bluuebunny/crossref_metadata_2025_split huggingface dataset:
Assessment of Cardiac Masses by Cardiac Magnetic Resonance Imaging: Histological Correlation and Clinical Outcomes
Authors: Mousavi Negareh , Cheezum Michael K. , Aghayev Ayaz , Padera Robert , Vita Tomas , Steigner Michael , Hulten Edward , Bittencourt Marcio Sommer , Dorbala Sharmila , Di Carli Marcelo F. , Kwong Raymond Y. , Dunne Ruth , Blankstein Ron 
Published: January 2019

Background

Cardiac magnetic resonance imaging (
CMR
) provides useful information for characterizing cardiac masses, but there are limited data on whether
CMR
can accurately distinguish benign from malignant lesions. We aimed to describe the distribution and imaging characteristics of cardiac masses identified by
CMR
and to determine the diagnostic accuracy of
CMR
for distinguishing benign from malignant tumors.

Methods and Results

We examined consecutive patients referred for
CMR
between May 2008 and August 2013 to identify those with a cardiac mass. In patients for whom there was histological correlation, 2 investigators blinded to all data analyzed the
CMR
images to categorize the mass as benign or malignant. For benign masses, readers were also asked to specify the most likely diagnosis. Benign masses were defined as benign neoplastic or non‐neoplastic. Malignant masses were defined as primary cardiac or metastatic. Of 8069 patients (mean age: 58±16 years; 55% female) undergoing
CMR
, 145 (1.8%) had a cardiac mass. In most cases (142, 98%), there was a known cardiac mass before the
CMR
study. Among 145 patients with a cardiac mass, 93 (64%) had a known history of malignancy. Among 53 cases that had histological correlation, 25 (47%) were benign, 26 (49%) were metastatic, and 2 (4%) were malignant primary cardiac masses. Blinded readers correctly diagnosed 89% to 94% of the cases as benign versus malignant, with a 95% agreement rate (κ=0.83).

Conclusions

Although C
MR
can be highly effective in distinguishing benign from malignant lesions, pathology remains the gold standard in accurately determining the type of mass.
Adherence to Statin Therapy Among US Adults Between 2007 and 2014
Authors: Colantonio Lisandro D. , Rosenson Robert S. , Deng Luqin , Monda Keri L. , Dai Yuling , Farkouh Michael E. , Safford Monika M. , Philip Kiran , Mues Katherine E. , Muntner Paul 
Published: January 2019

Background
Prior studies suggest that persistence with and adherence to statin therapy is low. Interventions to improve statin persistence and adherence have been developed over the past decade.

Methods and Results

This was a retrospective cohort study of adults aged ≥21 y with commercial or government health insurance in the MarketScan (Truven Health Analytics) and Medicare databases who initiated statins in 2007–2014 and (1) started treatment after a myocardial infarction (n=201 573), (2) had diabetes mellitus but without coronary heart disease (CHD; n=610 049), or (3) did not have CHD or diabetes mellitus (n=2 244 868). Persistence with (ie, not discontinuing treatment) and high adherence to statin therapy were assessed using pharmacy fills in the year following treatment initiation. In 2007 and 2014, the proportions of patients persistent with statin therapy were 78.1% and 79.1%, respectively, among those initiating treatment following myocardial infarction; 66.5% and 67.3%, respectively, for those with diabetes mellitus but without CHD; and 64.3% and 63.9%, respectively, for those without CHD or diabetes mellitus. Between 2007 and 2014, high adherence to statin therapy increased from 57.9% to 63.8% among patients initiating treatment following myocardial infarction and from 34.9% to 37.6% among those with diabetes mellitus but without CHD (each
P
trend
<0.001). Among patients without CHD or diabetes mellitus, high adherence did not improve between 2007 (35.7%) and 2014 (36.8%;
P
trend
=0.14). In 2014, statin adherence was lower among younger, black, and Hispanic patients versus white patients and those initiating a high‐intensity statin dosage. Statin adherence was higher among men and patients with cardiologist care following treatment initiation.

Conclusions
Persistence with and adherence to statin therapy remain low, particularly among those without CHD.
Tropical Cyclone Forecasts Impact Assessment from the Assimilation of Hourly Visible, Shortwave, and Clear-Air Water Vapor Atmospheric Motion Vectors in HWRF
Authors: Lim Agnes H. N. , Jung James A. , Nebuda Sharon E. , Daniels Jaime M. , Bresky Wayne , Tong Mingjing , Tallapragada Vijay 
Published: January 2019

Abstract
The assimilation of atmospheric motion vectors (AMVs) provides important wind information to conventional data-lacking oceanic regions, where tropical cyclones spend most of their lifetimes. Three new AMV types, shortwave infrared (SWIR), clear-air water vapor (CAWV), and visible (VIS), are produced hourly by NOAA/NESDIS and are assimilated in operational NWP systems. The new AMV data types are added to the hourly infrared (IR) and cloud-top water vapor (CTWV) AMV data in the 2016 operational version of the HWRF Model. In this study, we update existing quality control (QC) procedures and add new procedures specific to tropical cyclone assimilation. We assess the impact of the three new AMV types on tropical cyclone forecasts by conducting assimilation experiments for 25 Atlantic tropical cyclones from the 2015 and 2016 hurricane seasons. Forecasts are analyzed by considering all tropical cyclones as a group and classifying them into strong/weak storm vortices based on their initial model intensity. Metrics such as track error, intensity error, minimum central pressure error, and storm size are used to assess the data impact from the addition of the three new AMV types. Positive impact is obtained for these metrics, indicating that assimilating SWIR-, CAWV-, and VIS-type AMVs are beneficial for tropical cyclone forecasting. Given the results presented here, the new AMV types were accepted into NOAA/NCEP’s operational HWRF for the 2017 hurricane season.
The Black Messiah: Writing Equiano
Authors: Unigwe Chika 
Published: January 2019

In this essay, Nigerian author Chika Unigwe discusses the challenges involved in writing the biographical novel The Black Messiah (currently published only in Dutch translation as De zwarte messias), which imaginatively retraces the life of Olaudah Equiano. Unigwe’s first attempt to reimagine Equiano took the form of a children’s book in the late 1990s. This project immediately drew her attention to the two primary, antithetical difficulties of writing biographical fiction: on the one hand, one needs to rely on historical information to recreate the past accurately but, on the other, fiction — being art — cannot impart a great deal of such information without becoming too didactic. Unigwe abandoned this early project but eventually took it up again in the form of an adult novel. Some of her creative choices in writing this book were guided by the imaginative spaces left in Equiano’s autobiography — for example, he hardly mentions his white wife and remains vague about his time as a plantation overseer. This prompted a series of questions for Unigwe to explore: how did a black man experience an interracial marriage in the eighteenth century? How did Equiano handle “stubborn” slaves as an overseer? How could a twenty-first century writer recreate Equiano’s state of mind without judging him by contemporary standards? There were additional challenges too. One pertained to the type of language to be used to recount Equiano’s story, another to the constraints involved in writing about a real figure, many aspects of whose life and death are on the historical record. Ultimately, Unigwe tried to find a balance between fact and fiction, history and imagination, so as to highlight the magnitude of Equiano’s accomplishments, while also exploring him as a human being whose story remains particularly relevant today.
The Virtual Reality Scenario Method: Moving from Imagination to Immersion in Criminal Decision-making Research
Authors: van Gelder Jean-Louis , de Vries Reinout E. , Demetriou Andrew , van Sintemaartensdijk Iris , Donker Tara 
Published: January 2019

Objectives: This study proposes an alternative hypothetical scenario method capitalizing on the potential of virtual reality (VR). Rather than asking participants to imagine themselves in a specific situation, VR perceptually immerses them in it. We hypothesized that experiencing a scenario in VR would increase feelings of being “present” in the situation, and add to perceived realism compared to the written equivalent. This, in turn, was expected to trigger stronger emotional experiences influencing subsequent behavioral intentions. Methods: In an experiment, participants ( N = 153), visitors of a large music festival, either read a “bar fight” scenario or experienced the scenario in VR. Following the scenario, they were presented a series of questions including intention to aggress, perceived risk, anticipated shame/guilt, presence, perceived realism, and anger. Analyses were conducted using analysis of variance, stepwise regression, and mediation analysis using nonparametric bootstrapping. Results: In line with expectations, the results indicate significant differences between conditions with the VR scenario triggering stronger presence, higher realism, and higher intention to aggress. Importantly, presence and anger mediated the relation between condition and intention to aggress. Conclusions: We show that the VR scenario method may provide benefits over written scenarios for the study of criminal decision-making. Implications are discussed.
Applying a Response-to-Intervention Model to Literacy Instruction for Students who are Blind or have Low Vision
Authors: Kamei-Hannan Cheryl , Holbrook M. Cay , Ricci Leila A. 
Published: January 2019

Introduction Response to intervention (RTI) has become widely recognized and used in education. Propelling its significance is its systematic and schoolwide approach and emphasis on using a problem-solving approach to providing appropriate instruction for each child. Children with visual impairments (that is, blindness and low vision) are primarily included in public school classrooms and educated under the overall guidelines that apply to all children. Therefore, professionals who work with children with visual impairments must understand RTI and its implications within the context of visual impairment. Methods Key principles of RTI are examined, including universal screening, multitiered models, monitoring of progress, and the use of evidence-based practices. Results An RTI framework within the context of literacy instruction for children who are visually impaired is presented. Discussion The benefits of embracing RTI are discussed. First, RTI ensures that collaborative planning takes place by using a problem-solving approach in which data from ongoing assessments are collected and the results are used to plan instruction using evidence-based interventions. Second, RTI can be used to identify students who are at risk of academic failure and can assist in the identification of additional disabilities. Early identification of students who are struggling with literacy is not only essential to providing necessary instruction, but data-driven decisions should be made to ensure that specific skills are addressed by qualified individuals who are familiar with the unique needs of individuals with visual impairments. Implications for Practitioners The authors conclude by encouraging professionals in the field of visual impairment to become actively involved with the implementation of RTI in their local education agencies.
Effect of Selected Balance Exercises on the Dynamic Balance of Children with Visual Impairments
Authors: Jazi Shirin Davarpanah , Purrajabi Fatemeh , Movahedi Ahmadreza , Jalali Shahin 
Published: January 2019

Introduction Maintaining balance while walking is of utmost importance for individuals with visual impairments because deficits in dynamic balance have been associated with a high risk of falling. Thus, the primary aim of the study presented here was to determine whether balance training effects the dynamic balance of children with visual impairments. Methods The study included 19 children with visual impairments (aged 8 to 14) from the school for students with visual impairments in Isfahan, Iran, who were randomly assigned to a balance-training (n = 9) or control (n = 10) group. The balance-training group was required to participate in an eight-week balance-training program, while the control group did not participate in any organized balance-training program. The Modified Bass Test of Dynamic Balance was used to measure the dynamic balance of the participants. Both groups performed a pretest prior to the experimental period and performed a posttest immediately after the experimental period. Results The scores on the pretest showed no significant difference between the balance-training group and the control group. However, after the balance-training group completed the balance-training program, a between-group difference was found in the participants’ task scores, t (18) = 4.095, p < .05. Discussion The findings indicate that involvement in a balance-training program will significantly improve the dynamic balance of individuals with visual impairments relative to a control group. Implications for practitioners The study showed that if instructors require individuals with visual impairments to perform balance-improving exercises, the result can be an outstanding improvement in their dynamic balance. With improved balance, individuals with visual impairments may encounter fewer falls and experience a healthier lifestyle.
The Role and Characteristics of Tactile Graphics in Secondary Mathematics and Science Textbooks in Braille
Authors: Smith Derrick W. , Smothers Sinikka M. 
Published: January 2019

Introduction The purpose of the study presented here was to determine how well tactile graphics (specifically data analysis graphs) in secondary mathematics and science braille textbooks correlated with the print graphics. Method A content analysis was conducted on 598 separate data analysis graphics from 10 mathematics and science textbooks. The researchers (the authors) cross-validated the findings through a comparative analysis of the tactile graphics of five shared textbooks. Results Discrepancies were found between the print graphic and the tactile graphic in 12.5% of the sample. The most common discrepancy was differences in how data lines and data points were individualized in the print graphic compared to the tactile graphic. On the basis of the reviews of the graphics, the researchers answered a 5-point Likert-scale question (from 1 = strongly disagree to 5 = strongly agree) asking if the “tactile graphic is a valid representation of the print graphic.” The overall score for the sample was 3.71 (SD = 1.60), with a Krippendorff alpha of 0.6328 (the measure of disagreement and alpha > 0.70 are consider moderate). Discussion The findings demonstrate that while the majority of tactile graphics have good correlations to their print counterparts, there is still room for improvement. Some transcribers omitted a tactile graphic without providing a reason. Forty graphics (6.7%) were omitted from the braille transcription. Two textbooks were missing more than 85% of the tactile graphics of the data graphs. Implications for Practitioners Tactile graphics in math and science books are important for a student to understand. Although most transcribers do an excellent job of creating valid tactile graphics, problems with many graphics still exist in textbooks. Practitioners need constantly to review the tactile graphics that are used in all classrooms and be prepared to create their own if needed.
The Relationship between Perceived Computer Competence and the Employment Outcomes of Transition-aged Youths with Visual Impairments
Authors: Zhou Li , Smith Derrick W. , Parker Amy T. , Griffin-Shirley Nora 
Published: January 2019

Introduction The study reported here explored the relationship between the self-perceived computer competence and employment outcomes of transition-aged youths with visual impairments. Methods Data on 200 in-school youths and 190 out-of-school youths with a primary disability of visual impairment were retrieved from the database of the first three waves (2001–05) of the National Longitudinal Transition Study–2. The relationship between the youths’ self-perceived computer competence and having paid jobs was examined using binomial logistic regression, with other variables (gender, severity of vision loss, and multiple disability status) held constant. Results For both the in-school and out-of-school youths, those with a high self-perceived computer competence were significantly more likely to have paid jobs than were those with a low self-perceived computer competence when gender, severity of vision loss, and multiple disability status were held constant. Moreover, for the in-school youths, those with multiple disabilities were significantly less likely to have paid jobs than were those with only vision loss when the other variables were held constant. Discussion The findings indicate the importance of computer competence for youths with visual impairments to achieve successful transitions. Implications for practitioners Computer training should be a key component of the vocational preparation of transition-aged youths with visual impairments. In addition, special attention should be given to youths with multiple impairments to help them catch up in both computer use and employment.
The Conceptual Understanding of Sound by Students with Visual Impairments
Authors: Wild Tiffany A. , Hilson Margilee P. , Hobson Sally M. 
Published: January 2019

Introduction The purpose of the study presented here was to understand and describe the misconceptions of students with visual impairments about sound and instructional techniques that may help them to develop a scientific understanding. Methods Semistructured interview-centered pre- and posttests were used to identify the students’ conceptual understanding. Responses were analyzed using a constant comparative analysis. This process allowed for qualitative data to be collected, analyzed, and coded as an ongoing process to look for gaps, omissions, and inconsistencies in the data and to describe and explore a phenomenon and has been used in prior studies on students’ scientific knowledge. Results The study found that the students had conceptual misconceptions of sound prior to instruction and that their understanding changed on completion of the inquiry-based curriculum. Prior to instruction, none of the students had a complete, scientifically accurate understanding of sound. However, after the study, all the students had some scientific understanding of sound, and two students had a complete scientific understanding of sound. Discussion The results indicate that using an inquiry-based curriculum is beneficial for students with visual impairments in helping to increase their conceptual understanding. Implications for practitioners The U.S. Congress has mandated that a curriculum be taught using research-based methodologies and based on standards. The study yielded a methodology to teach sound, a mandated science topic within the standards, that appears to be effective for students with visual impairments.
Comparing Fears in South African Children with and without Visual Impairments
Authors: Visagie Lisa , Loxton Helene , Ollendick Thomas H. , Steel Henry 
Published: January 2019

Introduction The aim of the study presented here was to determine whether significant differences exist between the fear profiles of South African children in middle childhood (aged 8–13) with different levels of visual impairments and those of their sighted counterparts. Methods A differential research design was used, and a total of 129 assenting children from three schools in the Western Cape province of South Africa participated. This convenience sample included 67 children with various degrees of visual impairments (20 with severe impairments and 47 with moderate impairments), and 62 gender- and age-matched sighted children in the control group. All the children were administered a short demographic questionnaire and the South African Fear Survey Schedule for Children (FSSC-SA). Results The results of the FSSC-SA indicated that the most feared item for the children with visual impairments was “Fire– getting burned” and that of the sighted children was “getting HIV.” The 10 most common fears of both groups were related mainly to situations in which the possibility of danger and harm was present, with the majority of fears loading onto Factor I (fear of danger and death) of the FSSC-SA. Consistent with previous research, gender differences were apparent across the number, level, and pattern of fears, with the girls consistently reporting more fears than the boys. In addition, the severely visually impaired group reported more fears, a greater intensity of fears, and a more complex pattern of fears than their moderately visually impaired and sighted counterparts. Discussion These results are discussed in terms of possible influencing factors. Implications for practitioners The results of the study provide teachers, parents, and others who are involved in the day-to-day lives of children with visual impairments with a glimpse into the children's emotional worlds. They also provide a foundation upon which future intervention and treatment strategies may be built.
Perceptions of a Statewide Mentor Program for New Itinerant Vision Professionals
Authors: Pogrund Rona L. , Cowan Chrissy 
Published: January 2019

Introduction Mentoring is valuable for the retention of new teachers. This article describes a model statewide mentor program for new itinerant vision professionals who work with students from birth to age 22. The results of a recent survey of satisfaction are reported, along with implications for the field. Methods The protégés who participated in the statewide mentor program completed an electronic satisfaction survey. Of the 76 participants who had been assigned a mentor during the 2011–12 academic year, 56 responded (74%). Both quantitative and qualitative questions were included in the survey. The quantitative questions were analyzed using percentages, and the qualitative data was analyzed and put into themes using the data analysis process of triangulation. Results Seventy-one percent of the participants reported having had more than 10 interactions with their mentors over the previous year. The topics most frequently addressed with their mentors were performing evaluations (89%), locating resources (84%), and writing goals and objectives (79%). The most helpful mentoring techniques that were used included guided problem-solving techniques (70%), effective listening (68%), and the provision of teaching materials (57%). The majority of the protégés (82%) thought that their mentors had definitely contributed to the quality of their teaching. The top stressors for new vision professionals were related to organization and time management, evaluations, and collaboration with others. Discussion The results of the survey demonstrate that the mentor program had a positive outcome for the participants as new educators. It also provided information on the stressors faced by these new vision professionals. Implications for practitioners This article can serve as a model for other states that are interested in developing a mentor program for new itinerant vision professionals, and can serve as a guide for personnel preparation programs to address further the areas that the protégés identified as those in which they felt the least competent.