bluuebunny/crossref_metadata_2025_split huggingface dataset:
Clinical risk factors for delayed bleeding after endoscopic submucosal dissection for colorectal tumors in Japanese patients
Authors: Ogasawara Naotaka , Yoshimine Takashi , Noda Hisatsugu , Kondo Yoshihiro , Izawa Shinya , Shinmura Tetsuya , Ebi Masahide , Funaki Yasushi , Sasaki Makoto , Kasugai Kunio 
Published: August 2016

Background
Endoscopic submucosal dissection (ESD) is a curative, standard therapy for colorectal neoplasms. Some studies have investigated the risk factors for perforation during colorectal ESD. However, few studies have assessed the risk factors for delayed bleeding after colorectal ESD. We studied patients undergoing ESD for colorectal epithelial neoplasms to identify the risk factors for post-ESD bleeding.

Patients and methods
We studied 124 consecutive patients undergoing ESD for colorectal epithelial neoplasms. To identify risk factors for delayed bleeding post-ESD, recurrent bleeding post-ESD was compared with patient-related and tumor-related factors.

Results
Delayed bleeding after ESD occurred in 10 (8.1%) lesions of 124 colorectal tumors, and the median time from the end of ESD to the onset of bleeding was 18.5 h. Delayed bleeding was significantly higher in tumors located in rectums than in colons (P=0.021), and the number of occurrences of arterial bleeding during ESD was significantly higher in the delayed bleeding group than in the nondelayed bleeding group (P=0.002). The procedure time was significantly longer in the delayed bleeding group than in the nondelayed bleeding group (P=0.012). On multivariate logistic regression analysis, tumor location (odds ratio, 10.13; 95% confidence interval, 1.18–87.03; P=0.035) and three or more occurrences of arterial bleeding during ESD (odds ratio, 6.86; 95% confidence interval, 1.13–41.5; P=0.036) were significant independent risk factors for delayed bleeding.

Conclusion
The presence of lesions in the rectum and three or more arterial bleeding occurrences during ESD were risk factors for post-ESD bleeding. Patients with these risk factors should be followed up carefully after ESD for colorectal epithelial neoplasms.
Déjà vu? A Comparison of Syphilis Outbreaks in Houston, Texas
Authors: Hallmark Camden J. , Hill Mandy J. , Luswata Charles , Watkins Kellie L. , Thornton Lupita , McNeese Marlene , Ross Michael W. 
Published: August 2016

Background
After reaching an all-time low in 2000, syphilis incidence in the United States has increased as the burden shifted from heterosexuals to men who have sex with men (MSM). Houston, Texas, experienced 2 outbreaks of syphilis during this transformation in trends. Further evaluation is necessary to determine if these outbreaks occurred among the same subpopulations.

Methods
Surveillance data collected on all reported infectious syphilis cases in Houston from 1971 to 2013 were analyzed. Trends in incidence among MSM and human immunodeficiency virus-positive Houston residents were examined. Peak syphilis years subsequent to 1999, years 2007 and 2012, were compared to determine if outbreaks arose in distinctive subpopulations. Categorical variables between these years were compared using chi-square and Fisher's exact tests, whereas further associations between the years were evaluated using multivariable logistic regression.

Results
Incidence among MSM was 20.9 to 32.1 times higher than other men from 2005 to 2013. After adjusting for covariates, cases in 2012 were significantly more likely to be Hispanic (adjusted odds ratio [AOR] = 1.61; 95% confidence interval [95% CI], 1.03–2.53), reported meeting partners via the Internet (AOR, 1.74; 95% CI, 1.18–2.58), and engaged in anonymous sex (AOR, 1.92; 95% CI, 1.40–2.63) in comparison to cases in 2007.

Conclusions
We found marked disparities of syphilis by subpopulation in Houston. Herein, we present evidence that outbreaks have been distinct in a major southern city with a high burden of syphilis.
RNase H enables efficient repair of R-loop induced DNA damage
Authors: Amon Jeremy D. , Koshland Douglas 
Published: August 2016

AbstractR-loops, three-stranded structures that form when transcripts hybridize to chromosomal DNA, are potent agents of genome instability. This instability has been explained by the ability of R-loops to induce DNA damage. Here, we show that persistent R-loops also compromise DNA repair. Depleting endogenous RNase H activity impairs R-loop removal in budding yeast, causing DNA damage that occurs preferentially in the repetitive ribosomal DNA locus (rDNA). We analyzed the repair kinetics of this damage and identified mutants that modulate repair. Our results indicate that persistent R-loops in the rDNA induce damage that is slowly repaired by break-induced replication (BIR). Furthermore, R-loop induced BIR at the rDNA leads to lethal repair intermediates when RNA polymerase I elongation is compromised. We present a model to explain how removal of R-loops by RNase H is critical in ensuring the efficient repair of R-loop induced DNA damage by pathways other than BIR.
Development of a Computer-Aided ODL Course Development Tracking System (CDTS)
Authors: Abeywardena Ishan Sudeera , Chye Ho Sinn 
Published: August 2016

Constant emphasis and close attention paid to Quality Assurance in the production of Open Distance Learning (ODL) course materials at Wawasan Open University (WOU) had necessitated that the whole process of course materials development be clearly defined and tracked systematically. Although a Standard Operating Procedure already exists, yet its implementation by way of manual tracking could not always guarantee that the work delivery timelines are diligently tracked and crucial inputs from all key stakeholders in the course development team are received in a timely manner. There was also a need to ensure that Schools and their academics (course coordinators), the Registry, Educational Technology and Publishing Unit, IT Services and Learning and Library Services could track the developmental stages of any named course at any specific time.
A new software application had been developed in-house at WOU which enables all the key stakeholders to keep track of all stages of the course development chain from start to end. The application, built on the Microsoft .NET framework using a centralized MS SQL Server database, serves as a central repository of all the information relevant to the course development cycle and manages the archiving of all the documents. The application can generate (i) course development status reports for ongoing development, (ii) the complete course development report for the courses which have been completed and (iii) summary reports of the progress of any on-going or completed course development for management purposes by the Deans and Directors of the relevant academic support units.
A pilot study was conducted involving participation of a small group of selected key stakeholders. It provided valuable feedback which had helped the software development team to further fine-tune the application before the system gets deployed in July 2010.
This paper describes the development process and the workings of the Course Development Tracking System (CDTS). It discusses the implications of implementing the system in a real-world environment
Personalised system of instruction: The ODL way
Authors: Arumugam Prakash 
Published: August 2016

All academic institutions subscribe to systems and methods that are deemed appropriate for the delivery of courses or programmes to the general masses. Some emphasise on physical delivery as in conventional institutions. Some employ a blended approach as in distance learning institutions. In modern times, we see conventional institutions making use of a mixture of conventional face-to-face and modern e-learning approaches in delivering programmes.In the 1960s, an experimental method of instruction was introduced by Fred Keller. It was aptly named Keller's Personalised System of Instruction (PSI) and it stayed on the educational radar right through the 70s and 80s. This non-traditional method of instruction, which dominated colleges and universities, was regarded as superior to conventional methods. It was originally used in a conventional education setting or face-to-face teaching environment. Unfortunately, its popularity slowly waned in subsequent decades. The original PSI method contained five defining features and these are applied, inadvertently or otherwise, by distance education institutions in their delivery of courses.The purpose of this study is to examine the exploitation of PSI in the delivery of courses at Wawasan Open University (WOU). To facilitate the investigation, the elementary level Microeconomics course was selected. The study reveals that PSI principles, in general, are applied in WOU with twists that fit into institutional and cultural norms, bearing in mind the attention the university pays to quality.
Development of an assessment tool to measure the prior experiential learning of adult learners: The case of Wawasan Open University
Authors: Kooi Liew Teik , Ping Teoh Ai , Bhandigadi Phalachandra 
Published: August 2016

Recognition of prior experiential learning offers a vital contribution to supporting lifelong learning around the globe. The Malaysian government has placed great emphasis on lifelong learning in developing a knowledge society to achieve its goal of becoming a developed nation by the year 2020. Hence, the efficacy of recognition of prior experiential learning acts as a mechanism to enhance social equity and social inclusion in the Malaysian higher education context. In tandem with this, Wawasan Open University (WOU)'s vision and mission is to enculturise lifelong learning and provide access to adult learners who may have previously missed the opportunity to pursue higher education. Since its inception in 2007, WOU has developed a mechanism to review, recognise and accord validity to all prior experiential learning (PEL) of the learners. WOU's PEL comprises a series of assessment filters in three stages that are systematically utilised to gauge the learner's level of preparedness to embark on their tertiary education. These stages are (i) Certificate Attestation and Work Experience Portfolio, (ii) Diagnostic Test and (iii) a six-month HeadStart programme.
This study investigated the effectiveness of the mechanism and its assessment tools in measuring prior experiential learning of the students. The authors examined the GPA/ CGPA performance of two groups of learners. The first group consisted of those who have passed the diagnostic test and proceeded directly to undertake their degree studies. The second group comprised learners who were unsuccessful in their diagnostic test and had to undertake a six-month HeadStart programme prior to commencing their degree studies. The authors then conducted an analysis on the correlation between the Diagnostic Test results and the GPA/CGPA scores obtained. Similar correlation analysis was also carried out to examine whether learners who had undergone the six-month HeadStart programme performed better in their tertiary studies. Support services offered to these two groups of learners were also identified. The findings from this study also reveal the appropriateness of the various components embedded in the Diagnostic Test as well as the courses offered in the six-month HeadStart programme that aimed to strengthen the learners' knowledge, skills and attitudes prior to pursuing their tertiary studies.
Open Universities that subscribe to the philosophy of broadening access to higher education may explore the possibility of adopting the tested bridging programme developed by WOU for weaker Open Entry students to enhance the success rate of students and reduce attrition rate.
Open learning and Rabindranath Tagore's idea on mass education: A critical study on Lokshikkha Samsad
Authors: Mandal Manan Kumar 
Published: August 2016

The ODL system is holistic as it can incorporate multiple learners from various locations compared to conventional education system. In India, the first Asian Noble laureate poet and humanist Rabindranath had a unique idea of mass education long before the establishment of open institutions around the world. He pointed out two directions of education: education of pleasure and education of need. These complex relations have been immensely propagated through the formation of Visva-Bharati University (1916) and Sriniketan. Rabindranath's ideas of education focused on self-respect and self-reliance or 'Palli-punargathan' (resurrection of villages) as well as social ethics.
He proposed a unique education policy to incorporate aged and female learners of remote villages of Bengal in 1936. This was implemented in Visva-Bharati through the newly formed 'Lokshikkha Samsad' (Mass Education Council, 1937). This idea is similar to the open edu-cation system today. According to an advertisement published in Visva Bharati University Bulletin (August, 1937), there was a plan for an examination system to accredit knowledge of the margin . The concept of study centre, customisation of exam rules for learners, plan for home-assignment, through postage, were also introduced. The centre targeted aged females who faced difficulties obtaining proper education. Records of who have enrolled and passed show us that this attempt had gained popularity initially. Local Bengali language was used as the medium of instruction. Rabindranath believed that the university is not only a centre for knowledge distribution but also a centre of new knowledge generation. "Lokshikkha Granthamala" (Mass Education Publication Series) was another attempt to expand open learning through Open Education Repository. This publication series was content oriented, well-written and low-priced. It also served as an example of open book system as well as re-pository of knowledge for a university that thought of open learning long before the establishment of open universities around the world.
Mobile phone intervention for Sri Lankan mushroom producers
Authors: Wijeratne Mahinda , Silva Nilantha De 
Published: August 2016

It is well-known that traditional methods of technology dissemination are not cost-effective; and that extension agencies are limited very much by personnel resources in approaching the clientele they need to contact. Therefore, at present, many sectors of the world economies are attracted to the use of ICT for technology dissemination. However, such interventions are not common in the agricultural sector, especially in developing countries. Realizing this, the Department of Agricultural Economics and Extension at the University of Ruhuna, Sri Lanka, implemented a programme ‘Lifelong Learning for Farmers’ (L3F), employing ICT as one of its components. For this programme, the University of Ruhuna collaborated with the mobile phone company Mobitel(PLC) Ltd and developed an IVR (interactive voice response) system to approach clients.
Mushroom production is essentially small-scale and remains a cottage industry. In order to raise the living standards, it is necessary to provide scientific information to scattered production units. Such efforts will turn them into commercial producers and provide an opportunity to compete in the local and foreign markets. This investigation focuses on the use ofmobile phones for technology dissemination to small-scale mushroom producers. The IVR system embedded different two-minute messages employing ODL techniques over six months. The entire series of lessons included the establishment of a mushroom shed; the preparation of the growing medium; filling bags and sterilization; inoculation and incubation of mushroom spawns; harvesting; pests and disease control; processing and preservation; seed production; and business planningand financial management. The results showed that 5,583 clients listen to the lessons; and, according to the spatial distribution, the majority of them were from wet zone districts as the climatic conditions are favourable for the enterprise. However, feedback is still limited.
Impedance and resistance of carbon ink during cure
Authors: Samano Anthony , Xu Yanmeng , Harrison David , Hunt Chris , Wickham Martin , Thomas Owen 
Published: August 2016

Purpose
The resistivity of cured conductive ink films are dependent on a wide range of process parameters. An early indication of the resistivity that is likely to result following curing can enable these parameters to be optimised and, therefore, improve product quality. This paper aims to report on the use of alternating current (AC) impedance measurement techniques on curing printed ink films as a means of assessing the resistivity likely to be attained following the curing process.

Design/methodology/approach
Impedance measurements (100 Hz-10 MHz) were performed on curing conductive carbon ink films printed on polyethylene terephthalate substrates during convective heat curing. A jig was designed to incorporate the test structure in an convection oven such that the effect of cure on the structure impedance could be investigated.

Findings
The initial impedance was found to decrease with an increase in the measurement frequency. As the ink films were cured, the impedance magnitude across the 100 Hz-10 MHz range converged with the direct current (DC) resistance value. For a given ink, the ratio of initial AC impedance at 10 MHz to final cured resistance was found to be consistent, thus giving a method where final conductivity can be estimated before cure.

Originality/value
Data from printed ink resistance measurements are required to ensure the optimal conductivity of printed devices. However, after the printed structures are fabricated and cured, it is too late to optimise process parameters, leading to significant wastage. AC impedance measurement can give an indication of the final cured resistivity whilst the structure is freshly printed and still in its curing phase, enabling the printing process parameters to be adjusted to improve the resistivity of subsequently printed devices. Measuring AC impedance of printed ink structures in a production environment can, therefore, improve output.
Implications of a shadowing/mentoring programme for aspiring principals
Authors: Service Brenda , Dalgic Gulay Erin , Thornton Kate 
Published: August 2016

Purpose– The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship.Design/methodology/approach– The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews.Findings– The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development.Research limitations/implications– The study drew on a small sample of 27 students enroled in the programme, 13 of whom were included in the data collection process.Originality/value– This study presents the views of aspiring principals who valued the opportunity to relate theory to practice as part of a post-graduate programme.
Mentoring and induction for new assistant principals: the Kansas Educational Leadership Institute
Authors: Liang Jia , Augustine-Shaw Donna 
Published: August 2016

Purpose
– The purpose of this paper is to present findings from an initial year of mentoring and induction provided to new assistant principals (APs) served by the Kansas Educational Leadership Institute (KELI) and to identify program characteristics that support leadership development for first year APs.

Design/methodology/approach
– The current research utilized surveys and interviews for data collection. The participants included 12 new AP mentees and five mentors currently participating in the KELI program. Two comparable questionnaires are designed to examine perceptions of both groups on the effectiveness of the program in general, mentoring/induction approaches used, and the appropriateness of the intensity of engagement required. The semi-structured interviews provide contextualized understanding of the same aspects examined in the surveys.

Findings
– The findings reveal that mentees found mentoring/induction experiences with KELI highly valuable. The mentor-mentee matching mechanism together with other structured components in the KELI program such as mentor coaching training and multiple professional learning opportunities was instrumental for promoting a trustful relationship, reciprocal learning, and personalized and growth-based assistance that are key to successful mentoring/induction experiences.

Research limitations/implications
– The study findings will inform the research-based requirements in KELI’s model and further define effective components in serving the unique and varied responsibilities inherent in the AP position.

Originality/value
– There is a need to identify elements in effective mentoring and induction support for new APs and to encapsulate best practices to further develop skills and dispositions for this important leadership position.
The substance of entrepreneurship and the entrepreneurship of substances
Authors: March Raymond J. , Martin Adam G. , Redford Audrey 
Published: August 2016

Purpose– The purpose of this paper is to clarify the distinctions and complementary of William Baumol and Israel Kirzner’s classifications of and insights into entrepreneurship, and thus providing a more complete taxonomy of the substance of entrepreneurial activity. This paper also attempts to clarify distinctions between unproductive and destructive entrepreneurship.Design/methodology/approach– This paper illustrates a more complete taxonomy of the substance of entrepreneurial activity by examining entrepreneurial innovation in drug markets both legal and illegal, identifying cases of productive, unproductive, superfluous, erroneous, destructive, and protective entrepreneurship.Findings– This paper finds that the classifications of entrepreneurship (productive, superfluous, unproductive, erroneous, protective and destructive) put forth by Baumol, Kirzner, and the institutional entrepreneurship literature are complementary. While Baumol seeks to explain the disequilibrating tendencies of entrepreneurship, Kirzner seeks to explain the equilibrating tendencies of entrepreneurship within the institutional context.Originality/value– This paper utilizes case studies from legal and illegal drug markets to uniquely and better explain the six cases of entrepreneurship. This paper also contributes to the literature by clearly articulating the complementarity of Baumolian and Kirznerian entrepreneurship.