bluuebunny/crossref_metadata_2025_split huggingface dataset:
Multibody Models for Tower Vibrations With an Unbalanced Rotor
Authors: Pedersen Simon S. , Madsen Niclas B. , Escalona José L. , Balling Ole 
Published: November 2021

Abstract
This paper compares different models that can be used to analyze the vibrations of an unbalanced rotor with horizontal axis over a flexible tower. Model results are compared with experimental results. The modeled system is equivalent to a wind turbine with perfectly rigid blades. The selected models are the linear elastic model that is obtained using the linear theory of vibrations and two multibody models. The first multibody model uses Component Mode Synthesis for the description of the tower flexibility while the second multibody model used a lumped properties approach. Experimental results validate with reasonable agreement the resonance speeds of an unbalanced rotor. Furthermore, the models, while low degrees of freedom, give valuable insight of inertial loads on drivetrain components based on tower top dynamic motion. The work presented in this paper showed the use of 3 low-degrees of freedom models to predict resonance and tower top displacements. All simulation models did exhibit slightly higher resonance frequencies than the experimental results. The results showed that the tower top motion for the rectangular tower resembles a figure eight type motion, while the square tower top shows an elliptical motion.
Activated but impaired IFN-γ production of mucosal-associated invariant T cells in patients with hepatocellular carcinoma
Authors: Huang Wenyong , Ye Dongmei , He Wenjing , He Xiaoshun , Shi Xiaomin , Gao Yifang 
Published: November 2021

ObjectiveMucosal-associated invariant T (MAIT) cells are innate T cells with immunoregulatory activity and were recently found to be associated with various tumor types. The role of intrasinusoidal MAIT cells in hepatocellular carcinoma (HCC) has not been fully characterized.DesignPeripheral blood samples were obtained from patients with HCC and healthy controls. Liver-associated mononuclear cells (LMCs) were collected from liver perfusions of donors and patients with HCC undergoing liver transplantation. Blood and liver perfusates from patients with HCC were analyzed by flow cytometry for CD3 +CD161+Vα7.2+MAIT cell frequency, phenotype, and function.ResultsThere were fewer MAIT cells in the peripheral blood and liver of patients with HCC than in the healthy controls. Interferon-γ (IFN-γ) production by these cells was also reduced. Peripheral MAIT cells showed upregulation of HLA-DR (Human Leukocyte Antigen DR） and the inhibitory molecule PD-1 (Programmed Cell Death Protein 1), but no significant differences in upregulation were found in intrasinusoidal MAIT cells. MAIT cells were significantly enriched in the liver relative to that in the peripheral blood of patients with HCC. High levels of activation markers and exhaustion markers including HLA-DR, CD69, and PD-1 were observed in LMCs of patients with HCC but not in the peripheral blood. Single-cell RNA sequencing revealed that intrasinusoidal MAIT cells exhibited distinct features in patients with HCC and the controls.ConclusionOur study showed that alterations in MAIT cells are associated with HCC. The distinct activity and function of MAIT cells in the peripheral blood and liver of patients with HCC might suggest a potential role of these cells in disease pathogenesis.
Volcaniclastic lacustrine sedimentation in the Pleistocene Guayllabamba intermontane basin in the Ecuadorian Andes
Authors: Martin-Merino German , Roverato Matteo , Almeida Rafael 
Published: November 2021

Abstract

In this work, we present a description of the sedimentary fill of a well-exposed lacustrine succession in the Ecuadorian Andes. The Guayllabamba basin is an intermontane basin located in the Andean range of Ecuador, and part of its sedimentary history is represented by a volcanically influenced
c.
100 m-thick lacustrine unit of Pleistocene age. We create a stratigraphic cross-section from the eastern to western lake margins and identify 19 facies that were used to carry out a palaeoenvironmental reconstruction. The Guayllabamba palaeolake was developed in a tectonic depression surrounded by volcanoes and it was filled with sediments derived from the erosion of the volcanic edifices, the reworking of unconsolidated pyroclastic deposits and deposition of pyroclastic currents into the lake. The lake shows a deepening trend, passing from shallow deltaic sedimentation to varved diatomites with turbidites. Abundant ash-fall beds, monolithological pumiceous deltaic sequences and pumice-dominated thick ignimbrites show the impacts of volcanism on lacustrine sedimentation within this basin. Soft-sediment deformation and gravity flow deposits are common owing to the intrabasinal tectonic activity and to the intrusion of a lava body.
Aulacoseira
-rich diatomites dominate the background lake sedimentation. The outcrops of the Guayllabamba basin are outstanding examples of the interaction between volcaniclastic and lacustrine sedimentation.
Organoid Sensitivity Correlates with Therapeutic Response in Patients with Pancreatic Cancer
Authors: Grossman Joseph E. , Muthuswamy Lakshmi , Huang Ling , Akshinthala Dipikaa , Perea Sofia , Gonzalez Raul S. , Tsai Leo L. , Cohen Jonah , Bockorny Bruno , Bullock Andrea J. , Schlechter Benjamin , Peters Mary Linton B. , Conahan Catherine , Narasimhan Supraja , Lim Christine , Davis Roger B. , Besaw Robert , Sawhney Mandeep S. , Pleskow Douglas , Berzin Tyler M. , Smith Martin , Kent Tara S. , Callery Mark , Muthuswamy Senthil K. , Hidalgo Manuel 
Published: November 2021

Abstract

Purpose:
Pancreatic ductal adenocarcinoma (PDAC) remains a significant health issue. For most patients, there are no options for targeted therapy, and existing treatments are limited by toxicity. The HOPE trial (Harnessing Organoids for PErsonalized Therapy) was a pilot feasibility trial aiming to prospectively generate patient-derived organoids (PDO) from patients with PDAC and test their drug sensitivity and correlation with clinical outcomes.

Experimental Design:
PDOs were established from a heterogeneous population of patients with PDAC including both basal and classical PDAC subtypes.

Results:
A method for classifying PDOs as sensitive or resistant to chemotherapy regimens was developed to predict the clinical outcome of patients. Drug sensitivity testing on PDOs correlated with clinical responses to treatment in individual patients.

Conclusions:
These data support the investigation of PDOs to guide treatment in prospective interventional trials in PDAC.
Tepotinib Efficacy and Safety in Patients with MET Exon 14 Skipping NSCLC: Outcomes in Patient Subgroups from the VISION Study with Relevance for Clinical Practice
Authors: Le Xiuning , Sakai Hiroshi , Felip Enriqueta , Veillon Remi , Garassino Marina Chiara , Raskin Jo , Cortot Alexis B. , Viteri Santiago , Mazieres Julien , Smit Egbert F. , Thomas Michael , Iams Wade T. , Cho Byoung Chul , Kim Hye Ryun , Yang James Chih-Hsin , Chen Yuh-Min , Patel Jyoti D. , Bestvina Christine M. , Park Keunchil , Griesinger Frank , Johnson Melissa , Gottfried Maya , Britschgi Christian , Heymach John , Sikoglu Elif , Berghoff Karin , Schumacher Karl-Maria , Bruns Rolf , Otto Gordon , Paik Paul K. 
Published: November 2021

Abstract

Purpose:
Primary analysis of VISION showed tepotinib had durable clinical activity in patients with MET exon 14 (METex14) skipping non–small cell lung cancer (NSCLC). We present updated outcomes for clinically relevant subgroups.

Patients and Methods:
This phase II, open-label, multi-cohort study of 500 mg (450 mg active moiety) tepotinib in patients with METex14 skipping NSCLC assessed efficacy and safety in predefined subgroups according to age, prior therapies (chemotherapy and immune checkpoint inhibitors), and brain metastases. An ad hoc retrospective analysis using Response Assessment in Neuro-Oncology Brain Metastases (RANO-BM) criteria assessed intracranial activity.

Results:
152 patients were evaluable for efficacy (median age: 73.1). Overall, objective response rate (ORR) was 44.7% [95% confidence interval (CI): 36.7–53.0]. Patients aged &lt;75 (n = 84) and ≥75 (n = 68) had ORRs of 48.8% (95% CI: 37.7–60.0) and 39.7% (95% CI: 28.0–52.3), respectively. Treatment-naïve (n = 69) versus previously treated (n = 83) patients showed consistent efficacy [ORR (95% CI): 44.9% (32.9–57.4) vs. 44.6% (33.7–55.9); median duration of response (95% CI): 10.8 (6.9–not estimable) vs. 11.1 (9.5–18.5) months]. Of 15 patients analyzed by RANO-BM (12 received prior radiotherapy), 13 achieved intracranial disease control; 5 of 7 patients with measurable brain metastases had partial intracranial responses. Of 255 patients evaluable for safety, 64 (25.1%) experienced grade ≥3 treatment-related adverse events (TRAE), leading to discontinuation in 27 patients (10.6%). Rates of adverse events (AE) were broadly consistent irrespective of prior therapies.

Conclusions:
Tepotinib showed meaningful activity across subgroups by age, prior therapies, and brain metastases, with a manageable safety profile and few treatment discontinuations.
See related commentary by Rosner and Spira, p. 1055
Combination of Type I and Type II MET Tyrosine Kinase Inhibitors as Therapeutic Approach to Prevent Resistance
Authors: Bahcall Magda , Paweletz Cloud P. , Kuang Yanan , Taus Luke J. , Sim Taebo , Kim Nam Doo , Dholakia Kshiti H. , Lau Christie J. , Gokhale Prafulla C. , Chopade Pratik R. , Hong Fangxin , Wei Zihan , Köhler Jens , Kirschmeier Paul T. , Guo Jiannan , Guo Sujuan , Wang Stephen , Jänne Pasi A. 
Published: November 2021

Abstract
MET-targeted therapies are clinically effective in MET-amplified and MET exon 14 deletion mutant (METex14) non–small cell lung cancers (NSCLCs), but their efficacy is limited by the development of drug resistance. Structurally distinct MET tyrosine kinase inhibitors (TKIs) (type I/II) have been developed or are under clinical evaluation, which may overcome MET-mediated drug resistance mechanisms. In this study, we assess secondary MET mutations likely to emerge in response to treatment with single-agent or combinations of type I/type II MET TKIs using TPR-MET transformed Ba/F3 cell mutagenesis assays. We found that these inhibitors gave rise to distinct secondary MET mutant profiles. However, a combination of type I/II TKI inhibitors (capmatinib and merestinib) yielded no resistant clones in vitro. The combination of capmatinib/merestinib was evaluated in vivo and led to a significant reduction in tumor outgrowth compared with either MET inhibitor alone. Our findings demonstrate in vitro and in vivo that a simultaneous treatment with a type I and type II MET TKI may be a clinically viable approach to delay and/or diminish the emergence of on target MET-mediated drug-resistance mutations.
Society of Vascular and Interventional Neurology Standards and Parameters for Guideline Development and Publication
Authors: Castonguay Alicia C. , de Havenon Adam , Leslie‐Mazwi Thabele M. , Kenmuir Cynthia , Sheth Sunil A. , Asif Kaiz S. , Nguyen Thanh N. , Janardhan Vallabh , Mansour Ossama Y. , Novakovic Robin , Hassan Ameer E. , Liebeskind David S. , Czap Alexandra L. , Masoud Hesham E. , Ma Alice , Nour May , Jadhav Ashutosh P. , Malik Amer , Zaidat Osama O. 
Published: November 2021

Background
As much of the scope of neurointerventional practice falls outside data covered by existing randomized clinical trials, and, as a result, may have failed to enter into existing guidelines, an evidence‐based framework for guideline and standards development is needed. We establish an evidence‐based framework to guide all subsequent guidelines and brief practice updates produced by the Society of Vascular and Interventional Neurology (SVIN).

Methods
The SVIN formed the Guidelines and Practice Parameters committee to develop the structure and procedures for guidelines and brief practice updates.

Results
In this article, the Guidelines and Practice Parameters committee has outlined the process by which the guidelines will be created and approved by the SVIN. Additionally, the Guidelines and Practice Parameters committee has adopted the American College of Cardiology/American Heart Association framework of Class of Recommendation and Level of Evidence. A unique, additional separation of the Expert Opinion endorsement category has been developed when high‐quality evidence does not exist at the time of the publication.

Conclusions
The SVIN has developed an evidence‐based framework for all guideline statements and brief practice updates. The SVIN guidelines and brief practice updates will guide clinicians in the field of interventional neurology to improve and standardize patient care.
The Expanding Role of the Courts in Educational Policy: The Preschool Remedy and an Adequate Education
Authors: Superfine Benjamin Michael , Goddard Roger D. 
Published: November 2021

Background/Context Over the past half-century, the courts have played an increasingly important role in educational governance and decision-making. However, since the courts began to take such an active role in education, the efficacy and effectiveness of judicial intervention in education remain uncertain. Largely in response to problems that they have persistently faced in education litigation in the past, courts ruling in several recent school finance reform cases have begun to experiment with new types of remedial orders requiring the implementation of particular educational programs or systems of governance. Free preschool for students constitutes the most common of these educational programs recently ordered by courts. Purpose/Objective/Research Question/Focus of Study This study examines and analyzes the trend of courts to experiment with new remedial orders requiring the implementation of particular educational programs or systems of governance by analyzing the judicial consideration of preschool programs in two major school finance cases in New Jersey and North Carolina. Research Design This study frames its analysis in the legal literature examining the courts’ role in educational policy, the particular legal and historical contexts of school finance reform litigation, and the educational research evaluating the effectiveness of preschool. Using historical case study analysis and methods more traditionally associated with legal analysis, this study analyzes the opportunities and pitfalls of the preschool remedy and the implications for the imposition of other like remedies. Conclusions This study concludes that, although the preschool remedy is well designed to respond to some major problems that courts have persistently faced in school finance reform litigation, courts have considered the preschool remedy inconsistently and in an oversimplified fashion that does not reflect nuances in the underlying research on preschool. Moving forward, courts need to find a middle route that allows them to respond to problems they have faced in the past while treating scientific research in a more nuanced fashion.
After the Blackbird Whistles: Listening to Silence in Classrooms
Authors: Schultz Katherine 
Published: November 2021

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.
Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory
Authors: Hadwin Allyson , Oshige Mika 
Published: November 2021

Background/Context Models of self-regulated learning (SRL) have increasingly acknowledged aspects of social context influence in its process; however, great diversity exists in the theoretical positioning of “social” in these models. Purpose/Objective/Research Question/Focus of Study The purpose of this review article is to introduce and contrast social aspects across three perspectives: self-regulated learning, coregulated learning, and socially shared regulation of learning. Research Design The kind of research design taken in this review paper is an analytic essay. The article contrasts self-regulated, coregulated, and socially shared regulation of learning in terms of theory, operational definition, and research approaches. Data Collection and Analysis Chapters and articles were collected through search engines (e.g., EBSCOhost, PsycINFO, PsycARTICLES, ERIC). Findings/Results Three different perspectives are summarized: self-regulation, coregulation, and socially shared regulation of learning. Conclusions/Recommendations In this article, we contrasted three different perspectives of social in each model, as well as research based on each model. In doing so, the article introduces a language for describing various bodies of work that strive to consider roles of individual and social context in the regulation of learning. We hope to provide a frame for considering multimethodological approaches to study SRL in future research.
Accountability and “Racing to the Top” in New York State: A Report from the Frontlines
Authors: Leonardatos Harry , Zahedi Katie 
Published: November 2021

Background & Purpose This article focuses on the current educational reform movement in New York State resulting from the state's receipt of $700 million in Race to the Top (RTTT) money. Specifically, the article will focus on one aspect of the RTTT requirement, which requires that school districts develop teacher accountability systems that are based in part on test data, i.e., the Annual Professional Performance Review (APPR). We will provide an account of how the New York State Education Department's implementation of RTTT has changed the role of educators, eroded autonomy in publicly controlled schools, promoted a culture of mistrust, diverted funds from the classroom to meet governmental directives, and paved the way for corporate vendors to profit from taxpayer money. Finally, we will examine whether the APPR policy developed to hold teachers accountable using an objective metric is a reliable and valid one. Research Design We examine the APPR legislation passed by both the legislative and executive bodies of New York State by focusing on field guidance documents and legislation released by the State Education Department (SED) as well as memos we received from SED. We also review how school districts have decided to implement APPR in their local environment. Finally, articles appearing in the press about the APPR have also been surveyed to ascertain key themes about the question whether teacher effectiveness can be objectively measured by those standards set forth by the SED. Conclusions The APPR policy as it is currently implemented is an unreliable tool in measuring teacher performance. Its subjectivity and inconsistent implementation calls into question the core purpose of this reform, i.e. to rid schools of poor performing teachers, while identifying those that are excellent. The implementation of RTTT and APPR has deteriorated the quality of public education in New York State by creating confusion through untested policies, creating a culture of distrust, diverting money from the classroom to for profit vendors, and developing a pedagogical methodology of teaching to the test.
Dialogue across Differences of Position, Perspective, and Identity: Reflective Practice in/on a Student-Faculty Pedagogical Partnership Program
Authors: Cook-Sather Alison 
Published: November 2021

Background Inspired by various conceptualizations of both cultural diversity and cross-role partnership, this discussion challenges the assumption that holds sway in many people's minds: Differences primarily divide us. The context for this argument is a program that pairs undergraduate students and faculty members in semester-long partnerships to explore and revise pedagogical practices. Purpose The purpose of this article is to explore how dialogue across differences supported by a student–faculty partnership program can inspire greater openness to and appreciation of differences. The focus is on fostering deeper connection and empathy across student and faculty positions, perspectives, and cultural identities. Research Design Through systematically documented reflective practice, I draw on audio-recorded conversations, mid- and end-of-semester feedback, and follow-up interviews with student and faculty participants in the program, as well as on my own reflective notes and less formal communication with participants, to identify the ways in which these faculty and students conceptualize differences as resources for learning. Findings Through supporting the demanding work of communicating and collaborating across differences, this program makes it normative for differences to exist and for people in relationships to benefit from them. The student–faculty partnerships evoke deliberate consideration of differences in position, perspective, and identity within collaborative work, which, in turn, generate ongoing critical reflection with the promise of changing higher educational practices. Conclusions/Recommendations Higher education needs to create more opportunities for students and faculty to engage in dialogue across various kinds of difference. Suggestions are offered for how to create structures and support within which faculty and students can forge new perspectives that allow them to draw on differences as a uniting rather than a dividing force.