bluuebunny/crossref_metadata_2025_split huggingface dataset:
Bimodal Expression of theSalmonellaTyphimuriumspvOperon
Authors: Passaris Ioannis , Cambré Alexander , Govers Sander K , Aertsen Abram 
Published: October 2018

AbstractPassaris et al. show that the well-studied spv virulence operon of Salmonella Typhimurium displays a bimodal expression pattern. Using quantitative single-cell fluorescence microscopy, they demonstrate that this expression pattern originates in the bimodal expression...The well-studied spv operon of Salmonella typhimurium is important for causing full virulence in mice and both the regulation and function of the Spv proteins have been characterized extensively over the past several decades. Using quantitative single-cell fluorescence microscopy, we demonstrate the spv regulon to display a bimodal expression pattern that originates in the bimodal expression of the SpvR activator. The spv expression pattern is influenced by growth conditions and the specific S. typhimurium strain used, but does not require Salmonella-specific virulence regulators. By monitoring real-time promoter kinetics, we reveal that SpvA has the ability to impart negative feedback on spvABCD expression without affecting spvR expression. Together, our data suggest that the SpvA protein counteracts the positive feedback loop imposed by SpvR, and could thus be responsible for dampening spvABCD expression and coordinating virulence protein production in time. The results presented here yield new insights in the intriguing regulation of the spv operon and adds this operon to the growing list of virulence factors exhibiting marked expression heterogeneity in S. typhimurium.
Detecting Rare Mutations with Heterogeneous Effects Using a Family-Based Genetic Random Field Method
Authors: Li Ming , He Zihuai , Tong Xiaoran , Witte John S , Lu Qing 
Published: October 2018

AbstractThe genetic etiology of many complex diseases is highly heterogeneous. A complex disease can be caused by multiple mutations within the same gene or mutations in multiple genes at various genomic loci. Although these disease-susceptibility mutations can be collectively common in the population, they are often individually rare or even private to certain families. Family-based studies are powerful for detecting rare variants enriched in families, which is an important feature for sequencing studies due to the heterogeneous nature of rare variants. In addition, family designs can provide robust protection against population stratification. Nevertheless, statistical methods for analyzing family-based sequencing data are underdeveloped, especially those accounting for heterogeneous etiology of complex diseases. In this article, we introduce a random field framework for detecting gene-phenotype associations in family-based sequencing studies, referred to as family-based genetic random field (FGRF). Similar to existing family-based association tests, FGRF could utilize within-family and between-family information separately or jointly to test an association. We demonstrate that FGRF has comparable statistical power with existing methods when there is no genetic heterogeneity, but can improve statistical power when there is genetic heterogeneity across families. The proposed method also shares the same advantages with the conventional family-based association tests (e.g., being robust to population stratification). Finally, we applied the proposed method to a sequencing data from the Minnesota Twin Family Study, and revealed several genes, including SAMD14, potentially associated with alcohol dependence.
Jonas Laužikas – the Initiatior of ‘Teaching and Upbringing’ of the Disabled in Lithuania
Authors: Barkauskaitė Marijona , Šadauskas Vilius 
Published: October 2018

The life and activities of Jonas Laužikas, the Professor’s pedagogical heritage is one of the most significant theoretical sources in the history of education. His life has also served as an example for the educational reform undertaken in 1991, after the Restoration of the Lithuanian Independence, aimed at the guidelines to anticipate and address the structural, content and process changes by stopping the soviet process of fragmentation and differentiation and advocating consolidation through ‘the spread of the unifying and integrating principle’. The present article discusses the ideas and works of Jonas Laužikas who initiated the ‘teaching and upbringing’ of disabled children in response to the principle of ‘holistic education’.
The aim of the study was to reveal the efforts and scientific work of Jonas Laužikas in consolidating the systematic ‘teaching and upbringing’ of disabled children. The methodology of the research is based on the analysis of the texts of the Professor Laužikas and his students’ and former colleagues’ opinions as well as the evaluation of the Teacher’s scientific heritage and the example of the personality for the past and present state education. The qualitative research was based on the content analysis method.
The attitude and scientific pedagogical activity of Laužikas have opened up and expanded new directions in the pedagogy of Lithuania: experimental, social, defectological, therapeutic, as well as of special pedagogy and psychology. The use of the adapted and original research methods by the Professor and his contribution to teaching of these methods to the scientists of the Baltic States makes it possible to name him not only as a pedagogue who initiated the education of disabled children, but also as the initiatior of the pedagogical psychological methodology in Lithuania, as well as the developer and creator of research methodologies and tests, the initiator of the complex studies during which his practical pedagogical ideas were implemented.
Summarizing all that has been observed, learned, studied, and experienced by personally communicating, and using the contrastive content analysis method, we can conclude that Prof. Jonas Lauzikas’ scientific work and his chosen ‘straight line of ‘middle path’ of life’ with the scientific, theoretical and practical pedagogical heritage, established the concept of ‘the holistic education of a person’, was not only ahead of his times but also transferred it to the modern system of education. In 1931, a special school was founded on the initiative of the Professor in Kaunas, where he worked as a teacher and carried out academic research. This gives J. Laužikas the status of the initiator of the education of disabled people in Lithuania. The protocoles prepared by J. Laužikas for teaching and upbringing disabled children show for the contemporary education policy makers and the educational community how much there is still left to do in education.
The Expression of Conception of Self-Assessment in the Speech of 1 Grade Students
Authors: Schoroškienė Vaiva , Krivickaitė Audronė 
Published: October 2018

As we care to create a successful learning for every student we talk about students’ capacity to evaluate their own studying process. It is thought that when student is able to assess his own learning his academic results tends to be much higher than students who prefer not to assess themselves. Thus, it is recommended to begin self-assessment lessons in a primary school. Nevertheless, the importance of self-assessment is being highly analyzed there are few empirical researches which would show the real situation of how it works with students in the first grade.
Also, it is proven that at this age children understands the world as a unified system, thus the subjects at school should be as much related as possible. When talking about self-assessment it is easier to try it in the context which is less difficult to understand. In this research we have integrated two lessons of arts and Lithuanian language. After completing the research we have noticed some significant changes in students’ perception of self-assessment. They mentioned that when they can assess themselves they can notice what was good in their work and where do they have to improve. The majority of students said that self-assessment is necessary for them and after the research they are going to assess themselves more often.
First-Year Pre-Service Physical Education Teachers’ Academic Motivation and Their Satisfaction with Academic Studies
Authors: Poteliūnienė Sniegina 
Published: October 2018

It is important to analyse the motives that encourage students to choose academic studies as this points out to how engaged with their field of studies and how well prepared for their future profession they will be. The learning experience of university students, their satisfaction or dissatisfaction with academic studies can encourage students either to become more strongly committed to their profession or to revise their career goals. The aim of the present research was to determine the academic motivation of the first year pre-service physical education teachers and how this relates to their satisfaction with academic studies.
In order to assess the students’ intrinsic, extrinsic motivation and a motivation the Academic Motivation Scale (AMS) (Vallerand et al., 1992) was used. The Course Experience Questionnaire (Ramsden, 1991), which consists of 5 sub-scales: Good teaching, Clarity of goals and standards, Appropriate workload, Appropriate assessment, Development of generic skills, was used in order to determine the students’ satisfaction with their studies.
There were surveyed 84 first year full-time students of physical education study programmes in the field of education and development from the four Lithuanian universities.
It was established that, while choosing a career and getting ready for the professional activity, for pre-service physical education teachers both intrinsic and extrinsic motives are common and the level of a motivation is low. The highest score was given by the first year students for the teaching strategies that motivate students to learn (Good teaching). The lowest scores in the student satisfaction with academic studies were recorded in their evaluation of Appropriate Workload and Appropriate Assessment. The research revealed that both intrinsic and extrinsic academic motivation of students have a statistically reliable connection of mean strength with Quality of teaching, Clarity of goals and standards, as well as Development of generic skills, whereas a motivation – with Appropriate workload and Appropriate Assessment sub-scales.
The results of the present quantitative research are significant in assessing the impact of academic environment on the students’ motivation to pursue the chosen profession.
Opportunities of Educating Responsibility in Online Social Networks among Teenage Girls at Children’s Day Care Centers
Authors: Skališienė Rasa , Žukauskienė Lilia 
Published: October 2018

This article reveals education opportunities at Children’s Day Care Centers on purpose to strengthen responsible participation of teenage girls in online social networks (OSN). On purpose to reveal the opportunities of educating responsibility in online social networks among teenage girls, qualitative research access has been applied. 16 specialists from different Children’s Day Centers of Lithuania have participated in the interview.
Analysis data revealed that Child day care center specialists in order to ensure teenagers’ safety in social networking sites apply various educational methods: individual talks, rules for the use of social networking sites, organize group activities, discussions, film reviews, have conversations with parents. Active online participation of teenage girls, their inability to assess threats posed by social networks increase their vulnerability involving the risk of privacy, communication and information content. Girls’ safety in social networking sites becomes an incentive to help them become responsible users of social networking sites. Data analysis revealed that girls’ responsibility in social networks could be increased by systematic and consistent educational work, combining all the three components of responsibility (knowledge, abilities and values), based on the dialogue principle and quality institutional cooperation.
Pedagogical Interaction between Teachers and Students: Mythologized vs Real World
Authors: Juodaitytė Audronė Juzė , Malinauskienė Daiva 
Published: October 2018

The article reveals the complexity of the pedagogical interaction between a teacher and a student and its multi-sensibility. The explanation of pedagogical interaction requires deep scientific-philosophical and practical-constructivist perception of reality. It has been indicated that pedagogical interaction can be based on two cultures: one of them explains reality on the basis of the understanding that occurred in the past, another one explains it with the principles characteristic to the culture of a contemporary teacher. The interaction between pedagogical myths and mythologemes has been revealed. It has been described how these constructs function in pedagogical reality. Mythologized thinking has been analysed in parallel with scientific thinking. It has been explained how a scientific idea in pedagogical practice turns into a myth because not always the diversity of the contexts of culture is taken into account and there is a lack of understanding to which educational culture a scientific idea is appealing.
The essence of scientific and empirical reasoning has been defined, their similarities, differences, features of expression in the diversity of the paradigms of modern education have been revealed. It has been indicated that when a scientific statement in pedagogical reality is accepted without a certain paradigmatic context that actualizes it, in this case a scientific idea loses its efficiency and does not influence the context of pedagogical interaction.
The Intersection of Politics and Pedagogy: Teaching Race in Biological Anthropology
Authors: Kellner Corina M. 
Published: October 2018

Abstract
As a biological anthropologist, I discuss controversial issues such as race, gender, and anti-scientism with my students. In the light of the 2016 presidential election and the documented upswing of racist attacks at campuses and in everyday life, I tackle the issue of teaching about race in the upcoming academic year. Biological anthropologists should be at the forefront of helping students understand what race is (and is not) and how racism works since we have a complex view of both its biological and cultural character. In this essay, I argue that we acknowledge to ourselves and to our students that this subject can be fraught, and guidelines for discussion should be in place to promote effective learning. Because the anthropological perspective takes a holistic view of humanity, intertwining policy and politics with what we teach in the biological anthropology classroom has to be part of our job descriptions.
EXAMINING TURNOVER ISSUE IN THE CONSTRUCTION COMPANIES OF OMAN: EMPLOYEES’ PERSPECTIVE
Authors: Suba’a Al-Sadi Bader Ali , Rahman Khan M. Firdouse 
Published: October 2018

Purpose: The objectives of the study were to analyze the Work Environment of Construction Companies leading to turnover;to critically investigate the company culture, salary and the benefit factors, and the company policy & the related components causing a turnover problem in the Construction Companies of Oman.
Design/methodology/approach: The data was collected from 217 employees who were actively involved in the construction work of the companies from the Government Sector, Oil Sector,and Housing Sector and were selected on a random sampling basis.
Findings: The results of the study reveal that the employees prefer environment wherein they need the freedom to work, speak and act. The study also reveals that the company policies should be clear and proper guidance should be given by HR department on job progression and training. It is also revealed that the Salary and after service benefits should be attractive along with better service compensation.
Research limitations/Implications: The study implies that the employees should be given a free environment, Attractive Salary and better service benefits.The present study covers the population from the selected largest construction companies of Oman,anda wide range of study will give us a clearerpicture.
Social implications: The study suggeststhe management should act wisely in handling the workers employed below them as the human resources can do a lot for their organizations. Further, the company policies should be crystal clear,and employee benefits and perquisites should be made at par with that of the niche market.
Originality/Value: Only a very few have examined the causes for the turnover issue in the construction companies of Oman, and it is a first-hand study of its kind,and the results will be useful to the stakeholders.
Análise de conteúdo de provas e seus respectivos editais de concursos públicos municipais para a contratação de licenciados em Educação Física no Estado de São Paulo
Authors: Donatangelo Caio Stefano Ruiz , Santos Ana Lúcia Padrão dos 
Published: October 2018

Para trabalhar como docente dentro do sistema de ensino básico público, o profissional licenciado em Educação Física precisa ser aprovado por um processo de concurso público. Este trabalho debruça-se sobre o que um profissional licenciado em Educação Física se depara ao participar de um processo de seleção de funcionários do sistema de ensino básico público. O método utilizado foi a análise de conteúdo de provas e de seus respectivos editais dos anos de 2015 e 2016 submetidos a descrições qualitativas e quantitativas através da categorização temática dos conteúdos encontrados e a anotação de suas recorrências. A análise destes documentos permitiu a descrição do repertório de conhecimentos da Educação Física que se subentende como pertinentes para o exercício docente na perspectiva do Estado e suas diferenças entre as provas de cada município. A partir dos resultados encontrados, percebeu-se uma grande heterogeneidade de composição dos conteúdos entre as provas dos municípios, sendo assim é possível entender como uma possibilidade a revisão dos mecanismos de execução e coordenação de concursos públicos dos sistemas educacionais municipais, visando o oferecimento de uma educação pública de maior qualidade para a sociedade.
Tempos e ventos da educação comparada
Authors: Gomes Candido Alberto 
Published: October 2018

Na América Latina, econômica e culturalmente introvertida, a educação comparada nos anos 1980 era como uma janela aberta. Vários Estados não eram democráticos de Direito, o que a tornou até certo ponto arriscada, conforme teorias e metodologias...
Estudo da experiência de uma Comunidade de Aprendizagem docente no Portal da Amazônia
Authors: Müller Maria Cândida , Lucchesi de Carvalho Dione 
Published: October 2018

Baseado nos dados produzidos pelas reuniões do grupo de estudo e trabalho pedagógico do Projeto de Pesquisa GETEMAT, ocorridas na cidade de Vilhena – RO, buscou-se caracterizá-lo como uma comunidade de aprendizagem do professor e entender o tipo de conhecimento que foi construído pelo grupo, utilizando o referencial teórico desenvolvido por Cochran-Smith e Lytle, especialmente nos trabalhos de 1993, 1999 e 2009. Os dados possibilitaram que se analisasse o grupo de acordo com as características-chave de uma comunidade de aprendizagem apresentadas pelas autoras, bem como o tipo de conhecimento gerado pelo grupo. Os indícios encontrados no material produzido pelos participantes permitem afirmar que o grupo criou um espaço de aprendizagem para os docentes, constituindo-se efetivamente em uma comunidade de aprendizagem do professor, que produziu especialmente um conhecimento para a prática docente.
Cost-Effectiveness of Surgical and Nonsurgical Treatments for Unicompartmental Knee Arthritis
Authors: Kazarian Gregory S. , Lonner Jess H. , Maltenfort Mitchell G. , Ghomrawi Hassan M.K. , Chen Antonia F. 
Published: October 2018

Background:
There has been increased utilization of surgical options for the treatment of end-stage unicompartmental arthritis in patients at both extremes of the age spectrum. The purpose of this study was to determine how these changing paradigms affected the lifetime cost-effectiveness of total knee arthroplasty (TKA), unicompartmental knee arthroplasty (UKA), and nonsurgical treatment (NST).

Methods:
Using a Markov decision analytic model, we assessed how lifetime costs and quality-adjusted life years (QALYs) vary as a function of age at the time of initial treatment (ATIT) of patients with end-stage unicompartmental knee osteoarthritis undergoing TKA, UKA, and NST. Separate models were estimated for ATITs at 5-year intervals from 40 through 90 years. Direct medical costs, QALYs, and transition probabilities were determined from the published literature. Indirect costs (lost wages, Social Security disability collections, and value of missed workdays) were calculated. Cost-effectiveness and incremental cost-effectiveness ratios (ICERs) were calculated for each treatment at each ATIT. The model assumed no crossover from NST to UKA or TKA. ICERs were compared with a willingness-to-pay threshold of 50,000 U.S. dollars, and a 1-way sensitivity analysis was used to assess the robustness of ICER-based treatment decisions. Societal savings were estimated.

Results:
In the base-case model, surgical treatments were less expensive and provided a greater number of QALYs than NST from 40 to 69 years of age. From 70 years of age and onward, surgical treatments remained cost-effective compared with NST, with ICERs remaining below the societal willingness-to-pay threshold. When surgical treatments were compared, UKA dominated TKA for all ATITs. The preferential use of UKA in all U.S. patients with unicompartmental osteoarthritis would result in an estimated lifetime societal savings of 987 million to 1.5 billion U.S. dollars per annual wave of patients undergoing treatment.

Conclusions:
In this preliminary assessment, recent expansion of surgical treatments into younger and older age demographics appears to be cost-effective in the setting of unicompartmental knee osteoarthritis. Our findings suggest that NST should be used sparingly in patients below the age of 70 years and UKA should be chosen over TKA in order to maximize cost-effectiveness.

Level of Evidence:
Economic and decision analysis Level IV. See Instructions for Authors for a complete description of levels of evidence.