bluuebunny/crossref_metadata_2025_split huggingface dataset:
Changes in renal hemodynamics of undernourished fetuses appear earlier than IUGR evidences
Authors: Barbero A. , Porcu C. , Spezzigu A. , Succu S. , Dattena M. , Gallus M. , Molle G. , Naitana S. , Gonzalez-Bulnes A. , Berlinguer F. 
Published: January 2018

AbstractThe present study used a sheep model of intrauterine growth restriction, combining maternal undernutrition and twinning, to determine possible markers of early damage to the fetal kidney. The occurrence of early deviations in fetal hemodynamics which may be indicative of changes in blood perfusion was assessed by Doppler ultrasonography. A total of 24 sheep divided in two groups were fed with the same standard grain-based diet but fulfilling either their daily maintenance requirements for pregnancy (control group; n=12, six singleton and six twin pregnancies) or only the 50% of such quantity (food-restricted group; n=12; four singleton and eight twin pregnancies). All the fetuses were assessed by both B-mode and Doppler ultrasonography at Day 115 of pregnancy. Fetal blood supply was affected by maternal undernutrition, although there were still no evidences of brain-sparing excepting in fetuses at greatest challenge (twins in underfed pregnancies). However, there were early changes in the blood supply to the kidneys of underfed fetuses and underfed twins evidenced decreases in kidney size.
Gravity drives the evolution of infrared dark hubs: JVLA observations of SDC13
Authors: Williams G. M. , Peretto N. , Avison A. , Duarte-Cabral A. , Fuller G. A. 
Published: January 2018

Context. Converging networks of interstellar filaments, that is hubs, have been recently linked to the formation of stellar clusters and massive stars. Understanding the relationship between the evolution of these systems and the formation of cores and stars inside them is at the heart of current star formation research.
Aims. The goal is to study the kinematic and density structure of the SDC13 prototypical hub at high angular resolution to determine what drives its evolution and fragmentation.
Methods. We have mapped SDC13, a ~1000 M⊙ infrared dark hub, in NH3(1,1) and NH3(2,2) emission lines, with both the Jansky Very Large Array and Green Bank Telescope. The high angular resolution achieved in the combined dataset allowed us to probe scales down to 0.07 pc. After fitting the ammonia lines, we computed the integrated intensities, centroid velocities and line widths, along with gas temperatures and H2 column densities.
Results. The mass-per-unit-lengths of all four hub filaments are thermally super-critical, consistent with the presence of tens of gravitationally bound cores identified along them. These cores exhibit a regular separation of ~0.37 ± 0.16 pc suggesting gravitational instabilities running along these super-critical filaments are responsible for their fragmentation. The observed local increase of the dense gas velocity dispersion towards starless cores is believed to be a consequence of such fragmentation process. Using energy conservation arguments, we estimate that the gravitational to kinetic energy conversion efficiency in the SDC13 cores is ~35%. We see velocity gradient peaks towards ~63% of cores as expected during the early stages of filament fragmentation. Another clear observational signature is the presence of the most massive cores at the filaments’ junction, where the velocity dispersion is largest. We interpret this as the result of the hub morphology generating the largest acceleration gradients near the hub centre.
Conclusions. We propose a scenario for the evolution of the SDC13 hub in which filaments first form as post-shock structures in a supersonic turbulent flow. As a result of the turbulent energy dissipation in the shock, the dense gas within the filaments is initially mostly sub-sonic. Then gravity takes over and starts shaping the evolution of the hub, both fragmenting filaments and pulling the gas towards the centre of the gravitational well. By doing so, gravitational energy is converted into kinetic energy in both local (cores) and global (hub centre) potential well minima. Furthermore, the generation of larger gravitational acceleration gradients at the filament junctions promotes the formation of more massive cores.
The near-infrared outflow and cavity of the proto-brown dwarf candidate ISO-Oph 200
Authors: Whelan E. T. , Riaz B. , Rouzé B. 
Published: January 2018

In this Letter a near-infrared integral field study of a proto-brown dwarf candidate is presented. A ~0.′′5 blue-shifted outflow is detected in both H2 and [Fe II] lines at Vsys = (–35 ± 2) km s−1 and Vsys = (–51 ± 5) km s−1 respectively. In addition, slower (~±10 km s−1) H2 emission is detected out to <5.′′4, in the direction of both the blue and red-shifted outflow lobes but along a different position angle to the more compact faster emission. It is argued that the more compact emission is a jet and the extended H2 emission is tracing a cavity. The source extinction is estimated at Av = 18 ± 1 mag and the outflow extinction at Av = 9 ± 0.4 mag. The H2 outflow temperature is calculated to be 1422 ± 255 K and the electron density of the [Fe II] outflow is measured at ~10 000 cm−3. Furthermore, the mass outflow rate is estimated at Ṁout [H2] = 3.8 × 10−10 M⊙ yr−1 and Ṁout[Fe II] = 1 × 10−8 M⊙ yr−1. Ṁout[Fe II] takes a Fe depletion of ~88% into account. The depletion is investigated using the ratio of the [Fe II] 1.257 μm and [P II] 1.188 μm lines. Using the Paβ and Brγ lines and a range in stellar mass and radius Ṁacc is calculated to be (3–10) × 10−8 M⊙ yr−1. Comparing these rates puts the jet efficiency in line with predictions of magneto-centrifugal models of jet launching in low mass protostars. This is a further case of a brown dwarf outflow exhibiting analogous properties to protostellar jets.
Genetics of Refractory Rickets: Identification of Novel PHEX Mutations in Indian Patients and a Literature Update
Authors: Marik Binata , Bagga Arvind , Sinha Aditi , Hari Pankaj , Sharma Arundhati 
Published: January 2018

AbstractRefractory rickets is a genetic disorder that cannot be treated by vitamin D supplementation and adequate dietary calcium and phosphorus. Hereditary hypophosphatemic rickets is one of the major forms of refractory rickets in Indian children and caused due to mutations in the PHEX, FGF23, DMP1, ENPP1, and SLC34A3 genes. This is the first study in India on a large number of patients reporting on mutational screening of the PHEX gene. Direct sequencing in 37 patients with refractory rickets revealed eight mutations in 13 patients of which 1 was nonsense, 2 were deletions, 1 was a deletion–insertion, and 4 were missense mutations. Of these mutations, four (c.566_567 delAG, c.651_654delACAT, c.1337delinsAATAA, and c.2048T > A) were novel mutations. This article discusses the mutations in Indian patients, collates information on the genetic causes of refractory rickets, and emphasizes the significance of genetic testing for precise diagnosis, timely treatment, and management of the condition, especially in developing countries.
Usage-inspired L2 instruction
Authors: Tyler Andrea E. , Ortega Lourdes 
Published: January 2018

Abstract
A new ethos for second language (L2) instruction is offered in this volume, one that gathers key instructed second language acquisition (SLA) scholars around usage-based perspectives grounded in over twenty years of exciting discoveries in psychology, psycholinguistics, cognitive science, linguistic theory, and other related fields. All authors contribute theoretical and empirical answers to two general questions: What might a usage-inspired language pedagogy look like? And does it work? In this chapter, we first outline five tenets of usage-based approaches that we consider foundational for the design of usage-inspired L2 instruction. We then present the chapters in the volume, highlighting their respective contributions.
L2 developmental education and systemic theoretical instruction
Authors: Lantolf James P. , Tsai Mei-Hsing 
Published: January 2018

Abstract
One of the difficult problems for language learners to master in English is verb+noun collocations, particularly with regard to verbs such as make and do. Using the educational framework informed by sociocultural psychology referred to as systemic theoretical instruction (STI), this chapter describes one aspect of a larger classroom study carried out in a Taiwanese college which addressed particularly problematic verb+noun collocations. This chapter deals with two of the five verbs addressed in the study: make and do. Instruction consisted of two major components: one focused on the meanings of the relevant collocations as derived from cognitive linguistic research; the other, involved students verbally and visually explaining their understandings of the meanings of the verb+noun collocations as a way of internalizing the appropriate meanings, as called for in STI. Student development is traced through their verbalizations and schematic drawings of the meanings of the verb+noun collocations.
Foreign language instruction from a dynamic usage-based (DUB) perspective
Authors: Rousse-Malpat Audrey , Verspoor Marjolijn H. 
Published: January 2018

Abstract
In this chapter we combine ideas of usage based linguistics and dynamic systems theory to argue that language is a dynamic usage based system and L2 learning is a dynamic process. Two teaching approaches based on Dynamic Usage-based (DUB) principles with mainly implicit attention to form – a movie approach and the Accelerative Integrated Method – were compared with two more traditional teaching approaches. The results show that if effectiveness is operationalized as gain in general proficiency, both in spoken and written production, and if the intervention is at least one semester long, the DUB approaches are more effective than their traditional semi-communicative counterparts. We also argue that effects of such methods should not be measured in one-off interventions because implicit learning may take longer than explicit learning.
On the relationship between interaction and language learning
Authors: Davies Catherine Evans 
Published: January 2018

Abstract
Interactional Sociolinguistics (IS) offers a multifaceted perspective on how language is contextually interpreted, as well as a rich methodology for discovering the speaker’s choices when creating situated discourse. For those concerned with second language learning and the current usage-based turn, IS can provide important insights into language use and learning. This chapter gives a brief overview of the fundamentals of IS, followed by a set of examples concerning how an IS orientation has been implemented in practice, starting with classroom-based learning and moving into increasingly authentic contexts while at the same time increasing the agentivity of the learner. The key idea is that an approach rooted in interactional sociolinguistics highlights the development of skills in the learner to become an active agent and even an ethnographer of his/her/their own communication.
Student perception and different performance in a combined usage-based and sociocultural theory approach to learning Japanese polysemous particles
Authors: Masuda Kyoko , Labarca Angela 
Published: January 2018

Abstract
Recent second language studies have explored the implementation of a usage-based approach in the classroom (Csábi, 2004; Lam, 2009; Masuda, 2013; Tyler, Mueller, & Ho, 2010; Tyler, 2012; White, 2012). Adding to this research, Masuda and Labarca (2015, 2018) have investigated the effects of usage-based instruction supported by schematic aids and conceptual explanations of usages when teaching Japanese polysemous particles to English-speaking college students (N = 28). Following sociocultural theory (SCT) tenets, it is equally necessary to explore the interaction between peers, given the role that working together plays in concept development (Lantolf, 2010). In this chapter, we examine student perception of such innovative teaching and pair-work from a SCT perspective along with student different performance by comparing usage-based instruction to traditional instruction. When perceptions were collected through a questionnaire, one-to-one interviews, and recorded pair exchanges or languaging, evidence was found for the value of visualization of the concept driven by schematic diagrams and guided conceptual tasks that had differential effects on student progress and longer retention.
The impact of prior knowledge on second language grammar practice
Authors: Alonso-Aparicio Irene 
Published: January 2018

Abstract
Both the skill building paradigm of language learning known as skills acquisition theory (DeKeyser, 2007) and the family of usage-based theories (N. Ellis, 2015; Tyler, 2012) hold that second language (L2) practice, broadly defined as repeated language usage, is pivotal to the learning of constructions. Intuition would thus suggest that L2 grammar pedagogy must rely on practice activities in the classroom. However, the praxis of practice is less clear. One variable that might moderate the effectiveness of practice is prior knowledge (PK), as it is reasonable to expect that the more learners can rely on PK that is relevant to a new target form, the less intensive or prolonged practice might need to be (Llopis-García, 2010). This chapter investigated the impact of prior knowledge (PK) of a given construction on practice of a new, related construction. It did so by comparing a group of students who, prior to the experiment, could already conjugate the present subjunctive and were familiar with the mood selection in some limited constructional contexts to another group of students who did not have any previous knowledge related to the mood selection in Spanish, and both to a control group. The goal was to ascertain whether PK modulates the benefits that can be obtained from activities that supported extensive practice of Spanish L2 mood selection over 6 weeks totaling 9 hours. Following a pretest/posttest design, results showed that, contrary to expectations, the group with no PK outperformed the group with PK. Results are discussed within the dynamic systems theory paradigm (Verspoor, de Bot, & Lowie, 2011). It is argued that mastery of Spanish L2 mood selection may be subject to processes of cognitive restructuring leading to a variable pathway as evidenced by a U-shaped learning curve.
The role of ‘roles’ in task-design
Authors: Kraut Joshua 
Published: January 2018

Abstract
An important strand of research in the field of Task-Based Language Teaching (TBLT) has aimed to better understand the variables of task-design which render different tasks more or less effective in facilitating L2 acquisition (e.g., Pica, Kanagy, & Falodun, 1993). The current study aimed to investigate an as-yet little-studied dimension of tasks, the phenomenon of framing. Framing derives from Goffman’s (1974) notion of activity frames, the idea that any stretch of human activity is organized by certain rules and principles to which people “fit their actions” including, crucially, their language. Framing thus represents a basic element of what speakers perceive as the context of a given interaction (Gumperz & Cook-Gumperz, 2012). Framing therefore varies as the social purpose of interaction varies, which in turn should have an impact on the quality of interactions a given task yields. The study reveals that, while the particular manipulation in framing of learner’s talk featured had little effect on negotiation for meaning as traditionally measured (cf. Long, 1980), it had a marked impact on (1) the amount and quality of assistance learners provided each other in conversation, measured in co-constructions, other-corrections and continuers (Foster & Ohta, 2005), and (2) the type of questions produced, with one of the two experimental groups asking substantially more content questions, maintaining a highly argumentative dialogue. The construct of framing is thus seen as a potentially exploitable feature of task design, and one that is promising in moving TBLT closer to usage-inspired thinking about L2 instruction.
Compounds and productivity in advanced L2 German writing
Authors: Zeldes Amir 
Published: January 2018

Abstract
The frequent formation of complex, hierarchically structured compounds is a striking property of German grammar to non-natives, to the point that German has been referred to as ‘compounding happy’ (Schlücker, 2012). This chapter asks how compounding works in second language (L2) German grammar, by exploring data from the error-annotated Falko corpus of native and advanced non-native German writing. Beyond differences in overall frequency and productivity of L2 compounding, I use a constructional approach based on compound paraphrases and partially filled prototypes to analyze differences between first language (L1) and L2 usage, as well as to identify frequent error types. Although errors are overall not very frequent (about 11% in total), the data show significant differences in compounding frequency based on learner native language, and some possible phonetic explanations are offered for morphological errors at the boundary between compound heads and modifiers. The results also reveal that productivity as evidenced by rare items in L2 output is a key factor in the native-like acquisition of compounding, and that proficiency as assessed by a C-Test correlates better with more complex productivity measures than with raw vocabulary size. Semantic errors are overall very rare but in many cases attributable to transfer effects, even from constructions that are not compounds in the underlying L1, or indeed from languages low in compounds. This suggests that both abstract and partially lexicalized compounding constructions are learned, and errors can affect either of these at the lexical level.
Examining multifaceted sources of input
Authors: Gurzynski-Weiss Laura , Geeslin Kimberly L. , Daidone Danielle , Linford Bret , Long Avizia Y. , Michalski Ian , Solon Megan 
Published: January 2018

Abstract
Input is a central, driving component in nearly all theories of second language acquisition, but little is known about the relationship between the instructor-provided input to which classroom second language learners are exposed and attested patterns of acquisition. Our study investigates this relationship through an examination of instructors’ Spanish subject expression in oral and written classroom input, as well as their subject expression during three sociolinguistic tasks. Our analysis of five native-speaking instructors’ subject expression, a variable structure, revealed several common patterns across input modes, such as the distribution of the three most common subject forms, as well as subtle differences in the factors constraining use across input modes and tasks. Findings are discussed in relationship to what is known about the acquisition of Spanish subject forms by second language learners, and implications and areas for future research are outlined.
Usage-inspired L2 instruction
Authors: Tyler Andrea E. , Ortega Lourdes 
Published: January 2018

Abstract
The work gathered in this collection suggests that usage-inspired second language (L2) instruction is beginning to take hold in instructed second language acquisition (SLA) and has a bright future as a researched pedagogy in support of adult L2 learning and multilingualism. In this closing chapter, we offer our personal reflections on the study of usage-inspired L2 instruction as a new research domain within instructed SLA. We also propose four broad criteria by which one might be able to judge the degree to which a particular instructional proposal is usage-inspired, related to meaningfulness, contextualization, prior knowledge, and learning goals and mechanisms.
Validating the Revised Scale for Caregiving Self-Efficacy: A Cross-National Review
Authors: Steffen Ann M , Gallagher-Thompson Dolores , Arenella Katherine M , Au Alma , Cheng Sheung-Tak , Crespo María , Cristancho-Lacroix Victoria , López Javier , Losada-Baltar Andrés , Márquez-González María , Nogales-González Celia , Romero-Moreno Rosa 
Published: January 2018

AbstractBackground and ObjectivesThis article reviews an instrument used in cross-national research with dementia family caregivers—the Revised Scale for Caregiving Self-Efficacy (RSCSE). Although the RSCSE has been translated into multiple languages, few studies have examined scale performance across samples. We examine congruence of psychometric, reliability, and validity data to inform research and practice.MethodsWe conducted citation searches using Scopus, Google Scholar, Web of Science, and PsycINFO. Identified dementia caregiving studies cited the original RSCSE article and described results of English and/or non-English translations of the scale.ResultsPeer-reviewed published studies (N = 58) of dementia family caregivers included data for Arabic, Chinese, English, French, Italian, and Spanish translations of the RSCSE; the majority (72%) reported use of non-English translations. Studies utilizing confirmatory factor analytic approaches reported findings consistent with the original development study. Internal consistency, convergent/discriminant validity, and criterion validity indices were congruent across diverse cross-national caregiving samples assessed with different translations. Data supported the RSCSE’s sensitivity to change following specific psychosocial caregiving interventions.DiscussionThe reliability and validity of different translations of the RSCSE support continued use with cross-national samples of dementia family caregivers. Limitations of the scale point to the need for further self-efficacy measurement development within caregiving domains. Consistent with Bandura’s discussion of social cognitive theory in cultural contexts, personal agency for caregiving challenges remains generalizable to cross-national populations. This review discusses the implications for cross-cultural research and practice.
Social movement involvement and healthy diet and activity behaviors among US adults
Authors: Emley Elizabeth A , Musher-Eizenman Dara R 
Published: January 2018

Summary
Unhealthy lifestyle behaviors, namely poor diet and inadequate physical activity, significantly contribute to poor health and obesity risk, which in turn impact chronic illness outcomes. A possible approach to improving these health behaviors and subsequent outcomes is to capitalize on the theorized link between social movement involvement and overlapping health behaviors. Social movement involvement may be a viable stealth intervention for health, utilizing intrinsic motivators to improve health without an explicit focus on changing health behavior. Thus, the current study explored the links between social movement involvement and diet and physical activity. Two samples from a college population (N = 196) and the general population (N = 195) participated in an online survey, which included measures of social movement involvement, social movement-related health behaviors and dietary intake and physical activity. After controlling for known covariates, social movement-related health behaviors mediated the relationship between level of social movement involvement and fruit and vegetable consumption, whole grain intake and average daily physical activity in both samples. These findings suggest that health behaviors associated with social movement involvement may be an important mechanism in promoting health among social movement members and that the model holds across adult populations. This research adds to existing literature on stealth interventions as a viable means of improving important behavioral health components linked with obesity and chronic disease and supports social movement involvement as a potential form of stealth intervention.