Objective To assess predictive clinical factors of cardioembolic infarction in very old patients(85 years of age and older).Methods Prospective hospital-based stroke registry("The Sagrat Cor Hospital of Barcelona...Objective To assess predictive clinical factors of cardioembolic infarction in very old patients(85 years of age and older).Methods Prospective hospital-based stroke registry("The Sagrat Cor Hospital of Barcelona Stroke Registry")is an acute-care teaching hospital in Barcelona,Catalonia,Spain.From 956 first-ever cardioembolic stroke patients included in the stroke registry over a 24-year period,639 were younger than 85 years of age and 317 were 85 years or older(mean age:88.9 years).Demographics,clinical characteristics,risk factors and early outcome were compared.Predictors of cardioembolic infarction in the oldest age group were assessed by multivariate analyses.Results In a logistic regression model based on demographics,risk factors,clinical features and complications,female gender(odds ratio[OR]=1.74,95%confidence interval[CI]:1.27–2.39),heart failure(OR=2.27,95%CI:1.46–3.56),altered consciousness(OR=1.76,95%CI:1.28–2.42),and infectious complications(OR=2.01,95%CI:1.39–2.91)were predictors of cardioembolic stroke in the oldest age group.By contrast,heavy smoking,heart valve disease,hypertension,headache,early seizures,sensory deficit,and involvement of the posterior cerebral artery were independently associated with cardioembolic stroke in the younger group.Conclusions Identification of a differential clinical profile of cardioembolic stroke between patients aged 85 years or more and those younger than 85 years helps clinicians to the optimal management of ischemic infarction in the oldest segment of the population.展开更多
A diversity of methodologies can be utilized for knowledge building in social sciences, particularly in education. Nevertheless, in order to give meaning to the research findings and progressively create theories, an ...A diversity of methodologies can be utilized for knowledge building in social sciences, particularly in education. Nevertheless, in order to give meaning to the research findings and progressively create theories, an awareness of the epistemological framework appears to be necessary. The aim of this article is to present the main epistemological paradigms and their coherent correspondence with respective ontologies and corresponding methodologies. This article supports and describes four paradigms or epistemological traditions: logic empiricism, constructivism, conceptualism or Aristotelian tradition, and phenomenology. Understanding the diverse possible epistemologies as well as the coherence with methodologies is a necessary step for presenting well-informed research. Knowledge building requires comparison, replication, generalization or integration of results in theories, and all these processes need the critical instance of the epistemological and methodological coherence. Additionally some concrete examples of methodologies have been detailed to illustrate the diversity of available ways of knowledge building in education. The Review of Educational Theory, as a new journal that aims to create a scientific community, will increase the research quality by enhancing the epistemological and methodological awareness of their pieces of research.展开更多
After the exploration of different kind of thinking skills oriented to dis-cerning complex issues and phenomena,this article argues about the need to use a new modality of thinking,defined as integral thinking.Based o...After the exploration of different kind of thinking skills oriented to dis-cerning complex issues and phenomena,this article argues about the need to use a new modality of thinking,defined as integral thinking.Based on the holonic theory and on the proprieties of the holons and their part-whole relationships,the paper proposes and characterizes integral think-ing,a kind of thinking that is holistic but also has span and profundity,going beyond conventional Aristotelian epistemic-inspired ways.Integral thinking joins in a single model the assets of premodern,modern and postmodern thinking systems;and helps in going beyond the nowadays syncretism of many perspectives.Integral thinking is the kind of thinking appropriated to the contemporary need to think integrally in science,cul-ture,professions,and arts or about the evolution of personal conscious-ness.It’s useful also to be applied in the diverse professional fields,espe-cially when comprehensive approaches are needed.Integral thinking can be used in holistic education and pedagogies.The use of integral thinking in the educational actuality can help to characterize the integral education practice and agenda.展开更多
文摘Objective To assess predictive clinical factors of cardioembolic infarction in very old patients(85 years of age and older).Methods Prospective hospital-based stroke registry("The Sagrat Cor Hospital of Barcelona Stroke Registry")is an acute-care teaching hospital in Barcelona,Catalonia,Spain.From 956 first-ever cardioembolic stroke patients included in the stroke registry over a 24-year period,639 were younger than 85 years of age and 317 were 85 years or older(mean age:88.9 years).Demographics,clinical characteristics,risk factors and early outcome were compared.Predictors of cardioembolic infarction in the oldest age group were assessed by multivariate analyses.Results In a logistic regression model based on demographics,risk factors,clinical features and complications,female gender(odds ratio[OR]=1.74,95%confidence interval[CI]:1.27–2.39),heart failure(OR=2.27,95%CI:1.46–3.56),altered consciousness(OR=1.76,95%CI:1.28–2.42),and infectious complications(OR=2.01,95%CI:1.39–2.91)were predictors of cardioembolic stroke in the oldest age group.By contrast,heavy smoking,heart valve disease,hypertension,headache,early seizures,sensory deficit,and involvement of the posterior cerebral artery were independently associated with cardioembolic stroke in the younger group.Conclusions Identification of a differential clinical profile of cardioembolic stroke between patients aged 85 years or more and those younger than 85 years helps clinicians to the optimal management of ischemic infarction in the oldest segment of the population.
文摘A diversity of methodologies can be utilized for knowledge building in social sciences, particularly in education. Nevertheless, in order to give meaning to the research findings and progressively create theories, an awareness of the epistemological framework appears to be necessary. The aim of this article is to present the main epistemological paradigms and their coherent correspondence with respective ontologies and corresponding methodologies. This article supports and describes four paradigms or epistemological traditions: logic empiricism, constructivism, conceptualism or Aristotelian tradition, and phenomenology. Understanding the diverse possible epistemologies as well as the coherence with methodologies is a necessary step for presenting well-informed research. Knowledge building requires comparison, replication, generalization or integration of results in theories, and all these processes need the critical instance of the epistemological and methodological coherence. Additionally some concrete examples of methodologies have been detailed to illustrate the diversity of available ways of knowledge building in education. The Review of Educational Theory, as a new journal that aims to create a scientific community, will increase the research quality by enhancing the epistemological and methodological awareness of their pieces of research.
文摘After the exploration of different kind of thinking skills oriented to dis-cerning complex issues and phenomena,this article argues about the need to use a new modality of thinking,defined as integral thinking.Based on the holonic theory and on the proprieties of the holons and their part-whole relationships,the paper proposes and characterizes integral think-ing,a kind of thinking that is holistic but also has span and profundity,going beyond conventional Aristotelian epistemic-inspired ways.Integral thinking joins in a single model the assets of premodern,modern and postmodern thinking systems;and helps in going beyond the nowadays syncretism of many perspectives.Integral thinking is the kind of thinking appropriated to the contemporary need to think integrally in science,cul-ture,professions,and arts or about the evolution of personal conscious-ness.It’s useful also to be applied in the diverse professional fields,espe-cially when comprehensive approaches are needed.Integral thinking can be used in holistic education and pedagogies.The use of integral thinking in the educational actuality can help to characterize the integral education practice and agenda.
