Terminal Course Research Articles

Mycosis fungoides. Hematologic findings and terminal course.

This paper summarizes our clinical experience with 165 cases of biopsy-proved mycosis fungoides. In 34% of the 106 deceased patients there was a transition from mycosis fungoides to reticulum cell sarcoma (14 cases), to lymphosarcoma (15 cases), or to Hodgkin's disease (7 cases). Five of the 14 patients with reticulum cell sarcoma had terminal monocytic leukemia, and six of the 15 with lymphosarcoma had terminal lymphoblastic leukemia. In 23 of the 42 patients autopsied the disease remained as mycosis fungoides throughout its course. The pleomorphic infiltrate without Sternberg-Reed cells involved the lymph nodes in four and the viscera in nine of the patients autopsied. No findings in the blood or marrow could be considered as pathognomonic of mycosis fungoides except perhaps an absolute lymphopenia noted in 76% of the patients. Total body surface electron beam therapy is the most effective and practical form of palliative therapy. Skin tolerance is the only limiting factor; bone marrow is not significantly affected.

Surgical palliation for lung cancer

Summary The results of resecting incurable lung cancer in an effort to improve the terminal course of a small number of patients are briefly presented. This is not a comparative study and no inferences or conclusions are justified regarding the choice of this form of therapy as palliation in preference to other forms of palliative therapy; however we do believe that the terminal course of the patient with lung cancer is beneficially effected by removal of the primary tumor whenever this is technically feasible.

Problems of the Survey Course

NO ONE is going to insist, I hope, that in one brief article final solutions are going to be proposed that will end all problems, even any minor ones, raised by the survey course. For anyone who has ever taught one, and I am speaking mostly about survey courses in French literature, the problems are many and obvious, some of them more or less superficial and dependent upon special circumstances and individual tastes. One could speak to the point, perhaps, about such matters as the location of survey courses in the curriculum, about criteria for the selection of students, about the language to be used in the course, or even about standards to be adopted in the choice of texts. Each one of these matters raises questions in the mind of the teacher; no one of them is central to this particular kind of course but each one will be answered in the light of particular circumstances present in a given situation. It may even be that problems which loom large are peculiar to special circumstances. It is the hope, of course, that a brief description of them may be profitable for others than myself faced with the same questions. No one will insist, I hope, that there is a single answer to any of them. Undoubtedly the survey course is here to stay, either as an orientation to be given early in the student's career and designed to provide a broad base for his later work, or as a review course for seniors who, in some schools, must take comprehensive examinations, or as a terminal course, broadly cultural in character, for students primarily interested in other disciplines and who will have no time for further work in French literature. For these students such a course will round out their work in

DOUBLE NERVE SUPPLY OF KRAUSE CORPUSCLES AT THE HUMAN CORNEAL LIMBUS.

The Krause corpuscles of the conjunctiva and corneal limbus are well known to morphologists and physiologists as sensory receptors for the sensation of cold. 1,2 They are formed by relatively thick medullated nerve fibers originating in the ring-shaped paramarginal nerve plexus of Attias. 3 These enter the ovoid end-bulbs at their hilum and form a complex entanglement of terminal nerves within. The question whether the Krause end-bulbs have a connective tissue capsule of their own or not and whether the nuclei found accumulated around the entangled nerves are mesodermal or belong to Schwann cells 4,5 is not settled. It is known that one nerve fiber in its terminal course may form a number of Krause corpuscles hanging on them like a cherry on its stalk. Thus, many Krause bodies are seen to have an entrant and an emergent nerve. 6 Material and Method Tissue from the corneal limbus of 11

Studies on the Ripening of Wheat Grain : 6. Development of the furrow side tissues.

The furrow side tissue of wheat grain consist of thin pericarp, raphe (conducting strand) and inside nucellar parenchyma. In this report the developmental morphology of these tissues was dealt. At the time of anthesis, the vessels and sieve tubes were not yet found except of some strongly stained ceells layer in the furrow side of the ovary. Immediately after the fertilization, the formation of the conducting strand started at the base of funiculus and it continued until 25∼30 days after anthesis. Thus four groups of the conducting cells which were parallel to the dorsal surface of the endosperm were formed in the raphe. A few of the conducting cells extended to the level of the distal end of endosperm, however, others terminated at several elevations, and their ends were not joined directly to the endosperm even at the distal end of the raphe. Therefore, the number of conducting cells was less in higher portion of the raphe. The fromation of sieve tubes seemed to precede that of vessels, although the typical sieve plate could not be found. Nucellus inside the raphe was dissimilar in character to that in flank and abdominal side, for the former did not show degeneration until full maturation stage. In 5-6 cells layer parallel with the raphe, yellow-coloured substance similar to that in the integument of abdominal side was deposited during 9th to 25th days. But in this side seed cooat and hyaline layer which were formed from integument and outer layer of nucellus respectively in the abdominal and flank side were never formed. Nucellar cells increased in number in early developmental stage and thereafter, all of them elongated toward the center of the dorsal surface of endosperm. The space surrounded by nucellus and endosperm was filled with sap and became narrower in the last stage of development and disappeared at full maturation. From the above mentioned observations, we may assume the following hypothesis regarding the terminal course of translocation of the reserve materials into endosperm. Carbohydrates and other reserve materials enter the conducting cells from the base of ovary, and then transfer into nucellar tissue from several elevations of the conducting tissue. The materials go across the cells layer accumulating the yellow-coloured substance, subsequently they are sent along the elongated nucellar parenchyma in sequence, and lastly flow into the cavity surrrounded by the nucellus and endosperm. Surface area of the endosperm facing to the cavity where the cells are of a peculiar shape plays a role of intaking the reserve substances from the cavity. This hypothesis is showing some points of disagreement with Percival and other researchers. In their explanations, the reserve substances traverse the raphe and diffuse into endosperm from a point in the upper part of it.

Stereochemistry in the terminal course

Discusses the role of stereochemistry in the terminal course of students who are not majoring in chemistry.

The dying patient's grief.

Since the full significance of dying, for a patient, includes the anticipated loss of all of his human relationships, a significant element of his response to the awareness of impending death is a type of grief not too different from the anticipatory grief of his potential survivors. This concept of the emotional response to dying helps to clarify some of the individual differences among patients and some of the changes in a patient's reactions as the terminal course progresses. The concept also suggests to the physician that his communication with his dying patient should be couched in terms that will permit the patient either to deny or to accept death, as his current emotional needs require.

Pathophysiological investigations into the terminal course of experimental anthrax in the rabbit.

Acta Pathologica Microbiologica ScandinavicaVolume 53, Issue 3 p. 295-318 PATHOPHYSIOLOGICAL INVESTIGATIONS INTO THE TERMINAL COURSE OF EXPERIMENTAL ANTHRAX IN THE RABBIT B. K. Nordberg, B. K. Nordberg The Departments of Bacterioliogy and Pharmacology, Royal Veterinary College, Stockholm 51, and the State Veterinary Medical Institute, Stockholm 50, SwedenSearch for more papers by this authorC. G. Schmiterlöw, C. G. Schmiterlöw The Departments of Bacterioliogy and Pharmacology, Royal Veterinary College, Stockholm 51, and the State Veterinary Medical Institute, Stockholm 50, SwedenSearch for more papers by this authorH.-J. Hansen, H.-J. Hansen The Departments of Bacterioliogy and Pharmacology, Royal Veterinary College, Stockholm 51, and the State Veterinary Medical Institute, Stockholm 50, SwedenSearch for more papers by this author B. K. Nordberg, B. K. Nordberg The Departments of Bacterioliogy and Pharmacology, Royal Veterinary College, Stockholm 51, and the State Veterinary Medical Institute, Stockholm 50, SwedenSearch for more papers by this authorC. G. Schmiterlöw, C. G. Schmiterlöw The Departments of Bacterioliogy and Pharmacology, Royal Veterinary College, Stockholm 51, and the State Veterinary Medical Institute, Stockholm 50, SwedenSearch for more papers by this authorH.-J. Hansen, H.-J. Hansen The Departments of Bacterioliogy and Pharmacology, Royal Veterinary College, Stockholm 51, and the State Veterinary Medical Institute, Stockholm 50, SwedenSearch for more papers by this author First published: November 1961 https://doi.org/10.1111/j.1699-0463.1961.tb00412.xCitations: 11AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume53, Issue3November 1961Pages 295-318 RelatedInformation

Hepatolenticular degeneration: Clinical, biochemical and pathologic study of a patient with fulminant course aggravated by treatment with BAL and versenate

A case of hepatolenticular degeneration with several unusual features is reported. Clinically, the course was marked by insidious onset with mental symptoms, later by major seizures with focal electroencephalographic abnormality, and terminally by fever and an allergic skin rash. Biochemical studies revealed the usual abnormalities found in this disorder with a marked diminution of ceruloplasmin, hypercupriuria, increased copper in tissue and aminoaciduria. Pathologic study revealed disseminated brain lesions which correlated well with the clinical picture of multiple system involvement. Of special interest was the finding of acute and subacute hepatic necrotic lesions. These lesions were chronologically related to the period of treatment with dimercaprol (BAL) and calcium disodium ethylenediaminetetraacetic acid (versenate). The use of these drugs also coincided with the acute febrile terminal course. Both the adverse clinical response and the toxic hepatic lesions appeared to have been aggravated or precipitated by the drug therapy.

A terminal course for psychology majors.

A terminal course for psychology majors.

The terminal course in chemistry

Discusses some of the issues involved in designing a terminal course in chemistry, including Who will be taught? What is to be taught? How is it to be taught?

Differences in Intelligence Between Two- and Four-Year Course Pupils in a Commercial High School

The Eastern High School of Commerce, Toronto, at which the writer is a guidance counsellor, has recently instituted a two-year terminal course, ending at Grade X. The investigation which is here being reported was undertaken to determine whether there was any significant difference in intelligence (as determined by group tests) between those students who chose to enter the four-year course and those who chose the new, shorter course.

Recognition of High-School Scholarship in Foreign Languages

The question of what phases of language work to emphasize in high-school teaching, the matter of the recognition of limitations imposed by conditions which prevail in public school systems, the question of the articulation of secondary-school subject matter and methods with those of the colleges and the recognition of achievement in language work at the high-school level are all aspects of a topic that we might designate as Recognition of High-School Scholarship in Foreign Languages. And while we spend time searching for objectives and and disciplines, we should recall the old Spanish saying, El amor no se busca, ya esta, which at first may seem nonsensical but which has a measure of profound philosophy. El amor ya esta in the sense that the aptitudes and interests of the students, the nature of the high-school curriculum with relation to the college and also as a terminal course of study should be determining factors to a greater extent than they generally are. While we look elsewhere for solutions, many of the conditions of the high-school situation make it a natural for language training. So often the secondary schools find themselves attempting the same program that colleges normally present and the colleges in turn devise exemption and placement tests based on what they themselves might give. Perhaps our entire program could be materially strengthened by a timely recognition and definition of functions on the part of both groups of teachers. Perhaps an attempted definition of scholarship in our general area will help us recognize our failings as well as the unusual opportunities that are ours. Scholarship is not a thing nor even an attainment. It is a process-an attitudeof learning which we share with the student. I believe that this attitude has three principal attributes: humility, integrity and authenticity. Arrogance has no place in any teacher, nor has assumed superiority or vindictiveness. We learn as we teach and may thus inspire learning. On the other side of that desk are potentially greater and better people. Integrity is a companion of this humility. Let's not sacrifice it to expediency under the pressure from parents, or through the influence of petty politics, or even guided by our own selfish interests. Authenticity is in turn a derivative of integrity. Under the pressures of masseducation attitudes and of the mass-man concept of our time, we sometimes find ourselves dedicating our efforts to mediocrity. We too often think in terms of media, reports, averages, lines, window shades, and bells! All of these leveling

A terminal course in general chemistry

A terminal course in general chemistry

RECESSION OF RETINAL PAPILLEDEMA DURING TERMINAL STAGE OF MALIGNANT HYPERTENSION

Several observers have reported recession and even disappearance of the characteristic retinitis associated with malignant hypertension. Usually the improvement in the retina has been accompanied with a period of amelioration in the general condition. In our case, however, during the progressive terminal course, three weeks before death, a previously measurable papilledema disappeared and retinal hemorrhages and exudates became less numerous. Pathologic study of the retina confirmed the absence of papilledema. It seemed pertinent, therefore, to report these facts and to endeavor to offer an explanation for them. REPORT OF CASE The patient was 38 years old and was the father of three healthy children. On admission to the clinic (June 12, 1939) his chief complaints were severe headaches and dimness of vision. He had been told by his local physician that his blood pressure was elevated. His family history was not significant except for the fact that his sister had

Terminal or Germinal

HE terminal course is a bugaboo which is being seriously attacked by constructive thinkers, and I have no desire to divert attention from any effort that will contribute to its solution. The sooner we can determine exactly what should be taught to students who leave college at the end of their second year-not least of all in literature-the sooner we shall rid our minds of a host of academic torments. But there is another aspect of the phrase terminal course in that has haunted me for a number of years, an aspect usually not embraced by the academic connotation of the word terminal. I refer to the fact, attested by the attitudes of many students with whom I have spoken, that literature courses are frequently terminal in a lethal sense-they terminate an interest in literature in toto. Again and again I have heard college students declare that they do not like to read; that poetry is words, words, words; that, as far as they are concerned, they won't bite again, and that's that! As I see it, therefore, our major problem as teachers of literature is not so much one of terminal possibilities, for that, unfortunately, too often cares for itself. Rather it is one of germinal possibilities. What can we do during the few months our students are with us to kindle a lasting glow? What can we do to make literature a continuous, vital necessity in the lives of men and women after they leave college, when the gadflies of assignments and examinations no longer sting them into a more or less willing attentiveness? In a word, what can we do to induce our students to become intelligent, lifelong readers, for that, surely, must be the end of our endeavors. This is not to say that the in-course materials of themselves are not valuable or are not worth the price the student pays. But in the lower-division courses, at least, most teachers will admit that the attitude engendered toward literature is far more important than immediate content, for on attitude depends the future function of literature in a student's life. No one can possibly believe that the literature which a student comes to know in one or two college courses exhausts its usefulness for him. It is almost axiomatic to remark that when we evaluate anything, difficulties or limitations assume importance only as we see their relationship