bluuebunny/crossref_metadata_2025_split huggingface dataset:
Evidence of altered brain regulatory gene expression in tobacco-exposed fetuses
Authors: Salihu Hamisu M. , Paothong Arnut , Das Rachita , King Lindsey M. , Pradhan Anupam , Riggs Bridget , Naik Eknath , Siegel Erin M. , Whiteman Valerie E. 
Published: January 2017

AbstractAim:We sought to determine the association between prenatal smoking status and expression of fetal brain regulatory genes.Methods:At delivery, we collected information from parturient women on prenatal smoking habits and analyzed salivary cotinine levels. We obtained neonatal umbilical cord blood and extracted total RNA. We then employed the quantitative polymerase chain reaction (QPCR) analyses and the comparative CT method to calculate the relative gene expression of selected fetal brain regulatory genes responsible for (1) brain growth (brain-derived neutrotrophic factor, BDNF), (2) myelination (proteolipidic protein 1, PLP1 and myelin basic protein, MBP), and (3) neuronal migration and cell-cell interactions during fetal brain development or RLN. The χResults:Of the 39 maternal-infant dyads included in this study, 25.6% were non-smokers, 43.6% were passive smokers and 30.8% were active smokers. The results showed down-regulation of the selected fetal brain regulatory genes among active smokers.Conclusions:These findings represent preliminary evidence in humans that intrauterine tobacco exposure impacts fetal brain programming. Future studies are warranted to examine whether our findings represent potential mechanisms through which adverse childhood/adult-onset cognitive and behavioral outcomes that have been previously linked to intrauterine exposure occur.
The formation of CdS quantum dots and Au nanoparticles
Authors: Schiener Andreas , Schmidt Ella , Bergmann Christoph , Seifert Soenke , Zahn Dirk , Krach Alexander , Weihrich Richard , Magerl Andreas 
Published: January 2017

Abstract
We report on microsecond-resolved in-situ SAXS experiments of the early nucleation and growth behavior of both cadmium sulfide (CdS) quantum dots in aqueous solution including the temperature dependence and of gold (Au) nanoparticles. A novel free-jet setup was developped to access reaction times as early as 20 μs. As the signal in particular in the beginning of the reaction is weak the containment-free nature of this sample environment prooved crucial. The SAXS data reveal a two-step pathway with a surprising stability of a structurally relaxed cluster with a diameter of about 2 nm. While these develop rapidly by ionic assembly, a further slower growth is attributed to cluster attachment. WAXS diffraction confirms, that the particles at this early stage are not yet crystalline. This growth mode is confirmed for a temperature range from 25°C to 45°C. An energy barrier for the diffusion of primary clusters in water of 0.60 eV was experimentally observed in agreement with molecular simulations. To access reaction times beyond 100 ms, a stopped-drop setup -again contaiment- free is introduced. SAXS experiments on the growth of Au nanoparticles on an extended time scale provide a much slower growth with one population only. Further, the influence of ionizing X-ray radiation on the Au particle fromation and growth is discussed.
Hybrid Test Case Optimization Approach Using Genetic Algorithm With Adaptive Neuro Fuzzy Inference System for Regression Testing
Authors: Joseph A. K. , Radhamani G. 
Published: January 2017

Abstract
In an agile environment, regression testing is inevitable because it aims to attain software with better quality. Regression testing identifies whether an accurate result can be obtained for the corresponding input submitted. The test cases, hence, have an important role to play in the error-identification process of an application. An algorithm has been proposed in this paper that prioritizes the test cases based on the rate of fault detection and impact of faults. Artificial intelligence techniques have been incorporated with optimizing algorithms to reduce the overall number of test cases using minimization, selection, and prioritization collectively. Fuzzy K-means (FKM) clustering algorithm is used to cluster the test cases initially. The clustered test cases are further scaled down using the genetic algorithm (GA) combined with the adaptive neuro fuzzy inference system (ANFIS) called “Hybrid G-ANFIS.” The size of the test suite is reduced because only the optimal test cases are selected for further optimization by the ANFIS, from an already clustered test suite. This is done by fuzzy logic principles that select only the test cases that are needed for validating the changes in the software. Along with this, the test cases that have the ability to find faults by covering maximum code in a minimum time frame are also chosen. Optimization achieves a better outcome because it is done repetitively both by clustering and optimization algorithms continuously, which results in reducing the test cases considerably in the regression test suite. The proposed research work is evaluated in terms of performance measures, namely fault detection ratio, fault coverage, statement coverage, and an average percentage of faults detected (APFD) chart from which it is clear that a better optimization of the regression testing estimation process can be done.
Inhibition Mediated by Glycinergic and GABAergic Receptors on Excitatory Neurons in Mouse Superficial Dorsal Horn Is Location-Specific but Modified by Inflammation
Authors: Takazawa Tomonori , Choudhury Papiya , Tong Chi-Kun , Conway Charles M. , Scherrer Grégory , Flood Pamela D. , Mukai Jun , MacDermott Amy B. 
Published: January 2017

The superficial dorsal horn is the synaptic termination site for many peripheral sensory fibers of the somatosensory system. A wide range of sensory modalities are represented by these fibers, including pain, itch, and temperature. Because the involvement of local inhibition in the dorsal horn, specifically that mediated by the inhibitory amino acids GABA and glycine, is so important in signal processing, we investigated regional inhibitory control of excitatory interneurons under control conditions and peripheral inflammation-induced mechanical allodynia. We found that excitatory interneurons and projection neurons in lamina I and IIo are dominantly inhibited by GABA while those in lamina IIi and III are dominantly inhibited by glycine. This was true of identified neuronal subpopulations: neurokinin 1 receptor-expressing (NK1R+) neurons in lamina I were GABA-dominant while protein kinase C gamma-expressing (PKCγ+) neurons at the lamina IIi–III border were glycine-dominant. We found this pattern of synaptic inhibition to be consistent with the distribution of GABAergic and glycinergic neurons identified by immunohistochemistry. Following complete Freund's adjuvant injection into mouse hindpaw, the frequency of spontaneous excitatory synaptic activity increased and inhibitory synaptic activity decreased. Surprisingly, these changes were accompanied by an increase in GABA dominance in lamina IIi. Because this shift in inhibitory dominance was not accompanied by a change in the number of inhibitory synapses or the overall postsynaptic expression of glycine receptor α1 subunits, we propose that the dominance shift is due to glycine receptor modulation and the depressed function of glycine receptors is partially compensated by GABAergic inhibition.SIGNIFICANCE STATEMENTPain associated with inflammation is a sensation we would all like to minimize. Persistent inflammation leads to cellular and molecular changes in the spinal cord dorsal horn, including diminished inhibition, which may be responsible for enhance excitability. Investigating inhibition in the dorsal horn following peripheral inflammation is essential for development of improved ways to control the associated pain. In this study, we have elucidated regional differences in inhibition of excitatory interneurons in mouse dorsal horn. We have also discovered that the dominating inhibitory neurotransmission within specific regions of dorsal horn switches following peripheral inflammation and the accompanying hypersensitivity to thermal and mechanical stimuli. Our novel findings contribute to a more complete understanding of inflammatory pain.
TRAPPing Rab18 in lipid droplets
Authors: Zappa Francesca , Venditti Rossella , De Matteis Maria Antonietta 
Published: January 2017

A number of membrane trafficking components are associated with lipid droplets (LDs) and/or are involved in their biogenesis. In this issue of The EMBO Journal, Li et al () show that the mammalian TRAPPII (TRAnsport Protein Particle) complex acts as an LD‐associated GEF for Rab18, thereby regulating LD homeostasis.
Інноваційні підходи до управління розвитком олімпійського спорту (на прикладі маркетингової компанії олімпіади в Сочі)
Authors: Savchenko V.G. , Sazonets V.I. 
Published: January 2017

Вивчено досвід провідних спортивних держав світу і проаналізовано економіч-ну ситуацію в Україні, яка істотно впливає на функціонування та розвиток олім-пійських видів спорту й індустрії спорту в цілому. Виявлено значення оптимального використання наявних коштів, що є у спортивних організацій. Розглянуто напрями співпраці менеджерів та маркетологів у спорті з питань залучення спонсорських коштів на інноваційних підходах. Вивчено досвід підготовки до проведення Олімпіади в Сочі-2014.
Науково-методологічні засади дослідження спеціалізації у високотехнологічних галузях
Authors: Fedonenko M. E. 
Published: January 2017

Спеціалізація у високотехнологічних галузях є постійним предметом політичних, економічних та наукових дискурсів на національному та міжнародному рівні. Узагальнення результатів теоретичних підходів до високотехнологічної спеціалізації дає можливість розширити інструментарій проведення таких досліджень та методологічну базу для вироблення національної політики щодо технологічної спеціалізації.
Pengaruh Status Identitas terhadap Orientasi Masa Depan Area Pekerjaan
Authors: Sari Novita , Tarsono Tarsono , Kurniadewi Elisa 
Published: January 2017

Based on the observation of the researcher, the lack of future orientation amongst students, particularly in the area of career, led by deciding on study program was not deliberately when enroll in the university. The research intended to obtain empirical data on the effect of the identity status on future orientation of the work area among students of the psychology program. The method used correlation study. The results showed that there was a significant influence of the identity status on the future orientation in working area. R square (R2) was 0.314, it meant 31.4% of the variation of the future orientation in working area influenced by the identity status. Three of the four identity statuses have a significant influence, namely the identity of achievement, the diffuse, and the moratorium. In despite there was correlation between foreclosure identity with future-orientation in working area however there was not significant effect.
Keseimbangan Relasi Orang Tua–Remaja sebagai Prediktor Kejelasan Orientasi Masa Depan Pendidikan
Authors: Sakinah Awit Marwati 
Published: January 2017

Future orientation is formed as a result of interaction with the environment one of them teenage parents. The study aims to determine the effect balance relationship patterns of parent-adolescent to the orientation of future education in adolescents of Bandung city. The analysis technique used is the correlation analysis and logistic regression. The study use cluster sampling to obtain a sample of 358 students. The results showed that the balance relations on the dimensions of adaptability and cohesion have a greater influence on the clarity of the future orientation of youth education in Bandung. Balance relationship patterns of parent-adolescent balance has possibility of 16.181 times more clearly educational future compared with the balance of relationship patterns of parent-adolescent unbalance. Balance relationship patterns of parent-adolescent has possibility of 2.088 times more clearly educational future compared with the balance of relationship patterns of parent- adolescent to mid range category.
BULLYING E SUAS DIMENSÕES PSICOLÓGICAS EM ADOLESCENTES
Authors: R.P. Tognetta Luciene , Avilés Martínez José Mª , Rosário Pedro 
Published: January 2017

Abstract.Understanding the psychological mechanisms acting in shares of specific violence, such as bullying, constitutes an important step in the educational interventions that promote moral education objectified by educational institutions. In this sense, the current research aimed to relate bullying to representations of self and the ways in which the subject is self regulating to choose justifications for their commitments or moral disengagements in situations where bullying is present. The results indicate that subjects whose self-representations are individualistic also present more morally disengaged and more likely to be perpetrators in bullying situations, showing how little their identities incorporate moral values. It thus appears that more than a social problem, the issues of coexistence should be treated under the moral point of view.Keywords: bullying; self-representations; school violence; ethics; moral disengagements.Resumo.Compreender os mecanismos psicológicos atuantes em ações de violência específica, como o bullying, constitui-se um importante passo para as intervenções educacionais que promovam a formação moral objetivada pelas instituições de cunho educativo. Nesse sentido, a investigação atual teve como objetivos relacionar o bullying às representações de si e às formas pelas quais os sujeitos se autorregulam para escolher justificativas para seus engajamentos ou desengajamentos morais em situações em que o bullying esteja presente. Os resultados indicam que sujeitos cujas representações de si são individualistas também se apresentam mais desengajados moralmente e mais propensos a serem autores em situações de bullying, denotando o quanto suas identidades pouco incorporam valores morais. Constata-se assim que mais do que um problema social, as questões de convivência devem ser tratadas sob o ponto de vista moral.Palavras-chave: bullying; representações de si; violência na escola; ética; desengajamentos morais.
UN ESTUDIO DE LAS ACTITUDES LINGÜÍSTICAS EN LOS ESCOLARES DE CATALUÑA
Authors: Janés Judit , Lanos Adelina , Poalelungi Carmen , González-Riaño Xosé-Antón 
Published: January 2017

Abstract.A STUDY ON THE LANGUAGE ATTITUDES OF THE STUDENTS IN CATALONIAThis study arises from the need to encourage positive attitudes toward the languages spoken in Catalonia among immigrant students, in order to promote their integration and language acquisition. Consequently, we analyzed the language attitudes toward Catalan, Castilian and English of 673 autochthonous and 500 immigrant students enrolled in 10 centers of Compulsory Secondary Education (CSE) in Catalonia. The results show that both groups manifested significantly different attitudinal patterns. These differences probably reflect the various meanings and representations granted to the official languages ??of the territory by the autochthonous and immigrant students. Catalan was highly valued by the autochthonous group, which showed more favorable attitudes toward this language than toward all others, and also attitudes more favorable than those of the immigrant students. Moreover, immigrant students showed a clear preference for Castilian. Furthermore, attitudes towards English were also positive, possibly reflecting its role as an international lingua franca. Consequently, these results suggest that the particularities of the immigrant students should be taken into consideration when planning and implementing linguistic and educational measures.Keywords: language attitudes, immigration, origin, CataloniaResumen.El presente estudio surge de la necesidad de fomentar actitudes positivas hacia las lenguas habladas en Cataluña por parte de los estudiantes inmigrantes, con la finalidad de promover su integración y la adquisición del lenguaje. En este sentido, hemos analizado las actitudes hacia el catalán, castellano e inglés de 673 estudiantes autóctonos y 500 de origen inmigrante matriculados en 10 Institutos de Educación Secundaria Obligatoria (ESO) en Cataluña. Los resultados muestran que los dos grupos manifiestan patrones actitudinales significativamente distintos. Dichas diferencias, probablemente, reflejan los diversos significados y representaciones concedidos a las lenguas oficiales del territorio por parte del alumnado autóctono e inmigrante. El catalán fue altamente valorado por el colectivo autóctono, cuyas actitudes hacia dicha lengua fueron más favorables que hacia las demás, así como más positivas que las de los alumnos inmigrantes. Por otra parte, los alumnos inmigrantes mostraron una preferencia clara hacia el castellano. Asimismo, las actitudes hacia el inglés también fueron positivas, posiblemente reflejando su papel como lengua franca internacional. Consecuentemente, dichos resultados sugieren que las particularidades del alumnado inmigrante deberían ser consideradas en la planificación e implementación de medidas lingüísticas y educativas.Palabras Clave: actitudes lingüísticas, inmigración, origen, Cataluña
TAREAS PARA CASA, RENDIMIENTO ACADÉMICO E IMPLICACIÓN DE PADRES Y PROFESORES
Authors: Suárez Natalia , Núñez José C. , Vallejo Guillermo , Cerezo Rebeca , Regueiro Bibiana , Rosário Pedro 
Published: January 2017

Abstract.HOMEWORK, ACADEMIC ACHIEVEMENT AND PARENTAL AND TEACHERS’ INVOLVEMENTHomework (HW) is one of the most common school activities among parents, students and teachers. However, the need to assign HW to students has been extensively debated. Although there exist arguments use of HW in academic settings, such as when Time magazine, in 1999, warned that HW could disturb students and their families routines, opinions towards HW are primarily favorable; the use of HW is supported by numerous authors and is acknowledged as an indicator of successful schools and students. Doing HW is aimed at improving students’ study skills and their attitudes towards future work, as well as teaching students that learning takes place both inside and outside of the school setting. Moreover, those who favor assigning of HW argue that doing HW improves students’ academic achievement and fosters their autonomy once they are stimulated to self-regulate their study behavior responsibly.Keywords: homework, academic achievement, parental involvement, teachers involvement.Resumen.Las Tareas para Casa (TPC), en el ámbito anglosajón “homework” y en el español denominadas “deberes escolares”, constituyen una de las actividades más rutinarias del ámbito escolar y es por ello que forman parte de la realidad cotidiana de alumnos y profesores. Pese a su actual presencia en el contexto académico, la necesidad de prescribir TPC a los estudiantes ha sido ampliamente cuestionada a lo largo de los años. Aunque han existido opiniones contrarias a las TPC, como ocurrió cuando la popular revista Time, en 1999, con las TPC como portada, advirtió de que éstas podían suponer una sobrecarga para los alumnos y sus familias (Corno, 1996), parece que ha terminado por imponerse la opinión favorable a ellas, la cual han defendido numerosos autores y en la que se reconocen estas tareas como un indicador de escuelas y alumnos exitosos (Epstein & Van Voorhis, 2001). En concreto, se entiende que la realización de TPC mejora las habilidades de estudio de los alumnos, sus actitudes hacia el trabajo y les enseña que el aprendizaje no sólo se produce dentro de las paredes del colegio (Trautwein, Lüdtke, Schnyder, & Niggli, 2006).Palabras clave: tareas para casa, rendimiento académico, implicación de los padres, implicación de los profesores.
MOTIVACIÓN E IMPLICACIÓN EN LOS DEBERES ESCOLARES: DIFERENCIAS EN FUNCIÓN DEL RENDIMIENTO ACADÉMICO Y DEL CURSO
Authors: Regueiro Bibiana , Pan Irene , Valle Antonio , Núñez José C. , Suárez Natalia , Rosário Pedro 
Published: January 2017

Abstract.HOMEWORK MOTIVATION AND INVOLVEMENT THROUGHOUT ELEMENTARY SCHOOLThe current work aims to study and find out any possible variations concerning homework motivation and involvement among students with different achievement levels. The sample consists of 535 students attending the three last year levels of Elementary School. Findings suggest that as achievement grows higher the better the intrinsic homework motivation, the more the perceived homework instrumentality, the bigger the amount of homework completed and the better the homework time management are. However, homework interest, attitude towards homework and time spent on homework show no significant statistic variation relating to the different levels of achievement. On the other hand, as students progress along the elementary school year levels their intrinsic homework motivation, their homework interest and their attitude towards homework deteriorate. Although students spend longer time completing homework, their homework time management becomes worse. No statistic differences have been found among the several school year levels studied relating to the amount of homework completed.Keywords: Homework motivation, homework involvement, school achievement, Elementary SchoolResumen.El presente trabajo tiene como objetivo comprobar si hay diferencias en la motivación e implicación en los deberes escolares en función del curso y del nivel de rendimiento académico de los estudiantes. La muestra está integrada por 535 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que el rendimiento académico es más alto, también aumenta progresivamente la motivación intrínseca hacia los deberes, la percepción de utilidad de esos deberes, la cantidad de deberes realizados y el aprovechamiento del tiempo dedicado a los deberes. Sin embargo, tanto el interés, como la actitud y el tiempo dedicado a los deberes no varían significativamente en función de los distintos niveles de rendimiento académico. Por otro lado, según van avanzando los estudiantes de curso, disminuye progresivamente su motivación intrínseca, su interés y su actitud hacia los deberes, así como la percepción de utilidad de estos deberes. Aunque se incrementa el tiempo que dedican a los deberes, el aprovechamiento de ese tiempo disminuye. En cambio, no hay diferencias significativas en función del curso en la cantidad de deberes realizados.Palabras clave: motivación hacia los deberes escolares, implicación en los deberes escolares, rendimiento académico, Educación Primaria.