank are listed in ClinicalTrials.gov(NCT02951416).