bluuebunny/crossref_metadata_2025 huggingface dataset:
The New Zealand Technology Education Curriculum: A Critical Analysis of Theoretical Contributions
Authors: Turnbull Wendy
Published: January 2010

Technology education was formally introduced into the New Zealand Curriculum Framework in 1993. In 1995, the curriculum document Technology in the New Zealand Curriculum was published, becoming compulsory in schools from Year 1 to 13 in 1999. The development of the curriculum was preceded by the development of a definition and rationale for technology education. The whole curriculum development process involved consultation with many people from a variety of fields. Many learning theories informed the development of the document and these are clearly evident in the philosophy of the curriculum statement and its implementation in the classroom. As with the implementation of anything new, issues have arisen. The nature of authenticity in technology education and the associated implications for the professional development of teachers are issues that need to be addressed.
Take the Toys from the Boys? An Examination of the Genisis of Policy and the Appropriateness of Adult Perspectives in the Area of War, Weapon and Superhero Play
Authors: Holland Penny
Published: January 2010

This article considers the genesis of a zero tolerance approach to war, weapon and superhero play in early years settings in the UK over the last 30 years. This exploration is located in the development of anti-sexist perspectives and concerns about effective early intervention in the spiral of male violence and it is suggested that this has resulted in the ‘Othering’ of young boys in settings where this policy is enforced. Research challenging assumptions about the connection between war, weapon and superhero play and aggressive behaviour is discussed and the possible benefits of a more relaxed approach to these areas of play, which are more consistent with Scandinavian notions of gender pedagogy, are highlighted.
Mexican Children's and Adolescents' Understanding of Unemployment
Authors: Diez-Martinez Evelyn , Sánchez Martin , Miramontes Silvia
Published: January 2010

Many psychological studies have shown how adults behave when faced with unemployment but few studies have undertaken research concerning children's and adolescents' understanding of the problem. The research presented here addresses this issue. Written questionnaires were completed by 227 subjects, from 12 to 17 years of age, sampled from public and private schools in the city and rural areas of the state of Queretaro in Mexico. Ninety of these subjects were also individually interviewed. Both experimental devices included aspects on the individual and social causes that allow people to get a job, the individual and social causes that are involved in people loosing their jobs, and the consequences and actions that individuals may display under these circumstances. The data shows that the comprehension of individual and social causes for employment and unemployment are related to the age, the cognitive level and the social origin of the subjects. Older subjects were able to understand individual and social causes better than younger subjects, who mainly understood individual and concrete causes. In certain cases differences were found among subjects of city and urban origins because of social variables. The results are discussed in terms of cognitive development related to economic socialization.
Education for Citizenship in Romania and the UK: A Comparison
Authors: Crawford Keith , Foster Rob
Published: January 2010

The article compares the development of Citizenship Education in the United Kingdom and Romania since 1989, the year when Communism was overthrown in several Eastern European countries including Romania (and when, coincidentally, Citizenship made its first formal appearance in the English National Curriculum as a cross-curricular theme). Findings are presented from two case study high schools, one in the UK and one in Romania. Staff and students offer views on the nature of citizenship, on how Citizenship Education might be taught in school and on issues influencing the development of a programme to help students become effective individuals with a commitment to community participation in its broadest sense. The analysis develops the view that, if Citizenship Education is to make a genuine contribution to the creation of a vibrant, participatory democracy in which young people are fully involved, the structures and processes via which Citizenship Education is devised and delivered should themselves reflect the principles of democratic participation.
Do They Know Who They are? A Survey of Informed Opinion on the Identity Formation of Scotland's Schoolchildren
Authors: Robertson John W
Published: January 2010

The notion that there is a crisis of identity formation in the young people of Western Europe and North America has attracted a great deal of attention and speculation from academics, politicians and journalists. Relatively absent from the debate have been the voices of key professionals - head teachers in schools, local authority advisers with remits in personal and social developments, curriculum agency officers and teacher educators. A series of intensive semi-structured interviews with 22 of these informed observers, working across Scotland, produced data that suggests considerable diversity of opinion but, critically, a more relaxed view of the current situation. Few respondents perceived a crisis as such, locating problems in a minority of young people from problematic backgrounds. Most identified areas of concern with regard to the effectiveness of curricula aimed at personal and social development but in many cases these may have reflected the professional standpoints or interests of interviewees rather than any more widely accepted problem.
Instilling the Spirit - Learning Strategies for the New Millennium: The Bachelor of Education in Enterprise Education Program
Authors: Luczkiw Eugene
Published: January 2010

The mental models, learning styles and world views that people internalized in last century's industrial era no longer serve the demographic, economic, environmental, and social needs of the 21st Century. New learning methodologies and strategies are needed to connect each individual's distinct essence of being with emerging opportunities in today's highly disruptive environment The Institute for Enterprise Education (IEE) has developed such a curriculum that seeks to connect the learner and facilitator with learning opportunities that enhance their capability and connection with emerging opportunities in the external environment This paper.

provides a global context for the need to instill the entrepreneurial spirit into every subject field of the educational spectrum; evaluates entrepreneurship as an effective process for interacting with today's highly disruptive global environment; identifies scientific paradigms that provide a systems approach to understand the new rules and the nature of interaction (Science of Complexity); synthesizes the theory behind complexity sciences and the practice of entrepreneurship to provide a learning strategy for each individual (Human Factor); develops an evolutionary path for the Bachelor of Education in Enterprise Education program for new student teachers, a symbiotic partnership between IEE and Brock University's Faculty of Education.
Entrepreneurship Education in the ‘Period for Integrated Study’ in Elementary and Lower Secondary Schools in Japan
Authors: Yamane Eiji
Published: January 2010

Following a revision of the curriculum in 1998, a new curriculum area, the Period for Integrated Study (PIS), was introduced from April 2002 in elementary and lower secondary schools in Japan. The PIS is the most prominent aspect of the new national curriculum. Based on the statements of the Curriculum Council, the PIS aims to help children develop the capability and ability to discover problems by themselves and to solve those problems properly, to learn how to learn and reason, to develop independent thinking and to cope creatively with problem-solving activities and inquiring activities, and to deepen their understanding of their own lives. The author believes entrepreneurship education should be practised in the PIS and this paper illustrates the possibilities based on research into some schools' trial projects. The discussion also covers the present position of entrepreneurship education in Japanese schools.
Education for Human Rights and Citizenship in a Multicultural Society: Making a Difference
Authors: Osler Audrey
Published: January 2010

British society is infused with institutional racism, according to the 1999 Stephen Lawrence Inquiry report2. The report's findings and recommendations, which place considerable emphasis on the role which education can play in preventing and addressing racism, were acknowledged and largely accepted by the British Government Schools face a number of challenges if they are to address institutional racism and meet the needs of all children as citizens in a multicultural society. This paper draws on a human rights framework to consider the potential of citizenship education for enabling race equality internationally. It reflects on the importance of leadership in achieving human rights and racial justice in and through education. In particular, it considers the role of head teachers and other key education professionals in enabling greater race equality and proposes a way forward in which schools can respond positively to external inspection and develop tools for self-evaluation.
Anticipating the Citizenship Curriculum Order in Secondary Schools in England: A Snapshot of Teachers' Preferred Purposes and Curriculum Practices
Authors: Evans Mark
Published: January 2010

This paper is based on a small-scale study that explored how a sample of ‘specialist’ secondary school teachers in England characterize ‘educating for citizenship’ on the eve of its inclusion into the National Curriculum. This study was carried out between September, 2000 and January, 2001. Data was gathered from a group of ‘specialist’ secondary teachers through postal self-completion questionnaires, interviews, and classroom observations. Relevant documents, e.g. school-based curriculum documents, Department for Education and Employment (DfEE), and Qualifications and Curriculum Authority (QCA) documents, were also considered. Teachers' thinking about essential learnings, curriculum practices, and contextual concerns are described and analyzed. Findings suggest general support for the purposes of the Citizenship initiative, preferred yet divergent curriculum practices, and scepticism about implementation. They also suggest a need for a more critical examination of the interconnections among curriculum intentions, pedagogical practices, and contextual considerations.
UK and Romanian Students' Perceptions of Democracy and Political Issues: A Cross-Cultural Comparison
Authors: Foster Robert , Straker Katherine
Published: January 2010

This article compares UK and Romanian students' perceptions of the concept of democracy and their attitudes to politics and political issues. One of the aims of the study was to compare the students' different levels of political literacy and to explore some of the possible contributory factors to young people's alienation and disengagement from politics. The analysis develops the view that, if citizenship education is to make a genuine contribution to the creation of a vibrant, participatory democracy in which young people are fully involved, then careful consideration needs to be taken account of how the subject is implemented and delivered. The research suggests that the Romanian students' greater political literacy has evolved through experiences that were relevant and personal to them. This highlights the importance of engaging students' interest and enthusiasm in teaching through citizenship education and not just teaching about citizenship.
Story Sacks, Children's Narratives and the Social Construction of Reality
Authors: Barron Ian , Powell John
Published: January 2010

Early literacy development and parental partnership and involvement have become key priorities in the United Kingdom. The two could be seen to be brought together in the use of ‘story sacks' as a vehicle for developing the literacy skills of both parents and children. The present small-scale study is concerned with the use of story sacks by parents and young children in a government-recognised Early Excellence Centre in the North West of England, which provides services for children below the age of five, when statutory schooling begins for British children, and their families. The evidence from observing children and their parents engaging with story sacks and from interviews with both children and parents suggests that story sacks are powerful vehicles for allowing children to be involved in adult-supported exploration of language and literacy, whilst allowing them a space in which to voice how they see and understand the world.
A Study of Economic Socialisation: Financial Practices in the Home and the Preferred Role of Schools among Parents with Children under 16
Authors: Lewis Alan , Scott Adrian J.
Published: January 2010

205 male and female parents with children under 16 years of age from a national UK quota sample, completed questionnaires about financial interaction with their children in the home, and the preferred role for schools in enhancing practical economic competencies. Altogether respondents were asked about 19 finance-related activities: most parents engage children in the home by providing pocket money and piggy banks to promote saving, as well as opening bank accounts for them. Financial activities were more common in professional families with older children. Large majorities felt that schools should not only be providing careers advice but also how to manage personal finances, to teach how a bank operates and the appropriate use of credit and debit cards. Parents in semi-skilled and unskilled manual occupations saw less need for schools to provide personal finance education. These results are discussed in connection with previous literature and with regard to future research and educational practice.
The Role of Education, Community Integration and Arts Enterprise in Developing Entrepreneurial Skills in Adolescent at-Risk Populations
Authors: Riccio L. Lawrence , Hannon Christopher L.
Published: January 2010

WVSA arts connection, a non-profit arts-in-education organization located in Washington, DC, serving children and youth with special needs for over 20 years, has developed the ARTiculate Employment Training Program1, a community-based learning program that combines arts-based instruction and a unique environment with the elements of education, community inclusion, and enterprise to promote participant achievement in the transition from school to the world of work. These components form the bases for teaching vocational, social and entrepreneurial skills. This article focuses on the interaction of these components and shows how the arts connect with ‘real learning’ using an innovative, non-traditional approach - a paradigm-shifting view of employment and social skills development in relation to youth with special needs.
‘Just Because They Don't Speak English Doesn't Mean They're Thick’
Authors: Foster Rob , Groves Jean
Published: January 2010

The paper explores how asylum seeker children can benefit both socially and academically from being placed in mainstream education even in a monocultural, white environment. The research presents a case study of one school and investigates the perspectives and experiences of teaching staff, asylum seeker pupils and the school's other pupils. The main findings are that for almost all the teachers, working with asylum seeker pupils was a new and unfamiliar challenge. Most had made strong, positive efforts to develop their understanding and skills, leading to increased confidence in their capacity to include asylum seeker pupils in lessons and thereby support the social and academic progress of these pupils. Consequently, asylum seeker pupils felt included in the school as they were being helped to develop their communication skills and were progressively able to participate as learners in lessons. The school's other pupils were generally welcoming and supportive towards the asylum seeker pupils (notwithstanding some instances of hostility and bullying). The experience of helping and supporting asylum seeker pupils and the insights gained from the contact with pupils from different countries and cultures has provided valuable learning in what it is to be a responsible citizen.
Who Decides? What Matters? Scottish Adolescents' Perceptions of the Importance and Influence of Media Personalities, Parents and Peers
Authors: Robertson John W , Blain Nell , Cowan Paula
Published: January 2010

To provide an up-to-date description of Scottish adolescents' perceptions of influences on them, a questionnaire-based survey of 427 Secondary Year 2 pupils (13–14 year-old), spread across the country, was carried out in 2002. The results of this survey suggest that these adolescents perceive themselves to be quite autonomous and encouraged to be so by most adults. By contrast, few felt that they had much say in rule-making, beyond the context of the family. Around 90% agreed that parents, friends and teachers were influential, whereas only around 50% agreed that media personalities were an influence.
Helping Teachers to Make Sense of How Enterprise and Entrepreneurship May Be Defined
Authors: Cummins Brian J. , Dallat John P.
Published: January 2010

Recent curriculum review in Northern Ireland (CCEA, 2003) proposes introducing enterprise education initiatives within all post-primary schools. Traditionally enterprise education has existed as a fringe curricular activity. Consequently, therefore, understanding of the term within education is limited, and there is now a need to find a clear definition of enterprise (Davies, 2002). The Centre for Education and Industry (CGI, 2001) has also highlighted that despite more than twenty years of enterprise initiatives in the school curriculum, lack of clarity still prevails. Currently, the listing of a diverse range of ‘soft’ skills or attributes is employed all to frequently by institutions to define enterprising and entrepreneurial behaviour. However, this article argues that such listing is less than helpful, especially at a time of wider post-primary curriculum reform, in which the focus is shifting from prescriptive, content-based programs, to a pupil ‘learning outcome’ model. Based on a review of literature and the findings of a qualitative research study by Cummins (2003) into post-primary enterprise education in Northern Ireland, this article seeks to provide readers with insights into how enterprise and entrepreneurship may be more concisely defined. The article concludes with the authors' own definitions for use in schools.
Children's Media Choices: A Survey of Scottish 10–12 Year-Olds
Authors: Robertson John W. , Blain Neil , Cowan Paula
Published: January 2010

Increased emphasis on celebrity and the growing cultural importance of the Internet, help drive continuing anxiety about the influence of the media on the young. Though recent empirical studies of celebrity and media influence on adolescents have produced mixed findings, there has been a tendency by researchers to test for celebrity and media influence on samples in a manner which precludes juxtaposing these influences with those produced by family, peer group, school, or within other ‘local’ contexts. The media themselves continue to raise alarm about the impact of the Internet. An exploratory investigation was made of Scottish children's media choices, using a widespread questionnaire-based survey of 886 ‘Primary 7’ pupils (10–12 year-olds) in 2002. This was a ‘scoping’ study, on the basis of which further qualitative research requires to be performed, but it produced evidence that parental and school influences remain strong. The influence of media personalities is visible in the responses but is comparatively weak. There is no evidence in the choices reported by the informants, in any of the media considered, of the salience of violence or sexuality. Much more common is interest in humour, in human relationships and personal drama, in sport and in science fantasy. The study notes, in passing, evidence of local cultural strengths, and also considerable diversity, along with American and other global influences.
Globalisation and Mobility: The Changing Ideal of Citizenship in the Modern City-State of Singapore
Authors: Wong Tal-Chee , Waterworth Peter
Published: January 2010

Citizenship is an identity-category which nation-states develop, both to define the rights and duties of their members, and to encourage social cohesiveness and loyalty. However, under the relentless impact of globalisation, conventional values of citizenship are being reinterpreted. This paper attempts to redefine citizenship within changing social and economic contexts. With intensifying globalisation and increasing mobility of its citizens who travel frequently beyond the state's borders, city-state Singapore provides an opportunity to examine the complexities it has faced, as it seeks to consolidate and globalise its economic operations. Citizens find their lives increasingly influenced by factors extraneous to their state. The resulting ‘crisis of citizenship’ is hence raised and evaluated.
’Glocalizing’ Education: Focusing in and Focusing Out
Authors: Reed Gay Garland
Published: January 2010

This paper challenges the notion of globalization as a purely neo-liberal economic phenomenon that includes a unidirectional progression toward cultural ‘macdonaldization’. On the contrary, it suggests that different conceptualizations of the relationship between globalization and education can lead to very different ends. This paper describes how focusing in on local (indigenous) ways of living and knowing facilitates the building of competencies that are crucial for global citizenship. This is a process that I call ‘glocalizing’ education. Schools are the primary social institution charged with fashioning social identities and cultivating citizens but they need to be attentive to their unique cultural settings by validating local knowledge and making connections between the local and the global. To illustrate how schools in Hawai'i are focusing in on indigenous knowledge and, at the same time fostering global competencies, we explore a curriculum that is common in many Hawai'i schools, the ahupua'a curriculum.
Mission Impossible? School Level Student Democracy
Authors: Børhaug Kjetil
Published: January 2010

Norwegian schools have for decades been obliged to organise student councils. The national curriculum requires that councils are included in decision-making concerning the management and development of the school as an exercise in democracy. This paper examines to what extent these councils are democratic by assessing council practice at five lower secondary schools in the light of different conceptions of democracy. The paper concludes that student councils function quite well but that they do so without adhering to democratic standards.
New Zealand: Social Studies at a Crossroads
Authors: Stow Wiilliam
Published: January 2010

This article comprises reflections on Social Studies in the New Zealand curriculum, written from the standpoint of a visiting researcher from the UK, attempting to reflect the variety of perspectives that are brought to this contested area. A series of interviews was undertaken with respondents selected to represent a range of educational practitioners and policy makers who have an interest and involvement in Social Studies. The study finds that Social Studies is a curriculum area continuing to generate much controversy, in particular in relation to its stated aim. It is clear that there is still a dearth of evidence on the realities of classroom practice in Social Studies and it is suggested that the discipline lies at a crossroads in its development, facing numerous barriers to its successful implementation, but also holding opportunities for a fuller achievement of its stated aim. Recent developments since the original research appear to go some way towards meeting some of the concerns. However, questions are raised about the appropriateness of the stated aim, and whether a single curriculum area can ever aspire to such ends.
Influences Interpreting a Technology Component to Financial Education for Grades K-4: Another Dimension of the Digital Divide
Authors: Lucey Thomas A. , Grant Michael M. , Giannangelo Duane M. , Heath Julia A. , Hawkins Jeffrey M.
Published: January 2010

The authors recognize that educators must consider the nature and consequences of technology's use in financial education. Pointing out that both technological presence and instructional methodology represent determinants of pedagogical appropriateness, the authors describe a study measuring whether socioeconomic elements influence educators' agreement with technology uses for financial education in grades K-4. While they find that settings (e.g. urban or rural) affect agreement with technology items, they call for further study to refine and clarify the associated relationships.
The Conception of Quality as a Foundation for Curricular Analyses of Educational Programmes at Upper Secondary School1
Authors: Vernersson Folke
Published: January 2010

This article consists of two parts, one a theoretical background study based on related literature and the other empirical and exploratory findings from focus group interviews. The second part is a phenomenographic project describing the qualitative variation regarding how phenomena in the relevant field are perceived by professionals (headteachers/deputy headteachers and teachers) and users (pupils) at five different upper secondary schools and study programmes in the author's home city of Linköping in Sweden. When studying the focus group interviews from an overarching perspective, the author has found three basic categories concerning the pedagogic work's requirements, didactic processes and results/outcomes. After analyzing his empirical material from both an enumerative and a relational perspective, the author among other things comes to the conclusion that it's highly fruitful to look upon the concept of quality from a more value-based and holistic approach.
Education for International Understanding: An Examination of the Japanese Approach in the Period for Integrated Study
Authors: Arani Mohammad Reza Sarkar , Lassegard James P.
Published: January 2010

This article examines the Japanese program of Education for International Understanding (EIU) which has as one of its purposes the understanding of global issues and different cultures. This program, usually taught during the period for integrated study instruction at Japanese schools, gives teachers and students opportunities to learn about international issues through the study of geography and the natural environment, often with the direct participation of foreign guests or experts. To gain insight into the theoretical foundations for the Japanese interdisciplinary approach toward EIU, this study examines the actual content and classroom activity within two lessons of the period for integrated study in Ousu elementary school, a typical municipal elementary school in Nagoya, Japan. A case study method based on participant observation was the primary methodological approach for data collection. A detailed description and analysis of the lessons are provided, examining in particular the responses of students to the lesson plans, and to interactions and discussion taking place between teachers, students and international guests. Overall feedback received from participants was positive, suggesting a high level of effectiveness for this model of EIU. The article includes a discussion of the international applicability of Japanese EIU as well as potential areas of further research.
Illicit Drug Use and Political Involvement Amongst Contemporary Young British Citizens: A Psychological Perspective
Authors: Murphy Philip N. , Riley Lisa D. , Kempson Abbie R. , Wareing Michelle , Jones Lindsay C.
Published: January 2010

It has been argued that the apparent alienation of young Britons from involvement in conventional politics, as seen by their low turn out in the 2001 general election, may be partly due to the mismatch between their experience of, and attitudes towards, illicit drugs, and the traditional policies of the mainstream parties which have favoured their continued prohibition (e.g. Lilley, 2001). In the absence of direct evidence for such a relationship, other evidence from both the illicit drug use and political literatures respectively was examined from the viewpoint of the psychological mediation of behaviour in both areas. It was concluded that illicit drug use might not be regarded as normal behaviour by young people to the extent argued by some researchers, and that given the range of personal social meanings which users have been found to attach to this behaviour, great caution was needed when inferring social and political attitudes in this population. Important future research could include an examination of locus of control and self-efficacy beliefs, especially with those involved in active campaigning on drug related issues. Until such research is conducted, the hypothesised relationship between illicit drug use and political behaviour remains a matter of conjecture.
Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland
Authors: Fagan Catherine
Published: January 2010

There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly taught within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subject. The results of a survey of student teachers' levels of economic literacy are analysed and recommendations made for the preparation of teachers to deal effectively with embedded approaches to teaching about economics.
Ten Observations on High School Economics Textbooks
Authors: Leet Don R. , Lopus Jane S.
Published: January 2010

This study focuses on the content of eleven high school economics textbooks currently being used throughout the United States. We reviewed them with regard to their attention to the Voluntary National Standards in Economics developed under the auspices of the National Council on Economic Education. In the process of our analysis we made ten observations about these texts, including the statement that these books fall into one of two categories: large, encyclopedic volumes which we label as ‘Comprehensive’ or shorter books aimed at a specific audience which we label as ‘Specialty’ textbooks. While many of the texts have specific shortcomings, we see that the majority of them include more material than the national standards require. Overall there is less variation in the quality of high school textbooks today than was seen in earlier generations of texts; and we argue that the majority of the current crop of comprehensive high school economics texts provides a solid introduction to the economics discipline.
The hook sign for differential diagnosis of malignant from benign lesions in magnetic resonance mammography: Experience in a study of 1084 histologically verified cases
Authors: Dietzel Matthias , Baltzer Pascal A. T. , Vag Tibor , Gajda Mieczyslaw , Camara Oumar , Kaiser Werner A.
Published: January 2010

Background: The hook sign (HS) has recently been introduced as a new descriptor for differential diagnosis in magnetic resonance mammography (MRM).

Purpose: To analyze the diagnostic value of HS in a large collection of 1084 cases.

Material and Methods: This study was approved by the local ethics committee, and 1084 consecutive lesions (no manipulations of the breast up to 12 months before MRM) with histological verification after MRM were included. HS was analyzed according to standard study protocols and was rated positive if a hook-like spiculated dendrite connecting a lesion with the pectoral muscle could be visualized. Examinations were rated by experienced observers (>500 examinations). Prevalence of HS was correlated with histological diagnosis, grading, and size (chi-square test). Diagnostic accuracy was assessed using sensitivity, specificity, positive likelihood ratio (LR+), and diagnostic odds ratio (DOR).

Results: HS was significantly associated with malignancy ( P < 0.001), providing high specificity, LR+, and DOR (96.8%, 9.1, and 12.5, respectively). Malignant lesions >20 mm presented with HS significantly more often than those <20 mm ( P < 0.001). HS was characteristic of invasive cancers and rare in preinvasive malignomas ( P < 0.001). Prevalence of HS did not differ between invasive lobular and ductal carcinomas (n.s.). There was no correlation between HS and the grading of invasive carcinomas.

Conclusion: In 1084 lesions, the hook sign was a specific descriptor for differentiation of benign and malignant lesions in MRM, with high evidence for prediction of malignancy, particularly in the case of advanced lesions and invasive carcinomas.
Proton magnetic resonance spectroscopy in the distinction of high-grade cerebral gliomas from single metastatic brain tumors
Authors: Server Andres , Josefsen Roger , Kulle Bettina , Mæhlen Jan , Schellhorn Till , Gadmar Øystein , Kumar Theresa , Haakonsen Monika , Langberg Carl W. , Nakstad Per H.
Published: January 2010

Background: Brain metastases and primary high-grade gliomas, including glioblastomas multiforme (GBM) and anaplastic astrocytomas (AA), may be indistinguishable by conventional magnetic resonance (MR) imaging. Identification of these tumors may have therapeutic consequences.

Purpose: To assess the value of MR spectroscopy (MRS) using short and intermediate echo time (TE) in differentiating solitary brain metastases and high-grade gliomas on the basis of differences in metabolite ratios in the intratumoral and peritumoral region.

Material and Methods: We performed MR imaging and MRS in 73 patients with histologically verified intraaxial brain tumors: 53 patients with high-grade gliomas (34 GBM and 19 AA) and 20 patients with metastatic brain tumors. The metabolite ratios of Cho/Cr, Cho/NAA, and NAA/Cr at intermediate TE and the presence of lipids at short TE were assessed from spectral maps in the tumoral core, peritumoral edema, and contralateral normal-appearing white matter. The differences in the metabolite ratios between high-grade gliomas/GBM/AA and metastases were analyzed statistically. Cutoff values of Cho/Cr, Cho/NAA, and NAA/Cr ratios in the peritumoral edema, as well as Cho/Cr and NAA/Cr ratios in the tumoral core for distinguishing high-grade gliomas/GBM/AA from metastases were determined by receiver operating characteristic (ROC) curve analysis.

Results: Significant differences were noted in the peritumoral Cho/Cr, Cho/NAA, and NAA/ Cr ratios between high-grade gliomas/GBM/AA and metastases. ROC analysis demonstrated a cutoff value of 1.24 for peritumoral Cho/Cr ratio to provide sensitivity, specificity, positive (PPV), and negative predictive values (NPV) of 100%, 88.9%, 80.0%, and 100%, respectively, for discrimination between high-grade gliomas and metastases. By using a cutoff value of 1.11 for peritumoral Cho/NAA ratio, the sensitivity was 100%, the specificity was 91.1%, the PPV was 83.3%, and the NPV was 100%.

Conclusion: The results of this study demonstrate that MRS can differentiate high-grade gliomas from metastases, especially with peritumoral measurements, supporting the hypothesis that MRS can detect infiltration of tumor cells in the peritumoral edema.
Comparison of dry laser printer versus paper printer in full-field digital mammography
Authors: Liang Zhigang , Du Xiangying , Guo Xiaojuan , Rong Dongdong , Kang Ruiying , Mao Guangyun , Liu Jiabin , Li Kuncheng
Published: January 2010

Background: Paper printers have been used to document radiological findings in some hospitals. It is critical to establish whether paper printers can achieve the same efficacy and quality as dry laser printers for full-field digital mammography (FFDM).

Purpose: To compare the image quality and detection rate of dry laser printers and paper printers for FFDM.

Material and Methods: Fifty-five cases (25 with single clustered microcalcifications and 30 controls) were selected by a radiologist not participating in the image review. All images were printed on film and paper by one experienced mammography technologist using the processing algorithm routinely used for our mammograms. Two radiologists evaluated hard copies from dry laser printers and paper printers for image quality and detectability of clustered microcalcifications. For the image quality comparisons, agreement between the reviewers was evaluated by means of kappa statistics. The significance of differences between both of the printers was determined using Wilcoxon's signed-rank test. The detection rate of two printing systems was evaluated using receiver operating characteristic (ROC) analysis.

Results: From 110 scores (55 patients, two readers) per printer system, the following quality results were achieved for dry laser printer images: 70 (63.6%) were rated as good and 40 (36.4%) as moderate. By contrast, for the paper printer images, 25 scores (22.7%) were rated as good and 85 (77.3%) as moderate. Therefore, the image quality of the dry laser printer was superior to that achieved by the paper printer ( P=0.00). The average area-under-the-curve (Az) values for the dry laser printer and the paper printer were 0.991 and 0.805, respectively. The difference was 0.186. Results of ROC analysis showed significant difference in observer performance between the dry laser printer and paper printer ( P=0.0015).

Conclusion: The performance of dry laser printers is superior to that of paper printers. Paper printers should not be used in FFDM.
Diagnostic accuracy of 18F-2-deoxy-fluoro-D-glucose positron emission tomography for pn2 lymph nodes in patients with lung cancer
Authors: Ozawa Yoshiyuki , Hara Masaki , Sakurai Keita , Nakagawa Motoo , Tamaki Tsuneo , Nishio Masami , Shibamoto Yuta
Published: January 2010

Background: The accuracy of 18F-2-deoxy-fluoro-D-glucose positron emission tomography (FDG-PET) for diagnosing nodal status in patients with lung cancer was initially reported as excellent, but, with increasing experience, the problem of false-positive and false-negative assessments has been observed.

Purpose: To evaluate the accuracy of FDG-PET for diagnosing nodal status in lung cancer patients with pathologically proven N2 lymph nodes and compare it with that of computed tomography (CT).

Material and Methods: Nineteen pN2 patients (13 males and six females) with primary lung cancer undergoing preoperative CT and FDG-PET were investigated. Lymph nodes were considered to be positive when uptake higher than the surrounding mediastinal level was visually observed. Slight symmetrical mediastinal uptake was considered to be negative, representing benign physiological accumulation. Radiological and pathological correlation was investigated, and the association between FDG accumulation and the size of metastatic lymph nodes and metastatic lesions was evaluated.

Results: Of the 19 patients, nodal stage determined by using FDG-PET was cN0 in four (21%) cases, cN1 in three (16%), cN2 in nine (47%), and cN3 in three (16%). On CT, nodal stage was cN0 in three (16%) cases, cN1 in seven (37%), cN2 in eight (42%), and cN3 in one (5%). Thus, FDG-PET provided correct N-staging in 47%, under-staging in 37%, and overstaging in 16%. CT staging was correct in 42%, underestimated in 53%, and overestimated in 5%. The maximum area of metastatic foci was 15.8 ±21.3 mm2 (mean ± SD) in false-negative nodes and 75.0±56.3 mm2 in true-positive nodes ( P<0.0001).

Conclusion: Diagnostic accuracy of FDG-PET (47%) was low and similar to that of CT (42%). The possibility of false-negative as well as false-positive findings should be recognized in interpreting PET images. Micrometastasis appeared to be the greatest cause of false-negative findings.
Categorizing US State Drinking Practices and Consumption Trends
Authors: Kerr William  C.
Published: January 2010

US state alcohol consumption patterns and trends are examined in order to identify groups of states with similar drinking habits or cultures. Rates of heavy drinking and current abstention and per capita apparent consumption levels are used to categorize states. Six state groupings were identified: North Central and New England with the highest consumption and heavy drinking levels; Middle Atlantic, Pacific and South Coast with moderate drinking levels; and Dry South with the lowest drinking levels. Analyses of relationships between beer and spirits series for states within groups as compared to those in different groups failed to clearly indicate group cohesiveness.
Determinants of Exposure to Environmental Tobacco Smoke (ETS) among Non Smoking Adolescents (Aged 11-17 Years Old) in Greece: Results from the 2004-2005 GYTS Study
Authors: Rachiotis George , Siziya Seter , Muula Adamson S. , Rudatsikira Emmanuel , Papastergiou Panagiotis , Hadjichristodoulou Christos
Published: January 2010

The aim of the study is to investigate the determinants of exposure to ETS among Greek adolescents aged 11-17 years old. The GYTS questionnaire was completed by 5,179 adolescents. About 3 in 4 responders (76.8%) were exposed to ETS at home, and 38.5% were exposed to ETS outside of the home. Gender, age group, parental and close friends smoking status were significant determinants of adolescent’s exposure to ETS. The results of the study could be valuable for the implementation of public health initiatives in Greece aiming to reduce the burden of adolescent’s exposure to passive smoking.
Thermo-Exfoliated Graphite Containing CuO/Cu2(OH)3NO3:(Co2+/Fe3+) Composites: Preparation, Characterization and Catalytic Performance in CO Conversion
Authors: Ischenko Elena  V. , Matzui Ludmila Yu. , Gayday Snezhanna  V. , Vovchenko Ludmila  L. , Kartashova Tatyana  V. , Lisnyak Vladyslav  V.
Published: January 2010

Thermo-exfoliated graphite (TEG)/CuO/Cu2(OH)3NO3:(Co2+/Fe3+) composites were prepared using a wet impregnation method and subsequent thermal treatment. The physicochemical characterization of the composites was carried out by powder X-ray diffraction (PXRD), scanning electron microscopy (SEM) and Ar temperature-desorption techniques. The catalytic efficiency toward CO conversion to CO2 was examined under atmospheric pressure. Characterization of species adsorbed over the composites taken after the activity tests were performed by means of temperature programmed desorption massspectrometry (TPD MS). (TEG)/CuO/Cu2(OH)3NO3:(Co2+/Fe3+) composites show superior performance results if lower temperatures and extra treatment with H2SO4 or HNO3 are used at the preparation stages. The catalytic properties enhancements can be related to the Cu2(OH)3NO3 phase providing reaction centers for the CO conversion. It has been found that prevalence of low-temperature states of desorbed CO2 over high-temperature ones in the TPD MS spectra is characteristic of the most active composite catalysts.
Geometrical Description in Binary Composites and Spectral Density Representation
Authors: Tuncer Enis
Published: January 2010

In this review, the dielectric permittivity of dielectric mixtures is discussed in view of the spectral density representation method. A distinct representation is derived for predicting the dielectric properties, permittivities ε, of mixtures. The presentation of the dielectric properties is based on a scaled permittivity approach, ξ = (εe − εm)(εi − εm)−1, where the subscripts e, m and i denote the dielectric permittivities of the effective, matrix and inclusion media, respectively [Tuncer, E. J. Phys.: Condens. Matter 2005, 17, L125]. This novel representation transforms the spectral density formalism to a form similar to the distribution of relaxation times method of dielectric relaxation. Consequently, I propose that any dielectric relaxation formula, i.e., the Havriliak-Negami empirical dielectric relaxation expression, can be adopted as a scaled permittivity. The presented scaled permittivity representation has potential to be improved and implemented into the existing data analyzing routines for dielectric relaxation; however, the information to extract would be the topological/morphological description in mixtures. To arrive at the description, one needs to know the dielectric properties of the constituents and the composite prior to the spectral analysis. To illustrate the strength of the representation and confirm the proposed hypothesis, the Landau-Lifshitz/Looyenga (LLL) [Looyenga, H. Physica 1965, 31, 401] expression is selected. The structural information of a mixture obeying LLL is extracted for different volume fractions of phases. Both an in-house computational tool based on the Monte Carlo method to solve inverse integral transforms and the proposed empirical scaled permittivity expression are employed to estimate the spectral density function of the LLL expression. The estimated spectral functions for mixtures with different inclusion concentration compositions show similarities; they are composed of a couple of bell-shaped distributions, with coinciding peak locations but different heights. It is speculated that the coincidence in the peak locations is an absolute illustration of the self-similar fractal nature of the mixture topology (structure) created with the LLL expression. Consequently, the spectra are not altered significantly with increased filler concentration level—they exhibit a self-similar spectral density function for different concentration levels. Last but not least, the estimated percolation strengths also confirm the fractal nature of the systems characterized by the LLL mixture expression. It is concluded that the LLL expression is suitable for complex composite systems that have hierarchical order in their structure. These observations confirm the finding in the literature.
Calyculins and Related Marine Natural Products as Serine- Threonine Protein Phosphatase PP1 and PP2A Inhibitors and Total Syntheses of Calyculin A, B, and C
Authors: Fagerholm Annika  E. , Habrant Damien , Koskinen Ari M.  P.
Published: January 2010

Calyculins, highly cytotoxic polyketides, originally isolated from the marine sponge Discodermia calyx by Fusetani and co-workers, belong to the lithistid sponges group. These molecules have become interesting targets for cell biologists and synthetic organic chemists. The serine/threonine protein phosphatases play an essential role in the cellular signalling, metabolism, and cell cycle control. Calyculins express potent protein phosphatase 1 and 2A inhibitory activity, and have therefore become valuable tools for cellular biologists studying intracellular processes and their control by reversible phosphorylation. Calyculins might also play an important role in the development of several diseases such as cancer, neurodegenerative diseases, and type 2-diabetes mellitus. The fascinating structures of calyculins have inspired various groups of synthetic organic chemists to develop total syntheses of the most abundant calyculins A and C. However, with fifteen chiral centres, a cyano-capped tetraene unit, a phosphate-bearing spiroketal, an anti, anti, anti dipropionate segment, an α-chiral oxazole, and a trihydroxylated γ-amino acid, calyculins reach versatility that only few natural products can surpass, and truly challenge modern chemists’ asymmetric synthesis skills.