This paper focuses on the advantages of formative assessment and explores a better application of it in English class to facilitate art students’learning and further improve their oral English performance.
Background In a three-month report from the CGA-TAVI registry, we found the Multidimensional Prognostic Index (MPI) and Short Physical Performance Battery (SPPB) to be of value for predicting short-term outcomes in el...Background In a three-month report from the CGA-TAVI registry, we found the Multidimensional Prognostic Index (MPI) and Short Physical Performance Battery (SPPB) to be of value for predicting short-term outcomes in elderly patients undergoing transcatheter aortic valve implantation (TAVI). In the present analysis, we examined the association of these tools with outcomes up to one year post-TAVI. Methods CGA-TAVI is an international, observational registry of geriatric patients undergoing TAVI. Patients were assessed using the MPI and SPPB. Efficacy of baseline values and any postoperative change for predicting outcome were established using logistic regression. Kaplan- Meier analysis was carried out for each comprehensive geriatric assessment tool, with survival stratified by risk category. Results One year after TAVI, 14.1% of patients deceased, while 17.4% met the combined endpoint of death and/or non-fatal stroke, and 37.7% the combined endpoint of death and/or hospitalisation and/or non-fatal stroke. A high-risk MPI score was associated with an increased risk of all-cause mortality (aOR = 36.13, 95% CI: 2.77–470.78, P = 0.006) and death and/or non-fatal stroke (aOR = 10.10, 95% CI: 1.48–68.75, P = 0.018). No significant associations were found between a high-risk SPPB score and mortality or two main combined endpoints. In contrast to a worsening SPPB, an aggravating MPI score at three months post-TAVI was associated with an increased risk of death and/or non-fatal stoke at one year (aOR = 95.16, 95% CI: 3.41–2657.01). Conclusions The MPI showed value for predicting the likelihood of death and a combination of death and/or non-fatal stroke by one year after TAVI in elderly patients.展开更多
The introduced policy of“synchronized enrollment of public and private schools”has once again triggered the debate on the effectiveness of public and private schools.Based on the data of the Program for Internationa...The introduced policy of“synchronized enrollment of public and private schools”has once again triggered the debate on the effectiveness of public and private schools.Based on the data of the Program for International Student Assessment(PISA)2018 from four Chinese provinces and municipalities,this paper explores whether private schools gain a relative advantage in student academic performance through student“screening”or academic“meritocracy,”through a hierarchical linear model(HLM)and an empirical test of the propensity score matching(PSM).It has been found that the academic performance of students in private schools is significantly better than that in public schools.But with background,metacognitive ability,and learning hours of students in private schools controlled for,such academic performance is not significantly superior,suggesting that private schools rely heavily on student“screening”to achieve a relative advantage in student academic performance.This finding has also verified the scientific nature of the above policy.展开更多
The quantitative and qualitative supply of teachers has a significant influence on student academic performance.Based on the samples collected from four provinces and municipalities in China for the Program for Intern...The quantitative and qualitative supply of teachers has a significant influence on student academic performance.Based on the samples collected from four provinces and municipalities in China for the Program for International Student Assessment(PISA)2018,this study analyzes the effects of the supply of teachers on the academic performance of 15-year-old students through a hierarchical linear model(HLM)as well as a quantile regression model.The study has found that the shortage of teachers and the proportion of teachers with a master’s degree significantly affect student academic performance,and the supply of teachers with higher degrees has a decreasing marginal benefit on student academic performance;its best marginal benefit on student academic performance is achieved when the proportion of teachers with a master’s degree reaches about 75%.For students in different academic performance subgroups,the marginal benefit of an increase in the proportion of teachers with a master’s degree in schools is higher for“top students”than for“students with learning difficulties.”In terms of the difference between urban and rural areas,the shortage of teachers in rural schools is more prominent than that in urban schools,and teachers with higher degrees tend to cluster in core cities.The marginal benefit of an increase in the proportion of teachers with a master’s degree is higher for improving student academic performance in rural areas.Therefore,it is recommended to design a policy of differentiated compensatory earnings for rural teachers,and efforts should be enhanced to promote programs for supporting high-quality teachers.In addition,the allocation of teachers should follow the principle of“differentiated equity,”and more differentiated teaching strategies should be adopted for students with different academic abilities.展开更多
文摘This paper focuses on the advantages of formative assessment and explores a better application of it in English class to facilitate art students’learning and further improve their oral English performance.
基金provided by Edwards Lifesciences (Nyon, Switzerland) to the Sponsor IPPMed (Cloppenburg, Germany)funding from Edwards Lifesciences as did Andrea Ungar
文摘Background In a three-month report from the CGA-TAVI registry, we found the Multidimensional Prognostic Index (MPI) and Short Physical Performance Battery (SPPB) to be of value for predicting short-term outcomes in elderly patients undergoing transcatheter aortic valve implantation (TAVI). In the present analysis, we examined the association of these tools with outcomes up to one year post-TAVI. Methods CGA-TAVI is an international, observational registry of geriatric patients undergoing TAVI. Patients were assessed using the MPI and SPPB. Efficacy of baseline values and any postoperative change for predicting outcome were established using logistic regression. Kaplan- Meier analysis was carried out for each comprehensive geriatric assessment tool, with survival stratified by risk category. Results One year after TAVI, 14.1% of patients deceased, while 17.4% met the combined endpoint of death and/or non-fatal stroke, and 37.7% the combined endpoint of death and/or hospitalisation and/or non-fatal stroke. A high-risk MPI score was associated with an increased risk of all-cause mortality (aOR = 36.13, 95% CI: 2.77–470.78, P = 0.006) and death and/or non-fatal stroke (aOR = 10.10, 95% CI: 1.48–68.75, P = 0.018). No significant associations were found between a high-risk SPPB score and mortality or two main combined endpoints. In contrast to a worsening SPPB, an aggravating MPI score at three months post-TAVI was associated with an increased risk of death and/or non-fatal stoke at one year (aOR = 95.16, 95% CI: 3.41–2657.01). Conclusions The MPI showed value for predicting the likelihood of death and a combination of death and/or non-fatal stroke by one year after TAVI in elderly patients.
文摘The introduced policy of“synchronized enrollment of public and private schools”has once again triggered the debate on the effectiveness of public and private schools.Based on the data of the Program for International Student Assessment(PISA)2018 from four Chinese provinces and municipalities,this paper explores whether private schools gain a relative advantage in student academic performance through student“screening”or academic“meritocracy,”through a hierarchical linear model(HLM)and an empirical test of the propensity score matching(PSM).It has been found that the academic performance of students in private schools is significantly better than that in public schools.But with background,metacognitive ability,and learning hours of students in private schools controlled for,such academic performance is not significantly superior,suggesting that private schools rely heavily on student“screening”to achieve a relative advantage in student academic performance.This finding has also verified the scientific nature of the above policy.
文摘The quantitative and qualitative supply of teachers has a significant influence on student academic performance.Based on the samples collected from four provinces and municipalities in China for the Program for International Student Assessment(PISA)2018,this study analyzes the effects of the supply of teachers on the academic performance of 15-year-old students through a hierarchical linear model(HLM)as well as a quantile regression model.The study has found that the shortage of teachers and the proportion of teachers with a master’s degree significantly affect student academic performance,and the supply of teachers with higher degrees has a decreasing marginal benefit on student academic performance;its best marginal benefit on student academic performance is achieved when the proportion of teachers with a master’s degree reaches about 75%.For students in different academic performance subgroups,the marginal benefit of an increase in the proportion of teachers with a master’s degree in schools is higher for“top students”than for“students with learning difficulties.”In terms of the difference between urban and rural areas,the shortage of teachers in rural schools is more prominent than that in urban schools,and teachers with higher degrees tend to cluster in core cities.The marginal benefit of an increase in the proportion of teachers with a master’s degree is higher for improving student academic performance in rural areas.Therefore,it is recommended to design a policy of differentiated compensatory earnings for rural teachers,and efforts should be enhanced to promote programs for supporting high-quality teachers.In addition,the allocation of teachers should follow the principle of“differentiated equity,”and more differentiated teaching strategies should be adopted for students with different academic abilities.
