bluuebunny/crossref_metadata_2025_split huggingface dataset:
Balloon-occluded retrograde transvenous obliteration of colonic varices: a case report
Authors: Liu Chantal , Srinivasan Sivasubramanian , Babu Suresh B. , Chung Raymond 
Published: March 2020

Abstract
Background
Ectopic varices are uncommon and typically due to underlying liver cirrhosis. They can be located in the duodenum, small intestines, colon or rectum, and may result in massive haemorrhage. While established guidelines exist for the management of oesophageal and gastric variceal bleeding, this is currently lacking for colonic varices.
Beta-blockers, transjugular intrahepatic portosystemic shunt insertion and subtotal colectomy have been reported as management methods. However, there are only two other cases that have reported successfully treating colonic varices using balloon-occluded retrograde transvenous obliteration (BRTO), an endovascular procedure typically performed for gastric varices.

Case presentation
A 55-year-old man with background of alcoholic liver cirrhosis presented with per-rectal bleeding due to caecal varices. Grade 2–3 oesophageal varices were identified on oesophago-gastro-duodenoscopy, and computed tomography showed multiple right para-colic portosystemic collaterals around the hepatic flexure and ascending colon. Colonoscopy confirmed fresh blood in the colon up to the caecum, with a submucosal varix deemed the most likely source of haemorrhage.
As transjugular intrahepatic portosystemic shunt insertion was potentially technically difficult, due to left portal vein thrombosis and a small right portal venous system, he underwent BRTO, which successfully embolised and thrombosed the colonic varices without complications.

Conclusions
Whilst further studies are required to conclude its effectiveness and efficacy, BRTO may be considered a viable solution in managing ectopic, colonic, variceal haemorrhage especially when traditional techniques are unsuccessful or contraindicated.
Association of particles of lipoprotein subclasses with arterial stiffness in a high-risk working population: the Baptist Employee Healthy Heart Study (BEHHS)
Authors: Aziz Muhammad , Gannarapu Swetha , Humayun Choudhry , Siddiqui Usman , Nasir Khurram , Aneni Ehimen C. 
Published: March 2020

AbstractBackgroundArterial stiffness is an independent predictor of cardiovascular disease (CVD) morbidity and mortality. A risk factor-independent association of arterial stiffness with traditional lipids has been described extensively, but it is still unclear whether an independent relationship exists between arterial stiffness and particles of lipoprotein subclasses.MethodsThe Baptist Employee Healthy Heart Study (BEHHS) is a lifestyle intervention study examining the effects of web-based programs on reducing CVD risk in high-risk persons. Participants had their brachial arterial augmentation index (AI, a measure arterial stiffness) assessed using the EndoPAT 2000 device. Cardio IQ™ ion mobility lipoprotein fractionation was utilized for measurement of particles of lipoprotein subclasses.ResultsThe population consisted of 182 participants, (74% women, 49% Hispanic) with a mean age of 52 ± 9 years. There was a significant trend association between quartiles of AI and total cholesterol, HDL-c, large LDL-p, small IDL-p, large IDL-p, and all subclasses of HDL particles (total HDL-p, small HDL-p, and large HDL-p). In logistic regression analysis, only HDL-c, total LDL-p, large LDL-p, small IDL-p, large IDL-p, total HDL-p, small HDL-p, and large HDL-p demonstrated significant independent association with AI.ConclusionSeveral lipoprotein subclasses demonstrate independent significant associations with arterial stiffness. A safe and relatively inexpensive blood test may be useful in identifying subclinical atherosclerosis process in a relatively young high CVD risk population.Trial registrationClinicalTrials.gov,NCT01912209. Registered July 31, 2013
VET workers’ problem-solving skills in technology-rich environments: European approach
Authors: Hämäläinen Raija , Cincinnato Sebastiano , Malin Antero , De Wever Bram 
Published: March 2020

The European workplace is challenging VET adults’ problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults’ skills to date. The present study (N=50 369) focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults’ problem-solving skills in TREs across 11 European countries, two main trends can be observed. First, our results show that only a minority of VET adults perform at a high level. Second, there seems to be substantial variation between countries with respect to the proportion of VET adults that can be identified as “at-risk” or “weak” performers. For the future, our findings indicate the variations that can be used as a starting point to identify beneficial VET approaches.
Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion
Authors: Monnier Moana 
Published: March 2020

Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qualifying a person’s ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to discussions about curriculum standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation. However, in looking for a generally approved and widely used definition, many problems arise on the inter-conceptual and intra-conceptual level, triggering implementation difficulties in educational curricula. This article highlights these difficulties by selecting five well-established key theories and comparing their communalities and differences. Analyzing definitions of intelligence, competences and skills, taking an action regulation perspective and highlighting the interdependence of social and emotional aspects, a structural system to facilitate the transfer into the educational context is proposed.
What Sense Can We Make of the Possibility of Vocational Didactics? An Approach from the Spanish School-Based System Complemented by Non-Formal Vocational Training
Authors: Marhuenda Fernando , Ros-Garrido Alicia 
Published: March 2020

Our contribution attempts to review the development of the field of didactics in Spain in the past 35 years and its contribution to the development and improvement of vocational education and training. We intend to show that the concern of didactics is an issue of great concern (and dispute) in Southern Europe, for which we will use Spain as an example.
We will particularly analyse from a didactical approach (taking didactics as a normative applied discipline well established in academia) the possibilities that a traditionally school-based discipline has to improve the development of vocational education practice in and out of schools, for young and adult people, in terms of pedagogical innovation.
Theme Centered Interaction in Critical Vocational Teacher Education – An Introduction Into an Ethical Founded Method and Model to Strengthen Self-reflexive Autonomy and Socially Responsible Action
Authors: Kaiser Franz 
Published: March 2020

Context: The train of thoughts in this contribution is situated in the VET teacher training on an academic level, as it is usual in Germany. Key issue is the pedagogical qualification of the VET teachers and the question of how to give them possibilities to reflect their own biography, their interdependences to the actual cultural and economic environment and their way to choose the pathway to become a VET teacher. How to enable them to argue with their values, fears, strength and weaknesses in their life and especially in leading groups, as they will have to do in classroom management. And at least how to give them an idea of an emancipative, critical and participative way of forming learning situations in which they feel sure and lively to encourage the apprentices and learners in schools to act autonomic and critical in work and besides. This is necessary because of the changes in work and VET in the recent centuries with consequences for workers, learners and curricula as well as the contradictions in that process.Approach: The transformation and the liberalisation of markets and changes of work organisation, the enlargement of tasks in the occupations adds greater meaning to social knowledge and competences, the ability for teamwork and personal development in vocational education. To develop this ability Theme-Centered Interaction (TCI), as a humanistic-psychological approach is used and combined with Critical-Subject-Oriented Vocational Education Theory, inspired by the Critical Theory of the Frankfurt School. VET-teacher students learn in theory and practice to shape their own way to lead themselves and the pupils in the class and to reflect their activities in a critical way of thinking. The paper ends with brief description of seminar lectures with VET teacher students at the University of Rostock where TCI is practiced as one example how we can reach the objectives described before. Findings: The TCI-concept is helpful to set up better teamwork and self-reflection in the group of the learners. It’s a useful way to prepare them for their practical school phase in which TCI is used as reflection model as well.Key message: Universities as learning places in the tradition of enlightenment have to open up spaces in VET teacher development for domination-free communication and participatory learning within the framework of university studies, which can create a distance to a given social reality, enables students to dissociate from collectively developed goals to become critical formers of their working life and teaching.
The Experiences of Learners with Disabilities in Mainstream Vocational Training in Nepal
Authors: Adhikari Eka Raj 
Published: March 2020

Context: This article explores the lived experiences of learners with disabilities who were attending short-term skills-based training programs in Nepal. The research questions addressed were how the learners with disabilities had been experiencing learning with their peers without disabilities and whether the vocational training was inclusive from the perspectives of learners with disabilities. Approach: Based on a phenomenological design, eight learners with disabilities were purposively selected. In-depth interviews were held with the participants. Data were collected in the forms of audiotaped recordings, field notes, and institutional records. The thematic analysis technique was employed to explicate the transcribed data.Results: The results showed that learners with disabilities faced difficulty in commuting to and from the training center. The physical learning environment was insufficiently accessible, and this affected the learning of students with disabilities. Although the learners with physical disabilities had no problem in understanding the subject matter taught in the mainstream classrooms, the learners with visual impairments and those who were with hard of hearing had, at times, difficulty in following their instructors. The learners with disabilities had trouble with socialization and with forming friendships though they had supportive instructors. The participants' statements revealed that the existing inclusion practices were not enough to address the needs of persons with disabilities. However, they viewed inclusion as a much better option to cater to the needs of differently abled people.Conclusion: Inclusive technical and vocational education and training (TVET) is in practice throughout the world. This qualitative research paper has presented the perspectives of learners with disabilities (LWDs) about the inclusive practices in the Nepalese TVET sector. More importantly, this study has given a voice to the LWDs from mainstream vocational training centers in Nepal.
Performance and the partial
Authors: Blades Hetty 
Published: March 2020

Abstract
In this article, I reflect on my experience of two performance works: Still Life (2018) by Hamish Macpherson and by Emilie Gallier, both of which cultivate partial experiences for the spectator. I consider how the partial nature of these works raise questions about what it means to access a choreographic work and rely on new ways of thinking about how we experience and analyse performance.
Italian LGBTQ representation in transnational television
Authors: Heim Julia 
Published: March 2020

Abstract
This article analyses the narrative depictions of LGBTQ minorities in contemporary Italian transnational television. To understand the sociocultural repercussions of these representations I first contextualize them by exploring current cultural theories behind trends in production and acquisition practices. I argue that by conforming to 'universalized' format and audience standards individual nations achieve transnational visibility. In turn, this universalization contributes to the transnational validation of the narrative discourses within these television programmes. As such, the depictions of LGBTQ characters on the shows Suburra, Gomorrah, Baby and SKAM Italia legitimize a certain level of sexual and gender variance while simultaneously endorsing acts of discrimination against those within these minority categories.
Novos Media, Nova Deontologia
Authors: Mateus Samuel 
Published: March 2020

Há medida que os Novos Media trazem novos desafios - bem como novos riscos - para a função e identidade do jornalismo, há uma crescente pressão para adotar - e adaptar -mecanismos de auto-regulação, como por exemplo, códigos deontológicos, a fim de melhor fixar os limites éticos do jornalismo digital.
Este artigo destaca os princípios dos Novos Media (como hipermédia, hiperlinks, interatividade, glocalidade, personalização e instantaneidade) que, tomados em conjunto, colocam constrangimentos éticos de ordem jurídica, corporativa, profissional e individual. Estas limitações sugerem que uma nova deontologia é necessária para que os jornalistas possuam diretrizes específicas que direcionem a sua prática online.
Sugere-se que o primeiro, passo crucial, para esta revisão ética generalizada sobre o jornalismo digital pode ser feito através de códigos deontológicos supra-nacionais.
Cuasi-monopolio: Un modelo teórico para comprender la relación estatal-privado en los sistemas educativos
Authors: Narodowski Mariano , Morgan Juan Carlos 
Published: March 2020

El objetivo de este artículo es efectuar una exposición detallada del modelo teórico del cuasi-monopolio de los sistemas educativos por medio del cual, más que entender a la educación privada en contraposición a la pública, a partir de la evidencia reunida es posible construir un modelo de equilibrio que tiende a a) maximizar el gasto privado como vía para el aumento general de las tasas de escolarización, b) generar un sector privado de “salida” en situación de trade off respecto del sector estatal tradicional en lo que respecta a las decisiones sobre la organización de los centros, la utilización de los recursos, el currículum, etc. y c) reproducir tanto el stock como el flujo de recursos estatales al sector estatal tradicional, independientemente de sus necesidades, de los problemas de inequidad y de los casos de inefectividad en su asignación. La exposición presenta los ejes conceptuales para el análisis y los ejemplifica con datos surgidos de investigaciones previas. Adicionalmente, se propone un modelo matemático para axiomatizar los componentes del cuasi-monopolio del sistema educativo. Finalmente, el artículo abre diferentes perspectivas de análisis para el uso del modelo teórico de cuasi-monopolio del sistema educativo para diferentes casos nacionales y sub-nacionales.
Saldos de la reforma educativa en México, nuevas regulaciones de la gestión y el trabajo docente en educación básica
Authors: Gutiérrez Lozano Arturo 
Published: March 2020

En 2013, se implementó una política gubernamental de Reforma Educativa en la educación básica mexicana con el objetivo de darle a los niños y jóvenes maestros más preparados, escuelas bien construidas y equipadas, y además la posibilidad de seguir estudiando más y mejor. Al cierre del gobierno que puso en marcha la Reforma, es pertinente hacer una revisión de los saldos que deja la implementación de esta política en la gestión y el desarrollo del trabajo docente en los maestros de educación básica pública. Las formulaciones políticas de innovación y cambio en la educación y el trabajo de los docentes en México, descritas en esta reforma, se inscriben en la lógica internacional que ha ido generando una nueva definición de las relaciones entre la escuela y la sociedad. Estas políticas no sólo implican la existencia de nuevos marcos legales y lineamientos de actuación, sino que instituyen un programa político e ideológico que ha establecido una nueva orientación, objetivos y voluntad en la sociedad. Las nuevas regulaciones de la gestión y práctica de la docencia pública vinculan la política, cultura, economía y el Estado, a través de pautas que cubren los ámbitos de la cotidianidad educativa y el accionar de los sujetos inmersos en este ámbito desde la gestión y organización administrativa, académica y de contenidos, hasta la reconfiguración del sentido de la docencia desde una visión enfocada en la eficacia y eficiencia racionalista. En el presente artículo se presentan de manera exploratoria, los saldos en materia laboral y de sentido de la docencia pública, a partir de la implementación de la Reforma Educativa.
La escuela secundaria frente al desafío de la universalización: Debates y experiencias en Argentina
Authors: Southwell Myriam 
Published: March 2020

Argentina estableció en el año 2006 la obligatoriedad de la escolaridad secundaria, acoplándose a la tendencia de la región. Durante ese proceso se desarrolló un significativo debate acerca si la escuela es universalizable con las características que presenta actualmente, producto de un largo proceso histórico que ha consolidado una matriz de funcionamiento. ¿Presenta la escuela las características que la hagan factible de abarcar exitosamente a todas las clases sociales, a todas las culturas y trayectorias escolares? Este debate supuso revisar el discurso de la inclusión de un país que había impulsado un sistema escolar igualitario desde su origen, construyendo una equivalencia entre igualdad, inclusión y homogeneidad. La perdurabilidad de ese discurso y cómo el formato escolar consagrado – en la cotidianeidad escolar y en la imagen social – son un obstáculo en sí mismo para la universalización de la escolarización. Esa impronta fue muy productiva en ese sistema, aún cuando no estuvo exenta de las marcas de estratificación y sesgo de clase que la cultura escolar ha asumido en los distintos países. Este artículo reseña algunos ejes de este debate producido en la última década en Argentina; para ello pondrá a disposición la presentación de dos nuevas modalidades de escuela que – una como iniciativa de políticas educativas específicas y otra como resultado de procesos comunitarios autónomos – han desarrollado formatos institucionales novedosos para buscar hacer posible la escolarización de poblaciones escolares diversas.
Políticas para la gestión de la educación pública obligatoria en Uruguay
Authors: Aristimuño Adriana , Landoni-Couture Pablo , Vázquez María Inés 
Published: March 2020

El presente trabajo tiene como propósito analizar la gestión de las políticas educativas públicas de Uruguay, tomando como marco temporal de referencia, dos hitos identificados como relevantes: (i) el período 1995-2004 que denominaremos “Reforma Rama” y (ii) el período 2005-2018, que llamaremos “Administración FA”. Para abordar y analizar ambos períodos hemos utilizado el modelo de Subirats et al (2012), el cual define una serie de momentos en los ciclos de las políticas públicas - que en este caso - asociaremos a las educativas. Desde esta perspectiva, las políticas públicas son consideradas un “flujo continuo de decisiones y procedimientos a los que se trata de darle sentido” (Subirats et al., 2012, p. 33). Esta perspectiva permite establecer algunos parámetros comunes desde los cuales analizar dos momentos históricos diferentes. Identificar los temas jerarquizados como “relevantes” o “problemáticos” que requieren solución; situar el lugar que estos temas tomaron en la agenda pública nacional; analizar la formulación y gestión de programas que surgieron, e identificar las propuestas de evaluación que fueron definidas e implementadas para realizar su seguimiento y evaluar su impacto. El modelo de análisis utilizado ha permitido abordar temas sustanciales de la agenda educativa dentro de la franja obligatoria. Todos los componentes innovadores analizados requirieron para su puesta en marcha del diseño de las políticas públicas, la revisión de las normativas vigentes y el fortalecimiento de la gestión para su implementación. El estudio ha permitido identificar los procesos de articulación o disrupción que se generaron entre ambos ciclos, como forma de analizar las capacidades locales para producir sinergias entre los diferentes procesos innovadores puestos en marcha durante las últimas décadas.
Convergence of dynamic programming principles for the p-Laplacian
Authors: del Teso Félix , Manfredi Juan J. , Parviainen Mikko 
Published: March 2020

Abstract
We provide a unified strategy to show that solutions of dynamic programming principles associated to the p-Laplacian converge to the solution of the corresponding Dirichlet problem. Our approach includes all previously known cases for continuous and discrete dynamic programming principles, provides new results, and gives a convergence proof free of probability arguments.
Natural Constraints to Cultural Relativism Example: Ricci’s Pacific-Centered World Maps
Authors: Holenstein Elmar 
Published: March 2020

Abstract
Not everything that is logically possible and technically feasible is also natural, for example, placing China in the exact center of a world map. Such a map would not correspond to the laws of perception.
Matteo Ricci, who was the first to create Chinese world maps on which the Americas were depicted, had to choose between two ideals, between a world map that obeys the gestalt principles of perception and a world map with the “Central State” China in its center. The first ideal mattered more to him than the second, although he took the latter into account as well. The result was a Pacific-centered map.
Since we live on a sphere, what we perceive to be in the East and in the West depends on our location. It is therefore natural that in East Asia, world maps show America in the East and not – as in Europe – in the West. This was the argument underlying Ricci’s creation of Pacific-centered maps, and not the intention of depicting China as close to the center of the map as possible.
It is only in East Asia that Ricci was the first to create Pacific-centered maps. World maps with the Pacific in the midfield were made in Europe before Ricci, motivated by the traditional unidirectional numbering of the meridians (0°–360°) from West to East starting with the Atlantic Insulae Fortunatae (Canary Islands).