No abstract

The objective of this study was to determine the relations between the hallmark circulatory finding of decompensated cirrhosis, a reduced systemic vascular resistance (SVR), and the indices of hepatic decompensation, the accumulation of ascites, and the concentrations of various vasoactive substances. At a university-affiliated teaching hospital, eighteen hospitalized patients with cirrhosis and 18 age- and sex-matched healthy subjects were used. This was a case-control study. Measurements included cardiac dimensions and indices derived from echocardiograms and Doppler studies, abdominal ultrasound estimates of ascites, indices of hepatic function, and various serum (S) and urinary (U) substances. Results showed that cirrhotics had increased left atrial and left ventricular dimensions, left ventricular mass, heart rate, cardiac output (CO), transvalvular velocities, and a decreased SVR. SVR was related to hepatic dysfunction, as reflected by an abnormal prothrombin time ratio (r = -0.64, p = 0.006), and also related to overall severity of liver disease as estimated by the Child-Pugh score (r = -0.53, p = 0.044). Although cirrhotics with ascites generally had a reduced SVR, estimates of ascites were directly related to SVR (r = 0.57, p = 0.03) and inversely related to CO (r = -0.53, p = 0.04). Concentrations of S and U digoxin-like immunoreactive substance (DLIS) were also increased, but the concentrations of S glucagon and estradiol were not elevated. The accumulations of S and U DLIS, S glucagon, and S estradiol were all related to hepatic dysfunction.(ABSTRACT TRUNCATED AT 250 WORDS)

There is not enough conceptual work done on autonomy relating it to other individual difference variables. Some researchers have investigated the characteristics of L2 English learners in terms of motivation and learning strategy constructs, but they did not include variables associated with learners' perceived L2 learning competence/anxiety. Some other researchers investigated the characteristics of L2 English learners in terms of strategy use and confidence constructs, but did not include motivational constructs. Motivational, affective, and strategy use have been hypothesized to be important in fostering L2 learner autonomy (Benson, 2011), but conceptual work linking these constructs to L2 learner autonomy is needed. The present study aims to identify the links among L2 learner motivation, confidence/anxiety, and strategy use with L2 English learners with varying degrees of L2 learner autonomy, measured with the Self-Determination Theory-based motivational continuum. The results will help to illuminate how autonomy is related to other variables and thereby provide a clearer understanding of L2 English learner autonomy. The second purpose is to investigate which of the above-mentioned constructs can be changed through a specific educational intervention. This is important given that positive changes in such variables are hypothesized to result in more positive educational outcomes. The study also aims to investigate how the participants perceive a set of learner autonomy fostering activities that aims at transferring learning responsibility from teacher to learner.