No abstract

No abstract

No abstract

No abstract

No abstract

Background Although not common, coronary artery aneurysms (CAAs) can develop to over 8 mm in diameter to become giant CAAs. In the context of systemic lupus erythematosus (SLE), autoantibody- and immune complex-mediated atherosclerosis is believed to be the most prevalent cause of aneurysm. Case presentation We report the case of a 53-year-old female SLE patient who presented to our hospital with radiating chest pain. Coronary angiography revealed a giant aneurysm in the middle segment of the left anterior descending artery (LAD) and distal subtotal occlusion in the left circumflex artery (LCX). Laboratory testing also identified risk factors such as an abnormal pulmonary enzyme profile, dyslipidemia, and nephritis parameters.To prevent thromboembolism, anticoagulation and antiplatelet therapy were administered. In addition, one stent was implanted at the distal end of the LCX and repeated coronary angiography verified restoration of TIMI grade III flow.The patient was discharged with resolved chest pain. During 6 months of follow-up, the patient is in good health. Conclusions Our case study, together with 16 recent comparable reports, emphasizes the need for coronary aneurysm screening in SLE patients. It is necessary that thromboembolism, anticoagulation and antiplatelet therapy were administered for CAA.

No abstract

This study highlights the issues in the process of peer assessment in an online environment. As an interactive learning platform, peer assessment will likely lead to conflicts among students, which will hinder the sustainability of peer assessment learning environments. It is still unclear about the particular factors that influence and cause the behavioral conflicts which arise within learning groups and learning environments. To overcome this issue, the current study explores why peer assessment could trigger conflict over a student's task. The results of a negative binomial regression model with user fixed effects indicate that student's knowledge self-efficacy, cognitive diversity of general knowledge, and network density have a positive impact on task conflict. Interactive experience and cognition diversity of specific knowledge are not powerful motivations for task conflict in the peer assessment. The findings of this study may be helpful for educators in understanding why students have task conflict in a specific learning environment.