Application Value of Combined Detection of miR-208 and miR-92a in Early Diagnosis of Myocardial Infarction.

Objective: Myocardial infarction (MI) is a common and serious cardiovascular disease with increasing incidence and mortality rates, making it a major global public health issue. Molecular biology research has shown that the cleavage products miR-208 and miR-92a are microRNAs (miRNAs) associated with myocardial injury. Therefore, this study aims to establish a predictive model and explore the application value of the combined detection of miR-208 and miR-92a in the early diagnosis of MI in microRNA. Methods: Plasma samples were collected from 231 volunteers divided into 30 healthy and 201 diseased subjects From January 1st, 2021 to December 30th, 2021. Plasma RNA was extracted using a TRIZOL kit, and levels of miR-208 and miR-92a were determined using a real-time polymerase chain reaction (PCR) assay. Subsequently, the logistic regression model, decision tree model analysis, and receiver operating characteristic (ROC) curve were used to evaluate whether miR-208 combined with miR-92a could be used as a biomarker for MI early diagnosis. Results: In this study, the ROC curve evaluation of the logistic regression model and pruned decision tree model found that age, miR-208, and miR-92a had high early diagnostic accuracy for MI, and the area under the curve (AUC) reached 0.928, showing good predictive value. It was also found that the AUC, optimal threshold, sensitivity, and specificity of age, miR-208, and miR-92a were higher than those of age and miR-208. This indicates that the combination of age, miR-208, and miR-92a has more value in the early diagnosis of MI. Conclusion: The combined diagnosis of miR-208 and miR-92a is helpful for the early diagnosis of myocardial infarction, which might serve as a new marker of MI benefiting from its early diagnosis.

Exploring and modeling the reading-writing connection in EFL integrated writing.

Reading-to-write tasks have increasingly been used in high-stakes language tests worldwide; however, the nature of the reading-writing connection is not well understood. This study utilized a mixed-methods approach to ground descriptions of EFL cognitive processes and identify process interaction patterns to determine how reading and writing were connected. Grounded theory analysis of fourteen EFL learners' writing think-aloud protocols showed that students engaged in an interactive composing process involving source reading, comprehension monitoring, planning, language monitoring, narration monitoring, and continuity evaluation. We also conducted a confirmatory factor model study on 486 EFL learners' responses to a self-developed writing questionnaire, which covered five factors, including reading monitoring, narration monitoring, ideational planning, continuity evaluation, and skill integration. The findings showed that reading monitoring was the only factor that had a direct and significant impact on skill integration, a composite factor covering discourse synthesizing and source using processes. Based on the discussion of the theoretical, empirical, and pedagogical implications of the current findings, we called for more studies to explore the use of three pillar skills-reading, writing, and language use-to support EFL integrated writing. We also suggested that test designers include explicit rating descriptor(s) for source using to evaluate reading comprehension, and instructors enhance reading instruction to improve task performance.