bluuebunny/crossref_metadata_2025_split huggingface dataset:
Hemodynamic characteristics associated with cerebral aneurysm formation in patients with carotid occlusion
Authors: Shakur Sophia F. , Alaraj Ali , Mendoza-Elias Nasya , Osama Muhammad , Charbel Fady T. 
Published: May 2018

OBJECTIVEThe pathogenesis of cerebral aneurysms in patients with internal carotid artery (ICA) occlusion is hypothesized to be hemodynamic. For the first time, the authors quantify the hemodynamic characteristics associated with aneurysm formation in patients with ICA occlusion.METHODSRecords of patients with unilateral ICA stenosis or occlusion ≥ 90% who underwent hemodynamic assessment before treatment using quantitative MR angiography were retrospectively reviewed. The patients were classified into 2 groups based on the presence or absence of aneurysms. The hemodynamic parameters of flow volume rate, flow velocity, and wall shear stress (WSS) were measured in each vessel supplying collateral flow—bilateral A1 segments and bilateral posterior communicating arteries—and then compared between the groups.RESULTSA total of 36 patients were included (8 with and 28 without aneurysms). The mean flow (72.3 vs 48.9 ml/min, p = 0.10), flow velocity (21.1 vs 12.7 cm/sec, p = 0.006), and WSS (22.0 vs 12.3 dynes/cm2, p = 0.003) were higher in the A1 segment contralateral to the side of the patent ICA in patients with versus without aneurysms. All de novo or growing aneurysms in our cohort were located on the anterior communicating artery (ACoA) or P1 segment.CONCLUSIONSFlow velocity and WSS are significantly higher across the ACoA in patients who harbor an aneurysm, and de novo or growing aneurysms are often located on collateral vessels. Thus, robust primary collaterals after ICA occlusion may be a contributing factor in cerebral aneurysm formation.
Parietal association deficits in patients harboring parietal lobe gliomas: a prospective study
Authors: Liouta Evangelia , Stranjalis George , Kalyvas Aristotelis V. , Koutsarnakis Christos , Pantinaki Stavroula , Liakos Faidon , Komaitis Spyros , Stavrinou Lampis C. 
Published: May 2018

OBJECTIVEAlthough the parietal lobe is a common site for glioma formation, current literature is scarce, consists of retrospective studies, and lacks consistency with regard to the incidence, nature, and severity of parietal association deficits (PADs). The aim of this study was to assess the characteristics and incidence of PADs in patients suffering from parietal lobe gliomas through a prospective study and a battery of comprehensive neuropsychological tests.METHODSBetween 2012 and 2016 the authors recruited 38 patients with glioma confined in the parietal lobe. Patients were examined for primary and secondary association deficits with a dedicated battery of neuropsychological tests. The PADs were grouped into 5 categories: visuospatial attention, gnosis, praxis, upper-limb coordination, and language. For descriptive analysis tumors were divided into high- and low-grade gliomas and also according to patient age and tumor size.RESULTSParietal association deficits were elicited in 80% of patients, thus being more common than primary deficits (50%). Apraxia was the most common PAD (47.4%), followed by anomic aphasia and subcomponents of Gerstmann’s syndrome (34.2% each). Other deficits such as hemineglect, stereoagnosia, extinction, and visuomotor ataxia were also detected, albeit at lower rates. There was a statistically nonsignificant difference between PADs and sex (72.2% males, 85% females) and age (77.8% at ≤ 60 years, 80% at age > 60 years), but a statistically significant difference between the > 4 cm and the ≤ 4 cm diameter group (p = 0.02, 94.7% vs 63.2%, respectively). There was a tendency (p = 0.094) for low-grade gliomas to present with fewer PADs (50%) than high-grade gliomas (85.7%). Tumor laterality showed a strong correlation with hemineglect (p = 0.004, predilection for right hemisphere), anomia (p = 0.001), and Gerstmann’s symptoms (p = 0.01); the last 2 deficits showed a left (dominant) hemispheric preponderance.CONCLUSIONSThis is the first study to prospectively evaluate the incidence and nature of PADs in patients with parietal gliomas. It could be that the current literature may have underestimated the true incidence of deficits. Dedicated neuropsychological examination detects a high frequency of PADs, the most common being apraxia, followed by anomia and subcomponents of Gerstmann’s syndrome. Nevertheless, a direct correlation between the clinical deficit and its anatomical substrate is only possible to a limited extent, highlighting the need for intraoperative cortical and subcortical functional mapping.
Early surgical management and long-term surgical outcome for intraventricular hemorrhage–related posthemorrhagic hydrocephalus in shunt-treated premature infants
Authors: Bock Hans Christoph , Feldmann Jacqueline , Ludwig Hans Christoph 
Published: May 2018

OBJECTIVEPerinatal intraventricular hemorrhage (IVH) in premature neonates may lead to severe neurological disability and lifelong treatment requirement for consecutive posthemorrhagic hydrocephalus (PHHC). Early CSF diversion as a temporizing measure, or a permanent ventriculoperitoneal shunt (VPS), is the treatment of choice. Preterm neonates are not only at high risk for different perinatal but also for treatment-related complications. The authors reviewed their institutional neurosurgical management for preterm neonates with IVH-related PHHC and evaluated shunt-related surgical outcome for this particular hydrocephalus etiology after completion of a defined follow-up period of 5 years after initial shunt insertion.METHODSThe authors retrospectively analyzed early surgical management for preterm newborns who presented with IVH and PHHC between 1995 and 2015. According to the guidelines, patients received implantation of a ventricular access device (VAD) for temporizing measures or direct VPS insertion as first-line surgical treatment. Surgical outcome was evaluated for a subgroup of 72 patients regarding time to first shunt revision and the mean number of shunt revisions during a time span of 5 years after initial shunt insertion. Gestational age (GA), extent of IVH, and timing and modality of initial surgical intervention were analyzed for potential impact on corresponding surgical outcome.RESULTSA total cohort of 99 preterm newborns with GAs ranging from 22 to 36 weeks (mean 28.3 weeks) with perinatal IVH-related PHHC and a median follow-up duration of 9.9 years postpartum could be selected for further investigation. Extent of perinatal IVH was defined as grade III or as periventricular hemorrhagic infarction in 75% of the patient cohort. Seventy-six patients (77%) underwent VAD insertion and temporizing measures as initial surgical treatment; for 72 (95%) of these a later conversion to permanent ventriculoperitoneal shunting was performed, and 23 patients received direct VPS insertion. Etiological and treatment-related variables revealed no significant impact on revision-free shunt survival but increased the mean numbers of shunt revisions after 5 years for low GA, higher-order IVH in the long term.CONCLUSIONSLow GA and higher-order IVH in preterm neonates with PHHC who are treated with VPSs show no significant impact on time to first shunt revision (i.e., revision-free shunt survival), but marked differences in mean revision rates evaluated after completion of 5 years of follow-up. Temporizing measures via a VAD represent a rational strategy to gain time and decision guidance in preterm patients with PHHC before permanent VPS insertion.
Immigrant Gods on the Road to Jindō
Authors: Como Michael 
Published: May 2018

De récents travaux ont suggéré que les croyances et les pratiques du shintō médiéval sont profondément ancrées, non seulement dans les rites de la cour consacrés aux divinités (jingi), mais également dans les discours bouddhiques de l'époque de Heian relatifs au « jindō » — rites centrés avant tout sur des divinités en mal de salut ou de domestication. Ce chapitre souligne plusieurs virages importants sur la route menant de l'établissement du culte des jingi et de la politique centrée sur le tennō à la fin du septième siècle, à l'émergence du « jindō » comme principe directeur du culte royal vers le milieu de l'époque de Heian. S' appuyant sur l'examen du réseau complexe des interactions qui existaient entre le tennō, les moines et les kami — réseau au sein duquel les relations souvent hostiles entre tennō et kami influençaient non seulement la croissance et la direction des mouvements bouddhiques, mais également l'identité politique et cultuelle encore fluctuante du tennō —, cette étude suggère, à l'encontre des présupposés nationalistes sur la continuité du culte des kami à travers les siècles, l'existence d'une forte effervescence tant dans la nature du culte royal que dans le groupe des divinités qui en formaient le noyau.
Cette effervescence, qui était à la fois le produit et la cause d'un conflit chronique et d'un antagonisme entre tennō et kami, était elle-même intimement liée aux activités de nombreuses lignées d'émigrants venus de la péninsule coréenne, comme les Hata. Ces lignées constituaient les principaux agents de transmission et de propagation des cultures technologique, politique et religieuse du continent. En replaçant le développement des institutions religieuses de la cour dans le contexte formé par les kami immigrants, les souverains terrorisés par ceux-ci, et les prêtres et courtisans du clan Hata, il devient possible de se faire une première idée de la façon dont les réseaux cultuels entrelacés du tennō, des moines et des kami se sont originellement élaborés. Alors que la cour, durant l'époque de Nara et le début de l'époque de Heian, s'efforçait de trouver les moyens de contenir un certain nombre de divinités imprévisibles qui menaçaient le bien-être — voire la vie — des souverains comme des paysans, les conséquences de ces interactions pour les institutions religieuses japonaises se révélèrent à la fois profondes et durables.
Memories of the Divine Age: Shintō Seen Through Jan Assmann's Concepts of Religion
Authors: Scheid Bernhard 
Published: May 2018

Le présent article s'efforce de revisiter le problème de la continuité et de la discontinuité dans le shintō (c'est-à-dire : en quoi le shintō actuel se construit sur d'anciennes traditions, et en quoi il en diffère) à la lumière du concept de « mémoire culturelle » tel que l'a développé Jan Assmann. Cette contribution vise à une description très générale : a) des différences subsistant entre le rituel de cour classique et le bouddhisme, et b) de la transition entre le ritualisme de cour classique et le shintō médiéval. La distinction qu'opère Assmann entre « religion primaire » fondée sur le rituel (par exemple, le vieux ritualisme de cour ou « shintō de cour ») et la « religion secondaire » fondée sur des textes canoniques et leur interprétation (par exemple, le bouddhisme) fournit ici le cadre conceptuel pour interpréter les développements internes au shintō médiéval comme une tentative de passer d'une forme de religion à une autre. Le shintō médiéval entreprit ainsi de tenir les textes mythologiques pour les réceptacles d'une vérité cachée à découvrir et pour transmettre au moyen d'une constante exégèse lesdits textes. Les prêtres et intellectuels à l'avant-garde de ce mouvement hésitèrent cependant à promulguer une sotériologie sous la forme d'une religion « secondaire » (ou : « du Livre ») telle que le bouddhisme (et ce même si ce dernier était devenu, à maints égards, un modèle de religion). Le shintō demeura donc à mi-chemin entre une « religion primaire » et une « religion secondaire ». L'une des raisons de cette ambivalence tient à sa réticence à formuler une voie de salut au-delà du « shintō de cour », autrement dit à son incapacité d'outrepasser le charisme inhérent à l'institution impériale. Quoi qu'il en soit, le « shintō » ne devint shintō qu'en s' éloignant d'une modalité « primaire » qu'il fut cependant porté à idéaliser dès les textes théoriques médiévaux.
La place des divinités locales, des bouddhas et du tennō dans le shintō médiéval : en particulier la théorie de Jihen
Authors: Sueki Fumihiko 
Published: May 2018

This essay discusses theories of the emperor in medieval Shintō. First in the context of jien's Buddhist theory of the emperor in the Gukanshō, then Kitabatake Chikafusa's Ise Shintō theory of the emperor are taken up. The case of jihen is then contrasted with these views and serves as the main focus of the essay.
Jien accepted the origins of the Imperial lineage from the Age of the Gods, but he believed that the ruler of necessity borrowed from the "hidden" powers of the gods and buddhas in order to protect the country. Kitabatake Chikafusa, in contrast, believed in a direct genealogical link with the gods and held that the purity of the Imperial lineage was the source for Japan's supremacy.
Jihen, like Kitabatake Chikafusa, was from the line of Ise Shintō, but he pointed to a break between the Age of the Gods and the Age of Humans. This break came in three stages. In the first, the hidden and the manifest are clearly separated, while in the second the land and seas are separated and the unfettered power of the gods is lost. In the third stage, impurities are produced. In this way conditions for an idealized Utopia lead to the development the human world filled with impurities. In the midst of such a human world, the emperor is the one who can preserve the virtue of the purity that comes from the gods. The uniqueness of the emperor is not something limited to the borders of Japan, but rather carries with it the meaning of being the center of the world. Jihen's theory of the emperor, along with that of Chikafusa, came to exert influence upon theories of the emperor from the early modern period onward.
Favoriser le développement de compétences phonologiques pour tous les élèves en grande section de maternelle
Authors: Goigoux Roland , Cèbe Sylvie , Paour Jean-Louis 
Published: May 2018

How to favour the development of phonological skills for ail the pupils in Grande Section (nursery school ; 5 year olds).
Roland Goigoux, IUFM d'Auvergne -PAÉDI, Sylvie Cèbe, IUFM de Lyon -ADÉF et Jean-Louis Paour, université de Provence -PSYCLÉ.
First we remind the ministerial instructions in the fied of phonology teaching in nursery schools ; then we present the devising process and pedagogical and didactic principles of a teaching aid (Phono ) that we have worked out to help the teachers of grande section in their job. Finally, we report the first results of the study on the effects of the use of that teaching aid on the acquirements of pupils in Priority Area Schools.
Mal dit - mieux dit - bien dit - inédit : un point de vue sociolinguistique sur l’évaluation
Authors: Delamotte-Legrand Régine 
Published: May 2018

Bad, better, good, novel – A sociolinguistic viewpoint on evaluation,
Régine Delamotte-Legrand, DYALANG, CNRS-université de Rouen This contribution aims to look into the evaluation of speech in society as a whole and in schools more particularly from a sociolinguistic viewpoint. Using a collection of teachers’ discourses, our reflection first resorts to the notion of gap which is emblematic of the vision the school institution displays towards the pupils’ language practices. Then it sets up the practice of evaluation within exchanges between partners and shows the connections between heterogeneous and self evaluation, emphasizing the necessity to take the latter into better account. Finally it raises the question of the metalinguistic nature of evaluation, its verbalization, the way it is learnt as well as its connections with the construction of values. The conclusion puts forward the inclusive concept of glottopolitics which, in sociolinguistics, proposes to provide an interpretative model of the social management of language, in which the school institution fully takes part, especially through its ways of evaluating practices.
Définition, statut et valeurs des dysfonctionnements en didactique
Authors: Reuter Yves 
Published: May 2018

Definitionen, Status und Werte der Dysfunktion im Bereich der Didaktik,
Yves Reuter, équipe Théodile (ÉA 1764), université Charles-de-Gaulle, Lille 3 Der Beitrag zielt darauf hin, den Begriff “Dysfuntion” als spezifischen Begriff der Didaktik aufzubauen. Nach einer Analyse der AnstöBe schlägt der Autor eine Definition des Konzepts vor. Dann untersucht er seinen besonderen Status im Rahmen der didaktischen Verfahren : es handelt sich tatsächlich um eine strukturelle Komponente. Davon ausgehend vesucht er zu zeigen, dass der Begriff nicht nur als deskriptive Kategorie und als Maßstab gelten kann, sondern auch einen heuristischen Wert erringen kann, dessen Bedeutung, Wichtigkeit, Funktionsmo den und Ermöglichungsbedingungen er genau erklärt. Er stellt schließlich noch einen potentiellen Wert vor : die Dysfunktion als metadidaktisches Werkzeug. In dieser Perspektive kann sie die epistemologische Untersuchung der spezifidchen Besonderheiten der Didaktik fördern.
Propos sur la lecture de la littérature et la culture. Entre obligation et liberté de choix
Authors: Michulka Dorota 
Published: May 2018

On reading literature and culture. Betwixt compulsion and freedom, that is a few words about the Polish language education.
Dorota Michulka, département de méthodologie de l’enseignement de la langue et de la littérature, Institut de philologie polonaise, université de Wrocław (Pologne) Polish schools after the recent reform (the transformation process in education started in 1999), which concerned all levels of education, have undergone numerous revolutionary changes. From among numerous new trends, suggestions and concepts which emerged in the debates over the reformed school, I have chosen a few – as it seems – which are significant for the development of humanistic education. Those concern the following issues : cultural competence and disccusion about identity, topic -betwixt literary classics and polish popular literature and culture, the repertory of set books, the issue of a literary work and its excerpts, the specific method – about the learner-centred teaching and the revised “ high school diploma” (Matura). It appears that this transformation is centred on the autonomous work of the learner, his free choice, the development of his ability conducting a plan to end in an independant way and reporting the results in various forms, his reading and understanding literature and culture in different contexts, which often refer to the contemporary world.
De l’enseignement de la littérature dans le cadre scolaire espagnol à la formation pour l’éducation littéraire
Authors: Mendoza Antonio , Diaz-Plaja Ana 
Published: May 2018

Vom Literaturunterricht im spanischen Bildungswesen bis zur Lehrerausbildung zur literarischen Erziehung.
Antonio Mendoza et Ana Díaz-Plaja, département de didactique de la langue et de la littérature, université de Barcelone (Espagne) Die Notwendigkeit, den Status der Literatur umzudenken, ist an sich schon ein deutlicher Indiz des Kontrastes zwischen theoritischer Auffassung des literarischen Studiums und der didaktischen Postulate und der Realität des Lebenslaufs und der Unterrichtstätigkeit. Die Arbeit gliedert sich in zwei Teile. A. Diaz-Plaja macht aufgrund von dem soziologischen und institutionsbezogenen Zusammenhang eine Beschreibung des Literaturunterrichts in Spanien, sie beschreibt die unterrichteten Literaturtypen von weltberühmten und landbekannten klassischen Texten bis zur Kinderliteratur, usw und die didaktischen Verfahren, die dazu gehören, sowie die theoritischen Rahmen und Untersuchungsfelder, worauf die Unterrichtsverfahren beruhen. Der zweite von A. Mendoza durchdachte Teil befasst sich mit einem kritischen Umdenken der traditionnellen Verfahren und führt zum Vorschlag eines neuen Modells literarischer Erziehung. Letzteres beruht auf Orientierungen und Begriffen (Leseaktivität des Lernendens, cognitiven Rezeptionsprozessen, Verständnis und Interpretationsprozessen, Beiträgen und Verbindungen mit anderen Leseerfahrungen) und auf anderen Komponenten (impliziertem Leser, bedeutungsvoller Lektüre, literarischer Fähigkeit, Leserfertigkeit, Intertext, formativem Kanon). Dieses Modell zielt auf eine weite formative Projektion hin, die den Leser zum Kern der literarischen Kommunikation führt und die literarische Erziehung als dynamisches Fach vorstellt und nicht als ein Fach mit statisch-enzyklopädischen Inhalten. Diese Dynamik erfolgt dank der persönlichen Implikation und den Interaktionen des Lesers mit dem Text nach didaktischen Prinzipien, die auf Rezeptionstheorie, Intertextualität und semiotische Annäherungen zurückzuführen sind.
L’écriture de soi et l’école, une relation singulière
Authors: Bishop Marie-France , Penloup Marie-Claude 
Published: May 2018

Marie-France Bishop, IUFM du Nord-Pas-de-Calais, THÉODILE.
Writing on oneself in primary school is rather rarely regarded as a specific type of activity. However it shows recurrent features and is in keeping with a history connected with the transformations in the conceptions of the writing activity at school. This article aims to draft out the essential characteristics of a genuine progression during which the actual experience of pupils is more or less called up, depending on the aims of the teaching sessions. Two objectives are alternately chosen : writing in order to learn how to produce texts or writing about oneself. Depending on the choice that is made or on the priorities given to the activity, writing on oneself takes a more or less recognized place.
Journaux intimes de jeunes enfants. Enjeux didactiques d’une analyse de l’écriture de soi hors école
Authors: Penloup Marie-Claude 
Published: May 2018

Marie-Claude Penloup, université de Rouen, DYALANG.
Incorrect and clumsy, children’s personal texts are not well known and seem, if you happen to read some, poor and trivial. Yet they offer some material which should, at least, interest acquisitionist linguistics and writing didactics. It is in connection with the latter that reflection develops. Observing personal diaries written by very young children shows that the skill for the written genre is constructed with a slight adult intervention and outside the school context. This observation has some effects on the didactic refl ection and leads, in particular, to set up monitoring sessions to teach the generic writing skills and writing sessions suited to their construction by the children themselves.
Les récits sollicitant le vécu au CM2. Eléments d’analyse et de comparaison
Authors: Reuter Yves 
Published: May 2018

Yves Reuter, université Charles-de-Gaule-Lille 3, équipe THÉODILE (ÉA, 1764).
Este artículo se apoya en una investigación orientada a comprender los efectos de la pedagogía «Freinet», tal y como se practica en un grupo escolar situado en REP. En este contexto, con el fi n de analizar la producción textual, se les ha pedido a los alumnos relatos que se apoyen en sus vivencia personales. Estas producciones son estudiadas con una doble perspectiva, evolutiva y comparativa. Además se relacionan con escritos que solicitan la imaginación, con entrevistas y con dispositivos de enseñanza y de aprendizaje llevados a cabo. A través de estos análisis, se trata de precisar las eventuales particularidades de las producciones y la reflexión sobre éstas de los alumnos «Freinet» , y de interrogarse a cerca del estatuto didáctico de estos escritos, y también refl exionar sobre los problemas metodólogicos revelados a través de estas investigaciones.