bluuebunny/crossref_metadata_2025_split huggingface dataset:
Optical Coherence Tomography Angiography Findings in Punctate Inner Choroidopathy
Authors: Kim Esther Lee , Thanos Aristomenis , Yonekawa Yoshihiro , Todorich Bozho , Wolfe Jeremy , Randhawa Sandeep , Faia Lisa J. 
Published: October 2017

BACKGROUND AND OBJECTIVE:Punctate inner choroidopathy (PIC) is an inflammatory chorioretinopathy characterized by multiple punctate, hypopigmented fundus lesions. Optical coherence tomography angiography (OCTA) is an emerging imaging modality that enables high-resolution visualization of the retinal and choroidal vasculature. The objective of this study is to examine the OCTA findings in PIC.PATIENTS AND METHODS:Observational, retrospective review of five patients with PIC.RESULTS:OCTA revealed several features in PIC lesions: distinctly visible choroidal neovascular membranes when present, as well as flow voids within the choroid and choriocapillaris layers that correspond with hypocyanescent lesions on indocyanine green angiography.CONCLUSION:OCTA may serve as a useful adjunctive imaging modality in diagnosing and monitoring patients with PIC.[Ophthalmic Surg Lasers Imaging Retina. 2017;48:786–792.]
La « nouvelle loi de la jungle » : développement, droits des peuples autochtones et Convention 169 de l’OIT en Amérique latine
Authors: Larsen Peter Bille 
Published: October 2017

Cet article traite des liens entre droits des peuples autochtones, normes mondiales et développement en Amérique latine, et plus particulièrement de la Convention 169 de l’Organisation Internationale du Travail (OIT), sur les droits des peuples autochtones et tribaux ainsi que de son application dans la région. Si les changements démocratiques, les réformes constitutionnelles et la reconnaissance des droits des peuples autochtones attestent de la naissance d’une nouvelle ère des droits, les profondes inégalités qui prévalent, la persistance de la pauvreté et les conflits de développement révèlent des tensions structurelles ainsi que le caractère ambigu de cette reconnaissance. Cette ambiguïté est souvent perçue comme le fruit d’une application inefficace des normes ou des « anomalies congénitales » résultant des compromis qui ont présidé à leur élaboration. Toutefois, cet article analyse les tendances qui caractérisent les administrations, tant orthodoxes qu’hétérodoxes, et l’arène internationale, pour montrer qu’elles sont le lieu d’un processus de renégociation des régimes de droits. Sous l’empire de cette « nouvelle loi de la jungle », les droits ne sont plus relégués à la marge ou victimes des défaillances dans leur application ; ils sont le révélateur d’une échelle mobile dont le curseur oscille entre autonomisation et normalisation, sous l’effet des processus de réappropriation, des intérêts stratégiques et des négociations de nature réglementaire.
Gluten-free diet among school-age children in Olmsted County, Minnesota
Authors: Almallouhi Eyad , Absah Imad 
Published: October 2017

Abstract
Objective: To assess the prevalence of gluten-free diet (GFD) among school-age children in Olmsted County, Minnesota, and compare it with the prevalence of celiac disease (CD) in the same age group. Methods: We performed a population-based study in Olmsted County using a survey to collect information from the six school districts in the county for the academic year 2014–2015. The survey contained questions to (1) assess the prevalence of GFD among school-age children in the public schools of Olmsted County; (2) assess the prevalence of CD among school-age children in Olmsted County; and (3) determine the indications for GFD in these children. We used the infrastructure of the Rochester Epidemiology Project (REP) to calculate the prevalence of CD in children aged 4–18 years in December 2014. Results: Using the REP data, we identified sixty patients with CD in the county aged 4–18 years; the prevalence of CD among school students in 2014 was 193.6/100,000. The prevalence of GFD in Olmsted County children, however, was higher, at 265/100,000 according to the survey from the school districts. The prevalence of GFD was highest in Rochester, the largest city. GFD was more common among children in secondary schools. Conclusion: According to our study, there are more children on GFD than the actual cases of CD in Olmsted County during the study period. This finding could be related to an increased number of children without CD who are following GFD for other indications.
Snow cover dynamics in Andean watersheds of Chile (32.0–39.5° S) during the years 2000–2016
Authors: Stehr Alejandra , Aguayo Mauricio 
Published: October 2017

Abstract. Andean watersheds present important snowfall accumulation mainly during the winter, which melts during the spring and part of the summer. The effect of snowmelt on the water balance can be critical to sustain agriculture activities, hydropower generation, urban water supplies and wildlife. In Chile, 25 % of the territory between the region of Valparaiso and Araucanía comprises areas where snow precipitation occurs. As in many other difficult-to-access regions of the world, there is a lack of hydrological data of the Chilean Andes related to discharge, snow courses, and snow depths, which complicates the analysis of important hydrological processes (e.g. water availability). Remote sensing provides a promising opportunity to enhance the assessment and monitoring of the spatial and temporal variability of snow characteristics, such as the snow cover area (SCA) and snow cover dynamic (SCD). With regards to the foregoing questions, the objective of the study is to evaluate the spatiotemporal dynamics of the SCA at five watersheds (Aconcagua, Rapel, Maule, Biobío and Toltén) located in the Chilean Andes, between latitude 32.0 and 39.5° S, and to analyse its relationship with the precipitation regime/pattern and El Niño–Southern Oscillation (ENSO) events. Those watersheds were chosen because of their importance in terms of their number of inhabitants, and economic activities depending on water resources. The SCA area was obtained from MOD10A2 for the period 2000–2016, and the SCD was analysed through a number of statistical tests to explore observed trends. In order to verify the SCA for trend analysis, a validation of the MOD10A2 product was done, consisting of the comparison of snow presence predicted by MODIS with ground observations. Results indicate that there is an overall agreement of 81 to 98 % between SCA determined from ground observations and MOD10A2, showing that the MODIS snow product can be taken as a feasible remote sensing tool for SCA estimation in southern–central Chile. Regarding SCD, no significant reduction in SCA for the period 2000–2016 was detected, with the exception of the Aconcagua and Rapel watersheds. In addition to that, an important decline in SCA in the five watersheds for the period of 2012 and 2016 was also evident, which is coincidental with the rainfall deficit for the same years. Findings were compared against ENSO episodes that occurred during 2010–2016, detecting that Niña years are coincident with maximum SCA during winter in all watersheds.
A systematic examination of the relationships between CDOM and DOC in inland waters in China
Authors: Song Kaishan , Zhao Ying , Wen Zhidan , Fang Chong , Shang Yingxin 
Published: October 2017

Abstract. Chromophoric dissolved organic matter (CDOM) plays a vital role in the biogeochemical cycle in aquatic ecosystems. The relationship between CDOM and dissolved organic carbon (DOC) has been investigated, and this significant relationship lays the foundation for the estimation of DOC using remotely sensed imagery data. The current study examined samples from freshwater lakes, saline lakes, rivers and streams, urban water bodies, and ice-covered lakes in China for tracking the variation of the relationships between DOC and CDOM. The regression model slopes for DOC vs. aCDOM (275) ranged from extremely low 0.33 (highly saline lakes) to 1.03 (urban waters) and 3.01 (river waters). The low values were observed in saline lake waters and waters from semi-arid or arid regions, where strong photobleaching is expected due to less cloud cover, longer water residence time, and daylight hours. In contrast, high values were found in waters developed in wetlands or forest in Northeast China, where more organic matter was transported from catchment to waters. The study also demonstrated that closer relationships between CDOM and DOC were revealed when aCDOM (275) were sorted by the ratio of aCDOM(250)∕aCDOM (365), which is a measure for the CDOM absorption with respect to its composition, and the determination of coefficient of the regression models ranged from 0.79 to 0.98 for different groups of waters. Our results indicate the relationships between CDOM and DOC are variable for different inland waters; thus, models for DOC estimation through linking with CDOM absorption need to be tailored according to water types.
PROMOTING INTERFACIAL COMPATIBILITY OF SILICA-REINFORCED NATURAL RUBBER TIRE COMPOUNDS BY ALIPHATIC AMINE
Authors: Hayichelaeh C. , Reuvekamp L. A. E. M. , Dierkes W. K. , Blume A. , Noordermeer J. W. M. , Sahakaro K. 
Published: October 2017

ABSTRACT
Octadecylamine (OCT) as an alternative for diphenyl guanidine (DPG) in silica-reinforced NR tire compounds with bis-(triethoxysilyl-propyl)tetrasulfide (TESPT) as silane coupling agent was investigated with focus on the improvement of compatibility between the silica surface and rubber molecules, by taking the amine-free rubber compound as a reference. The quantity of OCT and DPG was varied in a range of 2.4–9.5 mmol per 100 parts of rubber by weight (i.e., 0.5–2.5 phr). Bound rubber contents, changes in heat capacity (ΔCp), and immobilized polymer layer (χim) data prove an enhanced interfacial compatibility as the amines are absorbed on the polar silica surface and catalyze the silanization reaction. Comparing the two different amine types, the rubber compounds with OCT show higher interfacial compatibility than the ones with DPG, because of an additional shielding effect promoted by the long alkyl chain that leads to more hydrophobicity. Thus, the rubber compounds with OCT show higher physically bound rubber contents and consequently higher total bound rubber, a higher immobilized polymer layer, as well as a lower Payne effect. However, the compounds with OCT show a higher flocculation rate constant because the physical interactions between amine and silanol groups decrease under thermal treatment. The compounds with OCT show a lower cure torque difference that indicates a lower crosslink density, but because of the good interfacial interaction combining both chemical and physical interactions, the vulcanized rubber with OCT at optimum loading shows better mechanical properties and tan δ at 60 °C when compared with the DPG counterpart. At high (excessive) loading of amines, the compounds with DPG clearly have higher crosslink density and thus higher modulus as well as tensile strength compared with the use of OCT.
EFFECTS OF SILANE COUPLING AGENTS ON STRUCTURE AND PROPERTIES OF SILICA-FILLED SILICONE RUBBER/STYRENE BUTADIENE RUBBER COMPOSITES
Authors: Ren Hong-Yuan , Sun Zheng , Zhang Li-Qun , Wu You-Ping , Huang Qiang , Wang You-Zhi 
Published: October 2017

ABSTRACT
Two silane coupling agents, bis-(γ-triethoxysilylpropyl)-tetrasulfide (Si69) and vinyltriethoxysilane (A151), were selected to investigate their effects on structure and properties of silica-filled methyl vinyl silicone rubber (VMQ)/emulsion styrene butadiene rubber (ESBR) composites. The filler–rubber interactions were investigated via bound rubber content and solid-state 1H low-field nuclear magnetic resonance (NMR) spectroscopy, and the mass ratio of VMQ and ESBR in the rubber–filler gel was investigated by thermogravimetric analysis (TGA). The results revealed that VMQ showed a better compatibility with silica than ESBR. Compared with the A151 composite, the composite with Si69 showed the higher content of ESBR in rubber–filler gel, which resulted in the higher bound rubber content and the weaker Payne effect, and it also exhibited higher tensile strength, higher tear strength, better wear resistance, and lower hardness. However, the presence of Si69 reduced the crosslink efficiency of ESBR and completely inhibited the crosslinking of VMQ, which caused the composite to show higher tan δ value at 60 °C than the A151 composite.
Gapet har minskat: skillnader mellan hög- och lågpresterande flickors och pojkars attityder till biologi, fysik och kemi 1995 och 2007
Authors: Adolfsson Lena , Benckert Sylvia , Wiberg Marie 
Published: October 2017

This article explores the change over time of boys’ and girls’ attitudes towards biology, physics and chemistry. We use data from the TIMSS studies for grade 8 in Sweden to investigate how the attitudes for high- and low performing pupils have changed between 1995 and 2007. The attitude is measured by four questions from the student questionnaire in the TIMSS study. The results indicate that there have been some changes in attitudes between 1995 and 2007. High-achieving pupils and especially boys have a more negative attitude towards all three subjects, biology, physics and chemistry, in 2007 compared to 1995. The low-achieving students think that they are performing better in all three subjects 2007 compared to 1995. The difference between the group that are most positive to physics and chemistry and the least positive group has diminished between the two years. The results are discussed in relation to the changes in Swedish schools during the period.
Science and mathematics teachers’ core teaching conceptions and their implications for engaging in cross-curricular innovations
Authors: Andersen Hanne Møller , Krogh Lars Brian 
Published: October 2017

Previous studies have found core teaching conceptions (CTCs) to influence teachers’ actions, i.e. how they engage with new teaching practices (e.g. Lotter, Harwood, & Bonner, 2007). This study explores typical CTCs and their subject specific nature in a sample of teachers from physics, biology, and mathematics in Danish upper secondary school. Teachers’ CTCs were investigated through their essay responses to a set of open core questions, administered through a web-platform. Results demonstrate that teachers’ CTCs come in subject specific flavours, encompassing their purpose for teaching the subject, their conceptions of teaching and learning, and their conceptions of interdisciplinary teaching. It is argued that such differences shape teachers’ engagement with new cross-curricular innovations in the Danish context. Assessing and addressing typical and personal CTCs are found to be crucial to a successful implementation of current reform-initiatives, for teacher training, and for self-regulated professional development among teachers.
Students’ language use when talking about the evolution of life - negotiating the meaning of key terms and their semantic relationships
Authors: Olander Clas , Ingerman Åke 
Published: October 2017

In this paper, we explore an idea from Vygotsky about the meaning and sense of words, and how it manifests itself in students’ talk. This is done by analysing the discussions of 15-year old Swedish students participating in teaching activities concerning biological evolution. It turned out that the students seldom articulated the scientific terms. Instead, they contextualised by using three strategies – paralleling, transferring, and delimiting. All three of these strategies have merits and drawbacks in connection with ‘meaning’ of single terms. However, when combining the terms into thematic patterns, the students formed rather sound and coherent scientific explanations. This is understood as relying on the students’ use of an interlanguage where colloquial expressions serve as an asset in sense-making. The verbalisation of an explanation in an interlanguage is advantageous when communicating in social life outside the science classroom, and thus the possibility of further sense making is enhanced.
Train, teach; taught? How the content of specific science subject matter knowledge sessions impacts on trainee teachers’ classroom practice and children’s learning
Authors: Kind Vanessa , Wallace Rob 
Published: October 2017

The impact science sessions for trainee science teachers have on 11-14 year olds’ learning of science was assessed using questionnaires and a “Video-Interview (trainee) –Interview (pupils)” (V-I-I) technique devised for this study. V-I-I involved: video-recording trainee-taught lessons; and two interviews – with a pupil group to probe learning occurring in the lesson and with the trainee.Eighty UK-based trainees taking a one-year postgraduate teacher education course completed the questionnaire probing perceptions about university- and school-based training sessions designed to develop science subject matter knowledge (SMK) and pedagogical content knowledge (PCK). Six trainees participated in V-I-I.Most trainees saw all sessions as SMK-based, regardless of teacher educators’ intended purposes. Lesson videos revealed ”describing” activities, task completion and good behaviour as main focii. Explanation of key science ideas and use of materials and /ideas from training sessions were largely absent. Trainee interviews revealed contrasts: most perceived a lesson as “successful” when children completed tasks quietly. Other trainees realised their understanding impacted on pupils’ learning science concepts. Pupil interviews showed positive attitudes towards science and learning difficult ideas, but little specific learning of topics taught.
Use of Transfer Teachers in Developing a Teaching-Learning Sequence: A Case Study in Physiotherapy Education in Finland
Authors: Nurkka Niina 
Published: October 2017

This paper describes how two transfer teachers implemented a teaching-learning sequence designed and developed by the model of educational reconstruction. This is part of a wider study where the purpose of the study was to determine how the understanding of moment of force and its applications can be improved by developing and evaluating a teaching-learning sequence on the moment of force in physiotherapy training. An eight lesson teaching-learning sequence was designed, consequently implemented and evaluated in two pilot studies and two teaching experiments. In the teachingexperiments the teaching-learning sequence was implemented by two Finnish teachers (transfer teachers) who were not engaged in the planning of the sequence. The teacher in the second teaching experiment followed the guidance notes better than in the first, which may have resulted from the changes in the teaching-learning sequence and adjustment of the guidance notes following the first teaching experiment. The results of this study can be applied in designing and developing teaching-learning sequences, lesson materials and guidance notes (including the guidance of the classroom discourse) for teachers.
Vilka fysikaliska och miljömässiga förklaringar återfinns i elevers diskussioner om begreppet hållbart energisystem?
Authors: Engström Susanne 
Published: October 2017

The article describes a pilot study, an introduction to a series of investigations of upper secondary school pupils’ explanations of sustainable energy. The physics syllabus have the intentions on one hand to guide pupils into science-education and on the other to give insights to pupils in order to participate in the debate on e.g. energy usage. The results obtained, from questionnaire and group discussions, indicate that pupils can get caught in narrow physical explanations of the concept of sustainable energy systems. Some pupils discuss an environmental explanation parallel but show insecurity. One interpretation is that pupils feel an inappropriateness connecting environment and physics. An implication is that the concept of energy quality might be an accessible way for pupils to relate concepts of physics with environmental questions.
Att börja tala ’biokemiska’ - Betydelsen av metaforer och hjälpord för meningsskapande kring proteiner
Authors: Rundgren Carl-Johan 
Published: October 2017

This paper deals with the process of acquiring a subject-speciﬁc language. When confronted with the visual representations and scientiﬁc terms of molecular life science, students try to make meaning using the language they have access to and their prior experience. In this process students use a kind of intermediate language, with frequent use of metaphors. Some metaphors can be traced back to the teaching they have experienced, while some are spontaneous metaphors created by the students. They also make use of words that seemingly have no meaning, here referred to as helpwords. The results from this study indicate that spontaneous metaphors and helpwords are important in learning situations, especially in an abstract discipline such as molecular life science. This paper aims to give a preliminary theoretical description of the phenomenon of helpwords, based on an interview study of 20 students taking natural science courses in their upper secondary school education.
The disappearance of light - explanations given by the primary school pupils
Authors: Silfverberg Harry 
Published: October 2017

In the years 2004-2006 the National Centre of Professional Development in Education (Finland) and the Department of Teacher Education at the University of Tampere, Finland carried out together nine in-service courses under the title “Teaching physics and chemistry at grades 5 and 6”. As a home assignment between three contact periods, I asked teachers to collect authentic material on their pupils’ science thinking with the help of some carefully planned inquiry tasks. In the article, I present some examples of the most typical responses which primary school pupils gave to the question: “When the lights are turned off in a room on a dark winter night, the darkness will take over the room in the twinkling of an eye. Where do the rays of light which last left the lamp disappear?”. The explanations were categorised under six metaphors describing the different ways of understanding the disappearance of light.
Lärares mål med laborativt arbete: Utveckla förståelse och intresse
Authors: Högström Per , Ottander Christina , Benckert Sylvia 
Published: October 2017

The purpose of this study was to analyse secondary school teachers’ goals for laboratory work. What general goals do teachers have for labwork and what goals appear when teachers describe real labwork used in their own teaching? What goals are expressed in the written laboratory instructions? Eleven science teachers in secondary school participated in individual semi-structured interviews. The teachers’ laboratory instruction sheets were analysed with respect to intended learning outcome. The analysis of teachers’ general goals showed ﬁve themes and that cognitive aspects were the most prominent. Furthermore, when teachers talked about speciﬁc labwork used in their own teaching affective aspects were more important and an additional theme appeared. It was also shown that laboratory instructions supported teachers’ goals to develop students understanding of concepts and phenomena. However, goals concerning to think and reﬂect upon labwork were not supported by the laboratory instructions.