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Objective To assess the efficacy of propensity matching score (PMS) to determine the value of island sign and mixed sign on unenhanced CT for predicting hematoma enlargement (HE) in spontaneous intracerebral hemorrhage (SICH). Methods From June 2017 to June 2021, 229 patients with SICH underwent cranial CT on admission to our hospital including 73 with and 156 without HE on follow-up CT within 24 hours. 43 cases in each of the HE and non-HE groups were included after 1:1 propensity matching score (PMS) matching. The clinical data before and after PMS were compared and the receiver operating characteristic (ROC) curve was used to analyze the predictive value of HE of island sign and mixed sign. Results Before PSM, there were significant differences in the incidence of hypertension and diabetes, admission Glasgow Coma Score (GCS), admission National Institute of Health Stroke Scale (NIHSS) score, admission systolic blood pressure, combined ventricular penetration, initial hematoma volume, island sign, and mixed sign between the two groups of SICH patients (P<0.05). Logistic regression analysis showed that hypertension, admission GCS score, admission low NIHSS score, initial hematoma volume, island sign, and mixed sign were independent influencing factors of HE (P<0.05). Between the 43 pairs of PMS-matched patients, there was significant difference in the incidence of island sign and mixed sign (P<0.05). The areas under the ROC curves, sensitivities, and specificities of predicting HE were 0.663, 83.7%, 48.8% for the island sign; 0.651, 74.4%, 55.8% for the mixed sign; 0.814, 90.7%, 72.1% for both signs. Conclusion The island sign and mixed sign on unenhanced CT have predictive value for HE in SICH and timely intervention measures should be taken to improve the prognosis [ABSTRACT FROM AUTHOR]

The article describes the conceptual sphere of the school educational environment of England with superconcepts and subconcepts, which differentiate nuclear concepts on different grounds. Linguasemiotic system of English school education includes signs that cover one of the most extensive areas of human life associated with the formation of personality via the process of acquiring knowledge and social values, executing various social positions and roles, which together open the opportunities for gaining necessary skills and habits, supported by the principles of socially accepted rules and behavior. Linguasemiotic aspect of school educational discourse of England is presented with the signs of different nature: verbal signs, that nominate agents, clients, resources, results of school educational discourse, they form a set of nominative groups; non-verbal signs (symbolic artifacts, paralinguistic units, coloronyms), they are supplementary units to the verbal component; mixed signs (coat of arms, anthem, emblem, motto, protectives), they integrate verbal, graphic, coloremic, sound-components of semiotics. Inside the ritual space of Anglo-Saxon school there are an extensive system of signs and symbols, that are associated with the function of interaction between participants of educational, sports and recreational rituals that differ in degrees of variability. Verbal, nonverbal and mixed signs represent the unity of the linguistic and extra-linguistic settings of school educational discourse of England.

The article deals with the linguosemiotic explication of nomination process in educational discourse by signs of different types – verbal, non-verbal, mixed. Verbal signs are presented by lexical units, nominating agents, clients, non/material resources, artifacts, processes, incentives and forms of pedagogical influence. The non-verbal signs include paralinguistic signs (gestures, facial expressions, postures of the participants of the educational process); color-semiotic signs (coloremas), in which the information-impacting vector is directed to a color indication of messages that is important for successful educational communication; visual elements representing traditional British values and concepts; sound signs, topographic signs, that add meaning to the overall significance of a mixed sign. In linguosemiotic system of educational discourse, the mixed signs form the most numerous group and are represented mainly by emblems, anthems and school songs of secondary schools. The author checks and verifies the hypothesis that the semiotics of the educational process in British secondary schools includes the extensive and complex system of mixed signs, which consist of two non-homogeneous parts – verbal and non-verbal – belonging to other sign systems rather than natural language and expressed via graphics, colors, music, etc. Linguistic analysis is applied to the study of the semiotic space of educational discourse. The article determines that in the context of educational communication, verbal, non-verbal and mixed signs form the unity of the linguistic and extralinguistic parameters, being in different relationships and presenting a multilayer intersection of lexical groups, graphic description, color schemes and music accompaniment.