bluuebunny/crossref_metadata_2025_split huggingface dataset:
Near-Surface Frontogenesis and Atmospheric Instability along the U.S. East Coast during the Extratropical Transition of Hurricane Matthew (2016)
Authors: Powell Scott W. , Bell Michael M. 
Published: December 2018

Abstract
Hurricane Matthew locally generated more than 400 mm of rainfall on 8–9 October 2016 over the eastern Carolinas and Virginia as it transitioned into an extratropical cyclone. The heaviest precipitation occurred along a swath situated up to 100–200 km inland from the coast and collocated with enhanced low-tropospheric frontogenesis. Analyses from version 3 of the Rapid Refresh (RAPv3) model indicate that rapid frontogenesis occurred over eastern North and South Carolina and Virginia on 8 October, largely over a 12-h time period between 1200 UTC 8 October and 0000 UTC 9 October. The heaviest rainfall in Matthew occurred when and where spiral rainbands intersected the near-surface front, which promoted the lift of conditionally unstable, moist air. Parallel to the spiral rainbands, conditionally unstable low-tropospheric warm, moist oceanic air was advected inland, and the instability was apparently released as the warm air mass rose over the front. Precipitation in the spiral rainbands intensified on 9 October as the temperature gradient along the near-surface front rapidly increased. Unlike in Hurricane Floyd over the mid-Atlantic states, rainfall totals within the spiral rainbands of Matthew as they approached the near-surface front evidently were not enhanced by release of conditional symmetric instability. However, conditional symmetric instability release in the midtroposphere may have enhanced rainfall 200 km northwest of the near-surface front. Finally, although weak cold-air damming occurred prior to heavy rainfall, damming dissipated prior to frontogenesis and did not impact rainfall totals.
Personality and Functional Vision in Older Adults with Age-Related Macular Degeneration
Authors: Rovner Barry W. , Casten Robin J. , Hegel Mark T. , Massof Robert W. , Leiby Benjamin E. , Ho Allen C. , Tasman William S. 
Published: December 2018

Introduction The purpose of the study was to determine whether personality traits influence self-reported functional vision in patients with age-related macular degeneration (AMD). Methods This is a prospective cross-sectional analysis of baseline data from the Low Vision Depression Prevention Trial. Participants ( N = 182) over age 65 with bilateral AMD, visual acuity worse than 20/70 in the better-seeing eye, and subthreshold depression were recruited from the Wills Eye Hospital retina practice. Assessments included visual acuity, contrast sensitivity, National Eye Institute Visual Function Questionnaire–25 plus Supplement (NEI VFQ–25) near and distance subscales, depression, and personality testing. Structural equation models were used to investigate the relationship of the NEI VFQ near activities and distance activities with the various demographic, clinical, and psychological predictors. Results In the single-predictor model for near functional vision, visual acuity at logMAR ≤ 1 (estimate = −0.33 [95% confidence interval {CI} −0.46, −0.20]; p ≤ 0.001), neuroticism (estimate = −0.05 [95% CI −0.08, −0.01]; p = 0.01), and education (estimate = −0.08 [95% CI 0.01, 0.15]; p = 0.03) were statistically significant predictors. In the single-predictor model for distance functional vision, only visual acuity at logMAR ≤ 1 (estimate = −0.49 [95% CI −0.69, −0.29]; p ≤ 0.001) and neuroticism (estimate = −0.09 [95% CI −0.15, 0.02]; p = 0.008) were statistically significant predictors. Discussion: Self-reported functional vision depends on the severity of vision loss as well as the personality trait of neuroticism. Implications for practitioners Assessment of personality traits, particularly neuroticism, may increase the precision of rating scales of functional vision and suggest new rehabilitative interventions to improve the functional vision and quality of life of patients with AMD.
“What page, Miss?” Enhancing Text Accessibility with DAISY (Digital Accessible Information SYstem)
Authors: Spooner Sue 
Published: December 2018

Introduction The provision of specially formatted materials is a complex and increasingly difficult task, given the extensive and burgeoning range of texts and resources available for classroom use. The need to extend the provision of accessible formats to include digital resources (in addition to braille, audio, and large print) led to a study that examined the benefits of providing curriculum materials in DAISY (Digital Accessible Information SYstem). The pilot study—Enhancing Text Accessibility for New Zealand Students, which was undertaken in 2008 and 2009—was designed as a qualitative study to determine the advantages and disadvantages of DAISY books compared with traditional formats and to evaluate the DAISY-related training needs of students and support staff members. Method Purposive sampling was used to select participants who were identified by resource teachers employed by the Blind and Low Vision Education Network New Zealand (BLENNZ) and the Manurewa High School Vision Resource Room. A total of 12 students in years 7–10 attending secondary schools and 13 support personnel took part in the study, which involved training, interviews, and focus group sessions. Results The overall response to DAISY was very positive, with a number of advantages over traditional formats identified. Participants were satisfied with the DAISY training they had received and reported high levels of confidence and competence in using DAISY. Discussion Significant variables were identified as affecting the use of DAISY, including student preferences, abilities, and motivation; availability of DAISY text; reliability of and support for technology; and the provision of appropriate training in DAISY. Implications for practitioners DAISY books provide a valuable adjunct to traditional accessible formats and should be a considered an option for students with visual impairments as part of their literacy provisions or “toolbox.”
Braille and Tactile Graphics: Youths with Visual Impairments Share Their Experiences
Authors: Rosenblum L. Penny , Herzberg Tina S. 
Published: December 2018

Introduction Data were collected from youths with visual impairment about their experiences with tactile graphics and braille materials used in mathematics and science classes. Methods Youths answered questions and explored four tactile graphics made using different production methods. They located specific information on each graphic and shared their thoughts about the quality of the graphics. Results Twelve youths in 6th to 12th grades participated. Almost all participants reported typically receiving braille materials and using tactile graphics in their mathematics and science classes. Participants varied in their accuracy in locating specific information in four tactile graphics. They all reported that what made a tactile graphic “good” was clarity of information. Discussion The majority of the youths reported that occasionally they do not have access to mathematics and science materials at the same time as their peers. Some seemed concerned by the lack of materials, and others did not. The lack of materials may be problematic, since some of the students reported completing the assignments later or not at all. Youths overwhelmingly reported a need to have tactually distinctive elements in graphics. Implications for practitioners Professionals should consult youths when preparing materials for them for use in mathematics and science classes. Additionally, youths who are tactile readers need direct instruction in how to measure objects as well as how to locate specific information in a variety of graphics prepared using different production methods.
Initial Validation Study for a Scale Used to Determine Service Intensity for Itinerant Teachers of Students with Visual Impairments
Authors: Pogrund Rona L. , Darst Shannon , Munro Michael P. 
Published: December 2018

Introduction The purpose of this study was to begin validation of a scale that will be used by teachers of students with visual impairments to determine appropriate recommended type and frequency of services for their students based on identified student need. Methods Validity and reliability of the Visual Impairment Scale of Service Intensity of Texas (VISSIT) were evaluated using a mixed-methods survey research design. Participants used the VISSIT to determine services for at least one student and then completed an electronic survey regarding the use of the tool. Results Twenty-five participants completed at least one VISSIT and completed the electronic survey. Social validity was supported by 92% of the participants stating that the tool was easy to use as a way to determine service time and was also supported by 96% of the participants stating that they would use the VISSIT for determining the type and amount of service recommended for their students. Consequential validity was supported by 71% of the participants stating that the tool's results matched their professional judgment regarding student need and recommended service time and was also supported by 75% of the participants stating that the tool's results directly translated into type and amount of service they would recommend. Internal consistency reliability was demonstrated by the result of a factor analysis of Cronbach's Alpha statistic of .747 for the entire set of VISSIT items. Discussion The results demonstrate that the VISSIT is a moderately valid and reliable tool for helping teachers of students with visual impairments determine the type and amount of visual impairment services based on individual student need. Implications for practitioners The VISSIT is a tool that itinerant teachers of students with visual impairments can use to determine the appropriate amount of service for all students on their caseloads and offers a more objective way to recommend service intensity based on student need.
Digital versus Traditional: Secondary Students with Visual Impairments’ Perceptions of a Digital Algebra Textbook
Authors: Bouck Emily C. , Weng Pei-Lin , Satsangi Rajiv 
Published: December 2018

Introduction Digital textbooks are increasingly marketed and used, yet little research examines this medium. Within the limited research, even less investigates the role of digital textbooks in mathematics—a challenging content area for many students, but especially for students with visual impairments. Methods Through a qualitative analysis, this study sought to understand the nature of the use of a digital algebra textbook to support secondary students with visual impairments in algebra. Results The results suggest three main themes: (a) students’ dependence on their traditional textbook medium, (b) educators’ reactions to the technology, and (c) the benefits of using the digital textbook despite resistance. The three themes culminate in clear student preferences for traditional textbooks. Discussion The general resistance to use of the technology warrants caution in terms of schools moving forward with the adoption of digital textbooks, and it suggests that additional examination of the topic is needed. Implications for practitioners Practitioners can consider using digital textbooks, but they will need to ensure that they and their students are both properly motivated and adequately trained to use such technology.
Applying the Foundational Concepts from Early Intervention to Services Provided to Young Children with Visual Impairments: A Literature Review
Authors: Ely Mindy S. , Ostrosky Michaelene M. 
Published: December 2018

Introduction The foundational concepts of early intervention are: family-centered and relationship-based practices, natural environments, child learning, adult learning, and quality team practices (Pletcher & Younggren, 2013). In this literature review, the authors consider the application of these concepts to services provided to families of infants and toddlers with visual impairments (that is, those with blindness or low vision) by vision professionals. Methods Three databases (ERIC, ProQuest, and PsychINFO) were used to search for articles from 1997 to 2016, focusing specifically on infants and toddlers with visual impairments. Twenty-seven articles met the criteria for inclusion in the review. Results Family-centered practices are valued by virtually all researchers in the field of visual impairment. Practices that promote parent-child relationships are especially important, given the specialized needs for early communication and the development of strong social relationships. Concerning the natural environment, commentators from the field of visual impairment are critical of federal definitions of natural environments; however, a broader definition of natural environments is supported. Child and adult learning are viewed as important for the promotion of positive outcomes for children and families who receive early intervention services, as is practice that promotes the formation of quality teams. Discussion The foundational concepts of early intervention (Pletcher & Younggren, 2013) have applicability to professionals working with infants and toddlers with visual impairments and their families. Research supports these concepts as beneficial in achieving positive child and family outcomes. Implications for practitioners Pre-service and in-service training programs for visual impairment should include early intervention principles and concepts in a manner that prepares the workforce to address the unique needs of this population.
The Perspectives of Teachers and Paraeducators on the Relationship between Classroom Clutter and Learning Experiences for Students with Cerebral Visual Impairment
Authors: McDowell Nicola , Budd Julia 
Published: December 2018

Introduction Cerebral visual impairment (CVI) typically affects children's overall functioning in visually cluttered environments. This study aims to consider whether the removal of classroom clutter ameliorates visual problems and the associated behavioral difficulties for these children. Methods Two classrooms at a special school were de-cluttered. Changes included: covering glass panels with thick black paper; hanging sheets over open shelving; creating areas of blank wall in front of the student to focus attention on work; removing unnecessary equipment and furniture; and taking down information on windows and walls, and that hanging from ceilings. Teachers, paraeducators, and students worked in these classrooms for two weeks, following typical daily routines. Observations by teachers and paraeducators of students’ behavior and learning experiences before and after de-cluttering were sought through interviews. Findings The perspectives of the teachers and paraeducators were that de-cluttering had a positive effect on the students’ learning experiences and behavior and also on their own functioning. They also considered the fact that creation of learning spaces lined with black paper resulted in greater attention and focus, but that students continued to be distracted by the noise and movement of others. Discussion The potential link between cluttered classrooms and students’ functioning and behavior indicates that visual clutter may amplify the visual difficulties associated with CVI and distract the students from learning activities, and is in line with current literature. Changes to classroom layouts that include specific areas for different learning activities, including “black hubs,” may therefore benefit students with CVI. Implications for practitioners This pilot study suggests that the elimination of classroom clutter and the creation of black hub learning spaces enhances functioning and merits further investigation. A study that compares specific behaviors and performances, before and after implementation of de-cluttering strategies, might also determine whether the positive effects described by the teachers can be further corroborated.
Looking at Charles Bonnet Syndrome: Prevalence and Experiences of Patients Attending a Vision Rehabilitation Clinic
Authors: Ord Lisa M. , Henderson Amy , Christiansen Robert M. 
Published: December 2018

Introduction The objective of this study was to determine the prevalence of Charles Bonnet syndrome in a population of patients seen in a vision rehabilitation clinic and to gain deeper insight into the content of visual hallucinations that are experienced. Methods This investigation was a retrospective review of medical record vision rehabilitation evaluations from 100 adult patients who were seen consecutively in a vision rehabilitation clinic. Data collected included age, gender, eye condition, current medications, other medical diagnoses, current living situation, and responses to questions about Charles Bonnet syndrome symptomatology. Results Eight participants were excluded from analysis due to diagnosis of cognitive impairment or a current anticholinergic medication. A total of 25.0% (n = 23) of eligible patients with visual impairments reported visual hallucinations that met the definition of Charles Bonnet syndrome. Images of people (35%) were the most common hallucinations reported by participants, followed by images of animals (26%). Discussion The occurrence of this syndrome in our study is near the mid-range of estimated prevalence in the professional literature. Implications for practitioners Individuals with this syndrome are hesitant to disclose that they are experiencing hallucinations for fear of being seen as having dementia or psychosis. An important concept for vision professionals, especially those offering visual rehabilitation, is integrating screening for Charles Bonnet syndrome into their care planning. Demonstrating that the syndrome is not a rare occurrence helps raise awareness of it in people with vision loss, thus explaining it as not so unusual and facilitating a discussion between patients and professionals that will reduce the apprehension that many individuals with visual impairments have that these hallucinations are a sign of more concerning conditions.
Toenail alterations in chronic venous disease patients are not always of mycotic origin
Authors: Bajuk Vid , Leskovec Nada Kecelj , Ručigaj Tanja Planinšek , Suhodolčan Aleksandra Bergant , Dolenc-Voljč Mateja 
Published: December 2018

Objective The prevalence of toenail alterations in chronic venous disease has only rarely been studied. We aimed to establish the frequency and clinical characteristics of toenail onychomycosis in chronic venous disease. Methods We included 80 adult patients, in all stages of chronic venous disease. Onychomycosis was confirmed by mycological examination. The clinical type of onychomycosis and the onychomycosis severity index were determined. Clinical characteristics of non-fungal nail changes were also analyzed. Results We included 58 women and 22 men, with a mean age of 67.0 years. Pathological toenail changes were observed in 83.8% of patients. Onychomycosis was confirmed in 33.8% of all patients and was more frequent in higher clinical stages of chronic venous disease (p = 0.009). Trichophyton rubrum was the leading causative pathogen. Disto-lateral onychomycosis was most commonly present. Average onychomycosis severity index was 23.1. Conclusion Onychomycosis accounted for 40% of all toenail alterations. Patients with chronic venous disease often have severe and difficult to treat toenail onychomycosis.
Radiofrequency Ablation and Radiation Therapy Improve Local Control in Spinal Metastases Compared to Radiofrequency Ablation Alone
Authors: Prezzano Kavitha M. , Prasad Dheerendra , Hermann Gregory M. , Belal Ahmed N. , Alberico Ronald A. 
Published: December 2018

Purpose: The spinal column is the most common location for osseous metastases and is associated with pain and decreased quality of life. This study evaluated combined radiofrequency ablation (RFA) with radiation therapy (RT) compared to RFA alone for improving pain and local control. Methods: This was a single-institution retrospective review of patients who underwent RFA of spinal metastases between 2016 and 2017, with or without RT to the same vertebral level. Pain was measured with visual analog scale at initial presentation and at 3 and 12 weeks of follow-up. Local failure (LF), distant failure, and overall survival (OS) were compared and Kaplan-Meier statistics were calculated. Results: Twenty-six patients with 28 spinal metastases were treated with RFA. Ten patients with 11 metastases were treated with RFA + RT. More patients with lung primaries were treated with RFA alone and more patients with breast primaries were treated with combination RFA+RT. There was no significant difference in pain scores between groups ( P = .96). At a median follow-up of 8.2 months, LF was noted in 8 of 17 metastases treated with RFA alone compared to 1 of 11 metastases treated with RFA+RT ( P = .049). There was a significant benefit in time to LF favoring RFA+RT ( P = .02) and a significant benefit in OS ( P = .0045). Conclusion: This study demonstrates a benefit in local control with RFA+RT versus RFA alone. Palliation of pain was effective using both regimens. This study was limited by a nearly unequal distribution of primary tumor histologies between groups. Literature regarding combined treatment of RFA and RT for spinal metastases is scarce and prospective protocols are warranted.
Unsupervised high-intensity interval training improves glycaemic control but not cardiovascular autonomic function in type 2 diabetes patients: A randomised controlled trial
Authors: Cassidy Sophie , Vaidya Vivek , Houghton David , Zalewski Pawel , Seferovic Jelena P , Hallsworth Kate , MacGowan Guy A , Trenell Michael I , Jakovljevic Djordje G 
Published: December 2018

Background: This is the first randomised controlled trial to assess the impact of unsupervised high-intensity interval training on cardiovascular autonomic function in adults with type 2 diabetes. Methods: A total of 22 individuals with type 2 diabetes (age 60 ± 2 years, 17 males) lay in a supine position for 20 min for evaluation of cardiovascular autonomic function, which included (1) time domain measures of heart rate variability, (2) frequency domain measures of heart rate variability and blood pressure variability and (3) baroreflex receptor sensitivity. Participants were randomised into 12 weeks of high-intensity interval training (3 sessions/week) or standard care control group. Results: After 12 weeks, the between-group change in HbA1c (%) was significant (high-intensity interval training: 7.13 ± 0.31 to 6.87 ± 0.29 vs Control: 7.18 ± 0.17 to 7.36 ± 0.21, p = 0.03). There were no significant changes in measures of heart rate variability; R-R interval (ms) (high-intensity interval training: 954 ± 49 to 973 ± 53 vs Control: 920 ± 6 to 930 ± 32, p = 0.672), low frequency/high frequency (high-intensity interval training: 0.90 ± 0.21 to 0.73 ± 0.07 vs Control: 1.20 ± 0.29 to 1.00 ± 0.17, p = 0.203), or blood pressure variability; systolic blood pressure low frequency/high frequency (high-intensity interval training: 0.86 ± 0.21 to 0.73 ± 0.10 vs Control: 1.06 ± 0.26 to 0.91 ± 0.14, p = 0.169). At baseline, HbA1c was negatively correlated with baroreflex receptor sensitivity ( r = –0.592, p < 0.01). Conclusion: High-intensity interval training improves glycaemic control but has limited effect on cardiovascular autonomic regulation in patients with type 2 diabetes.