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Background Zinner syndrome (ZS), the association of congenital seminal vesicle cyst (SVC) and ipsilateral kidney anomalies, is rarely diagnosed in childhood. This study aimed to assess presentation, imaging findings, management, and outcome of pediatric ZS. Methods Sixteen children with ZS were diagnosed and managed at our hospital from 2003 to 2021. We reviewed the medical records to collect data on initial symptoms, results of imaging studies, complications, operation, and follow-up. Results Ultrasound was used in all 16 cases as initial diagnostic tool. Fourteen patients were asymptomatic at diagnosis: these were transferred from obstetricians or pediatricians for evaluation of the prenatally or postnatally detected ultrasonic kidney anomalies. SVCs were incidentally noted on ultrasonography. The other two cases initially presented with urinary tract infection (UTI). Kidney anomalies included multicystic dysplastic kidney in 3 and kidney agenesis in 13 patients. Eleven (68.7%) patients had ipsilateral ectopic ureters entering SVC. Four (36.4%) patients had a reflux from urethra into SVC (urethro-cystic reflux) on voiding cystourethrography. Ten (62.5%) patients remained asymptomatic over a mean of 58 months (range, 7-216 months), two patients developed lower urinary tract dysfunction, and five patients had UTIs. Two boys needed SVC removal, and SVC had disappeared in two patients after 2.5-4 years of follow-up. Conclusions Unilateral kidney hypodysplasia with ectopic ureter inserting into the ipsilateral SVC is a characteristic sign for diagnosis of ZS. In our case series, ZS was mainly asymptomatic. Urethro-cystic reflux was associated with UTIs in young infants. SVC removal was rarely required. Graphical abstract A higher resolution version of the Graphical abstract is available as Supplementary information, Author(s): Chun-Chen Lin [sup.1] [sup.2] [sup.3] , Jin-Cherng Sheu [sup.4] , Pei-Shan Tsai [sup.2] [sup.3] [sup.5] [sup.6] , Ming-Dar Lee [sup.7] , Tsu-Hua Lin [sup.1] , Jeng-Daw Tsai [sup.1] [sup.2] [...]

This study explored the relationships among preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans. A total of 47 preservice teachers in Taiwan who had experienced designing their own lesson plans and teaching materials (ie, eBooks and applications) for teaching using mobile devices (ie, smart phones and tablet PCs) participated in this study. The results showed that four qualitatively different conceptions of teaching using mobile devices were identified, namely "technology support," "knowledge transmission," "learning facilitation," and "supporting students to learn." This study also found that the teachers who had more constructivist perceptions of teaching using mobile devices, such as facilitating students' understanding in a convenient way or supporting student learning in a more active way, appeared to attain better quality technology integration in their lesson plans than those teachers with traditional conceptions.

Several studies have explored the effects of cognitive tools, such as scaffolding, on the quality of argumentation in online argumentation activities. However, although information searching is the most popular online activity, few studies have investigated the roles of online information resources in the quality of argumentation. This study explored the role of information searching strategies in the quality of argumentative essay writing. Participants were 91 eighth-grade students from two classes at a junior high school in southern Taiwan. Results showed that students' online argumentation and information searching behaviours were clustered into three strategies, namely "browsing for discussion," "browsing without discussion," and "less information seeking." The results also demonstrated that students who adopted the "browsing without discussion" strategy had higher quality argumentation skills in claims, grounds, warrants, and rebuttals than those students who used the "less information seeking" strategy. Students who used the "browsing for discussion" strategy had higher quality argumentation skills in rebuttal than those students with the "less information seeking" strategy. Hence, this study highlights the positive role of students' information searching strategies for explaining the quality of argumentative essay writing. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the relationships among students' conceptions of knowledge building, approaches to knowledge building, knowledge-building behaviors and learning outcomes. A total of 48 primary school students (from grades 3 and 4) who had experienced knowledge-building activities participated in the present study. After analyzing the students' interview responses using the phenomenographic method, qualitatively different and hierarchically related conceptions and approaches were revealed. The results indicated that the students with fragmented conceptions tended to use surface approaches to knowledge building while those with cohesive conceptions tended to adopt deep approaches. The findings also indicate that the students with cohesive conceptions or deep approaches were more likely to have better learning outcomes than those with fragmented conceptions or surface approaches.

Kawasaki disease (KD) is a form of acute systemic vasculitis syndrome that predominantly occurs in children under the age of 5 years. Its etiology has been postulated due to not only genetic factors but also the presence of foreign antigens or infectious agents. To evaluate possible associations between Kawasaki disease (KD) and COVID-19, we investigated humoral responses of KD patients against S-protein variants with SARS-CoV-2 variant protein microarrays. In this study, plasma from a cohort of KD (N = 90) and non-KD control (non-KD) (N = 69) subjects in categories of unvaccinated–uninfected (pre-pandemic), SARS-CoV-2 infected (10–100 days after infection), and 1-dose, 2-dose, and 3-dose BNT162b2 vaccinated (10–100 days after vaccination) was collected. The principal outcomes were non-KD–KD differences for each category in terms of anti-human/anti-His for binding antibodies and neutralizing percentage for surrogate neutralizing antibodies. Binding antibodies against spikes were lower in the KD subjects with 1-dose of BNT162b2, and mean differences were significant for the P.1 S-protein (non-KD–KD, 3401; 95% CI, 289.0 to 6512; P = 0.0252), B.1.617.2 S-protein (non-KD–KD, 4652; 95% CI, 215.8 to 9087; P = 0.0351) and B.1.617.3 S-protein (non-KD–KD, 4874; 95% CI, 31.41 to 9716; P = 0.0477). Neutralizing antibodies against spikes were higher in the KD subjects with 1-dose of BNT162b2, and mean percentage differences were significant for the 1-dose BNT162b2 B.1.617.3 S-protein (non-KD–KD, −22.89%; 95% CI, −45.08 to −0.6965; P = 0.0399), B.1.1.529 S-protein (non-KD–KD, −25.96%; 95% CI, −50.53 to −1.376; P = 0.0333), BA.2.12.1 S-protein (non-KD–KD, −27.83%; 95% CI, −52.55 to −3.115; P = 0.0195), BA.4 S-protein (non-KD–KD, −28.47%; 95% CI, −53.59 to −3.342; P = 0.0184), and BA.5 S-protein (non-KD–KD, −30.42%; 95% CI, −54.98 to −5.869; P = 0.0077). In conclusion, we have found that KD patients have a comparable immunization response to healthy individuals to SARS-CoV-2 infection and COVID-19 immunization. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the effects of the context-aware ubiquitous learning (u-learning) approach versus traditional instruction on students' ability to answer questions that required different cognitive skills, using the framework of Bloom's taxonomy of educational objectives, including knowledge, comprehension, application, analysis, and synthesis. In this study, 230 third- and fourth-grade students in 8 classes were counterbalanced and assigned to the u-learning approach and traditional instruction for learning different topics in two separate plant-observing activities. The results showed that the students who learned with traditional instruction performed better than those who used the u-learning approach in terms of answering questions that required their cognitive abilities of knowledge, comprehension, application, analysis, and synthesis. Moreover, an in-depth analysis of the students' learning behaviors in the u-learning context revealed that most of their learning behaviors recorded in the u-learning system were not significantly related to their cognitive abilities.