States on Pseudo MV-Algebras

Pseudo MV-algebras are a non-commutative extension of MV-algebras introduced recently by Georgescu and Iorgulescu. We introduce states (finitely additive probability measures) on pseudo MV-algebras. We show that extremal states correspond to normal maximal ideals. We give an example in that, in contrast to classical MV-algebras introduced by Chang, states can fail on pseudo MV-algebras. We prove that representable and normal-valued pseudo MV-algebras admit at least one state.     

PTEN、p53和BAG-1在三阴乳腺癌中的表达及意义

为了研究PTEN、p53和BAG-1在三阴乳腺癌中的表达情况及临床病理意义,并讨论三者之间的关系.采用免疫组织化学SP法检测89例三阴乳腺癌中PTEN、p53、BAG-1的表达,其阳性表达率分别为44.9％、47.2％、73.0％,三者的表达均与患者的病理组织学分级、淋巴结转移情况有关（P＜0.05）.PTEN的表达与p53、BAG-1表达呈负相关;BAG-1与p53的表达呈正相关,提示三者在三阴乳腺癌中的表达存在一定关联性,临床上联合检测三者可能为TNBC预后评估、患者的个体化治疗提供一定的参考.     

标准参照测验决策一致性指标研究的总结与展望

决策一致性指考生在两次平行测验中被一致归类的程度,是衡量标准参照测验质量的重要指标.到目前为止,基于经典测量模型和项目反应模型,研究者已经提出了数十种估计决策一致性指标的方法,并对这些方法的优劣进行了比较.由于模型基础和对分数分布的假设不同,各种方法适用于不同的测验情境.未来的研究应当对已有方法进行验证,并探讨决策一致性在教育测量中的应用途径,为教育和心理测量工作者估计测验的决策一致性指标提供凭据.     

p27和Cyclin E在子宫内膜腺癌中的表达及相关性分析

探讨p27和cyclinE蛋白表达在子宫内膜腺癌的发生、发展中的关系。采用免疫组织化学sP法,测定20例正常子宫内膜、10例不典型增生、40例内膜腺癌中p27、cyclin E蛋白的表达情况。p27蛋白在正常子宫内膜与内膜腺癌的阳性表达比较差异有显著性（P〈0．05）;cyclinE蛋白在正常子宫内膜与不典型增生及子宫内膜腺癌的表达相比较差异均有显著性（P〈0．05）。在子宫内膜腺癌中p27阳性表达率与cyclin E阳性表达率之间存在反向关系。     

Unintelligibility or Defeat: The Issue of Engagement in Philosophical Debates

A recognition of the acutely terministic and agonistic character of philosophizing has led to the perception of a dilemma in philosophical debates: differing positions are capable of being maintained only at the expense of mutual unintelligibility, and a real contact of minds could never be achieved without one side of the controversy abandoning its position and the enabling argumentative tension ceasing to exist. This perception is sustainable, however, only if we continue to accept the assumption that a direct, unmediated confrontation between disputants personifying two sets of rigidly defined terms is the mode of philosophical argumentation. A triadic rather than diadic conception of a typical debate between opposing schools of thought, which differentiates between the opponent and the audience, would address the theoretical misgivings caused by the perceived predicament.     

系统论视野下的心力衰竭与限钠利尿

综述心力衰竭时的神经、内分泌激活与血钠浓度的关系,血钠浓度在心力衰竭时的神经、内分泌的影响,并且运用系统论的观点重新认识心力衰竭与限钠利尿的关系,以便更好地处理这个治疗矛盾,打断心力衰竭发生发展的恶性循环,促使疾病向好的方向发展.同时,也为心力衰竭研究提出一种新思路和新的方法.     

Integrity of Literature on Expressed Emotion and Relapse in Patients with Schizophrenia Verified by a p‐Curve Analysis

There is growing concern that much published research may have questionable validity due to phenomena such as publication bias and p‐hacking. Within the psychiatric literature, the construct of expressed emotion (EE) is widely assumed to be a reliable predictor of relapse across a range of mental illnesses. EE is an index of the family climate, measuring how critical, hostile, and overinvolved a family member is toward a mentally ill patient. No study to date has examined the evidential value of this body of research as a whole. That is to say, although many studies have shown a link between EE and symptom relapse, the integrity of the literature from which this claim is derived has not been tested. In an effort to confirm the integrity of the literature of EE predicting psychiatric relapse in patients with schizophrenia, we conducted a p‐curve analysis on all known studies examining EE (using the Camberwell Family Interview) to predict psychiatric relapse over a 9‐ to 12‐month follow‐up period. Results suggest that the body of literature on EE is unbiased and has integrity, as there was a significant right skew of p‐values, a nonsignificant left skew of p‐values, and a nonsignificant test of flatness. We conclude that EE is a robust and valuable predictor of symptom relapse in schizophrenia.     

Students’ knowledge about the value of discussions for teaching and learning

We are particularly interested in looking at teaching and learning from students perspectives. Focussed interviews and written responses from a number of linked investigations with middle-school and tertiary students highlighted that students perceive discussion to be a valuable teaching -- learning technique. This paper provides text extracts, organised into six key themes, to illustrate students understandings about how discussion helps them to learn. We conclude that, across the whole participant group, knowledge about the various potentials of discussion for learning is wide ranging. However, at the individual level, some students perspectives appear limited. We propose that specific attention to enhancing students pedagogical knowledge about techniques such as discussion should accompany subject matter instruction.