bluuebunny/crossref_metadata_2025 huggingface dataset:
Evaluation of the German Guideline for Chronic Pruritus: Results of a Retrospective Study on 385 Patients
Authors: Siepmann D. , Weishaupt C. , Luger T.A. , Ständer S.
Published: February 2012

Objectives: The first guideline for the treatment of chronic pruritus was published in 2005. The recommendations are based mainly on case series studies or expert opinions. This retrospective study aimed at analyzing the outcome of treatment according to the German guidelines in a representative cohort of patients. Methods: 385 consecutive patients with chronic pruritus were evaluated for therapeutic outcome. Results: 268/385 patients (69.6%) reported an antipruritic effect while 117/385 (30.4%) showed no response. Three therapeutic steps were undertaken by 40.3% of the responding patients. Conclusions: Treating pruritus patients according to the German guideline achieved a high response rate. A prolonged treatment period with multiple therapeutic steps was needed by a high number of patients due to the lack of specific antipruritic substances. Given that multiple therapy steps produce a high disease and economic burden, novel target-specific therapies are eligible.
Introduction to the Series on MicroRNAs in the Cardiovascular System
Authors: van Rooij Eva
Published: February 2012

Until recently, microRNAs (miRNAs) were considered to be relatively small players in biological systems by having a balancing function through moderate effects on gene expression levels. However, it has become appreciated that miRNAs are actually much more relevant during both development and disease, which is underscored by the attention they have been receiving. The goal of this thematic review series is to highlight current knowledge of miRNA function during cardiovascular development, their dysregulation under disease conditions and the disease modifying functions they have been shown to exert in the cardiovascular system. These reviews, in addition to discussing the recent advancements in using miRNAs as circulating biomarkers or therapeutic modalities, will hopefully be able to provide a strong basis for future research to further expand our insights into miRNA function in cardiovascular biology.
Very Late Coronary Stent Thrombosis of a Newer-Generation Everolimus-Eluting Stent Compared With Early-Generation Drug-Eluting Stents
Authors: Räber Lorenz , Magro Michael , Stefanini Giulio G. , Kalesan Bindu , van Domburg Ron T. , Onuma Yoshinobu , Wenaweser Peter , Daemen Joost , Meier Bernhard , Jüni Peter , Serruys Patrick W. , Windecker Stephan
Published: February 2012

Background—

Early-generation drug-eluting stents releasing sirolimus (SES) or paclitaxel (PES) are associated with increased risk of very late stent thrombosis occurring >1 year after stent implantation. It is unknown whether the risk of very late stent thrombosis persists with newer-generation everolimus-eluting stents (EES).

Methods and Results—

We assessed the risk of stent thrombosis in a cohort of 12 339 patients with unrestricted use of drug-eluting stents (3819 SES, 4308 PES, 4212 EES). Results are incidence rates per 100 person-years after inverse probability of treatment weighting to adjust for group differences. During follow-up of up to 4 years, the overall incidence rate of definite stent thrombosis was lower with EES (1.4 per 100 person-years) compared with SES (2.9; hazard ratio, 0.41; 95% confidence interval, 0.27–0.62;
P
<0.0001) and PES (4.4; hazard ratio, 0.33; 95% confidence interval, 0.23–0.48;
P
<0.0001). The incidence rate per 100 person-years of early (0–30 days), late (31 days–1 year), and very late stent thrombosis amounted to 0.6, 0.1, and 0.6 among EES-treated patients; 1.0, 0.3, and 1.6 among SES-treated patients; and 1.3, 0.7, and 2.4 among PES-treated patients. Differences in favor of EES were most pronounced beyond 1 year, with a hazard ratio of 0.33 (EES versus SES;
P
=0.006) and 0.34 (EES versus PES;
P
<0.0001). There was a lower risk of cardiac death or myocardial with EES compared with PES (hazard ratio, 0.65; 95% confidence interval, 0.56–0.75;
P
<0.0001), which was directly related to the lower risk of stent thrombosis–associated events (EES versus PES: hazard ratio, 0.36; 95% confidence interval, 0.23–0.57).

Conclusion—

Current treatment with EES is associated with a lower risk of very late stent thrombosis compared with early-generation drug-eluting stents.
Circulation
Editors' Picks
Authors:   The Editors
Published: February 2012

The following articles are being highlighted as part of
Circulation
's Topic Review series. This series will summarize the most important manuscripts, as selected by the editors, published in
Circulation
and the
Circulation
subspecialty journals. The studies included in this article represent the most read manuscripts published on the topic of cardiac MRI in 2010 and 2011.
CT/CT Angiography and MRI Findings Predict Recurrent Stroke After Transient Ischemic Attack and Minor Stroke
Authors: Coutts Shelagh B. , Modi Jayesh , Patel Shiel K. , Demchuk Andrew M. , Goyal Mayank , Hill Michael D.
Published: February 2012

Background and Purpose—

Transient ischemic attack and minor stroke portend a substantial risk of recurrent stroke. MRI can identify patients at high risk for a recurrent stroke. However, MRI is not commonly available as an emergency. If similarly clinically predictive, a CT/CT angiographic (CTA) imaging strategy would be more widely applicable.

Methods—

Five hundred ten patients with consecutive transient ischemic attack and minor stroke underwent CT/CTA and subsequent MRI. We assessed the risk of recurrent stroke within 90 days using standard clinical variables and predefined abnormalities on the CT/CTA (acute ischemia on CT and/or intracranial or extracranial occlusion or stenosis ≥50%) and MRI (diffusion-weighted imaging-positive).

Results—

There were 36 recurrent strokes (7.1%; 95% CI, 5.0–9.6). Median time to the event was 1 day (interquartile range, 7.5). Median time from onset to CTA was 5.5 hours (interquartile range, 6.4 hours) and to MRI was 17.5 hours (interquartile range, 12 hours). Symptoms ongoing at first assessment (hazard ratio, 2.2; 95% CI, 1.02–4.9), CT/CTA abnormalities (hazard ratio, 4.0; 95% CI, 2.0–8.5), and diffusion-weighted imaging positivity (hazard ratio, 2.2; 95% CI, 1.05–4.7) predicted recurrent stroke. In the multivariable analysis, only CT/CTA abnormalities predicted recurrent stroke. In a secondary analysis, CT/CTA and MRI were not significantly different in their discriminative value in predicting recurrent stroke (0.67; (95% CI, 0.59–0.76 versus 0.59; 95% CI, 0.52–0.67;
P
=0.09).

Conclusions—

Early assessment of the intracranial and extracranial vasculature using CT/CTA predicts recurrent stroke and clinical outcome in patients with transient ischemic attack and minor stroke. In many institutions, CTA is more readily available than MRI and physicians should access whichever technique is more quickly available at their institution.
A Climatology of Disdrometer Measurements of Rainfall in Finland over Five Years with Implications for Global Radar Observations
Authors: Leinonen Jussi , Moisseev Dmitri , Leskinen Matti , Petersen Walter A.
Published: February 2012

To improve the understanding of high-latitude rain microphysics and its implications for the remote sensing of rainfall by ground-based and spaceborne radars, raindrop size measurements have been analyzed that were collected over five years with a Joss–Waldvogel disdrometer located in Järvenpää, Finland. The analysis shows that the regional climate is characterized by light rain and small drop size with narrow size distributions and that the mutual relations of drop size distribution parameters differ from those reported at lower latitudes. Radar parameters computed from the distributions demonstrate that the high latitudes are a challenging target for weather radar observations, particularly those employing polarimetric and dual-frequency techniques. Nevertheless, the findings imply that polarimetric ground radars can produce reliable “ground truth” estimates for space observations and identify dual-frequency radars utilizing a W-band channel as promising tools for observing rainfall in the high-latitude climate.
Does the Holton–Tan Mechanism Explain How the Quasi-Biennial Oscillation Modulates the Arctic Polar Vortex?
Authors: Garfinkel Chaim I. , Shaw Tiffany A. , Hartmann Dennis L. , Waugh Darryn W.
Published: February 2012

Idealized experiments with the Whole Atmosphere Community Climate Model (WACCM) are used to explore the mechanism(s) whereby the stratospheric quasi-biennial oscillation (QBO) modulates the Northern Hemisphere wintertime stratospheric polar vortex. Overall, the effect of the critical line emphasized in the Holton–Tan mechanism is less important than the effect of the mean meridional circulation associated with QBO winds for the polar response to the QBO. More specifically, the introduction of easterly winds at the equator near 50 hPa 1) causes enhanced synoptic-scale Eliassen–Palm flux (EPF) convergence in the subtropics from 150 to 50 hPa, which leads to the subtropical critical line moving poleward in the lower stratosphere, and 2) creates a barrier to planetary wave propagation from subpolar latitudes to midlatitudes in the middle and upper stratosphere (e.g., less equatorward EPF near 50°N), which leads to enhanced planetary wave convergence in the polar vortex region. These two effects are mechanistically distinct; while the former is related to the subtropical critical line, the latter is due to the mean meridional circulation of the QBO. All of these effects are consistent with linear theory, although the evolution of the entire wind distribution is only quasi-linear because induced zonal wind changes cause the wave driving to shift and thereby positively feed back on the zonal wind changes. Finally, downward propagation of the QBO in the equatorial stratosphere, upper stratospheric equatorial zonal wind, and changes in the tropospheric circulation appear to be less important than lower stratospheric easterlies for the polar stratospheric response. Overall, an easterly QBO wind anomaly in the lower stratosphere leads to a weakened stratospheric polar vortex, in agreement with previous studies, although not because of changes in the subtropical critical line.
Pairing Measurements of the Water Vapor Isotope Ratio with Humidity to Deduce Atmospheric Moistening and Dehydration in the Tropical Midtroposphere
Authors: Noone David
Published: February 2012

Measurements of the isotope ratio of water vapor (expressed as the δ value) allow processes that control the humidity in the tropics to be identified. Isotopic information is useful because the change in δ relative to the water vapor mixing ratio (q) is different for different processes. The theoretical framework for interpreting paired q–δ data is established and based on a set of simple models that account for mixing and a range of condensation conditions. A general condensation model is derived that accounts for cloud precipitation efficiency and postcondensation exchange. Using data from the Tropospheric Emission Spectrometer (TES), aspects of subtropical hydrology are characterized by the match between theoretical curves and observed displacement in q–δ space. The subtropics are best described as the balance between drying associated with (mostly horizontal) transport of dry air from high latitudes and moistening by clouds with low precipitation efficiency. In the western Pacific moistening involves the import of air into which raindrops have evaporated and is identified by “super-Rayleigh” isotopic distillation. In the dry subtropics, the observations are consistent with the condensation–advection explanation for the humidity minimum but also reflect details of the cloud processes and moistening by high humidity filaments of tropical origin. In spite of limitations of the TES data, the success of the analysis highlights the value of using isotopic data in analysis of tropospheric moisture budgets and the role water isotopic ratio measurements can play in identifying mechanisms associated with large-scale changes in atmospheric humidity.
Computational Modes and Grid Imprinting on Five Quasi-Uniform Spherical C Grids
Authors: Weller Hilary , Thuburn John , Cotter Colin J.
Published: February 2012

Currently, most operational forecasting models use latitude–longitude grids, whose convergence of meridians toward the poles limits parallel scaling. Quasi-uniform grids might avoid this limitation. Thuburn et al. and Ringler et al. have developed a method for arbitrarily structured, orthogonal C grids called TRiSK, which has many of the desirable properties of the C grid on latitude–longitude grids but which works on a variety of quasi-uniform grids. Here, five quasi-uniform, orthogonal grids of the sphere are investigated using TRiSK to solve the shallow-water equations.

Some of the advantages and disadvantages of the hexagonal and triangular icosahedra, a “Voronoi-ized” cubed sphere, a Voronoi-ized skipped latitude–longitude grid, and a grid of kites in comparison to a full latitude–longitude grid are demonstrated. It is shown that the hexagonal icosahedron gives the most accurate results (for least computational cost). All of the grids suffer from spurious computational modes; this is especially true of the kite grid, despite it having exactly twice as many velocity degrees of freedom as height degrees of freedom. However, the computational modes are easiest to control on the hexagonal icosahedron since they consist of vorticity oscillations on the dual grid that can be controlled using a diffusive advection scheme for potential vorticity.
GRACE Risk Score Predicts Contrast-Induced Nephropathy in Patients With Acute Coronary Syndrome and Normal Renal Function
Authors: Raposeiras-Roubín Sergio , Aguiar-Souto Pablo , Barreiro-Pardal Cristina , Otero Diego López , Teja Juliana Elices , Sanchez Raymundo Ocaranza , Álvarez Belen Cid , Nouche Ramiro Trillo , Maceiras María Victoria Reino , Abu-Assi Emad , García-Acuña José María , González-Juanatey José Ramón
Published: February 2012

We evaluated the incidence, clinical predictors, and outcomes of contrast-induced nephropathy (CIN) after coronary angiography in patients with myocardial infarction and normal kidney function. We studied 202 consecutive patients with glomerular filtration rate >60 mL/min/1.73 m2. The CIN was defined according to 3 definitions: increases in serum creatinine (sCr) ≥25%, ≥0.3 mg/dL, and ≥0.5 mg/dL. The CIN occurred in 56 (27.7%), 42 (20.8%), and 13 (6.4%) patients, respectively. In multivariate analysis, the presence of a high Global Registry of Acute Coronary Events (GRACE) risk score (>140) was an independent predictor of CIN in its milder forms (≥25% and ≥0.3 mg/dL of rise in sCr). Increase in sCr ≥0.3 mg/dL was an independent predictor of bleeding. Increase in sCr ≥0.5 mg/dL was an independent predictor of in-hospital cardiac events (mortality, myocardial infraction [MI], and heart failure). As conclusion, the GRACE score is a useful tool to predict CIN in patients with MI and normal renal function.
Assessment of the Infiltration of Inflammatory Cells in the Walls of Thrombotic Varicose Veins
Authors: Chu Hai-bo , Yan Fei , Zhao Jian-hua , Xu Yong-bo , Wang Tao , Guo Wen-jun
Published: February 2012

The purpose of this study is to describe the infiltration of mast cells as well as T and B cells in the walls of thrombotic varicose great saphenous veins. Sections were obtained from venous segments of patients with varicose veins and stained with toluidine blue for mast cells, while immunohistochemistry for T cells (using CD45RO antibody) and B cells (CD20) was analyzed using light microscopy after staining. The number of mast cells, T, and B cells observed in thrombotic varicose veins was 1.925 ± 1.203, 72.038 ± 34.707, and 19.519 ± 9.899, respectively. In varicose veins, the corresponding values were 0.265 ± 0.099, 0.600 ± 0.432, and 0.488 ± 0.400. Significantly higher number of mast cells, T cells, and B cells were observed in thrombotic varicose veins compared with control veins. A significant difference was not observed between the varicose group and control group. Thrombi in varicose veins can induce infiltration of mast cells, T cells, and B cells, which may be involved in the remodeling of venous walls.
Postscript
Authors: Harris Donna M.
Published: February 2012

As the postscript for this special issue of Education and Urban Society, this article considers the struggles urban schools report confronting as they implement standards-based reform and high stakes testing and discusses the implications these challenge have for future accountability policy aimed at promoting educational equity. Among the issues for future policy to consider with Race to the Top and the reauthorization of the Elementary and Secondary Education Act include the need for adequate resources to develop capacity among school personnel to aid with instructional reform. However, there are three factors that may derail the future effectiveness of accountability policy in urban schools. First, the ongoing federal deficit may limit the availability of resources needed to improve teacher practice. Second, the use of teacher evaluation may cause a narrow focus on tested subjects. Third, the limiting beliefs of teachers may restrict the organizational change within urban schools.
Light activated phase transformation of metastable tetragonal nanocrystalline zirconia
Authors: Skovgaard M , Almdal K , van Lelieveld A
Published: February 2012

This study searches for small molecules, which can be generated by photoacid generators (PAGs) capable of inducing the tetragonal-to-monoclinic transformation in zirconia nanocrystals. Metastable tetragonal zirconia nanocrystals were exposed in alcohol suspension. X-ray diffraction analysis showed that water, HCl, HF, and NH3, all initiate phase transformation of tetragonal zirconia at room temperature, whereas NBu4Cl and NBu4OH do not. 2-(4-Methoxystyryl)-4,6- bis(trichloromethyl)-1,3,5-triazine) was the most efficient (monoclinic volume fraction reached 0.57) out of the four tested PAGs. For dispersion in a dimethacrylate matrix together with zirconia crystals, a monoclinic volume fraction of 0.19 was observed after 2 min of exposure to light, increasing to 0.6 after 30 min.
Microstructure and mechanical properties of magnesium matrix composite reinforced with magnesium borate whisker
Authors: Li Jianguo , Wang Feifei , Zhang Yijie , Wang Mingliang , Wang Haowei
Published: February 2012

The microstructure, mechanical properties and fracture behavior of AZ91D magnesium matrix composite reinforced with magnesium borate whisker fabricated by squeeze casting technique were investigated. The results indicate that magnesium borate whisker can improve the mechanical properties of AZ91D alloy significantly. Transmission electron microscope observation shows that a continuous magnesium oxide interfacial layer of about 25 nm thick is formed at the magnesium borate whisker/matrix interface, which is formed from the interfacial reaction between the liquid Mg and oxygen absorbed at the surface of magnesium borate whisker. The magnesium oxide interfacial layer can act as a barrier layer to prevent the further reaction between magnesium borate whisker and the liquid Mg, and may play an important role in the improvement of the mechanical properties of the composite.
Experimental characterization of transverse impact behaviors of four-step 3-D rectangular braided composites
Authors: Zhang Yan , Sun Baozhong , Gu Bohong
Published: February 2012

This paper reports experimental results of the transverse impact behaviors of four-step three-dimension carbon/epoxy rectangular braided composite. We employed Split Hopkinson Pressure Bar apparatus to test the transverse impact behaviors. The impact load-displacement curves and impact damages of the braided composite were recorded to analyze the energy absorptions and the impact damage mechanisms. The quasi-static indentation tests and drop-weight impact tests were also performed to compare with those in transverse impact tests. It was found that the failure area and energy absorption is increased as the increase of impact velocity and the failure area is in a saw tooth shape owing to the breakage of the braided fiber tows.
Automatic machine embroidery image color analysis system. Part I: Using Gustafson-Kessel clustering algorithm in embroidery fabric color separation
Authors: Kuo Chung-Feng Jeffrey , Jian Bo-Lin , Wu Han-Cheng , Peng Kai-Ching
Published: February 2012

This series of studies aims to propose the automatic machine embroidery image color analysis system to solve the problem of lack of manpower for machine embroidery fabric drafting and to shorten drafting time. The studies included three parts: (1) machine embroidery image color separation, (2) search of repeated pattern images, (3) machine embroidery color analysis system integration.

This study aimed to find the optimal clustering algorithm and cluster validity indices for the automatic color separation process of machine embroidery fabric drafting in order to shorten drafting time. To improve image quality for computer analysis, this study used the color hybrid median filter to filter noise and the color bilateral filter to smoothen fabric and embroidery texture for subsequent color separation. By extracting the color a* component and b* component of the machine embroidery image in CIE L*a*b* color system, this study used the Gustafson-Kessel clustering algorithm for color separation. The Gustafson-Kessel clustering algorithm in machine embroidery image color separation can improve color separation accuracy, and its result is compared with that of the clustering algorithms commonly used in the color separation of color images. This study implemented the chromatography of the color separation results, and used the cluster validity indices to prove that the application of Gustafson-Kessel clustering algorithm in the machine embroidery image color separation system has better results than K-means, K-medoid, fuzzy C-means (FCM), and self-organizing map (SOM) clustering algorithm. The results meet the classifications as expected by human eyes.
Stress and Coping Activity
Authors: Hughes Jamie S. , Gourley Mary K. , Madson Laura , Blanc Katya Le
Published: February 2012

Stress management and coping techniques are not only relevant in many psychology courses but also personally relevant for undergraduate students. In this article, the authors describe an activity designed to provide students with practice evaluating and challenging negative self-talk. Students responded to scenarios individually, were paired with another student to challenge erroneous and negative thoughts, and then joined with another pair of students to discuss the activity generally. When compared to students who heard a lecture about reframing and negative self-talk, students who participated in the activity were more likely to advise negative thinkers to challenge their thoughts and beliefs.
Evaluation of a Digital Learning Object for the Monty Hall Dilemma
Authors: DiBattista David
Published: February 2012

The Monty Hall dilemma (MHD) is a remarkably difficult probability problem with a counterintuitive solution. Undergraduate students used an interactive digital learning object that provided a set-based, animated explanation of the solution to the MHD and let them play games designed to increase understanding of the solution. More than 60% of users could explain the solution to the classic three-door version of the MHD and generalized the solution to an extremely difficult six-door version of the game. Because the MHD has relevance to important aspects of science in general and psychology in particular, some instructors may find the learning object, which is freely available at www.brocku.ca/psychology/people/dibattista.htm , to be of substantial value in their teaching.
Now or Later?
Authors: Zimak Eric H. , Edwards Katie M. , Johnson Shannon M. , Suhr Julie
Published: February 2012

This study used a national sample of PhD students in clinical psychology ( N = 1,034) to explore when students decided to pursue their graduate degree, reasons for their decisions, and associated satisfaction. Results indicated that immediately after completing their undergraduate degree, 57% of current graduate students reported postponing graduate studies, 10% went directly to a terminal master’s program, and 33% went directly to a clinical psychology PhD program. A variety of reasons for these decisions were documented. Individuals who postponed graduate school were significantly more satisfied with their decision than individuals who went directly to a terminal master’s program and reported less frequent thoughts of withdrawal from their program than individuals who went directly to a clinical psychology PhD program. Implications for undergraduate advisors are discussed.
Teaching the Evolution of the Mind
Authors: Liddle James R. , Shackelford Todd K.
Published: February 2012

As the burgeoning field of evolutionary psychology continues to gain exposure and acceptance throughout the psychological community, it is important to explain this field clearly and accurately to students. This article discusses some recent findings and trends in evolutionary psychological research to aid instructors in their efforts to provide students with an accurate view of what evolutionary psychologists do. It also discusses briefly some of the controversies related to evolutionary psychology and how to approach these issues in the classroom. Finally, it addresses some of the difficulties associated with teaching evolutionary psychology and offers strategies for effectively teaching the basic tenets of the field.
Improving Student Presentations
Authors: Beyer Alisa Miller
Published: February 2012

Students often use PowerPoint for presentations. Pecha Kucha was introduced as an alternative type of PowerPoint presentation. Pecha Kucha is a fast-paced presentation style that forces students to focus on their message with automated, 20-second slides. Three studies, including a pilot, examined whether Pecha Kucha enhanced the quality of student presentations as compared to traditional PowerPoint presentations. In a pilot study, students chose their presentation style; those who selected Pecha Kucha had higher quality presentations than did those who used a traditional PowerPoint presentation. When randomly assigned to presentation styles, student presentation quality did not differ. In another experimental study, when students presented using both styles, Pecha Kucha presentations were rated higher than were those using traditional PowerPoint. The results suggest that Pecha Kucha is a new, useful presentation style for students.
Embedded Assessment
Authors: McCarthy Maureen A. , Niederjohn Daniel M. , Bosack Theodore N.
Published: February 2012

Evidence of student learning has increasingly become the focus of external constituents, yet methods of documenting student learning outcomes are considered expensive, onerous, or both. This article provides a brief review of the limitations associated with traditional student opinions or course evaluations as evidence of teaching effectiveness, and it suggests a second strategy for evaluating student learning. In addition, we propose a model for using existing assessments to provide evidence of student learning and teaching effectiveness.
A Demonstration of the Analysis of Variance Using Physical Movement and Space
Authors: Owen William J. , Siakaluk Paul D.
Published: February 2012

Classroom demonstrations help students better understand challenging concepts. This article introduces an activity that demonstrates the basic concepts involved in analysis of variance (ANOVA). Students who physically participated in the activity had a better understanding of ANOVA concepts (i.e., higher scores on an exam question answered 2 months after the classroom demonstration) than did students who simply observed the activity.
A Multi-Modal Active Learning Experience for Teaching Social Categorization
Authors: Schwarzmueller April
Published: February 2012

This article details a multi-modal active learning experience to help students understand elements of social categorization. Each student in a group dynamics course observed two groups in conflict and identified examples of in-group bias, double-standard thinking, out-group homogeneity bias, law of small numbers, group attribution error, ultimate attribution error, and moral exclusion. Students individually wrote papers detailing their observations. The author then carefully structured students' small and large group discussions so students could present and compare their findings orally. Pretest–posttest analyses revealed that students had a more complete and accurate understanding of social categorization after participating in this assignment than they did after merely reading the relevant textbook chapter.
Tools for Teaching Cognitive Psychology
Authors: Hager Lisa D.
Published: February 2012

To understand the relevance of cognitive psychology, students in a cognitive psychology course were required to complete a detailed plan for a public service announcement focusing on environmental issues. The final exam was a Microsoft Office PowerPoint presentation incorporating at least eight concepts from the course. Students in the course showed a significant decrease ( p = .04) in their ecological footprints and an increase ( p = .09) in their scores on the Environmental Values and Attitudes Scale.
Personality Theories for the 21st Century
Authors: McCrae Robert R.
Published: February 2012

Classic personality theories, although intriguing, are outdated. The five-factor model of personality traits reinvigorated personality research, and the resulting findings spurred a new generation of personality theories. These theories assign a central place to traits and acknowledge the crucial role of evolved biology in shaping human psychology; they also address the modifying influences of the social and cultural environment. Teachers can and should teach “personality theories” as a science course, not a history course.
Benefits of Student-Generated Note Packets
Authors: Carlston David L.
Published: February 2012

Minimal research to date has evaluated the impact of Survey–Question–Read–Recite–Review (SQ3R) implementation (i.e., surveying prior to reading, generating questions, reading to answer said questions, reciting, and reviewing information) on content retention and student performance. Existing research is anecdotal or lacks ecological validity. The current research shows the impact of SQ3R implementation, as demonstrated by note packet completion, on student comprehension and retention. Results from the current study indicate that when students use SQ3R strategies, they retain more information, as demonstrated by higher achievement on course exams. Because students are not apt to utilize their textbooks in an effective manner independently, the author provides suggestions regarding the incorporation of these findings into course design.
Self-Determination Theory and Web-Enhanced Course Template Development
Authors: Bachman Christine M. , Stewart Cindy
Published: February 2012

A theoretical approach to the design and implementation of a web-enhanced course template for Introduction to Psychology is reviewed. Links between psychological constructs and pedagogical principles of learning that are pertinent to a web-based course and the self-determination theory literature are discussed in relation to the design and implementation of a web-enhanced template. The authors propose an approach that describes course design and instructional strategies that, irrespective of the discipline taught, any faculty can use in their own course design. The authors hope that this organizational framework assists faculty in the design and development of a web-enhanced course and implementation of psychologically and theoretically based principles in teaching and learning.
Is It the Clicker, or Is It the Question? Untangling the Effects of Student Response System Use
Authors: Anthis Kristine
Published: February 2012

Previous research on the effectiveness of clickers has found their use to be positively associated with exam scores but not without methodological issues that hinder the conclusions that can be drawn. To address these limitations, the current studies isolated the effects of clickers from the effects of questions presented with clickers. Study 1 showed that students who did not use clickers to respond to questions but raised their hands performed better on exams than students who saw the same questions and responded with clickers. Study 2 found no relationship between clicker use and exam scores, which suggests that prior research claims about the effectiveness of clickers may have been premature given that clicker use was confounded with question use in those studies. Suggestions for future research are also provided.
High-Tech Versus Low-Tech Instructional Strategies
Authors: Fallon Marianne , Forrest Stacey L.
Published: February 2012

Although the use of clickers (classroom response systems) has been widely investigated, fewer studies directly compared outcomes for clickers with other active response methods, such as handheld response cards. We measured students' test performance and their self-reported anxiety and hope for upcoming tests after attending review sessions for an introductory psychology course. Students alternated using clickers and cards across the semester. Using clickers did not generally enhance test performance, reduce anxiety, or increase hope. However, some students appeared to benefit from using clickers at different points during the semester. Students unanimously preferred clickers to response cards, particularly for the anonymity that clickers afforded.
Effective Use of Personal Response “Clicker” Systems in Psychology Courses
Authors: Dallaire Danielle H.
Published: February 2012

Though personal response “clicker” systems can enhance student engagement and learning, little research has examined characteristics which affect learning. In the current study, 151 students reported how their instructor used clickers, their experience of clicker-related hindrances, perceived benefits of using clickers, and their grades. Results show that more clicker uses interacted with student’s perceived benefits of clickers to predict grades. As the number of clicker uses increased to four, students received better grades, grades declined with more than four uses. Nonmajors and seniors taking psychology and neuroscience classes reported fewer clicker uses, benefits, and experiencing more hindrances. Instructors should note that some students are not receptive to clickers and there may be an optimal number ways to use clickers in class.
Teaching Human Development
Authors: Cottle Nathan R. , Glover Rebecca J.
Published: February 2012

This article makes a case for the use of blended learning in teaching human development as a means to encourage higher-order student learning outcomes. The authors review literature regarding the use and effectiveness of blended learning, discuss an illustrative example of a redesign of a human development course, present outcomes from a quasi-experimental comparison of delivery methods (e.g., blended vs. face-to-face lecture), and consider the strengths and weaknesses of the blended approach.
An Experimental Analysis of the Relation Between Assigned Grades and Instructor Evaluations
Authors: Smith Dale L. , Cook Patrick , Buskist William
Published: February 2012

The perceived relation between assigned student grades and instructor evaluations of teaching has been the subject of much debate, though few laboratory studies have been conducted with adequate controls. Marsh and Roche suggested that experimental field studies may be a particularly promising avenue for further analyses of this relation. The authors report two multiple-session studies that used videotaped instruction and artificially set class quiz averages. The first study involved administering multiple-choice quizzes over the videotaped lecture; the second study utilized essay quizzes. The results suggest that grades affect evaluations only when using subjective testing methods.
Development and Effects of a Writing and Thinking Course in Psychology
Authors: Johnson E. Jean , Tuskenis Albert D. , Howell Glenna L. , Jaroszewski Kimberly
Published: February 2012

The authors developed and assessed a new undergraduate psychology course: Thinking and Writing in Psychology. A description of how the course was developed using the APA learning goals as well as results from an analysis of the course’s effectiveness are offered. The course demonstrated a positive impact on the overall grade point average and thinking and writing skills of students within the course as well as in more advanced courses. Implementing and requiring a thinking and writing course relatively early in the undergraduate psychology major was strongly supported by this study.
t for Two: Using Mnemonics to Teach Statistics
Authors: Stalder Daniel R. , Olson Elizabeth A.
Published: February 2012

This article provides a list of statistical mnemonics for instructor use. This article also reports on the potential for such mnemonics to help students learn, enjoy, and become less apprehensive about statistics. Undergraduates from two sections of a psychology statistics course rated 8 of 11 mnemonics as significantly memorable and helpful in learning statistics. Undergraduates rated the 3 remaining mnemonics as helpful after excluding students who did not recall those mnemonics (beyond scale midpoint). Other measures indicated a relatively high regard for the overall use of statistical mnemonics. In particular, mnemonics were rated as motivating and fun. Students also reported moderate belief that mnemonics could reduce statistics anxiety. The variety of positive findings suggests strong promise for statistical mnemonics.
Assessment of Problem-Based Learning in the Undergraduate Statistics Course
Authors: Karpiak Christie P.
Published: February 2012

Undergraduate psychology majors ( N = 51) at a mid-sized private university took a statistics examination on the first day of the research methods course, a course for which a grade of “C” or higher in statistics is a prerequisite. Students who had taken a problem-based learning (PBL) section of the statistics course ( n = 15) were compared to those who had taken a traditional format section of the same course ( n = 36). PBL students earned higher scores on the examination, taken several weeks after the statistics course had ended, than did students from traditional format courses.
Students Learn Equally Well From Digital as From Paperbound Texts
Authors: Taylor Annette Kujawski
Published: February 2012

Although digital texts are growing in popularity, few studies have systematically examined whether students can learn as well when reading a digital text, compared to reading a paperbound textbook. The present study examined several variables related to comprehension of digital versus paper textbooks, including text complexity, engagement with the text, and long-term retention. Seventy-four students, randomly assigned to read an entire chapter from either a paperbound text or its digital equivalent, completed a 20-item multiple-choice quiz immediately after reading and 1 week later. No differences in comprehension emerged across any variables except for a main effect of test time. More important, there were no interactions with text medium. Therefore, the key to student comprehension appears not to be the method of text delivery but, rather, getting students to read in the first place.
Comparing In-Class and Out-of-Class Computer-Based Tests to Traditional Paper-and-Pencil Tests in Introductory Psychology Courses
Authors: Frein Scott T.
Published: February 2012

This article describes three experiments comparing paper-and-pencil tests (PPTs) to computer-based tests (CBTs) in terms of test method preferences and student performance. In Experiment 1, students took tests using three methods: PPT in class, CBT in class, and CBT at the time and place of their choosing. Results indicate that test method did not affect performance and students liked the idea of additional CBTs. In Experiment 2, students chose the test time and administration method for four exams. CBT was the preferred method and CBT performance did not differ from a PPT comparison group. In Experiment 3, students chose the test method, but not the time, for three exams. PPT was the preferred method. Possible explanations for these findings are discussed.
Hardware or Wetware
Authors: Christopherson Kimberly M.
Published: February 2012

Student response systems have received much attention over the past few years. This easy-to-use technology has been marketed as a great way to enhance the student experience in the classroom through increased engagement and improved course performance. This aim of this study was to demonstrate that the simple addition of a student response system into the classroom does not create these large changes. Rather, these changes are likely due to the pedagogical changes that occur when an instructor implements this technology in the classroom. Student response systems should not be viewed as a magic bullet to improve students' experience; rather, more focus should be placed on how instructors can improve their pedagogy through the use of this tool.
Promoting language learning in the primary classroom and beyond
Authors: Heaney Liam F.
Published: February 2012

The aims of this study were threefold. The first was to identify some of the key methodologies used by teachers to support the language learning of primary-aged children. There is a plethora of literature that discusses various language-teaching methodologies. Whilst educational ‘jargon’ is avoided, there are specific references to academic research and educational terminology that inform and extend the discussion. Every effort is made to link these references to classroom practice. The second aim was to explore how ICT (information and communications technology) can be used to enhance the language skills of primary-aged children. Using ICT is one of three cross-curricular skills that teachers are required to promote as part of the Northern Ireland Curriculum (2007) . The third aim was to evaluate how the use of ICT in primary classrooms enhances the curriculum provided for all the children. In terms of the third aim, the evaluation was based on oral and written feedback from teachers and children, and observations were carried out in classrooms.
Information use and policy decision making by district assembly members in Ghana
Authors: Fiankor David Kobla , Akussah Harry
Published: February 2012

This study investigates information utilization for policy decision making by assembly members in Ghana’s local government system. The survey method using questionnaires was used to collect data from 200 respondents drawn from a sample of 278 (72 percent response). The study revealed that the information needs of assembly members were related to their legislative and policy-making tasks within the assembly. It was found that policy makers in the assembly system of Ghana had little access to relevant and reliable information when making decisions about policies, programmes and policy implementation. Decisions were therefore often made based on what could be remembered. The study made a number of recommendations, including: the presentation of information sources in appropriate formats for assembly members; enhancing the capability of assembly members through training; the establishment of district assembly libraries and information centres; the provision of adequate funding by assemblies to support subscription to relevant information sources; and the effective dissemination of information by ministries, departments and agencies to the district assemblies.
Accuracy Analysis of a Novel Electromagnetic Navigation Procedure Versus a Standard Fluoroscopic Method for Retrograde Drilling of Osteochondritis Dissecans Lesions of the Knee
Authors: Hoffmann Michael , Petersen Jan Philipp , Schröder Malte , Hartel Maximillian , Kammal Michael , Rueger Johannes Maria , Ruecker Andreas Hermann
Published: February 2012

Background: Retrograde drilling for osteochondritis dissecans (OCD) remains a challenging operation.

Purpose: A novel radiation-free electromagnetic navigation system (ENS)–based method was developed and its feasibility and accuracy for retrograde drilling procedures evaluated and compared with the standard freehand fluoroscopic method in an experimental setting.

Study Design: Controlled laboratory study.

Methods: A controlled laboratory study with 16 standard freehand fluoroscopically and 16 electromagnetically guided retrograde drilling procedures was performed on 8 cadaveric human knees. Four artificial cartilage lesions (2 on each condyle) were set per knee. Drilling accuracy was determined by final distance from the tip of the drill bit to the tip of the probe hook (D1) and distance between the tip of the drill and the marked lesion on the cartilage surface (D2). Intraoperative fluoroscopy exposure times were documented, as were directional readjustments or complete restarts. All procedures were timed using a stopwatch.

Results: Successful retrograde drilling was accomplished in all 16 cases using the novel ENS-based method and in 11 cases using the standard fluoroscopic technique. The overall mean time for the fluoroscopy-guided procedures was 10 minutes 55 seconds ± 3 minutes 19 seconds and for the ENS method was 5 minutes 34 seconds ± 38 seconds, providing a mean time benefit of 5 minutes 35 seconds ( P < .001). Mean D1 was 3.8 ± 1.6 mm for the standard and 2.3 ± 0.6 mm using the ENS technique ( P = .021), and mean D2 was 2.5 ± 1.3 mm for the standard and 0.9 ± 0.7 mm for the ENS-based method ( P < .001).

Conclusion: Compared with the standard fluoroscopic technique, the novel ENS-based method used in this study showed superior accuracy, required less time, and utilized no radiation.

Clinical Relevance: The novel method improves a standard operating procedure in terms of accuracy, operation time for the retrograde drilling procedure, and radiation exposure.
Supplementation of Essential Amino Acids May Reduce the Occurrence of Infections in Rehabilitation Patients With Brain Injury
Authors: Boselli Mirella , Aquilani Roberto , Baiardi Paola , Dioguardi Francesco Saverio , Guarnaschelli Caterina , Achilli Maria Pia , Arrigoni Nadia , Iadarola Paolo , Verri Manuela , Viglio Simona , Barbieri Annalisa , Boschi Federica
Published: February 2012

Background: To investigate whether supplementation with oral essential amino acids (EAAs) may reduce the occurrence of nosocomial infection among patients with brain injury (BI: stroke, trauma, anoxic coma). Methods: Patients (n = 125; 77 men, 48 women; mean age 63 ± 15 years) with stroke (68.8%), subarachnoid hemorrhage (17.6%), traumatic BI (7.2%), and anoxic BI (6.4%) 88 ± 15days after the index event. Patients were randomly assigned to 2 months of oral EAAs (n = 63; 8 g/d) or placebo (n = 62). Results: Over the first month of rehabilitation, there were 60 infections in the whole population of 125 patients (48%); however, the rate was 23.2% lower in the EAA group (23 episodes/63 patients; 36.5%) than in the placebo group (37 episodes/62 patients; 59.7%) (P < .01). The types of infection were similarly distributed between the 2 groups. Serum levels of prealbumin <20 mg/dL and C‐reactive protein (CRP) >0.3 mg/dL were the best predictors of future infection (prealbumin: odds ratio [OR] = 4.17, confidence interval [CI] 1.84–9.45, P < .001; CRP: OR = 3.8, CI 1.71‐8.44, P < .001). Conclusion: Supplementary EAAs may reduce the occurrence of nosocomial infections in rehabilitation patients with BI. Prealbumin and CRP are the best predictors of future infections.