目的探讨依达拉奉治疗脑出血的疗效。方法将120例脑出血患者随机分为治疗组和对照组,治疗组在常规治疗的基础上给予依达拉奉治疗,14d为1个疗程。分别比较两组治疗前及治疗后7d和14d神经功能缺损程度(national institute of health strok...目的探讨依达拉奉治疗脑出血的疗效。方法将120例脑出血患者随机分为治疗组和对照组,治疗组在常规治疗的基础上给予依达拉奉治疗,14d为1个疗程。分别比较两组治疗前及治疗后7d和14d神经功能缺损程度(national institute of health stroke scale,NIHSS)评分,Glassgow评分,治疗前、后查血、尿常规、出凝血时间,肝、肾功能,心电图。结果与对照组比较,治疗组治疗后7d和14d的NIHSS评分均明显低于对照组(P<0.05);Glassgow评分有统计学意义(P<0.05);临床疗效有统计学意义(P<0.05)。结论依达拉奉治疗脑出血能显著提高基本治疗率。展开更多
Throughout time,healers,philosophers,scientists,and teachers have recognized the place of music for therapeutic and developmental functions(Bancroft,1985:3-7).Researchers over the last twenty years have made astoundin...Throughout time,healers,philosophers,scientists,and teachers have recognized the place of music for therapeutic and developmental functions(Bancroft,1985:3-7).Researchers over the last twenty years have made astounding advances in the the ory of language acquisition.Many find the pedagogical conjoining of language and music compelling.The first part of this review focuses on the historical and developmental proofs of music' s relationship with language learning.In part two,neurological the ory on music and the mind are covered.Part three summarizes scholarly inquiry on the use of music for learning languages,espe cially those studies that could prove most instructive both for language teachers and for music therapists in the development of curricula.展开更多
文摘目的探讨依达拉奉治疗脑出血的疗效。方法将120例脑出血患者随机分为治疗组和对照组,治疗组在常规治疗的基础上给予依达拉奉治疗,14d为1个疗程。分别比较两组治疗前及治疗后7d和14d神经功能缺损程度(national institute of health stroke scale,NIHSS)评分,Glassgow评分,治疗前、后查血、尿常规、出凝血时间,肝、肾功能,心电图。结果与对照组比较,治疗组治疗后7d和14d的NIHSS评分均明显低于对照组(P<0.05);Glassgow评分有统计学意义(P<0.05);临床疗效有统计学意义(P<0.05)。结论依达拉奉治疗脑出血能显著提高基本治疗率。
文摘Throughout time,healers,philosophers,scientists,and teachers have recognized the place of music for therapeutic and developmental functions(Bancroft,1985:3-7).Researchers over the last twenty years have made astounding advances in the the ory of language acquisition.Many find the pedagogical conjoining of language and music compelling.The first part of this review focuses on the historical and developmental proofs of music' s relationship with language learning.In part two,neurological the ory on music and the mind are covered.Part three summarizes scholarly inquiry on the use of music for learning languages,espe cially those studies that could prove most instructive both for language teachers and for music therapists in the development of curricula.
