bluuebunny/crossref_metadata_2025 huggingface dataset:
SCHOOL PARTICIPATION OF STUDENTS WITH AUTISM SPECTRUM DISORDERS
Authors: Teixeira De Matos Inês , Morgado José
Published: August 2016

This paper addresses the participation of students with autism spectrum disorders (ASD) in mainstream schools. There are different benefits for ASD students to be educated in an inclusive environment (Gena, 2006; Whitaker, 2004). They challenge the school community by presenting difficulties in essential domains for school activities (Chamberlain, Kasari and Rotheram‐Fuller, 2006; Eman and Farrell, 2009; Humphrey and Symes, 2010). Thus, these are students with increased difficulties participating in inclusive environments, reinforcing the need of an adequate inclusion process (Gena, 2006; Hall and McGregor, 2000; Hestenes and Carroll, 2000). We characterised this students’ participation with a questionnaire to the students from mainstream classes in which ASD students were included, a questionnaire applied to each class teacher/head teacher and an interview to four of the school educational assistants. The location of the ASD student in mainstream classroom was also analysed, trying to understand if it influences the quality of ASD students’ participation, hypothesising that there is an influence. Results showed a good perception of the students with ASD and their behaviour, low frequency of behaviours involving interaction with these students, good feelings about their presence at the school/class and an overall acceptance of them in the peer groups of typical development students. Results are mostly consistent across the different information sources. We found a significant effect of the location on the quality of participation. Results are mainly consistent with the literature reviewed and enlighten the need to keep making progress on inclusion practices related to ASD students in mainstream schools.
THE NORTHERN IRELAND RESOURCE FILE AND ASPIRE
Authors: Ryan David , Montgomery Brenda
Published: August 2016

The paper begins by identifying issues as to how initial teacher training and in‐service training for teachers inadequately prepares them for teaching the pupils with special educational needs (SEN). The paper then provides a brief legislative background to SEN in the Northern Ireland context, before describing two elements of educational reform in relation to SEN; a Department of Education review, and the Capacity Building Project. The latter was responsible for designing and delivering professional development for school leaders and teachers, and also the creation of the Resource File and ASPIRE document. The ASPIRE document uses action research principles to enhance teacher engagement with the Resource File.
VIOLÊNCIA SIMBÓLICA: IMPACTOS À INCLUSÃO ESCOLAR
Authors: Ribeiro Solange Lucas
Published: August 2016

O cenário da educação brasileira contemporânea ainda expressa um acentuado estranhamento em relação à presença de pessoas com deficiência. Embora currículos e práticas tentem desconstruir essa visão, o desrespeito às diferenças continua e as situações de violência permeiam as práticas escolares. Este texto é um recorte de uma pesquisa (doutorado), que tem por objetivo “compreender as situações de violência simbólica produzidas e naturalizadas no cotidiano dos alunos cegos na escola regular e analisar as possíveis implicações desse fenômeno. Para tanto, buscou‐se suporte no axioma de Bourdieu (1989,1992, 2007), sobre violência simbólica. A pesquisa foi qualitativa, do tipo etnográfico. Para a coleta de dados utilizou‐se observação e entrevista. Os resultados evidenciam diversas situações de violência simbólica, como: baixa expectativa dos professores em relação aos alunos cegos, inserção “marginal”, falta de equidade de oportunidades, “evasão” escolar e uma educação de má qualidade, refletindo em sua aprendizagem e formação.
VOICES OF OUT OF SCHOOL CHILDREN WITH DISABILITIES IN PAKISTAN
Authors: Manzoor Afaf , Hameed Abdul , Nabeel Tanzila
Published: August 2016

In Pakistan, 96% children with disabilities are out of school and are unreached for any educational services. According to UNESCO (2010), the unreached are those children and youth who are of school age but not attending school for some reasons. Some of these children may have never been to school; others may have attended school but eventually were dropped out. Reaching out these marginalised children is imperative for the country like Pakistan that intends to meet the goals of Education for All (EFA) by 2015. A survey was conducted to identify the causes of being out of school in order to propose necessary measures for their inclusion. The researchers conveniently selected 433 unreached children with disabilities across all Tehsils of districts Sheikhupura and Kasur to document the voices of out of school children and their families. Children and their parents were contacted to collect the data through structured interviews. Both qualitative and quantitative analyses were performed to answer the questions. Descriptive and inferential statistics were used for the analysis of quantitative data. The study revealed that lack of school readiness, admission policy, poverty, child health conditions, distance from home to school and overprotection of children with disabilities are the main reasons (in rank order) for being out of school. It was also found that although existing special schools in both districts were providing their services through curriculum adaptation, adaptive assessment techniques, teacher trainings, student's leisure and recreational activities, but still had no capacity to accommodate all the unreached children at Tehsil level with limited budget, staff, physical infrastructure and transport facility. The study recommended that unless the regular schools are not improved through inclusive approaches, the problem would remain as such.
AUTISMO E A PRÉ‐HISTÓRIA DA LINGUAGEM ESCRITA
Authors: Santos Emilene Coco , Chiote Fernanda Binatti
Published: August 2016

O aumento da matrícula dos alunos público‐alvo da educação especial nos últimos anos no ensino comum, principalmente da criança com autismo, trouxe a necessidade de estudos que investiguem a forma mais apropriada de ensino para que elas se apropriem do conhecimento produzido e transmitido na/pela escola. Este estudo se torna relevante no campo educacional por analisar a pré‐história da linguagem escrita em crianças com autismo, tendo como foco os percursos de simbolização dessas crianças, na brincadeira, no gesto e no desenho, a partir de indícios de representações simbólicas construídas no processo de mediação pedagógica, fundamentais para o desenvolvimento da escrita e da leitura. A pré‐história da linguagem escrita, de acordo com Vigotski (, ) e Luria (), são as representações das crianças antes de adentrarem nos processos deliberados de escrita, e envolve a apropriação de práticas e signos culturais de caráter representativo como os gestos, expressões, jogos imaginários e desenhos, favorecendo o desenvolvimento do simbolismo. O presente artigo é um recorte de duas pesquisas de mestrado, realizadas em dois municípios do estado do Espírito Santo – Brasil, que tiveram como metodologia o estudo de caso, e se desenvolveram num trabalho colaborativo com os profissionais envolvidos no processo educativo das crianças com autismo na educação infantil e nos anos inciais do ensino fundamental. Os dados mostram que os indícios da pré‐história da escrita, apresentados pelas crianças com autismo, podem contribuir para nosso entendimento a respeito do papel do outro e da linguagem na apropriação e representação das práticas culturais, que são simbólicas, por essas crianças. Apontam sobre a necessidade da criação de condições e oportunidades adequadas para que a criança aprenda em grupo.
ARITMÉTICA PARA CRIANÇA COM IMPLANTE COCLEAR
Authors: Costa Maria da Piedade R. , Barbosa Regiane da S.
Published: August 2016

Este trabalho tem como objetivo descrever intervenção pedagógica realizada para ensino e aprendizagem de aritmética para uma criança surda com implante coclear (IC) incluída em uma escola pública de ensino regular. Trata‐se de um Estudo de Caso com foco nas atividades de ensino e aprendizagem de aritmética, realizadas por meio de jogos e brincadeiras com base nos preceitos da Inclusão e da Etnomatemática. As atividades foram desenvolvidas considerando‐se os conhecimentos e dificuldades da criança surda com IC, em realizar atividades de matemática comuns ao segundo ano do ensino regular. As atividades foram realizadas por meio de dramatização e uso de recursos visuais (desenhos, figuras, pinturas, objetos e vídeos) em todas as sessões de intervenção pedagógica. As atividades desenvolvidas com a criança propiciaram aprendizagem dos conceitos ensinados de forma rápida e eficaz, o que permite concluir que tais recursos são eficazes e podem ser desenvolvidos em outros contextos e realidades. Sugerimos a realização de novas pesquisas e estudos que contribuam não apenas com a pesquisa na área, mas em especial com o ensino e aprendizagem de crianças surdas com IC em idade escolar.
AS TRADUÇÕES DA DECLARAÇÃO DE SALAMANCA NO BRASIL
Authors: Breitenbach Fabiane Vanessa , Honnef Cláucia , Costas Fabiane Adela Tonetto
Published: August 2016

Esse artigo problematiza o conceito de educação inclusiva difundido no contexto escolar. Verificamos em estudos acadêmicos, políticas e ações governamentais, a expressão educação inclusiva vinculada a Educação Especial, como se fossem sinônimos. Porém, não o são, pois a segunda existe independentemente da primeira. As mudanças no texto da atual versão da Declaração de Salamanca e sua influência na elaboração de documentos legais confirmam que educação inclusiva e Educação Especial têm sido consideradas sinônimas em nosso país. Constatamos que as alterações na Declaração de Salamanca colocaram a educação inclusiva como tarefa da Educação Especial, provocando uma miscelânea de conceitos e definições envolvendo educação inclusiva e Educação Especial. Essas mudanças podem ter causado confusões conceituais e, possivelmente, conduzido o rumo da história das políticas e pesquisas sobre educação inclusiva e Educação Especial no Brasil.
AUTO‐ESTIMA E AUTOIMAGEM EM IDOSOS COM DEFICIÊNCIA
Authors: Storch Jalusa Andréia , Borella Douglas Roberto , Harnisch Gabriela Simone , Frank Robson , Almeida José Júlio Gavião
Published: August 2016

O objetivo do estudo foi analisar a influência da prática regular de atividade física na auto‐imagem e auto‐estima de idosos com deficiência pertencentes ao Asilo Lar Rosas Unidas, da cidade de Marechal Cândido Rondon / Brasil. A metodologia baseou‐se na pesquisa descritiva, contando com a amostra de seis idosos com deficiência, de ambos os sexos, com faixa etária entre 60 a 82 anos. Como instrumento de coleta de dados foi adaptado um roteiro de entrevista validado por Steglich (). A análise dos dados foi realizada quatitativamente. Os resultados revelaram que prática de atividade física regular produziu efeitos satisfatórios na auto‐estima e auto‐imagem em 80% dos idosos. Por meio das práticas físicas regulares, os idosos sentiram‐se mais otimistas e confiantes, melhorando a saúde, funcionalidade motora, ampliando as relações sociais e convívio em grupo, tornando‐se um processo terapêutico de restauração e qualidade de vida no ambiente de asilo.
CURRÍCULO, PROFISSIONALIZAÇÃO E INCLUSÃO
Authors: de Souza Sirleine Brandão
Published: August 2016

O objetivo deste artigo é apresentar uma discussão que contribua com a interlocução entre a formação docente e o desenvolvimento profissional, pautada pelas políticas educacionais voltadas à educação inclusiva. Utilizou‐se como fontes de dados os planos de disciplinas que incorporam temas sobre a escolarização de alunos com deficiência nos sistemas regulares de ensino de quatro universidades do Estado de São Paulo. A análise foi feita a partir da atual Lei de Diretrizes e Bases da Educação Nacional; das Diretrizes que orientam a formação docente e trabalhos que abordam os conceitos de profissionalização e proletarização. Utilizou‐se como método a abordagem quantitativo‐qualitativa com técnica de análise de conteúdo segundo Bardin (). Os resultados demonstram, por um lado, a diversidade da temática nesse campo de conhecimento, e por outro, a repercussão que essa diversidade pode propiciar no desenvolvimento profissional docente e na sua profissionalização.
DESENVOLVIMENTO PROFISSIONAL EM EDUCAÇÃO ESPECIAL
Authors: Amaral Marisa dos Santosl , Barbosa Rosemary Silveira
Published: August 2016

O trabalho consistiu no relato de experiências de duas professoras da cidade de Campinas, interior de São Paulo, Brasil sobre trabalhos desenvolvidos com inclusão, de modo a mobilizar um reflexão acerca da prática e da teoria, e evidenciando a necessidade constante de estudo e aperfeiçoamento por parte do profissional da educação.
FORMAS GEOMÉTRICAS, ARTES E DEFICIÊNCIA VISUAL
Authors: Benetti Daniella Simões
Published: August 2016

A arte possibilita ao indivíduo o desenvolvimento da percepção, da imaginação, da análise crítica da realidade, uma aprendizagem contextualizada, crescimento pessoal e a consciência da sua cidadania. Os objetivos deste estudo foram: trabalhar através da arte o conteúdo do currículo escolar relacionado a formas geométricas; desenvolver potencialidades do aluno com deficiência visual que contribuem para a consciência do seu lugar na sociedade. Tratou‐se de uma pesquisa de delineamento AB. Para coleta de dados foram utilizados intervenções pedagógicas baseadas em trabalhos com arte, através da utilização de diversos materiais. O participante foi um aluno com baixa visão matriculado na etapa básica II, na rede municipal de ensino, atendido na sala de recursos do município. Concluiu‐se que o aluno assimilou os conceitos relacionados as formas geométricas apropriados a sua série escolar e idade, aumentou sua autoestima, sua concentração e apresentou satisfação por ter aprendido os mesmos conteúdos que os demais alunos.
INCLUSÃO DE ALUNOS COM DEFICIÊNCIA NA EDUCAÇÃO SUPERIOR
Authors: Chahini Thelma Helena Costa.
Published: August 2016

Analisaram‐se as atitudes de professores e alunos da Universidade Federal do Maranhão em relação à inclusão de alunos com deficiência na Educação Superior. Os participantes foram 15 alunos com deficiência; 100 alunos sem colegas com deficiência em sala de aula; 100 colegas de alunos com deficiência; 42 professores de alunos com deficiência; 100 professores sem alunos com deficiência em sala de aula. Os dados foram coletados por meio da Escala Likert de Atitudes Sociais em relação à Inclusão. Os resultados demonstram que a experiência de estudar com colegas com deficiência na mesma classe promoveu mudança nas atitudes sociais em relação à inclusão, tornando‐as mais favoráveis. Os professores aceitam a inclusão dos alunos com deficiência na Educação Superior, no aspecto ideológico, mas quanto à operacionalização das práticas pedagógicas visando garantir a permanência com êxito desses alunos na instituição, suas atitudes já não são tão favoráveis.
INCLUSIVE EDUCATION IN JAPAN AND KOREA – JAPANESE AND KOREAN TEACHERS’ SELF‐EFFICACY AND ATTITUDES TOWARDS INCLUSIVE EDUCATION
Authors: Song Jia
Published: August 2016

The current study aims to evaluate teachers’ self‐efficacy and attitudes towards inclusive classrooms in Japan and Korea. Teachers’ Sense of Efficacy Scale (TSES; Tschannen‐Moran and Woolfolk, ) and Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC; Cochran, ) were completed by 191 Japanese and 102 Korean teachers. The study found that Korean general education teachers’ self‐efficacy was higher than Japanese general teachers. However, no significant differences were found between Japanese and Korean special education teachers. Within the Korean group, general teachers had higher self‐efficacy but less positive attitudes towards inclusive education than special education teachers. Korean special education teachers were the least confident in teacher‐to‐teacher collaboration, while Japanese teachers were the most confident in such collaboration. Both Japanese and Korean teachers expressed a strong demand for in‐service training. Some of the implications of the findings are discussed in relating to the differences between Japanese and Korean teacher preparation systems.
LABORATÓRIO DE COMUNICAÇÕES E APRENDIZAGENS
Authors: Mascaro Cristina Angélica de Aquino Carvalho , Pinheiro Vanessa Cabral da Silva
Published: August 2016

A pesquisa refere‐se à implementação de um Laboratório de Comunicação e Aprendizagens em uma rede de educação profissional do Estado do Rio de Janeiro, no Brasil. O objetivo é desenvolver ações para o aprimoramento da formação continuada de professores e otimização do Atendimento Educacional Especializado (AEE) de forma a atender as deliberações da atual Política de Inclusão Escolar brasileira. O Laboratório de Aprendizagens é um espaço destinado a Projetos Especiais com ênfase na Tecnologia Assistiva, em programas de enriquecimento e remediação fonológica. Neste ambiente são realizadas atividades experimentais, todas utilizando os benefícios que as Tecnologias Assistivas oferecem. Atualmente, estão em andamento projetos que consistem no desenvolvimento de metodologias em colaboração com o professor do AEE. O estudo é estruturado por meio de uma pesquisa‐ação, que tem por princípio que os sujeitos envolvidos constituem um grupo com metas e objetivos comuns e interessados no problema e inseridos no contexto.
ON THE WAY TO INCLUSION: THE VISION FROM THE ‘MATERNAL FAMILY’
Authors: Khanzeruk L. A.
Published: August 2016

The present article covers the Ukrainian experience in one of the most complicated aspects of growing a child with the development disorder pertaining to such child's growing in the maternal family. It provides definition of the notion ‘maternal family’, contains contemporary statistical data on the number of such families in Ukraine. It shows the role of maternal family in securing legal protection for the children suffering from the development disorders, inclusive education, cooperation with international organisations and some other initiatives.

On the basis of a brief analysis of cultural, historical, structural and functional particularities of the Ukrainian family as a social system, it provides substantiation for independent status and significant role of the woman at various stages of the Ukrainian society.

It is also demonstrated in the article: active position of the mothers, promoting reorganisation of the educational system for children suffering from the development disorders, into the system functioning in accordance with democratic principles, is considerably supported within the framework of scientifically substantiated psychological and pedagogical resources developed by the well‐known academic schools of V. N. Sinyov and V.I. Bondar.

This article supplements the publications prepared under the international scientific project ‘Human resources in poverty and disability: family perspective’, which enabled us to conduct a research into the growing resources associated with the maternal family of the child suffering from the development disorder, using Ukraine as an example.
OS AGRUPAMENTOS DE JOVENS E ADULTOS SURDOS
Authors: Ferrari Carla Cazelato
Published: August 2016

Este escrito tem por objetivo apresentar parte significativa da pesquisa de mestrado, que procurou analisar a composição de agrupamentos de surdos que, a partir de determinado momento, passaram a se reunir sistematicamente em locais públicos da cidade de São Paulo, identificando, de um lado, os determinantes sociais que contribuíram para a formação dos agrupamentos de surdos e, de outro, as atividades sociais privilegiadas no cotidiano dos encontros e, a partir deles, expressões de suas práticas sociais. Foram selecionados os resultados de somente um dos três grupos estudados, devido a diversidade de sua composição, desde integrantes bastante jovens, até pessoas mais velhas, utilizando‐se como referencial teórico básico, as contribuições de Bourdieu (, ).
PESQUISA‐AÇÃO E A FORMAÇÃO DO PROFESSOR EM SERVIÇO
Authors: Franco Marco Antonio Melo
Published: August 2016

Ainda identificamos uma lacuna importante em relação aos debates e produções científicas sobre o trabalho pedagógico no cotidiano escolar, seus limites e possibilidades e a formação do professor. Para tanto, a pesquisa aqui apresentada teve por objetivo acompanhar, analisar e intervir em práticas pedagógicas de professores do ensino de crianças de 6 a 10 anos, particularmente, práticas referentes ao processo de alfabetização/aquisição do sistema de escrita de crianças com paralisia Cerebral inseridas no ensino regular. Trata‐se de uma abordagem qualitativa que adota a pesquisa‐ação como forma de compreender a realidade investigada e nela intervir conjuntamente com os atores desse processo. Os resultados encontrados revelaram mudanças significativas do professor na compreensão do processo de inclusão, das características da patologia, das potencialidades e limites dos alunos envolvidos, bem como modificação nas práticas pedagógicas que pudessem melhor atender às necessidades dos sujeitos com deficiência.
PORTUGUÊS PARA SURDOS E AS TECNOLOGIAS DIGITAIS
Authors: Castro Fernanda G. A. Soares de , Calixto Hector Renan da Silveira
Published: August 2016

Este trabalho visa analisar atividades pedagógicas propostas por Quadros and Schmiedt () e relacionar a discussões sobre uso de tecnologias digitais no ensino de Língua Portuguesa para surdos. Temos como método pesquisa bibliográfica com seleção, leitura e análise de artigos, periódicos e livros referentes a utilização dos recursos tecnológicos digitais para ensinar Língua Portuguesa para surdos. E como principal componente analisamos duas sugestões de trabalhos pedagógicos para ampliar e fixar conhecimento de palavras da Língua Portuguesa de forma lúdica. A primeira, jogo de memória, favorece associação de sinal em Libras ou imagem a verbete corresponde em Língua Portuguesa, aumentando vocabulário da Língua Portuguesa e da Libras. A segunda, palavras cruzadas, possibilita fixação do vocabulário da primeira atividade, contribuindo para ampliação deste vocabulário. Concluímos neste estudo que ambas atividades utilizadas com tecnologias digitais auxiliam a aplicação nas aulas, são instrumentos facilitadores do ensino de língua portuguesa para surdos.
TABELA PERIÓDICA INCLUSIVA
Authors: Masson Rafaela , Chiari Paulo Henrique , Cardoso Thaís Pedroso , Mascarenhas Yvonne Primerano
Published: August 2016

O ensino para deficientes visuais é cercado de dificuldades, seja pela despreparação dos docentes, espaço físico da instituição inadequado, preconceito e ausência de material didático adequado. Considerando tais problemas e tendo em vista que, tradicionalmente, o ensino de química é baseado na visão, observação de fenômenos e reações químicas, este trabalho busca aproximar os deficientes visuais deste ensino com o uso do tato como principal ferramenta. Pensando em utilizar métodos que possam satisfazer todos os alunos, construiu‐se uma tabela periódica tradicional que contém a escrita em braile, atendendo as necessidades de alunos que sejam ou não deficientes visuais. Espera‐se que alunos com e sem deficiência trabalhem em conjunto, utilizando o mesmo material didático, facilitando também o trabalho do docente. Este trabalho pretende ir além do ensino de química, pois atinge um importante problema social, colocando em prática o objetivo proposto pelo movimento da inclusão.
WHEN EDUCATIONAL TRANSITIONS ARE SUPPORTED BY STUDENTS
Authors: Parrilla Ángeles , Gallego Carmen , Sierra Silvia
Published: August 2016

This paper shows how inclusive and participative research is developed into two case studies of students facing educational transitions. The studies were developed in two different places in Spain describing different approaches to support transitions by students. The first case focuses on activities organised and developed together by students from 8 schools in the same local area to enhance a shared understanding of the experience of transitions and to explore how to facilitate and sensitize to the community about them. The second case involved a student Mutual Support Group consisting of a trained group of three students in the same school who meet regularly with self‐referred mates to design personal pathways to face transitions. The paper concludes by reflecting on how student voice and participation provide a genuine and innovative means through which educational transitions can be improved.
Pathological Features of Fatal Crocodile Attacks in Northern Australia, 2005–2014
Authors: Sinton Terence J. , Byard Roger W.
Published: August 2016

Eleven deaths from crocodile attacks in the Northern Territory, Australia were reviewed. The male:female ratio was 8:3; age range—10–62 years, average 29.4 years. Four children were included (one boy and three girls, aged 10, 11, and two at 12 years), and there were seven aboriginal victims (64%). The attacks were witnessed in eight cases with the victims swimming in freshwater N = 5, standing on a river bank N = 1, fishing in fresh water N = 1, or diving in the sea N = 1. At autopsy, several distinct patterns of injury were observed ranging from complete traumatic disruption of the body with only incomplete remains for examination (N = 5), to crushing of the head with fractures of the skull (N = 4), crushing of the chest with fractures of the ribs and sternum (N = 2), and avulsion of limbs (N = 4). In one case, there was decapitation. Autopsy evaluations were complicated by decomposition and loss of body parts.
Facial Soft Tissue Depth Measurement: Validation of the 75‐Shormax
Authors: Stephan Carl N. , Guyomarc'h Pierre
Published: August 2016

The shorth and 75‐shormax were recently posited as an improved alternative to the arithmetic mean for describing facial soft tissue thicknesses in craniofacial identification. The shorth better estimates the data peak, while the 75‐shormax provides improved provisions for a long right tail. When first proposed, the 75‐shormax was subjectively gauged. Herein, shormax errors are calculated at every whole percentile to quantitatively determine zones of error minimization in two large samples: (a) CT data of French adults, n‐range = 211–469 individuals; and (b) all C‐Table data, n‐range = 60–1065 individuals [including part but not all of sample (a)]. The smallest residuals were found at the 79th percentile (mean of raw residuals) and the 74th percentile (mean of absolute residuals). The 75‐shormax is subsequently verified as good error minimizer since the absolute differences carry the greatest weight and the 74th percentile closely approximates the 75th percentile.
Toward an Alignment of Stormwater Flow and Urban Space
Authors: Ferguson Bruce K.
Published: August 2016

Urban stormwater practices are individually diverse, but they are components of an overall urban watershed system. This study proposes a conceptual model of that system, including its component spatial areas, their arrangement along the flow route, and their associations with urban land uses and values. The model defines three spatial areas along the flow route which have evolved over time into their present forms: (1) the source area, which is arranged and furnished primarily or entirely for human use, accommodation, and comfort; (2) the perimeter area, where specialized stormwater facilities carry away source‐area runoff or buffer downstream areas from its impacts; and (3) the downstream area, which receives the discharges from the perimeter or directly from the source area. Each area presents a specific combination of stormwater features and human interactions, and excludes others. Considering stormwater flows and functions in the context of physical urban spaces brings into view the spaces’ urban structures and interacting agendas. This model allows practitioners to navigate conceptually through the system, and to focus appropriate objectives and structures on each project site.
Nuclear internal transcribed spacer‐1 as a sensitive genetic marker for environmental DNA studies in common carp Cyprinus carpio
Authors: Minamoto Toshifumi , Uchii Kimiko , Takahara Teruhiko , Kitayoshi Takumi , Tsuji Satsuki , Yamanaka Hiroki , Doi Hideyuki
Published: August 2016

The recently developed environmental DNA (eDNA) analysis has been used to estimate the distribution of aquatic vertebrates by using mitochondrial DNA (mtDNA) as a genetic marker. However, mtDNA markers have certain drawbacks such as variable copy number and maternal inheritance. In this study, we investigated the potential of using nuclear DNA (ncDNA) as a more reliable genetic marker for eDNA analysis by using common carp (Cyprinus carpio). We measured the copy numbers of cytochrome b (CytB) gene region of mtDNA and internal transcribed spacer 1 (ITS1) region of ribosomal DNA of ncDNA in various carp tissues and then compared the detectability of these markers in eDNA samples. In the DNA extracted from the brain and gill tissues and intestinal contents, CytB was detected at 95.1 ± 10.7 (mean ± 1 standard error), 29.7 ± 1.59 and 24.0 ± 4.33 copies per cell, respectively, and ITS1 was detected at 1760 ± 343, 2880 ± 503 and 1910 ± 352 copies per cell, respectively. In the eDNA samples from mesocosm, pond and lake water, the copy numbers of ITS1 were about 160, 300 and 150 times higher than those of CytB, respectively. The minimum volume of pond water required for quantification was 33 and 100 mL for ITS1 and CytB, respectively. These results suggested that ITS1 is a more sensitive genetic marker for eDNA studies of C. carpio.
Population genetic inferences using immune gene SNPs mirror patterns inferred by microsatellites
Authors: Elbers Jean P. , Clostio Rachel W. , Taylor Sabrina S.
Published: August 2016

Single nucleotide polymorphisms (SNPs) are replacing microsatellites for population genetic analyses, but it is not apparent how many SNPs are needed or how well SNPs correlate with microsatellites. We used data from the gopher tortoise, Gopherus polyphemus—a species with small populations, to compare SNPs and microsatellites to estimate population genetic parameters. Specifically, we compared one SNP data set (16 tortoises from four populations sequenced at 17 901 SNPs) to two microsatellite data sets, a full data set of 101 tortoises and a partial data set of 16 tortoises previously genotyped at 10 microsatellites. For the full microsatellite data set, observed heterozygosity, expected heterozygosity and FST were correlated between SNPs and microsatellites; however, allelic richness was not. The same was true for the partial microsatellite data set, except that allelic richness, but not observed heterozygosity, was correlated. The number of clusters estimated by structure differed for each data set (SNPs = 2; partial microsatellite = 3; full microsatellite = 4). Principle component analyses (PCA) showed four clusters for all data sets. More than 800 SNPs were needed to correlate with allelic richness, observed heterozygosity and expected heterozygosity, but only 100 were needed for FST. The number of SNPs typically obtained from next‐generation sequencing (NGS) far exceeds the number needed to correlate with microsatellite parameter estimates. Our study illustrates that diversity, FST and PCA results from microsatellites can mirror those obtained with SNPs. These results may be generally applicable to small populations, a defining feature of endangered and threatened species, because theory predicts that genetic drift will tend to outweigh selection in small populations.
Renal fossa recurrence after nephrectomy for renal cell carcinoma: prognostic features and oncological outcomes
Authors: Psutka Sarah P. , Heidenreich Mark , Boorjian Stephen A. , Bailey George C. , Cheville John C. , Stewart‐Merrill Suzanne B. , Lohse Christine M. , Atwell Thomas D. , Costello Brian A. , Leibovich Bradley C. , Thompson R. Houston
Published: August 2016

Objectives

To describe the clinicopathological features associated with increased risk of renal fossa recurrence (RFR) after radical nephrectomy (RN) and to describe the prognostic features associated with cancer‐specific survival (CSS) among patients with RFR treated with primary locally directed therapy, systemically directed therapy or expectant management.

Patients and Methods

The records of 2 502 patients treated with RN for unilateral, sporadic, localized renal cell carcinoma (RCC) between 1970 and 2006 were reviewed. CSS after RFR was estimated using the Kaplan–Meier method. Associations with the development of RFR and CSS after RFR were evaluated using Cox proportional hazards regression models.

Results

A total of 33 (1.3%) patients developed isolated RFR (iRFR) and 30 (1.2%) patients developed RFR in the setting of synchronous metastases after RN (study cohort, N = 63). The median follow‐up for the series was 9.0 years after RN and 6.0 years after RFR diagnosis. On multivariable analysis, advanced pathological stage (pT2: hazard ratio [HR] 4.36, P = 0.004; pT3/4: HR 4.39, P = 0.003) and coagulative necrosis (HR 2.71, P = 0.006) were independently associated with increased risk of iRFR. The median time to recurrence was 1.5 years after RN among the 33 patients with iRFR, and 1.4 years among all patients. Overall, the median CSS was 2.5 years after diagnosis of iRFR, 1.3 years after RFR in the setting of synchronous metastases, and 2.2 years overall. After primary locally directed therapy (surgery, ablation or radiation), systemic therapy or expectant management, the 3‐year CSS rates among patients with iRFR were 63%, 50% and 13% (P = 0.001) and were 64%, 50% and 28% (P = 0.006) among all patients, respectively. On multivariable analysis, when compared with observation, locally directed therapies were associated with a significantly decreased risk of death from RCC (HR 0.26, P < 0.001).

Conclusions

Renal fossa recurrence is a rare event after RN for RCC and portends a poor prognosis, even in the absence of synchronous metastases. Development of iRFR is associated with advanced stage and aggressive tumour biology. Patients who underwent primary locally directed therapy had superior CSS compared with those treated with expectant management, supporting the use of aggressive local treatment in carefully selected patients with RFR. Future research is needed to determine the optimum role and sequencing of combined therapy in patients with this rare entity.
Soil paludification andSphagnumbog initiation: the influence of indurated podzolic soil and fire
Authors: Schaffhauser Alice , Payette Serge , Garneau Michelle , Robert Élisabeth C.
Published: August 2016

The initiation and growth of boreal peatlands developed on well‐drained, sandy landforms are closely associated with podzolic soil paludification processes. The origin ofSphagnumbogs extending on large deltaic plains was examined to test the hypothesis of the dual impact of indurated (ortstein) podzols and fire on forest soil paludification and concurrent peatland initiation and expansion. Mineral soil, basal organic matter and peat monoliths were sampled for soil and macrofossil analyses along an 800‐m toposequence starting from a mixed‐wood boreal forest to aSphagnumbog (Lebel bog, eastern Quebec, Canada), and ending at a peat dome in the thickest section of the peatland. Mineral soils along the toposequence are ortstein humo‐ferric podzols distributed in the forest environment and beneathSphagnumpeat in the bog, except at the peat dome. Initial peatland growth occurredc. 6000 cal. aBP. Soil paludification coincided with the cessation of fire occurrence as recorded in the organic and mineral layers precedingSphagnumexpansion. Unlike most temperate and boreal raised bogs, theSphagnumbog developed directly from a forest environment without passing through a transitional fen stage. Conifer forests regenerated successively after several fires between 4200 and 1600 cal. aBPbefore bog expansion. Pre‐bog forests were composed of fire‐prone black spruce (Picea mariana) and jack pine (Pinus banksiana) trees, and ericaceous species. Given the distribution and thickness of ortstein horizons progressively decreasing and disappearing towards the peatland dome, growth and expansion of theSphagnumbog was not caused by soil induration processes, which could have potentially impeded vertical and horizontal drainage. The development of indurated podzols outside and several hundred metres inside the peatland preceded the initiation and expansion of theSphagnumbog. Cessation of fire activity appears to be a key factor facilitating the lateral expansion of theSphagnumbog under wet soil conditions.
Coping strategies used by children and adolescents born with esophageal atresia – a focus group study obtaining the child and parent perspective
Authors: Dellenmark‐Blom M. , Chaplin J. E. , Jönsson L. , Gatzinsky V. , Quitmann J. H. , Abrahamsson K.
Published: August 2016

Background

Esophageal atresia (EA) is a rare malformation, which requires surgical treatment. Survival rates today reach 95%, but EA remains a significant cause of chronic morbidity with increased risk of psychosocial problems and impaired health‐related quality of life (HRQOL). No study of coping strategies of children with EA has been reported in the literature to date, but increased knowledge could lead to improved outcomes and better HRQOL.

Methods

Standardized focus groups with children with EA and their parents were conducted to identify issues related to health care needs and HRQOL, with group members relating their coping experiences. Identified coping statements were content analysed using a card sorting procedure and descriptive statistics.

Results

Thirty families (18 children 8–17 years; 32 parents of children with EA 2–17 years) participated in 10 focus groups. A total of 590 coping statements were recorded. Nine coping strategies were identified: problem solving (n = 116), avoidance (n = 95), recognizing responsibility (n = 71), confronting (n = 70), seeking social support (n = 63), positive reappraisal (n = 58), emotional expression (n = 46), acceptance (n = 40) and distancing (n = 31). Nine situational contexts were identified: nutritional intake (n = 227), communication of one's health condition (n = 78), self‐perception when experiencing troublesome symptoms (n = 59), appearance of body or scar(s) (n = 57), physical activities like sport and play (n = 43), sleep (n = 34), hospital care (n = 33), stigmatization and social exclusion (n = 30) and medication intake (n = 29).

Conclusions

Focus group methodology contributed to an increased understanding of disease‐specific coping processes among children and adolescence with EA. Findings illustrate that they use several coping strategies, some of which they seem to adopt at early age and use in disease‐related contexts of physical, social and emotional character. Such coping may influence health and HRQOL in children with EA. In view of the importance of establishing good coping strategies early in life, health care professionals should integrate coping aspects into care management. Future studies are warranted.
“Where the Sidewalk Ends”: Sustainable Mobility in Atlanta's Cascade Community
Authors: JOHNSON GAITHER CASSANDRA , HIMMELFARB DAVID , HITCHNER SARAH , SCHELHAS JOHN , SHEPHERD J. MARSHALL , K.C. BINITA
Published: August 2016

Roughly one third of U.S. greenhouse gas emissions are travel‐related, and much of these are from routine, short trips that can be controlled by individual consumers. Because of this, sustainability advocates encourage greater use of alternative transportation modes such as mass transit and non‐motorized transport to help limit carbon dioxide emissions. However, the efficacy of such prescriptions is contingent upon the social and physical context of a given place, that is, how these recommendations are received or put into practice by the intended audiences. This case study of Atlanta, Georgia's mostly African American Cascade community examines the influence of the broader social context of consumption as social practice and the built environment as factors influencing decisions about sustainable mobility (i.e., mass transit use and neighborhood walking), both inside and outside of Cascade. Not surprisingly, lower income residents routinely use mass transit, while middle‐ and upper‐income earners are reluctant users of Atlanta's mass transit system (MARTA). Lack of use by those with higher incomes is due mainly to the availability of personal automobiles and inefficiencies in system design attributable to a history of racial politics that restricts MARTA to just two of metropolitan Atlanta's twenty‐eight counties. Neighborhood walkability is encumbered by the lack of sidewalk space for higher income individuals and fear of crime for those with lower incomes. The social practice of status signaling via automobile purchasing may also inhibit African Americans’ use of mass transit. [Climate Change; African American Communities; Atlanta, GA]
Focal segmental glomerulosclerosis in pediatric kidney transplantation: 30 years’ experience
Authors: Cleper Roxana , Krause Irit , Bar Nathan Nathan , Mor Maya , Dagan Amit , Weissman Irith , Frishberg Yaakov , Rachamimov Ruty , Mor Eitan , Davidovits Miriam
Published: August 2016

From 1982 to 2011, 53 kidney transplantations (KT) for pediatric focal segmental glomerulosclerosis (FSGS) were recorded in the National Israeli Kidney Transplant Registry (NIKTR): 22—primary (1◦) FSGS, 25—proved/suspected genetic‐secondary (2◦) FSGS, six lost/incomplete files/other. Half (56%) of 23 patients with 2◦ FSGS were Israeli‐Arabs vs 29% of 1◦ FSGS KT recipients. 1◦ FSGS recurrence occurred in 64% (14/22) of 22 KT in 17 patients aged (median) 14 years vs 1/25 of 2◦ FSGS (P<.001). Early graft days/nonfunction occurred in 9/14 (64%), 2/8 (25%) and 2/25 (4%) of recurrent 1◦ FSGS (rFSGS), nonr1◦ FSGS and 2◦ FSGS, respectively. Twelve biopsies performed in nine of these grafts at (median) 8 days (range 5–60 days) post‐KT showed: ATN‐5, suspected rejection‐4, rFSGS‐2, normal kidney‐1; rFSGS was diagnosed eventually in 8/9. Dialysis need during the first month post‐KT was significantly associated with FSGS recurrence: 6/14 (43%) for rFSGS vs 2/8 (25%) for non‐rFSGS. Plasmapheresis (PP) achieved complete and partial rFSGS remission in 5/9 and 2/9 grafts, respectively. Three grafts were excised during the first 60 days post‐KT for: nonfunction (1) and bleeding (2). Remaining grafts’ GFR was: 78, 42, and 91 mL/min (median) at 5.3, 4.75, and 8 years follow‐up for non‐rFSGS, rFSGS, and 2◦ FSGS grafts, respectively. Conclusions: Early PP implementation should be considered after KT for 1◦ FSGS patients with early graft dysfunction despite delayed proteinuria and nonspecific biopsy.
Recreational marijuana use is not associated with worse outcomes after renal transplantation
Authors: Greenan Garrett , Ahmad Sarwat B. , Anders Megan G. , Leeser Alexia , Bromberg Jonathan S. , Niederhaus Silke V.
Published: August 2016

As marijuana (MJ) legalization is increasing, kidney transplant programs must develop listing criteria for marijuana users. However, no data exist on the effect of MJ on kidney allograft outcomes, and there is no consensus on whether MJ use should be a contraindication to transplantation. We retrospectively reviewed 1225 kidney recipients from 2008 to 2013. Marijuana use was defined by positive urine toxicology screen and/or self‐reported recent use. The primary outcome was death at 1 year or graft failure (defined as GFR<20 mL/min/1.73 m2). The secondary outcome was graft function at 1 year. Using logistic regression analyses, we compared these outcomes between MJ users and non‐users. Marijuana use was not associated with worse primary outcomes by unadjusted (odds ratio 1.07, 95% CI 0.45–2.57, P=.87) or adjusted (odds ratio 0.79, 95% CI 0.28–2.28, P=.67) analysis. Ninety‐two percent of grafts functioned at 1 year. Among these, the mean creatinine (1.52, 95% CI 1.39–1.69 vs 1.46, 95% CI 1.42–1.49; P=.38) and MDRD GFR (50.7, 95% CI 45.6–56.5 vs 49.5, 95% CI 48.3–50.7; P=.65) were similar between groups. Isolated recreational MJ use is not associated with poorer patient or kidney allograft outcomes at 1 year. Therefore, recreational MJ use should not necessarily be considered a contraindication to kidney transplantation.
Relationship between coastal water properties and adult return of chum salmon (Oncorhynchus keta) along the Sanriku coast, Japan
Authors: Wagawa Taku , Tamate Tsuyoshi , Kuroda Hiroshi , Ito Shin‐Ichi , Kakehi Shigeho , Yamanome Takeshi , Kodama Takuya
Published: August 2016

We investigated the relationship between adult (age‐4) return rates for chum salmon (Oncorhynchus keta) originating from the Iwate Prefecture, Japan, and coastal environmental conditions during their early ocean life in coastal residency. We analyzed distributions of water properties via intensive hydrographic observations using a conductivity–temperature–depth profiler. Both the return rates and water properties vary strongly over interannual time scales. We found that the time when the return rate decreased drastically corresponded well to the time when the frequency of warm waters in the coastal residency increased.
Is there an obesity paradox in the Japanese elderly population? A community‐based cohort study of 13 280 men and women
Authors: Yamazaki Kenji , Suzuki Etsuji , Yorifuji Takashi , Tsuda Toshihide , Ohta Toshiki , Ishikawa‐Takata Kazuko , Doi Hiroyuki
Published: August 2016

Aim

Despite increased interest in an obesity paradox (i.e. a survival advantage of being obese), evidence remains sparse in Japanese populations. We aimed to verify this phenomenon among community‐dwelling older adults in Japan.

Methods

Older adults aged 65–84 years randomly chosen from all 74 municipalities in Shizuoka Prefecture completed questionnaires including body mass index information. Participants were followed from 1999 to 2009. Following World Health Organization guidelines, participants were classified using an appropriate body mass index for Asian populations as follows: <18.5 kg/m2 (underweight), 18.5–23.0 kg/m2 (normal weight), 23.0–27.5 kg/m2 (overweight) and ≥27.5 kg/m2 (obesity). We estimated hazard ratios and their 95% confidence intervals for all‐cause mortality, controlling for sex, age, smoking status, alcohol consumption, physical activity, hypertension and diabetes mellitus.

Results

Compared with normal‐weight participants, overweight/obese participants tended to have lower hazard ratios; the multivariate hazard ratios (95% confidence interval) were 0.86 (0.62–1.19) for obesity, 0.83 (0.73–0.94) for overweight and 1.60 (1.40–1.82) for underweight. In subgroup analyses by sex and age, the hazard ratios tended to be lower among obese men, albeit not significantly; hazard ratios (95% confidence interval) were 0.56 (0.25–1.27) in men aged 65–74 years, and 0.78 (0.41–1.45) in men aged 75–84 years.

Conclusions

The present study provides evidence of a conservative obesity paradox among older Japanese people, using the appropriate body mass index cut‐off points for Asian populations. In particular, obese older men tend to have a lower risk of all‐cause mortality. Geriatr Gerontol Int 2017; 17: 1257–1264.