Current concepts from diagnosis to management in Gorham–Stout disease: a systematic narrative review of about 350 cases

Patients with Gorham–Stout disease (GSD) present progressive destruction and resorption of bone. Typical bone-related symptoms include swelling, pain and functional impairment in the region involved. The three aspects of GSD etiopathology are osteoclasts, angiogenesis/lymphangiogenesis and osteoblast function. Multi-targeted pharmacological approach includes innovative options and represent milestones of treatment, sometimes associated with radiotherapy. Surgery is mainly used to treat complications: pathologic/impending fractures, spinal instability or deformities and chylothorax. In this narrative review, we highlight current standards in diagnosis, clinical management and therapeutic strategies.

TEACHING PRESENT PROGRESSIVE TENSE THROUGH WHOLE BRAIN METHOD TO THE EIGHT GRADE STUDENTS OF SMP NEGERI 3 PALU

This research aims to determine whether students’ present progressive can be improved by using the Whole Brain Method. The participants were 20 eight grade students. The researcher had carried out research during the pandemic; the number of students was limited by the school. The research employed true experimental and need pre-test and post-test to both experimental class and control class. The population of this research is students in the grade VIII students of SMP Negeri Palu. The sample was selected by using random sampling technique. The samples are 20 students of class VIII A as the experiment class and VIII C as a control class. The research analyzed the data statistically data collection. The result of data analysis shows that the experimental class (85.5) is higher than the mean score of the control class (69). The deviation score of experimental class (17.64) is higher than of the control class (9.73). The result of t-counted (3.739) is higher than t-table (2.262). In analyzing the data, the researcher used 0.05 level of significance and the degree of freedom (df=10-2) it means that the hypothesis of the research was accepted. Therefore, the Whole Brain Method increase students’ present progressive.

Leveraging pharmacists to maintain and extend buprenorphine supply for opioid use disorder amid COVID-19 pandemic

Purpose Strategies for deploying clinical pharmacists to increase access to buprenorphine in inpatient, outpatient and transitional care, and community practice settings are described. Summary Access to medications for opioid use disorder (MOUD) is essential, but patients face many barriers when pursuing treatment and MOUD. The coronavirus disease 2019 (COVID-19) pandemic has compounded the opioid crisis and worsened outcomes by introducing new barriers to MOUD access. Many strategies to ensure continued access to MOUD have been described, but the role of leveraging pharmacists during the opioid/COVID-19 syndemic to improve medication access and outcomes remains underappreciated. Pharmacists, while both qualified and capable of liberalizing access to all forms of MOUD, may have the strongest impact by increasing access to buprenorphine. Herein, we present progressive strategies to maintain and extend buprenorphine access for patients with OUD through deployment of clinical pharmacists, particularly in the context of the COVID-19 pandemic, during which access may be further restricted. Conclusion Leveraging pharmacists to extend access to MOUD, particularly buprenorphine, remains an underutilized strategy that should be implemented, particularly during the concurrent COVID-19 global pandemic.

Operationalizing the Role of Context in Language Variation: The Role of Perspective Alignment in the Spanish Imperfective Domain

We present a cognitively grounded analysis of the pattern of variation that underlies the ​use of two aspectual markers in Spanish (the Simple-Present marker, Ana baila ‘Ana dances’, and the Present-Progressive marker, Ana está bailando ‘Ana is dancing’) when they express an event-in-progress reading. This analysis is centered around one fundamental communicative goal, which we term perspectivealignment: the bringing of the hearer’s perspective closer to that of the speaker. Perspective alignment optimizes the tension between two nonlinguistic constraints: Theory of Mind, which gives rise to linguisticexpressivity, and Common Ground, which gives rise to linguisticeconomy. We propose that, linguistically, perspectivealignment capitalizes on lexicalized meanings, such as the progressive meaning, that can bring the hearer to the “here and now”. In Spanish, progressive meaning can be conveyed with the Present-Progressive marker regardless of context. By contrast, if the Simple-Present marker is used for that purpose, it must be in a context of shared perceptual access between speaker and hearer; precisely, a condition that establishes perspectivealignment non-linguistically. Support for this analysis comes from a previously observed yet unexplained pattern of contextually-determined variation for the use of the Simple-Present marker in Iberian and Rioplatense (vs. Mexican) Spanish—in contrast to the preference across all three varieties for the use of the Present-Progressive marker—to express an event-in-progress reading.

FORMATION OF GRAMMAR SKILLS OF USAGE OF PRESENT PROGRESSIVE OF THE ENGLISH VERB

The annotation in the article examines the formation of grammar skills in the usage of the English verb, namely Present Progressive, within the school.

Progressive tracking: a novel procedure to facilitate manual digitization of videos

ABSTRACTDigitization of video recordings often requires the laborious procedure of manually clicking points of interest on individual video frames. Here, we present progressive tracking, a procedure that facilitates manual digitization of markerless videos. In contrast to existing software, it allows the user to follow points of interest with a cursor in the progressing video, without the need to click. To compare the performance of progressive tracking with the conventional frame-wise tracking, we quantified speed and accuracy of both methods, testing two different input devices (mouse and stylus pen). We show that progressive tracking can be twice as fast as frame-wise tracking while maintaining accuracy, given that playback speed is controlled. Using a stylus pen can increase frame-wise tracking speed. The complementary application of the progressive and frame-wise mode is exemplified on a realistic video recording. This study reveals that progressive tracking can vastly facilitate video analysis in experimental research.

The effect of using videos in teaching and learning English present progressive tense

Purpose Using videos in language learning has been investigated in the literature to enhance second language learning. The previous studies have explored the effect of videos on learning a foreign language, especially vocabulary learning. The purpose of this study is to investigate the effect of videos on learning present progressive tense in the perspective of semiotics. Design/methodology/approach A total of 30 Arab English foreign language (EFL) learners participated in the study and were assigned into two groups. The first group was taught present progressive tense with the help of videos (the semiotics group). The second group was taught the same content using a traditional way, i.e. without videos. Findings Results of the post-test indicated that participants in the semiotics group outscored the participants who did not learn through videos to learn present progressive tense. The study concluded that using videos is a useful tool to enhance learning present progressive tense. Originality/value To the authors’ knowledge, no study has been conducted to examine the effect of semiotics on learning L2 grammar, especially the present progressive tense. Therefore, this study explores the impact of using videos, as a form of semiotics, to help EFL learners learn present progressive tense.