bluuebunny/crossref_metadata_2025_split huggingface dataset:
Cognitive Behavioral Therapy for Children with Dental Anxiety
Authors: Shahnavaz S. , Hedman E. , Grindefjord M. , Reuterskiöld L. , Dahllöf G. 
Published: August 2016

Dental anxiety affects approximately 9% of children and is associated with poor oral health, pain, and psychosocial problems. The objective of this study was to investigate the efficacy of cognitive behavioral therapy (CBT) for children with dental anxiety in specialist pediatric dentistry. The study used a parallel-group superiority randomized controlled trial design. The primary outcome measure was the behavioral avoidance test; assessors were blind to treatment allocation. Participants were 8 boys and 22 girls 7 to 18 y old (mean ± SD, 10 ± 3.1). Children fulfilling the diagnostic criteria for dental anxiety were randomized to CBT (n = 13) or treatment as usual (n = 17), such as various sedation methods. Psychologists provided 10 h of CBT based on a treatment manual. Treatments were conducted in a naturalistic real-world clinical setting. Assessments were conducted before the treatment, 3 mo after the start of treatment, and at 1-y follow-up. The analyses of the primary outcome measure by repeated-measures analysis of variance and independent t test showed that children receiving CBT made superior, statistically significant improvements at follow-up (16.8 ± 2.4) compared with treatment as usual (11.4 ± 3.1, P < 0.01). A large between-group effect size (Cohen’s d = 1.9) was found. Following treatment, 73% of those in the CBT group managed all stages of the dental procedures included in the behavioral avoidance test compared with 13% in the treatment-as-usual group. Furthermore, 91% in the CBT group compared with 25% in the treatment-as-usual group no longer met the diagnostic criteria for dental anxiety at the 1-y follow-up according to the secondary outcome measure. Measures of dental anxiety and self-efficacy showed larger improvements in the CBT group compared with controls. We conclude that CBT is an efficacious treatment for children and adolescents with dental anxiety and should be made accessible in pediatric dentistry (ClinicalTrials.gov: NCT01798355). Knowledge transfer statement: The results of this study can be used by decision makers and clinicians when planning to implement evidence-based treatment in pediatric dentistry and give children and adolescents access to methods for treating dental anxiety. The results can also be used by parents of children with dental anxiety when asking dentists to cooperate with psychologists using cognitive behavioral therapy.
C-reactive protein can upregulate VEGF expression to promote ADSC-induced angiogenesis by activating HIF-1α via CD64/PI3k/Akt and MAPK/ERK signaling pathways
Authors: Chen JiaYuan , Gu ZhenJie , Wu MaoXiong , Yang Ying , Zhang JianHua , Ou JingSong , Zuo ZhiYi , Wang JingFeng , Chen YangXin 
Published: August 2016

AbstractBackgroundProliferation of the vasa vasorum has been implicated in the pathogenesis of atherosclerosis, and the vasa vasorum is closely associated with resident stem cells within the vasculature. C-reactive protein (CRP) is positively correlated with cardiovascular disease risk, and our previous study demonstrated that it induces inflammatory reactions of perivascular adipose tissue by targeting adipocytes.MethodsHere we investigated whether CRP affected the proliferation and proangiogenic paracrine activity of adipose-derived stem cells (ADSCs), which may contribute to vasa vasorum angiogenesis.ResultsWe found that CRP did not affect ADSC apoptosis, cell cycle, or proliferation but did increase their migration by activating the PI3K/Akt pathway. Our results demonstrated that CRP can upregulate vascular endothelial growth factor-A (VEGF-A) expression by activating hypoxia inducible factor-1α (HIF-1α) in ADSCs, which significantly increased tube formation on Matrigel and functional vessels in the Matrigel plug angiogenesis assay. The inhibition of CRP-activated phosphorylation of ERK and Akt can suppress CRP-stimulated HIF-1α activation and VEGF-A expression. CRP can also stimulate proteolytic activity of matrix metalloproteinase-2 in ADSCs. Furthermore, CRP binds activating CD64 on ADSCs, rather than CD16/32.ConclusionOur findings implicate that CRP might play a role in vasa vasorum growth by activating the proangiogenic activity of ADSCs.
Anisotropic parameters of dry and saturated sand under stress
Authors: Bhuiyan Mohammad H. , Holt Rune M. 
Published: August 2016

Fluid substitution has wide applicability in seismic, such as in 4D and amplitude variation with offset analysis. Traditionally, the isotropic Gassmann equation has been used for this purpose; however, in many cases, anisotropic fluid substitution may be more relevant. Recent theoretical developments by Collet and Gurevich and by Thomsen based on the anisotropic Gassmann equation have pointed in particular to the fluid sensitivity of Thomsen’s anisotropy parameters. We have verified these theoretical predictions on a simple granular medium in controlled experiments in which anisotropy was induced largely by the applied stress. For this purpose, unconsolidated dry and saturated sands were loaded in uniaxial strain as well as hydrostatically, in dry and in brine-saturated conditions. Stresses were between 1 and 15 MPa. Multidirectional P- and S-wave velocities were measured by ultrasonic pulse propagation. Our experiments indicated that the P-wave anisotropy parameter [Formula: see text] and the moveout parameter [Formula: see text] decrease in magnitude upon fluid saturation. Saturated samples reveal close to elliptical anisotropy, and for the dry and the saturated case, the ellipticity remains constant during uniaxial strain experiments. These experimental observations fit the theoretical predictions within the uncertainty of the experiments. Surprisingly, the S-wave anisotropy parameter [Formula: see text] is also found to be sensitive to fluid saturation and increases upon fluid saturation. It is also seen that fluid substitution applying the isotropic Gassmann equation underestimates the saturated P-wave modulus in most cases, and that use of the anisotropic Gassmann equation does not lead to significant improvements. These observations may be explained, at least qualitatively, by correcting for anisotropic dispersion caused by Biot’s global flow mechanism.
Dexmedetomidine-Induced Neuroapoptosis Is Dependent on Its Cumulative Dose
Authors: Liu Jia-Ren , Yuki Koichi , Baek Chongwha , Han Xiao-Hui , Soriano Sulpicio G. 
Published: August 2016

BACKGROUND:
Dexmedetomidine (DEX) has inherent neuroprotective properties that have been attributed to the activation of prosurvival kinases. However, the impact of supraclinical doses of DEX on neuroapoptosis and neuronal viability has not been determined.

METHODS:
Rat pups and primary neuronal cells were treated with DEX or ketamine (KET) alone or in combination. Neuroapoptosis was measured by cleaved-caspase-3 expression and terminal deoxynucleotidyl transferase-mediated dUTP nick-end labeling (TUNEL) staining in brain sections. Expression of prosurvival kinases was measured by Western blot. We measured the impact of DEX with and without α1-adrenergic receptor blockade on the viability of primary neuronal cell cultures.

RESULTS:
Increasing the cumulative dose of DEX resulted in elevated levels of neuroapoptosis in vivo. Low doses increased, whereas high dose decreased phosphorylation of the prosurvival kinases. KET alone and in combination with DEX produced a greater degree of apoptosis and reductions in expression of these protein kinases than DEX alone. Increasing concentrations of DEX decreased, while coadministration of an α1-adrenergic receptor blocker preserved neuronal viability in vitro.

CONCLUSIONS:
Although DEX is neuroprotective at clinical doses, high cumulative doses and concentrations induce neuroapoptosis, in vivo and in vitro, respectively. Because the current dosing schedules used in humans yield plasma levels that are substantially below concentrations that induce neurotoxicity, low-dose DEX should not be neurotoxic and has the potential to be a neuroprotective adjuvant.
Human satellite-III non-coding RNAs modulate heat-shock-induced transcriptional repression
Authors: Goenka Anshika , Sengupta Sonali , Pandey Rajesh , Parihar Rashmi , Mohanta Girish Chandra , Mukerji Mitali , Ganesh Subramaniam 
Published: August 2016

ABSTRACT
The heat shock response is a conserved defense mechanism that protects cells from physiological stress, including thermal stress. Besides the activation of heat-shock-protein genes, the heat shock response is also known to bring about global suppression of transcription; however, the mechanism by which this occurs is poorly understood. One of the intriguing aspects of the heat shock response in human cells is the transcription of satellite-III (Sat3) long non-coding RNAs and their association with nuclear stress bodies (nSBs) of unknown function. Besides association with the Sat3 transcript, the nSBs are also known to recruit the transcription factors HSF1 and CREBBP, and several RNA-binding proteins, including the splicing factor SRSF1. We demonstrate here that the recruitment of CREBBP and SRSF1 to nSBs is Sat3-dependent, and that loss of Sat3 transcripts relieves the heat-shock-induced transcriptional repression of a few target genes. Conversely, forced expression of Sat3 transcripts results in the formation of nSBs and transcriptional repression even without a heat shock. Our results thus provide a novel insight into the regulatory role for the Sat3 transcripts in heat-shock-dependent transcriptional repression.
Incorporating Universal Design into Distance Education: How to Meet Various Learning Styles Using One Design
Authors: Zirkle Kara , Robbins Stephanie 
Published: August 2016

For faculty, making the move to e-learning may present a triple challenge of (a) designing and developing engaging e-learning experiences that are also (b) accessible to students with disabilities, as well as (c) the challenge of teaching students HOW to learn in these new environments due to the various learning styles. This presentation will review these challenges and give possible solutions using Universal Design.
Teaching strategies to promote imagination and creativity through student choice
Authors: Smucny Darlene A. , Baker Courtney , Tripathy Monisha 
Published: August 2016

High-agency learning activities empower students to take more active roles in their own learning, directed by their interests, curiosities, and choices. Educators, particularly K-12, have long asserted that student choice of learning activities encourages a greater degree of personal engagement with instructional content, leading to more confident, interested, imaginative, and creative students (e.g., Kohn, 1993; Ronan, 2015). However, implementing these strategies at the college level often proves challenging as course instructors merge learner engagement strategies, such as student choice, while still sufficiently addressing course objectives and content. Additionally, creating supportive classroom environments that promote “open-ended” assignments at times are met with student resistance. This session is designed to provide ideas and tips to instructors wishing to employ student choice to enhance active learning, imagination, and creativity in their courses. Presenters will share best practices for implementing student choice in learning activities and assignments, primarily using examples from asynchronous and synchronous online courses across various disciplines at George Mason University. We also will encourage participants to reflect on how learning activities and assignments in their own courses might be adapted to include student choice to promote imagination and creativity in university-level learning across course delivery formats.ReferencesKohn, A. (1993). Choices for Children: Why and How to Let Students Decide. The Phi Delta Kappan, 75(1), 8–20. Retrieved from http://www.jstor.org/stable/20405017Ronan, A. (2015, March 20). 7 Ways to Hack Your Classroom to Include Student Choice. Retrieved March 16, 2016, from http://www.edudemic.com/7-ways-to-hack-your-classroom/
The New Science of Learning: How Research is Changing the Way We Teach
Authors: Zakrajsek Todd 
Published: August 2016

The "science" in one’s field is designed to inform and advance the discipline, and where appropriate the society in which one lives. The pace at which new discoveries have changed just about everything over the past 50 years can make one’s head spin. Televisions that were relatively recently very small and in black and white are now as large as buildings and in 3D. Written communication just 30 years ago was conducted through letters and is now largely replaced by e-mails, instant messaging, and snap chats. What about teaching? What do we now know about how learning works that can inform better teaching practices? Although a proliferation of misinformation pertaining to how students learn and how best to teach still exists, significant advances are being made. This session is designed to provide you with evidence about how students learn, show you methods to get students more involved in the content, and demonstrate relevant applications from pedagogical research that can be used in just about any class.
Using inquiry based simulations in the honors science laboratory
Authors: Crowell Anne D , Geller Harold 
Published: August 2016

The project known as PhET, originally stood for Physics Education Technology, but was quickly expanded into the other natural sciences. It is a project which, with a grant from the NSF and other sponsors, now provides free inquiry- based simulations in the natural sciences and mathematics. The project was founded by Nobel Prize winner Carl Wieman. The simulations are highly interactive, easy to use, and based on the latest educational research. The GMU Honors College teaches several science courses geared to high achieving liberal arts students. The courses cover a wide range of topics that include astrobiology, energy/environmental issues, and scientific thought and processes. Despite their high ability and motivation, these students often report a reluctance to engage in scientific inquiry. PhET simulations were used as laboratory experiments to teach basic concepts in physics and chemistry. Students display high engagement and interest utilizing PhET simulations. Students also were able to demonstrate creativity in problem solving, and a reduced fear of making mistakes. The PhET computer simulations allowed students to quickly identify cause and effect relationships between simulation inputs and outputs.
Creating the research and innovation ecosystem
Authors: Rytikova Ioulia , Olson Stephanie , Ha Thao , Winston Thomas , Boicu Mihai 
Published: August 2016

Studies have found compelling evidence indicating the importance of mentoring in promoting the development of a scholar in higher education. Often it is viewed as a relationship between professors and graduate students or junior faculty members. It also assumes professors' influence on students' development through the courses they teach. The topic has been studied thoroughly but it still raises some concerns. As practice indicates, tenure-track/tenured professors mostly teach advanced courses, and term/adjunct instructors, who generally do not have extensive research experience, focus on undergraduate education. This creates a gap in how research and teaching are viewed and approached at different levels, and may have a negative impact on students’ success if they choose to pursue their education at a higher level. The Personalized Learning in Applied IT (PLAIT) laboratory offers a comprehensive approach by promoting a nourishing research environment in which professors (adjunct, term, tenure-track, tenured) and students at all levels are empowered in an innovative research ecosystem by participating in a wide variety of synergic research activities. This session gives an opportunity to PLAIT members to present their roles in the research process, describe how it helps them grow as a scholar, and discuss this replicable model.
Assessment of Capstone Geology Mapping Course: Outdoor, Experiential Learning
Authors: Nord Julia , Mattietti Giuseppina Kyser 
Published: August 2016

Geologists often state that “the best geologist is the one who sees the most rocks”, however, there is little to no documentation that directly supports this claim. Very little has been done on assessment of field based, experiential learning classes except in the fields of outward bound and outdoor leadership. All GMU students in BA Geology and BS Earth Science must take GEOL404 Geological Field Techniques. Students spend 6 weeks in the field mapping (individually and in teams) the local geology to interpret the geologic history of the area. It is an interesting course to assess as students can take either a GMU-offered course, ran jointly with UNC, Chapel Hill, or another equivalent course offered by a USA University. This gives a unique perspective on the student’s perceived preparation with respect to students from other Universities. The SENCER-SALG tool is used to examine student learning, engagement and long-term habit-forming outcomes. Students attending Field camp in 2013 complete a pre and post survey. Students from past years complete a survey with questions relating to pre and post Field Camp, and their views 2-3 years post field camp. This study offers a framework for assessing other field based courses in applied disciplines.
Cultivating creative and engaged learners through strengths-based approaches
Authors: Lucas Nance , Schwartzstein Linda 
Published: August 2016

Mason instructional faculty have the opportunity to use a Gallup self-discovery assessment, StrengthsFinder, free to Mason faculty, staff and students, that has been proven to enhance student engagement in and outside the classroom (Lopez, S. J., & Louis, M. C., 2009). The strengths-based educational approach and applications can be applied universally across all disciplines and fields, enhancing students’ learning and engagement. Once a student understands their top 5 talents, instructors can create and use a wide variety of activities and assignments to engage the students in reflective learning. This interactive session will feature best practices using strengths-based approaches and the StrengthsFinder assessment from instructional faculty in various academic colleges. Participants will explore the various ways they can integrate strengths in academic courses.
Helping to realize “computer science for all”: Student outcomes of self-pacing in introductory programming courses
Authors: Lester Jaime 
Published: August 2016

Sparked by a series of national campaigns to increase interest in computer science, computer science departments are inundated with students who are interested in learning how to program. Despite the interest, introductory computer science course have relatively low completion rates (approximately 55% at Mason) and high rates of academic integrity violations. In response to this environment, the Computer Science department at Mason received an external grant to redesign their introductory programming courses to a self-paced, flipped format. Implementation began in Fall 2015 with a quasi-experimental methodology that tracks students from an experimental course and a control group (those who took more traditional introductory CS courses) over the course of the semester. Data collected includes grades on assignments, self-report surveys, and classroom observations. The purpose of this study is to examine the impact of a self-paced, flipped curricular design in an introductory experiential computer science course on the immediate (in course) completion. In this short lightning talk, we will present data from student surveys and classroom observations identifying any difference across the control and experimental groups. Preliminary results identify a significant increase in student completion upwards of a 20% difference across the groups. In addition to increasing knowledge of the impact of self-paced courses on student retention and success in computer science, we offer an alternative method to collect data on classroom observations via the Real-time Observation Classroom Application (ROCA). ROCA allows for efficient data collection and comparison of specific pedagogies to student engagement measures.
Establishing a learning community with an online orientation
Authors: Balzano Anne-Marie , Kuo Ying-Ying 
Published: August 2016

Students new to distance education need to be prepared for learning in a fully online environment. While many undergraduate and graduate programs offer face-to-face orientation sessions to welcome new students and introduce them to general requirements, the sessions are often short, optional, and focus mainly on policies and procedures. Students entering a fully online degree program have a unique set of questions and concerns, including hardware/software requirements, building relationships with their professors, and creating a sense of community among their peers. In order to address the needs of their distance-learning students, the Education Leadership program designed a five-day interactive orientation on Blackboard for new online cohorts. This orientation module not only cultivates creative and reflective learners, but also utilizes technology-enhanced tools and strategies to establish a cohesive learning community. The orientation includes daily components such as community building activities and opportunities to practice using Blackboard features, as well as a summative, guided reflection. The EDLE online orientation was offered in 2015/2016 for two cohorts totaling 44 students. An overwhelming majority reported feeling more prepared to begin the program, comfortable with using the required technology, and engaged with their colleagues and professors. More importantly, evidence shows that students in 2015/2016 who participated in the orientation performed better in group activities and demonstrated high levels of engagement in their courses, compared to students in 2014 who did not have access to the orientation. Faculty attending this session will learn how to design an effective and innovative orientation module for an entire program or how to use the techniques illustrated in a single course setting.
Reading, Writing, and Research for Undergraduates: Introducing Scholarly Inquiry by Writing a Grant Proposal
Authors: Cavazos Chen Ann 
Published: August 2016

George Mason University is committed to developing students as scholars. This course project strives to introduce scholarly inquiry to undergraduates with a real-world, hands-on assignment. Working through an actual RFP, students practice a wide variety of skills related to research and scholarship. This project can be taught in English composition courses, community health courses, nursing courses, and health promotion courses.The American College Health Foundation makes annual awards of $2500 for proposals that foster healthy behaviors on college campuses. The proposals must follow specific guidelines and incorporate objectives from the Healthy Campus 2020 Program. Over approximately six weeks, students use the actual award proposal guidelines to: Identify the most important factors framing the proposal guidelinesIdentify a student objective from the Healthy Campus 2020 Program Research the health issue related to the Healthy Campus 2020 Student Objective Write an individual literature review about the student health objective Write a tentative proposal that addresses the student health objective Present individual proposals to the class Select some of the proposals for further development Work in groups to submit a full proposal that follows the award guidelines Work in groups to evaluate the proposals using the actual award guidelines Select some of the proposals for funding and provide written evaluations of the proposals