nade girls
129400693
Recension av "Lararinna av Guds nade Cecilia Fryxell" av Inga Elgqvist Saltzman
A female pioneer teacher och founder of schools for girls and for education of female teachers in the 19th century in Sweden.
Eva Helen Ulvros
225640067
Detection of brain tumors from MRI images base on deep learning using hybrid model CNN and NADE
Abstract A brain tumor is an abnormal growth of cells inside the skull. Malignant brain tumors are among the most dreadful types of cancer with direct consequences such as cognitive decline and poor quality of life. Analyzing magnetic resonance imaging (MRI) is a popular technique for brain tumor detection. In this paper, we use these images to train our new hybrid paradigm which consists of a neural autoregressive distribution estimation (NADE) and a convolutional neural network (CNN) We subsequently test this model with 3064 T1 weighted contrast enhanced images with three types of brain tumors. The results demonstrate that the hybrid CNN NADE has a high classification performance as regards the availability of medical images are limited.
Raheleh Hashemzehi Seyyed Javad Seyyed Mahdavi Maryam Kheirabadi Seyed Reza Kamel
207913379
A NADE nomogram to predict the probability of 6 month unfavorable outcome in Chinese patients with ischemic stroke
BackgroundEarly prediction of unfavorable outcome after ischemic stroke is of great significance to the clinical and therapeutic management. A nomogram is a better visual tool than earlier models and prognostic scores to predict clinical outcomes, which incorporates different factors to develop a graphic continuous scoring system and calculates accurately the risk probability of poor outcome entirely based on individual characteristics. However, to date, no nomogram models have been found to predict the probability of 6 month poor outcome after ischemic stroke. We aimed to develop and validate a nomogram for individualized prediction of the probability of 6 month unfavorable outcome in Chinese patients with ischemic stroke.MethodsBased on the retrospective stroke registry, a single center study which included 499 patients from May, 2013 to May, 2018 was conducted in Nanjing First Hospital (China) for ischemic stroke within 12 h of symptoms onset. The main outcome measure was 6 month unfavorable outcome (mRS 2) To generate the nomogram, NIHSS score on admission, Age, previous Diabetes mellitus and crEatinine (NADE) were integrated into the model. We assessed the discriminative performance by using the area under the curve (AUC) of receiver operating characteristic (ROC) and calibration of risk prediction model by using the Hosmer Lemeshow test.ResultsA visual NADE nomogram was constructed that NIHSS score on admission (OR: 1.190, 95%CI: 1.125 1.258) age (OR: 1.068, 95%CI: 1.045 1.090) previous diabetes mellitus (OR: 1.995, 95%CI: 1.236 3.221) and creatinine (OR: 1.010, 95%CI: 1.002 1.018) were found to be significant predictors of 6 month unfavorable outcome after acute ischemic stroke in Chinese patients. The AUC ROC of nomogram was 0.791. Calibration was good (p 0.4982 for the Hosmer Lemeshow test).ConclusionThe NADE is the first nomogram developed and validated in Chinese ischemic stroke patients to provide an individual, visual and precise prediction of the risk probability of 6 month unfavorable outcome.
BMC Neurology
Chao Sun Xiang Li Baili Song Xiangliang Chen Linda Nyame Yukai Liu Dan Tang Mako Ibrahim Zheng Nan Zhao Chao Liu Miao Yan X Pan Jie Yang Junshan Zhou Jianjun Zou
13559684
Clinical practice guidelines for the care of girls and women with Turner syndrome: proceedings from the 2016 Cincinnati International Turner Syndrome Meeting.
Turner syndrome affects 25 50 per 100,000 females and can involve multiple organs through all stages of life, necessitating multidisciplinary approach to care. Previous guidelines have highlighted this, but numerous important advances have been noted recently. These advances cover all specialty fields involved in the care of girls and women with TS. This paper is based on an international effort that started with exploratory meetings in 2014 in both Europe and the USA, and culminated with a Consensus Meeting held in Cincinnati, Ohio, USA in July 2016. Prior to this meeting, five groups each addressed important areas in TS care: 1) diagnostic and genetic issues, 2) growth and development during childhood and adolescence, 3) congenital and acquired cardiovascular disease, 4) transition and adult care, and 5) other comorbidities and neurocognitive issues. These groups produced proposals for the present guidelines. Additionally, four pertinent questions were submitted for formal GRADE (Grading of Recommendations, Assessment, Development and Evaluation) evaluation with a separate systematic review of the literature. These four questions related to the efficacy and most optimal treatment of short stature, infertility, hypertension, and hormonal replacement therapy. The guidelines project was initiated by the European Society for Endocrinology and the Pediatric Endocrine Society, in collaboration with The European Society for Pediatric Endocrinology, The Endocrine Society, European Society of Human Reproduction and Embryology, The American Heart Association, The Society for Endocrinology, and the European Society of Cardiology. The guideline has been formally endorsed by the European Society for Endocrinology, the Pediatric Endocrine Society, the European Society for Pediatric Endocrinology, the European Society of Human Reproduction and Embryology and the Endocrine Society. Advocacy groups appointed representatives who participated in pre meeting discussions and in the consensus meeting.
European journal of endocrinology
Claus Hojbjerg Gravholt Niels Holmark Andersen Gerard S Conway Olaf M Dekkers Mitchell E Geffner Karen Oerter Klein Angela E Lin Nelly Mauras Charmian A Quigley Karen Rubin David E Sandberg Theo C Sas Michael Silberbach Viveca Soderstrom-Anttila Kirstine Stochholm Janielle A van Alfen-van derVelden Joachim Woelfle Philippe F Backeljauw
42618096
Prevention of violence against women and girls: what does the evidence say?
In this Series paper, we review evidence for interventions to reduce the prevalence and incidence of violence against women and girls. Our reviewed studies cover a broad range of intervention models, and many forms of violence ie, intimate partner violence, non partner sexual assault, female genital mutilation, and child marriage. Evidence is highly skewed towards that from studies from high income countries, with these evaluations mainly focusing on responses to violence. This evidence suggests that women centred, advocacy, and home visitation programmes can reduce a woman's risk of further victimisation, with less conclusive evidence for the preventive effect of programmes for perpetrators. In low income and middle income countries, there is a greater research focus on violence prevention, with promising evidence on the effect of group training for women and men, community mobilisation interventions, and combined livelihood and training interventions for women. Despite shortcomings in the evidence base, several studies show large effects in programmatic timeframes. Across different forms of violence, effective programmes are commonly participatory, engage multiple stakeholders, support critical discussion about gender relationships and the acceptability of violence, and support greater communication and shared decision making among family members, as well as non violent behaviour. Further investment in intervention design and assessment is needed to address evidence gaps.
The Lancet
Mary Ellsberg Diana Jimena Arango Matthew H Morton Floriza F Gennari Sveinung Kiplesund Manuel Contreras Charlotte H Watts
13758527
The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder
This study examined the extent to which gender related social behaviors help girls with autism spectrum disorder to seemingly mask their symptoms. Using concurrent mixed methods, we examined the social behaviors of 96 elementary school children during recess (autism spectrum disorder 24 girls and 24 boys, typically developing 24 girls and 24 boys) Children with autism spectrum disorder had average intelligence (IQ 70) a confirmed diagnosis, and were educated in the general education classroom. Typically developing children were matched by sex, age, and city of residence to children with autism spectrum disorder. The results indicate that the female social landscape supports the camouflage hypothesis; girls with autism spectrum disorder used compensatory behaviors, such as staying in close proximately to peers and weaving in and out of activities, which appeared to mask their social challenges. Comparatively, the male landscape made it easier to detect the social challenges of boys with autism spectrum disorder. Typically developing boys tended to play organized games; boys with autism spectrum disorder tended to play alone. The results highlight a male bias in our perception of autism spectrum disorder. If practitioners look for social isolation on the playground when identifying children with social challenges, then our findings suggest that girls with autism spectrum disorder will continue to be left unidentified.
Autism the international journal of research and practice
Michelle Dean Robin L Harwood Connie Kasari
149344034
Girlhood Interrupted: The Erasure of Black Girls' Childhood
Children occupy a unique position in our public systems. Once treated as miniature adults, our perception of young people's innocence and ongoing development has led, over time, to granting children leniency when determining the consequences of their behavior. The special legal status bestowed on youth, in particular, is based on a well established understanding of children's social and psychological development that they should be held less responsible and culpable for their actions, and that they are capable, through the ongoing developmental process, of rehabilitation. These foundational legal and moral principles protect children from criminalization and extend safeguards that shield them from the harsh penalties levied on adults. To date, limited quantitative research has assessed the existence of adultification for Black girls that is, the extent to which race and gender, taken together, influence our perception of Black girls as less innocent and more adult like than their white peers. This groundbreaking study provides for the first time data showing that adults view Black girls as less innocent and more adult like than their white peers, especially in the age range of 5 14. In light of proven disparities in school discipline, we suggest that the perception of Black girls as less innocent may contribute to harsher punishment by educators and school resource officers. Furthermore, the view that Black girls need less nurturing, protection, and support and are more independent may translate into fewer leadership and mentorship opportunities in schools. Given established discrepancies in law enforcement and juvenile court practices that disproportionately affect Black girls, the perception of Black girls as less innocent and more adult like may contribute to more punitive exercise of discretion by those in positions of authority, greater use of force, and harsher penalties.
Rebecca Epstein Jamilia J Blake Thalia Ameyatzin Bernal Gonzalez
388706
Computing Whether She Belongs: Stereotypes Undermine Girls' Interest and Sense of Belonging in Computer Science
Computer science has one of the largest gender disparities in science, technology, engineering, and mathematics. An important reason for this disparity is that girls are less likely than boys to enroll in necessary "pipeline courses," such as introductory computer science. Two experiments investigated whether high school girls' lower interest than boys in enrolling in computer science courses is influenced by stereotypes of the field. We further tested whether these stereotypes can be communicated by the physical classroom environment, and whether changing this environment alters girls' interest. In 2 experiments (N 269) a computer science classroom that did not project current computer science stereotypes caused girls, but not boys, to express more interest in taking computer science than a classroom that made these stereotypes salient. The gender difference was mediated by girls' lower sense of belonging in the course, even beyond the effects of negative stereotype concerns, expectations of success, and utility value. Girls' lower sense of belonging could be traced to lower feelings of fit with computer science stereotypes. Individual differences in fit with stereotypes predicted girls' belonging and interest in a stereotypical, but not a nonstereotypical, classroom. Adolescence is a critical time for career aspirations. Girls may avoid computer science courses because current prevailing stereotypes of the field signal to them that they do not belong. However, providing them with an educational environment that does not fit current computer science stereotypes increases their interest in computer science courses and could provide grounds for interventions to help reduce gender disparities in computer science enrollment. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Allison Master Sapna Cheryan Andrew N Meltzoff
5908970
Cultural stereotypes as gatekeepers: increasing girls' interest in computer science and engineering by diversifying stereotypes
Despite having made significant inroads into many traditionally male dominated fields (e.g. biology, chemistry) women continue to be underrepresented in computer science and engineering. We propose that students' stereotypes about the culture of these fields including the kind of people, the work involved, and the values of the field steer girls away from choosing to enter them. Computer science and engineering are stereotyped in modern American culture as male oriented fields that involve social isolation, an intense focus on machinery, and inborn brilliance. These stereotypes are compatible with qualities that are typically more valued in men than women in American culture. As a result, when computer science and engineering stereotypes are salient, girls report less interest in these fields than their male peers. However, altering these stereotypes by broadening the representation of the people who do this work, the work itself, and the environments in which it occurs significantly increases girls' sense of belonging and interest in the field. Academic stereotypes thus serve as gatekeepers, driving girls away from certain fields and constraining their learning opportunities and career aspirations.
Front. Psychol.
Sapna Cheryan Allison Master Andrew N Meltzoff
147802989
Gender Play Girls And Boys In School
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Matthias Meister