bluuebunny/crossref_metadata_2025_split huggingface dataset:
The effects of individual pelvic floor muscle training versus individual treatment with progression to group versus group training for women with stress urinary incontinence: protocol for a randomized controlled trial
Authors: Figueiredo Vilena Barros de , Ferreira Cristine Homsi Jorge , Driusso Patrícia 
Published: October 2016

<p class="abstract"><strong>Background:</strong> <span>Pelvic floor muscle training can be practiced in an individual format or in a group. The research question for this randomised, controlled trial will be: pelvic floor muscle training format including individualized and group training, would be more effective than an individualized training only or groups only? Additionally, it will be evaluated the adherence and follow up (results after 3 and 6 months of the end of training)</span><span lang="EN-IN">. </span></p><p class="abstract"><strong>Methods:</strong> This is a randomized clinical trial. Data collection will be performed at the Women's Health Research Laboratory, allocated in the Department of Physical Therapy of Federal University of São Carlos, from January 2016 to December 2016. It will be included, women with stress urinary incontinence, older than 18 years old. The participants will be will be allocated into three groups. In Group 1 sessions will be only individualized and Group 2 will perform individualized treatment and then the volunteer will be referred to join the group training sessions. Group 3 only group treatment. Later, all volunteers will be reassessed after 12 sessions, three months and six months from the discharge date. The primary outcome is the severity measures of the King's Health Questionnaire. The secondary outcomes are miccional diary, PERFECT scheme, perineometry, self-efficacy scale for pelvic floor exercises practice, exercise diary and presence of the participants in the surpevisioned sessions. Data normality will be tested by the Shapiro-Wilk test. The comparison between the evaluations will be performed by ANOVA, and the comparison between groups will be performed by Student t-test (independent Measures). In order to measure the practical significance of the date, the size effect and the confidence interval will be calculated. A 5% significance level will be assumed. The data are presented as mean ± standard deviation.</p><p class="abstract"><strong>Conclusions:</strong> A combined treatment format including individualized and group training, would be more effective than an individualized training only or groups only.</p><p class="abstract"><strong>Trial registration:</strong> The study was approved by the Research Ethics Committee of Federal University of São Carlos (UFSCar) (Number 1207393) and Clinical Trials (NCT02664714).</p>
Common causes of vertigo and dizziness in Gujarat
Authors: Bansal Mohan 
Published: October 2016

<p class="abstract"><strong>Background:</strong> Dizziness is one of the most common complaints in medicine just second to headache. It frightens not only the patient but also frustrates the physicians. There is a long list of causes of dizziness but the common causes vary from place to place. The aim of this study was to know the common causes of dizziness and vertigo in Gujarat to generate the awareness among the doctors who get the patients with this common ailment so that they can better manage dizzy patients.</p><p class="abstract"><strong>Methods:</strong> This prospective study included thirty-five patients with dizziness and vertigo that came to the Department of ENT for their management.</p><p class="abstract"><strong>Results:</strong> Patients were divided into three categories. The first group of patients was having associated cochlear symptoms. Second group patients had isolated vertigo. Third group patients had associated CNS or medical conditions. The largest was the second group (37.5%) of isolated vertigo patients. The commonest diagnosis (18.75%) in this group was benign paroxysmal positional vertigo, followed by acute vestibular neuritis. Meniere’s disease and migraine and its variant were the most common causes in first and third group respectively. </p><strong>Conclusions:</strong>The overall scenario of causes of dizziness and vertigo in our study follow the international trend. Benign paroxysmal positional vertigo, acute vestibular neuronitis, Menieres disease and migraine were found the most common causes of vertigo.<div> </div>
RADHIKa: Ratio-based analysis deriving basis for comparison of historical, parallel or interdependent reported ken of studies - a novel method for comparing interconnected and disconnected data sets
Authors: Indani Ashish , Boreddy Srinivas Reddy , Deshpande Tushar 
Published: October 2016

<p class="abstract"><strong>Background:</strong> Control arm selection is difficult for devices clinical trial due to the complexity and uniqueness of every device. Therefore, we propose RADHIKa - ratio-based analysis deriving basis for comparison of historical or parallel interdependent reported ken of studies that can be used to compare the relative performance or safety of independent studies.</p><p class="abstract"><strong>Methods:</strong> A ken (set of studies) has four basic prerequisites to qualify for RADHIKa. Comparison and calculations are based upon assessment of two major factors, effect and influence. RADHIKa is a three step methodology that includes construction of ken, ratio calculations, and plotting box plots.</p><p class="abstract"><strong>Results:</strong> Inferences of RADHIKa has ratio and box plot interpretation. When the RADHIKa ratio is 1 or close to 1, both the control arm and the evaluation arm are equal. The box plot indicates the tendency of the parameter along with the difference in two arms. When the dark box is above line of unity, it indicates that the evaluation arm has performed better or if it’s vice versa the predicate has performed better. The tails of the box indicate significance of the outcome in each direction.</p><p class="abstract"><strong>Conclusions: </strong>RADHIKa method is a useful tool to compare the relative performance or safety of independent studies, especially single arm device studies.</p>
Clinical evaluation of the Dr. Brain syrup in the treatment of anxiety, depression, and dementia: randomized, placebo controlled, single blinded clinical study
Authors: Patel Hardik R. , Patel Kalapi , Patel Mansi , Gupta S. N. , Patel Janmejay , Patel Payal , Patel Apurva 
Published: October 2016

<p class="abstract"><strong>Background:</strong> Epidemiological studies of Indian population show that dementia, anxiety, and depression are largely a major hidden problem in India. Ayurveda claims several plants are beneficial in cognitive disorders<span lang="EN-IN">. </span>The prime objective of study was to clinically evaluate polyherbal formulation (Dr. Brain syrup) and compare it with the Placebo. It was randomized, placebo controlled, single blinded clinical study, approved by Institutional Human Ethics Committee.</p><p class="abstract"><strong>Methods:</strong> 60 outpatients from P. D. Patel Ayurveda Hospital (8-70 years) ready to sign Informed consent form were included in study. All these patients were given either Placebo syrup or Dr. Brain syrup at similar dose of 10 ml twice a day for 6 weeks. They were evaluated based on the HADS (hospital anxiety depression scale), EDQ (early dementia questionnaire) and symptoms assessment parameters on weekly basis<span lang="EN-IN">.</span></p><p class="abstract"><strong>Results:</strong> Result showed that there was significant reduction in HADS score at the end of the study. Moreover, the sensitivity and specificity of the HADS was observed highly relevant to detect the level of anxiety and depression by obtaining ROC curve. Numerical analysis of the EDQ was also shown eye-catching differences in patient receiving Dr. Brain syrup improved their memory at the end of the study compared to placebo group. </p><p class="abstract"><strong>Conclusions:</strong> This study prooves the efficacy and safety of the Dr. Brain syrup in improving the memory and reducing the level of anxiety and depression in particular diseased patients without any side effects.</p><p> </p>
Deducing the proton energy configuration
Authors: Oakley William S. 
Published: October 2016

<p class="abstract">Articles published prior to 1994 by various authors indicate a mass energy sequence for the pion, muon, and electron in the ratios 4: 3: 2 respectively with increments of about 35.3 MeV, with the electron “rest mass” energy rotationally relativistic at α<sup>-1</sup>m<sub>e</sub>c<sup>2</sup>, ~ 70 MeV. Considering 35.3 MeV rotationally relativistic by α<sup>-2/3</sup> (≈ 26.58) extends the sequence to include the proton mass energy at 938 MeV, i.e. 26.58 <em>x</em> 35.3 MeV = 938.274 MeV. This observation leads to describing the proton as a single EM wave propagating in a toroidal path with volume contracted by α and thereby exhibiting unit charge in the far field, and evidencing partial charges in the near field consistent with the UUD quarks of the Standard Model. As with quantum chromodynamics (QCD), over 99% of the proton rest mass is relativistic in nature. A value for the proton radius is obtained within the empirical uncertainty<span lang="EN-IN">s. </span></p>
Microbial study of pre and postoperative mastoid cavities: a comparative study
Authors: Kishore Hari Krishna , Reddy C. Mallikarjuna 
Published: October 2016

<p class="abstract"><strong>Background:</strong> This was a comparative microbial study of pre and postoperative mastoidectomy. The aim of the present study was to evaluate various causes responsible for discharging mastoid cavity.</p><p class="abstract"><strong>Methods:</strong> Total of 160 patients of which 100 cases were of preoperative group and 60 cases were postoperative group included in the study. </p><p class="abstract"><strong>Results:</strong> Mono infection was seen in 95% and 86.7% in pre and postoperative cases respectively; where as 5% of preoperative and 13.3% of postoperative cases were diinfections. <em>Pseudomonas</em> (32%) was found in highest number followed by <em>Staphylococcus aureus</em> (16%), <em>Klebsiella spp</em>. (16%), <em>Escherichia coli</em> (15%), <em>Proteus mirabilis</em> (14%), <em>Aspergillus fumigatus</em> (2%), <em>Candida</em> (1%), and <em>Cladosporium</em> (1%) in preoperative cases. In postoperative cases, 46.7% of <em>Pseudomonas spp</em>, followed by 16.5% <em>Staphylococcus</em>, 16.7% <em>Klebsiella spp</em>, 11.7% <em>Proteus mirabilis</em>, 10% <em>Escherichia coli</em>, 8.3% <em>Aspergillus fumigatus</em> and 5% <em>Candida</em> were isolated.</p><p><strong>Conclusions:</strong> Multiple factors were responsible for otorhhoea with significant contribution from the microbes.</p>
Minority Language Policy and Practice in China: The Need for Multicultural Education
Authors: Wang Yuxiang , Phillion JoAnn 
Published: October 2016

In this article, we examine minority language policy and practice in China and discuss the large gaps between what is stipulated by law and what occurs in practice. Based on a literature review and findings from our study, we contend
that adopting multicultural education in China would help law makers and local officials value and respect minority languages and culture and help teachers design culturally relevant curricula. The overall purpose for multicultural
education in China would be to create a culture and language environment for minority students to improve academic achievement and to address social injustice.
Toward Common Ground: The Uses of Educational Anthropology in Multicultural Education
Authors: Demerath Peter , Mattheis Allison 
Published: October 2016

&lt;!-- /* Font Definitions */ @font-face	{font-family:Arial;	panose-1:2 11 6 4 2 2 2 2 2 4;	mso-font-charset:0;	mso-generic-font-family:auto;	mso-font-pitch:variable;	mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal	{mso-style-parent:"";	margin:0in;	margin-bottom:.0001pt;	mso-pagination:widow-orphan;	font-size:12.0pt;	font-family:"Times New Roman";	mso-fareast-font-family:"Times New Roman";	mso-bidi-font-family:"Times New Roman";} @page Section1	{size:8.5in 11.0in;	margin:1.0in 1.25in 1.0in 1.25in;	mso-header-margin:.5in;	mso-footer-margin:.5in;	mso-paper-source:0;} div.Section1	{page:Section1;} --&gt; <p class="MsoNormal" style="text-indent: 0.5in;">&lt;!-- /* Font Definitions */ @font-face	{font-family:Arial;	panose-1:2 11 6 4 2 2 2 2 2 4;	mso-font-charset:0;	mso-generic-font-family:auto;	mso-font-pitch:variable;	mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal	{mso-style-parent:"";	margin:0in;	margin-bottom:.0001pt;	line-height:115%;	mso-pagination:widow-orphan;	font-size:11.0pt;	font-family:Arial;	mso-fareast-font-family:Arial;	mso-bidi-font-family:Arial;	color:black;} @page Section1	{size:8.5in 11.0in;	margin:1.0in 1.25in 1.0in 1.25in;	mso-header-margin:.5in;	mso-footer-margin:.5in;	mso-paper-source:0;} div.Section1	{page:Section1;} --&gt;</p><p class="MsoNormal" style="text-indent: 0.5in; line-height: normal;"><strong><span style="font-size: 10pt;">This article reviews advances of interest to multicultural educators and researchers in the complementary disciplines of multicultural education and educational anthropology including: </span></strong><strong><span style="font-size: 10pt;">the culture concept; biological and sociological conceptions of &ldquo;race;&rdquo; postmodern understandings of identity and subjectivity; and ethnographic accounts of how students&rsquo; school experiences are shaped by globalization, immigration, class culture, neoliberalism, and popular culture. We further consider ways that teachers can support students from diverse backgrounds, and sociocultural approaches to understanding educational policy impacts and appropriation. Our hope is to narrow the distance between these two fields so that common aims can be even more effectively realized.</span></strong></p>
The Voces Project: Investigating How Latino/a Immigrant Children Make Sense of Engaging in School and School Mathematics
Authors: Knudson-Martin John C. 
Published: October 2016

This study investigates how a group of Mexican immigrant children in the United States made sense of engaging in school and school mathematics. The research focused on a population of Latino/a middle school students who were a distinct minority, building a model that shows how a complex set of cognitive, sociocultural, and institutional factors mediated these students’ engagement and success in school. The results of this research will help educators understand the complex social environment that faces immigrant children and impacts their performance and engagement in school and school mathematics.
Conversations on Indigenous Education, Progress, and Social Justice in Peru (Conversaciones sobre Educación Indígena, Progreso, y Justicia Social en el Perú) (pp. 10-25)
Authors: Sumida Huaman Elizabeth Alva 
Published: October 2016

This article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last, global discourses on meaningful Indigenous participation in educational design are discussed as they illuminate culturally and politically based movements that defy singular narratives of Indigenous peoples and education. (This article is provided in English only.)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Este artículo intenta expandir nuestras definiciones de educación en el contexto de un mundo globalizado. De esta manera, el artículo presenta una crítica a las ideas de progreso que han sido impuestas por estados-naciones que concentran el poder. Se argumenta que esta imposición es el resultado de procesos históricos basados en la marginalización de poblaciones Indígenas con el propósito de enriquecer materialmente a las sociedades occidentales. La discusión finalmente se enfoca en los discursos globales que enfatizan la relevancia de la participación Indígena en el diseño de la educación, y que destacan la contribución de los movimientos políticos y culturales al desafío de los discursos esencializados sobre los pueblos Indígenas y sus relaciones con el desarrollo de educación. (Este artículo se ofrece solamente en inglés.)
Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences (La Preparación Post Global del Maestro) (pp.76-96)
Authors: Rahatzad Jubin , Sasser Hannah L. , Phillion JoAnn , Karimi Nastaran , Deng Yuwen , Akiyama Reiko , Sharma Suniti 
Published: October 2016

Preservice teachers’ international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation is a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. Through international cross-cultural experiences, preservice teachers can recognize the disparate impacts of neoliberal economic globalization on educational and social equity within the metaphorical global South and the global North. We examine the narratives constructed by preservice teachers through the reflection of their international cross-cultural experiences during a Honduras Study Abroad Program. The article also explores the implications of a postglobal preparation for preservice teachers. (This article is provided in English only.)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Las experiencias culturales internacionales de aquellos que se preparan para ser maestros pueden proveer oportunidades para la exploración de fronteras epistémicas. Este artículo sugiere la preparación postglobal como una aproximación crítica y reflexiva que puede comprometer a los que se preparan para ser maestros hacia una forma fronteriza de pensamiento la cual les permite explorar otras formas de conocimiento. A través de esta experiencia los maestros en preparación también pueden tener la oportunidad de reconocer los impactos desiguales de la economía neoliberal y capitalista sobre diversas plataformas educacionales y sociales dentro de lo que metafóricamente se conocen como sur y norte globales. En este artículo se analizan narrativas construidas por los maestros en formación durante un programa de estudios internacionales en Honduras. Se exploran también implicancias para la preparación postglobal en la educación de maestros. (Este artículo se ofrece solamente en inglés.)
Parankuecha, Diálogos y Aprendizajes: Las Fogatas de Cherán como Praxis Educativa Comunitaria (Parankuecha, Dialogues and Learning: The Fireplaces of Cheran as Communitary Educational Praxis) (pp.61-75)
Authors: Morales Velázquez Jurhamuti José , Lepe Lira Luz María 
Published: October 2016

El movimiento social del 15 de abril de 2011 en la comunidad indígena de Cherán, Mich., tuvo dos efectos inminentes: la autodefensa del territorio y el retorno a sistemas de organización tradicionales p’urhépechas. Este artículo muestra el surgimiento de las fogatas como espacio de diálogo y de aprendizajes situados. A través de un taller realizado con los niños de la comunidad, que se analiza como una práctica de educación comunitaria donde el saber se construye en la observación y en la acción, se abordaron las nociones de participación política, pertenencia comunitaria y defensa de la naturaleza. (Este artículo se ofrece solamente en español.)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~The social movement of April 15, 2011 in the indigenous community of Cheran, Michoacan, had two primary effects: the self-defense of the indigenous territory, and the return to traditional p’urhepechas systems of organization. This article describes the emergence of the bonfire as a space for dialogue and situated learning. The article analyzes a workshop for children, as a practice of community education where knowledge is constructed through observation and action, and where notions of political participation, community membership, and protection of natural resources are addressed. (This article is provided in Spanish only.)
Silencing of genes responsible for polyQ diseases using chemically modified single-stranded siRNAs
Authors: Fiszer Agnieszka , Ellison-Klimontowicz Marianna E , Krzyzosiak Wlodzimierz J 
Published: October 2016

Polyglutamine (polyQ) diseases comprise a group of nine genetic disorders that are caused by the expansion of the CAG triplet repeat, which encodes glutamine, in unrelated single genes. The pathogenesis is caused by the disruption of cellular pathways by the expression products of the mutant gene, i.e., proteins containing polyQ tracts and mutant transcripts. In considering oligonucleotide (ON)-based therapeutic approaches for polyQ diseases, the very attractive CAG repeat-targeting strategy offers selective silencing of the mutant allele by directly targeting the mutation site. CAG repeat-targeting miRNA-like siRNAs have been shown to specifically inhibit mutant gene expression, and their characteristic feature is the formation of mismatches in their interactions with the target site. Here, we designed novel single-stranded siRNAs that contain base substitutions and chemical modifications and tested these oligonucleotides in cellular models of Huntington’s disease (HD), spinocerebellar ataxia type 3 (SCA3) and dentatorubral-pallidoluysian atrophy (DRPLA), including HD mouse striatal cells. Selected siRNAs caused the efficient and selective downregulation of the mutant protein levels.