bluuebunny/crossref_metadata_2025_split huggingface dataset:
City Eras on Palestinian Coinage
Authors: Kushnir-Stein Alla 
Published: November 2020

AbstractThirty-Eight Palestinian Cities Minted coins at various times during the Hellenistic and Roman periods. The vast majority of these coins bear dates, with the bulk of the dates involving individual city eras. During the third century bc, royal Ptolemaic silver was struck in several urban centres on the Palestinian coast. The coinage from Ptolemais, Joppe, and Gaza was fairly substantial and most of it was dated by the regnal years of the kings. One undated silver coin has also been attributed to Dora. On these Ptolemaic issues the cities are represented only by monograms. Palestine came under Seleucid control c.200 bc, after its final conquest by Antiochus III. From the reign of Antiochus IV (175–164) onwards, there are both royal and city coinages, the latter mostly of bronze. The dates which appear on many of these coins use the Seleucid era of 312 bc. As in the preceding century, only coastal cities were involved: Ptolemais, Ascalon, Gaza, and Demetrias. The location of the last city is not known for certain, but an identification with Strato’s Tower, later rebuilt by Herod as Caesarea, seems possible. There is more information about the cities themselves on these second-century coins. Royal issues often bear the names of cities as well as specific symbols, like the dove in Ascalon or the Phoenician mem in Gaza. City-coinage proper further mentions Seleucid dynastic names, like that of Seleucia for Gaza or Antioch for Ptolemais; we would not have known about these dynastic names if not for their appearance on these coins. In the last quarter of the second century, new titles, ‘sacred and inviolable’, appear on coins of Ptolemais, Ascalon, and Gaza. The first individual city eras were established in this region at the very end of the second century bc, with the earliest material evidence belonging to the beginning of the first century: Ascalon, coin of year 6 (99/98 bc); Gaza, coins of years 13 and 14 (96/95, 95/94 or slightly later); Ptolemais, coin of year 9 (apparently from the first decade of the first century bc). In Ascalon and Ptolemais the new era appears together with the addition of the title ‘autonomous’.
Manual multiple synthesis methods
Authors: Ostresh J M , Houghten R A 
Published: November 2020

Abstract
Simultaneous multiple peptide synthesis enables the parallel synthesis of large numbers of peptides. The T-bag (tea-bag) method was developed along with other methods, e.g. pin synthesis, synthesis on paper plates, synthesis on parallel columns, and synthesis on cellulose, as technology to facilitate simultaneous multiple synthesis. Large numbers of peptides, peptidomimetics, and small organic molecules have been prepared using the T-bag method to address different research fields, such as conformational analysis, structure activity analysis, synthesis methodologies, and antibody-antigen interaction studies. Using the T-bag method, more than 150 peptides can be prepared in parallel in flexible amounts, with easily enough material for biological tests and analytical studies. The synthesis of peptides of length of up to 26 amino acid residues has been reported. Moreover, the T-bag technology is easy to apply in practice and requires very little special equipment. T-bags are prepared by containing solid phase resins within polypropylene mesh material. Polypropylene is rather chemically inert as well as fairly thermally stable (to 150°C), allowing a wide range of chemical reactions to be used for solid phase synthesis without affecting the bag material. Polystyrene cross-linked with 1% divinylbenzene, 100-200 mesh, is mainly used as the solid support, but other types of base resin can be used as well, e.g. TentaGel. The size of the resin beads must exceed the size of the pores of the polypropylene mesh material of the T-bags to avoid resin loss during synthesis. Syntheses are carried out manually, using semi automation, or within a multiple peptide synthesizer. The preparation of T-bags for solid phase synthesis, starting with 100 mg resin per bag, is described in Protocol 1. Synthesis using the T-bag method can be performed using either Boc or Fmoc synthetic strategies. For all manipulations, enough solvent should be used to cover the T-bags (about 3-4 ml per bag containing 100 mg of resin). To enable efficient washings and reactions, the reaction vessels (polyethylene bottles) should be shaken vigorously, preferably through the use of a reciprocating shaker.
Interpersonal Communication
Authors: Sully Sue 
Published: November 2020

Abstract
Nursing is an interpersonal profession (Ellis and Whittington 1981) which is to say that the majority of the goals of the profession are met through the quality and nature of relationships the nurse is able to form. Effective interpersonal communication which underpins the therapeutic relationship is a complex set of skills which require the nurse to understand the context and purpose of the interactions, in addition to being aware of their own agendas and factors which might form a barrier to effective working relationships. Historically, interpersonal communication was implicit within nursing care and by the 1980s writers such as Morrison and Burnard (1991) and Porritt (1990) had identified and explored the nature of the therapeutic relationship and interpersonal skills within nursing care. Now authors such as Stein-Parbury (2009), Burnard and Gill (2008), Maben and Griffiths (2008), Freshwater (2005) and Greenhalgh and Heath (2005) have studied and written about this area in great depth. Both the Department of Health (DOH) (2010) and the Nursing and Midwifery Council (2008) have identified the centrality of patient-led care and the nurses’ ability to develop effective working relationships that enhance dignity and treat the person with compassion and care. A therapeutic relationship is significantly different from relationships that are formed socially amongst colleagues and friends. In order to establish a relationship which is helpful it is necessary to be aware of the assumptions, expectations and feelings you carry into each new professional relationship. Without this awareness there is a real danger that your own ‘noise’ will make it difficult for you to be present and experience the other person as they are. In order to understand the emotional needs and concerns of the person it is necessary for you to try to understand the world of the person that you are caring for—from that person’s own perspective. The nearer you can come to this the more effective will be the relationship, and the assessed needs of the patient will be more accurate and relevant. Learning about interpersonal communication within the context of nursing and the therapeutic relationship means that you will have the opportunity to develop your skills and adapt them for the purpose of caring for others.
Assessment of Medication Calculation Skills
Authors: Stubbings Terry 
Published: November 2020

Abstract
Accuracy with medication dosage calculation is key to safe practice for a nurse. However, errors are not uncommon and seem to be increasing in frequency and some of them lead to harm or death to patients (NPSA 2009). The NMC (2010), in its essential skills clusters, requires baseline skills for calculating medicines, nutrition and fluids. It also requires that, by completion of a nursing course, an individual will be competent in the process of medication related calculation involving tablets and capsules, liquid medicines, injections and IV infusions. Part of this competence is making judgements about what calculations to use, how to do them, what degree of accuracy is appropriate and what the answer means in relation to the context. Passing an assessment of medication dosage calculation skills should be seen as only one aspect of developing the competence to practise safely. There are three possible approaches to assessment on nursing courses: If this is how medication related calculation skills are assessed on your course, you should feel confident that it has a high degree of validity (that is, the assessment is very real, since it is done in a real clinical environment). However, the many variables in a clinical setting mean that the assessment can be considered low in reliability (that is, that the same level of medication related calculation skill would be assessed each time). If your course requires this sort of assessment, ensure you find out exactly what is being assessed. Is the assessment just about calculation of medication dosages, or are other aspects of medication administration also being tested (e.g. assessment of patient prior to administration, interpersonal skills with patients, administration, documentation)? Documentation of medication administered is very important in nursing practice, so this aspect is likely to be included. If this is how medication related calculation skills are assessed on your course, you should feel confident that it has a high degree of reliability (that is, assessment can be carried out in the same way with each student) and the level of validity is quite high too (that is, it will be set up like a real clinical environment).
Understanding Diabetes Mellitus
Authors: Phillips Anne , Gadsby Roger 
Published: November 2020

Abstract
The aim of this chapter is to provide nurses with the knowledge to be able to assess, manage, and care for people with type 1 and type 2 diabetes mellitus in an evidence-based and person-centred way. Diabetes mellitus is a long-term condition that can affect people of all ages; consequently, people with diabetes mellitus can be found in every healthcare environment, from hospitals to care homes. The chapter will provide a comprehensive overview of the classifications, causes, and risk factors of diabetes. The key principles of patient assessment are established, before exploring best practice to deliver care, prevent acute complications, and minimize long-term complications. Nursing assessments and priorities are highlighted throughout, and the nursing management of the symptoms and common health problems associated with diabetes can be found in Chapters 19, 22, 24, 25, 26, and 28, respectively. Diabetes mellitus is a group of metabolic conditions with hyperglycaemia occurring as the main feature. It is characterized by chronic increased blood glucose (hyperglycaemia), with disturbance of carbohydrate, protein, and fat metabolism, which results from defects in insulin secretion, insulin action, or both (World Health Organization (WHO), 1999). The hormone insulin, produced by the beta cells in the pancreas, controls blood glucose levels, keeping them within a narrow range in normal health (4舑6 mmol/l before food). When blood glucose levels rise (for example, after a meal containing carbohydrates has been consumed), glucose enters the beta cells, eventually resulting in the release of insulin into the portal circulation. The classifications of diabetes mellitus (World Health Organization, 2006) are as follows….● Type 1 diabetes mellitus, previously known as insulin-dependent diabetes mellitus (IDDM) ● Type 2 diabetes mellitus, previously known as non-insulin-dependent diabetes mellitus (NIDDM) ● Gestational diabetes mellitus ● Others, such as disorders affecting the pancreas, and endocrine conditions…The features of type 1 and type 2 diabetes mellitus are outlined in Table 9.1. Gestational diabetes is carbohydrate intolerance, resulting in hyperglycaemia with onset or recognition during pregnancy (World Health Organization, 2006). However, the condition may have been present prior to pregnancy, but not been diagnosed. Diabetes mellitus may occur for other reasons, including genetic defects and diseases affecting the pancreas.
Understanding Functional Bowel Disorders
Authors: Gordon Jenny 
Published: November 2020

Abstract
The aim of this chapter is to provide nurses with the knowledge to be able to assess, manage, and care for people with the group of conditions often described as functional bowel disorders (FBD)—see definitions below—in an evidence-based and person-centred way. The chapter will provide an overview of the causes and impact of FBDs, before exploring best practice to deliver care, as well as to prevent or to minimize further ill-health. Nursing assessments and priorities are highlighted throughout, and the nursing management of the symptoms and common health problems associated with FBDs can be found in Chapters 16, 23, 24, and 25, respectively. This chapter discusses the group of conditions often described as functional bowel disorders (FBDs). The term ‘functional gastrointestinal disorders’ is also used in the literature, but, for the purpose of this book, the term FBDs will be adopted. This refers to a group of disorders that are characterized by chronic gastrointestinal symptoms that currently have an unknown structural or biochemical cause that could explain those symptoms. Rome III is an internationally agreed set of diagnostic criteria and related information on functional gastrointestinal disorders (Longstreth et al., 2006). It includes six major domains for adults: oesophageal; gastro/duodenal; bowel; functional abdominal pain syndrome; biliary; and anorectal. This chapter will cover the FBDs that specifically relate to chronic abdominal symptoms. General abdominal symptoms include functional dyspepsia, non-cardiac chest pain, which may mimic functional abdominal symptoms, chronic abdominal pain, functional constipation, functional diarrhoea, functional bloating, and irritable bowel syndrome (IBS). The chapter will concentrate on irritable bowel syndrome. Coeliac disease and Crohn’s disease are included: to give an understanding of these disorders, and to differentiate between inflammatory and non-inflammatory conditions; to highlight the impact of the symptoms on the people who suffer from them; and to give an insight into the contribution that effective nursing makes. The amount of research and the number of publications concerning FBDs has risen considerably since the mid 1990s, and has contributed to the increasing legitimacy of these conditions as disorders in their own right and not simply by virtue of exclusion of all other possibilities.
Managing Nutrition
Authors: Green Sue 
Published: November 2020

Abstract
This chapter addresses the essential nursing responsibility to ensure that adequate nutritional care is offered to all patients, whether in hospital or community-based settings. To provide appropriate nutritional care to patients or clients, nurses must have a good knowledge and understanding of the principles of human nutrition, and be able to deliver nutritional support that is informed by current clinical guidelines and up-to-date evidence, as well as to evaluate that care. Healthcare organizations have a duty to ensure that patients and clients receive high-quality nutritional care. The Council of Europe (2003) has published guidelines on food and nutritional care in hospitals, and a recent Europe-wide campaign has been launched to improve nutritional care in all types of care facility (Ljungqvist et al., 2010). A European strategy to address obesity has also been launched (Commission of the European Communities, 2007). In England, the Care Quality Commission (CQC, 2010), which regulates care settings, has set national standards concerning nutrition. The provision of high-quality nutritional care involves a range of services and requires a multidisciplinary team approach. As a nurse, your role within the multidisciplinary team is fundamental in ensuring the delivery of appropriate nutritional care. In the UK, this is clearly identified by the incorporation of ‘Nutrition and Fluid Management’ within the Essential Skills Clusters for pre-registration nursing education (Nursing and Midwifery Council, 2010). Human nutrition is the study of nutrients and their effect on health, and the processes by which individuals obtain nutrients and use them for growth, metabolism, and repair. The term ‘human nutrition’ therefore incorporates many aspects of behaviour and physiology. The way in which the body obtains, ingests, digests, absorbs, and metabolizes nutrients is described in core anatomy and physiology textbooks (for example, Marieb and Hoehn, 2010), and it is important that a good knowledge and understanding of these processes is gained before considering the nursing management of nutritional care. This chapter considers the principles of human nutrition that underpin the nursing management of nutritional care and focuses on the key nursing interventions that you should be able to provide with confidence. The amount and type of nutrients that a person obtains influences his or her ‘nutritional status’.
Managing Perioperative Care
Authors: Jackson Jane 
Published: November 2020

Abstract
This chapter focuses on the preparation and care of adult patients undergoing elective surgery, the associated challenges, and supporting evidence in providing safe and effective care. A key principle is the identification of relevant health issues and optimizing comorbidities prior to admission for surgery, which will minimize cancellations on the day ofsurgery. Informed consent, patient education, and teamworking all contribute to effective care and efficient service delivery. To provide the optimum healthcare, it is essential that the health professional has a full understanding of the patient’s physical and psychological health and social history, allowing tailored care to be shaped and implemented. It is important that the patient understands the associated risks and benefits of planned treatment. Patients often present for elective surgery with comorbidities. In optimizing the treatment, it is possible to prevent negative consequences related to planned care, and to increase the patient’s understanding of these so that he or she they can make an informed choice. Gathering information prior to admission is important because patients are often anxious on the day of surgery, and medication/anaesthetic agents can render them unable to provide clear decisions relating to treatment. This is commonly referred to as the preoperative assessment (POA), but is probably better referred to as patient preparation. Patient preparation is the process by which a patient’s health status is identified and comorbidities made known to the relevant healthcare professionals. The healthcare professional will interpret the information, decide on additional investigations and examinations, and then determine the risk factors associated with the patient’s health and the anticipated anaesthetic and surgical intervention. The patient must be informed of the risk and benefits and be provided with sufficient information to ensure an informed choice. Integral to patient preparation is the anticipation of potential outcomes, including length of hospitalization, ability to complete activities of daily living, and discharge planning. The process will involve the patient and his or her carer(s) and all healthcare professionals appropriate to the individual patient in primary and secondary care. It may be that, at the end of the patient preparation stage, the patient decides not to proceed with surgery.
Diseases of the teeth and supporting structures
Authors: Robinson Max , Hunter Keith , Pemberton Michael , Sloan Philip 
Published: November 2020

Abstract
A wide variety of processes can affect the formation of teeth during development. The number, size, shape, and quality of dental hard tis­sue may be abnormal and teeth may erupt early or be prematurely shed or resorbed. When a child presents with a tooth abnormality, the clin­ical and radiographic features are often distinctive and management depends on diagnosis (Box 5.1). Broadly, developmental abnormal­ities of the teeth can be either genetically determined or acquired as a result of injurious processes affecting the developing teeth. It can be problematic to make a diagnosis, particularly when teeth initially erupt. Sometimes pathological examination of a shed or extracted tooth by ground sectioning (for enamel) or conventional sectioning of a decalci­fied tooth can provide a diagnosis. Research has provided insights into the genetic and structural basis of dental anomalies, and has resulted in a complex and extensive classification of subtypes. Minor abnormal­ities, such as failure of development of a few teeth or enamel erosion in adult life, may be dealt with in general dental practice, but it is advisable to refer younger patients with more complex or extensive dental abnor­malities to a specialist in child dental health, with links to expert diag­nostic facilities and input from orthodontic and restorative colleagues. The publically available Online Mendelian Inheritance in Man (OMIM) database provides an invaluable resource for genetic disorders, including dental abnormalities. Supernumerary teeth are common and may be rudimentary in form or of normal morphology, when they are referred to as supplemental teeth. The most common supernumerary tooth occurs in the mid- line of the maxillary alveolus and is referred to as a mesiodens, which usually has a conical shape. Eruption of adjacent normal successor teeth may be impeded by a mesiodens, which is an indication for its removal. Most supernumerary teeth occur as a sporadic event in devel­opment, but multiple extra teeth can be found in certain developmen­tal disorders. Failure of development of tooth germs results in teeth missing from the dental arch and is referred to as hypodontia. Most often the missing teeth are third molars, second premolars, and upper lateral incisors. Hypodontia is more common in the permanent dentition than in the primary teeth.
Skin diseases affecting the oro-facial region
Authors: Robinson Max , Hunter Keith , Pemberton Michael , Sloan Philip 
Published: November 2020

Abstract
Examination of the face and hands can identify significant skin diseases and also provide clues to the presence of underlying systemic disease. Many patients ignore even malignant skin tumours because they are often painless, subtle in appearance, and may be slow-growing. Dental healthcare professionals should be aware of how to recognize malig­nant skin tumours. If suspicious, but unsure of the nature of the lesion, the patient should be referred to their general medical practitioner for further evaluation. If malignancy is obvious, then an urgent referral to an appropriate specialist (dermatologist, plastic surgeon, or oral and max­illofacial surgeon) should be made using the ‘2-week wait’ (2WW) path­way (Chapter 1). Benign lesions and inflammatory diseases are more common and are important considerations in the differential diagnosis of head and neck skin abnormalities. It is important that the dental healthcare professional should be able to recognize common skin infections involving the oro-facial region. Some infections, such as erysipelas, can mimic cellulitis associated with a dental infection. When infection is diagnosed, it is vital to consider the underlying or predisposing factors, as these may be not only important diagnoses, but also may require treatment to achieve an effective clin­ical outcome. The adage ‘infection is the disease of the diseased’ is a useful reminder when dealing with patients presenting with infection. Direct inoculation of Streptococcus into skin through minor trauma is the most common initiating factor for erysipelas, which occurs in iso­lated cases. Infection involves the upper dermis and, characteristically, spreads to involve the dermal lymphatic vessels. Clinically, the disease starts as a red patch that extends to become a fiery red, tense, and indurated plaque. Erysipelas can be distinguished from cellulitis by its advancing, sharply defined borders and skin streaking due to lymphatic involvement. The infection is most common in children and the elderly, and whilst classically a disease affecting the face, in recent years it has more frequently involved the leg skin of elderly patients. Although a clinical diagnosis can be made without laboratory testing, and treat­ment is antibiotic therapy, when the diagnosis is suspected in dental practice, referral to a medical practitioner is recommended.