Methods for measurement of bivalve clearance rate-hope for common understanding

2004 ◽  
Vol 276 ◽  
pp. 309-310 ◽  
Author(s):  
JK Petersen
Keyword(s):  
Clearance Rate ◽  
Common Understanding

The Embittered Mind

2016 ◽  
Vol 37 (4) ◽  
pp. 213-222 ◽  
Author(s):  
Hansjörg Znoj ◽  
Sandra Abegglen ◽  
Ulrike Buchkremer ◽  
Michael Linden
Keyword(s):  
Emotional Reaction ◽  
Control Group ◽  
Systematic Research ◽  
Roc Curve Analysis ◽  
Confirmatory Factor Analyses ◽  
Receiver Operating Characteristic Curves ◽  
Confirmatory Factor ◽  
Different Dimensions ◽  
First Time ◽  
Common Understanding

Abstract. There is a growing interest in embitterment as psychological concept. However, little systematic research has been conducted to characterize this emotional reaction. Still, there is an ongoing debate about the distinctiveness of embitterment and its dimensions. Additionally, a categorical and a dimensional perspective on embitterment have been developed independently over the last decade. The present study investigates the dimensions of embitterment by bringing these two different approaches together, for the first time. The Bern Embitterment Inventory (BEI) was given to 49 patients diagnosed with “Posttraumatic Embitterment Disorder (PTED)” and a matched control group of 49 patients with psychological disorders with other dominant emotional dysregulations. The ability to discriminate between the two groups was assessed by t-tests and Receiver Operating Characteristic Curves (ROC curve analysis). PTED patients scored significantly higher on the BEI than the patients of the control group. ROC analyses indicated diagnostic accuracy of the inventory. Further, we conducted Confirmatory Factor Analyses (CFA) to examine the different dimensions of embitterment and their relations. As a result, we found four characteristic dimensions of embitterment, namely disappointment, lack of acknowledge, pessimism, and misanthropy. In general, our findings showed a common understanding of embitterment as a unique but multidimensional emotional reaction to distressful life-events.

Catabolism of Human Fibrinogen Fragment D in Normal Subjects and Patients with Liver Cirrhosis

1980 ◽  
Vol 44 (03) ◽  
pp. 146-149 ◽  
Author(s):  
Nicole Ardaillou ◽  
Jeannine Yvart ◽  
Philippe Le Bras ◽  
Marie-José Larrieu
Keyword(s):  
Liver Cirrhosis ◽  
Clearance Rate ◽  
Plasma Clearance ◽  
Normal Subjects ◽  
Fractional Catabolic Rate ◽  
Human Fibrinogen ◽  
Plasma Pool ◽  
Catabolic Rate ◽  
Chloramine T

SummaryThe catabolism of human fragment D, (FgD), obtained by plasmin digestion of fibrinogen has been investigated in normal subjects and patients with liver cirrhosis and the results compared with those obtained for fibrinogen (Fg). Fg was labelled with I-125 and Fg D with I-131 using the chloramine T method. The plasma disappearance curves of both labelled proteins fitted a two exponential curve. In controls the plasma clearance rate of Fg D was greater than that of Fg as shown by the marked difference between the half-lives of these two tracers: 8,9 and 83,5 hours for Fg D and Fg respectively. The fractional catabolic rate of Fg D was 3.38 times the plasma pool per day. In nine patients with liver cirrhosis, catabolism of Fg was not modified. In contrast, catabolism of Fg D was significantly reduced with a half life of 13.0 hours and a low fractional catabolic rate. These results suggest the role of the liver in the catabolism of Fg D in man.

The clearance rate of day 7 peripheral blood blasts (D7PBBs) can predict therapeutic effect for AML

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Haixia Wu ◽  
Xiuzhen Zhao ◽  
Hong Cao ◽  
Xiangju Liu ◽  
Xinhua Xia ◽  
...  
Keyword(s):  
Therapeutic Effect ◽  
Peripheral Blood ◽  
Clearance Rate

Punishment and Citizenship

2018 ◽  
Author(s):  
Milena Tripkovic
Keyword(s):  
Historical Development ◽  
Full Range ◽  
Normative Theory ◽  
Political Organization ◽  
Citizenship Status ◽  
Criminal Conviction ◽  
Criminal Offender ◽  
Normative Foundations ◽  
Common Understanding

The book develops a normative theory of criminal disenfranchisement and determines which offenders may justifiably lose electoral rights after criminal conviction. Having examined the historical development of the practice and contemporary electoral restrictions—which reveal that disenfranchisement is still widespread in European democracies—the book goes on to explore the nature of this sanction and its normative foundations. Diverging from common understanding, the book proposes that criminal disenfranchisement is not a form of punishment, but a citizenship sanction that aims to reduce membership entitlements of disenfranchised criminals and deplete their citizenship status. To determine whether criminal disenfranchisement can be justified, it is necessary to understand the substance of membership in a polity and the requirements that a citizen ought to satisfy to enjoy a full range of rights attached to this status. To account for possible differences in citizenship requirements between diverse types of polities, the book develops three ideal-typical models, which are loosely tied to the liberal, republican, and communitarian forms of political organization. The book contends that, regardless of internal differences, only one kind of criminal offender fails to satisfy citizenship requirements in all three types of polity and may thus incur electoral restrictions—a person who has seriously and irreversibly severed citizenship ties with her polity owing to an incorrigible lack of moral conscience. The book concludes by specifying additional conditions that ought to be satisfied before restrictions can be enacted, but also suggests reasons for which polities may abstain from imposing them.

scholarly journals Making the Grade during Pandemic: Early-stage and Late-stage Provisional Institutions

2021 ◽  
pp. 073112142110286
Author(s):  
Alexander B. Kinney ◽  
Nicholas J. Rowland
Keyword(s):  
Late Stage ◽  
Early Stage ◽  
State University ◽  
Institutional Work ◽  
Traditional Grading ◽  
Grading Policy ◽  
Temporary Solution ◽  
Rural State ◽  
Empirical Implications ◽  
Common Understanding

This is an article that draws on the institutional work literature about provisional institutions. To date, nearly every U.S. sector has been impacted by COVID-19. To sustain their core missions, highly institutionalized organizations such as universities have had to rethink foundational structures and policies. Using a historical ethnographic approach to investigate records from faculty senate deliberations at “Rural State University” (RSU), the authors examine the implementation of a temporary grading policy to supplement traditional, qualitative grades spring 2020 during the outbreak. The authors find that RSU implemented a temporary, supplemental grading policy as a provisional institution to momentarily supersede traditional grading as a means to—as soon as possible—return to it. This finding contrasts with the common understanding that provisional institutions operate primarily as a temporary solution to a social problem that leads to more stable and enduring, ostensibly nonprovisional institutions. The temporary grading policy, the authors argue, constitutes a “late-stage” provisional institution and, with this new lens, subsequently characterize the more commonplace understanding of provisional institutions as “early-stage.” This contribution has theoretical implications for studies of institutions and empirical implications for research on shared governance and disruption in higher education.

Lessons learned from a search for common ground

2021 ◽  
Vol 102 (5) ◽  
pp. 29-32
Author(s):  
Rick Hess ◽  
Pedro Noguera
Keyword(s):  
School Choice ◽  
Common Ground ◽  
Social And Emotional Learning ◽  
Lessons Learned ◽  
Policy Makers ◽  
Teachers College ◽  
Social And Emotional ◽  
Education Leaders ◽  
K 12 ◽  
Common Understanding

In 2020, Rick Hess and Pedro Noguera engaged in a long-running correspondence that tackled many of the biggest questions in education — including topics like school choice, equity and diversity, testing, privatization, the achievement gap, social and emotional learning, and civics. They sought to unpack their disagreements, better understand one another’s perspectives, and seek places of agreement or points of common understanding. Their correspondence appears in their book, A Search for Common Ground: Conversations About the Toughest Questions in K-12 Education (Teachers College Press, 2021). In this article, they reflect on the exercise, what they learned from it, and what lessons it might offer to educators, education leaders, researchers, and policy makers.

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