bluuebunny/crossref_metadata_2025_split huggingface dataset:
Lawsonia intracellularis and Porcine Circovirus type-2 infection in Estonia
Authors: Järveots T. , Saar T. , Põdersoo D. , Rüütel-Boudinot S. , Sütt S. , Tummeleht L. , Suuroja T. , Lindjärv R. 
Published: August 2016

AbstractThe present study describes the reasons of post-weaning distress in Estonian pig herds. Here we examined the natural cases ofLawsonia intracellularisand porcine circovirus 2 (PCV2) infection and co-infections.The presence ofL. intracellularisin swine herds were tested by PCR and by histopathological methods, whereas PCV2 was detected by real-time-PCR and immunohistochemical stainings. Seven of the 11 investigated herds with signs of post-weaning wasting were infected withL. intracellularisand all 11 herds with PCV2.From the analysed samples 22.2% were infected withL. intracellularisand 25% with PCV2. The results of microbiological studies suggested that the piglets suffered from enteritis and pneumonia.Escherichia coliandPasteurella multocidaoften aggravated the process of illness. The frequency ofL. intracellulariswas high in pigs 7-12 weeks old (18.5-42.7%) and PCV2 infection was too high in pigs 7-12 weeks old (24.8-32.7%).E. coliwas often a co-factor withL. intracellularisand PCV2.The primary reasons of post weaning wasting were PCV2 andE. coli,later aggravated byL. intracellularisand other pathogens. Our results indicated that different pathogens have an important role in developing post-weaning wasting.Proliferative intestinal inflammation caused byL. intracellularisis mainly characterised by its localization and morphological findings. The main gross lesions were the enlargement of mesenteric lymph nodes and thickening of the wall of ileum. In post-weaning multi-systemic wasting syndrome there are characteristic histological lesions in lymphoid tissues. They consist of a variable degree of lymphocyte depletion, together with histiocytic and/or multinucleate giant cell infiltration. This basic lymphoid lesions is observable in almost all tissues of a single severely affected animal, including lymph nodes, Peyer’s patches and spleen. Sporadically, multifocal coagulative necrosis may be observed.
Concentration of hepatic vitamins A and E in rats exposed to chlorpyrifos and/or enrofloxacin
Authors: Spodniewska A. , Barski D. 
Published: August 2016

Abstract
The aim of the study was to determine the level of antioxidant vitamins A and E in the liver of rats exposed to chlorpyrifos and/or enrofloxacin. Chlorpyrifos (Group I) was administered at a dose of 0.04 LD50 (6 mg/kg b.w.) for 28 days, and enrofloxacin (Group II) at a dose of 5 mg/kg b.w. for 5 consecutive days. The animals of group III were given both of the mentioned above compounds at the same manner as groups I and II, but enrofloxacin was applied to rats for the last 5 days of chlorpyrifos exposure (i.e. on day 24, 25, 26, 27 and 28). Chlorpyrifos and enrofloxacin were administered to rats intragastrically via a gastric tube. The quantitative determination of vitamins was made by the HPLC method. The results of this study indicated a reduction in the hepatic concentrations of vitamins A and E, compared to the control, which sustained for the entire period of the experiment. The four-week administration of chlorpyrifos to rats resulted in a significant decrease of vitamins in the initial period of the experiment, i.e. up to 24 hours after exposure. For vitamin A the maximum drop was observed after 24 hours (19.24%) and for vitamin E after 6 hours (23.19%). Enrofloxacin caused a slight (3-9%) reduction in the level of the analysed vitamins. In the chlorpyrifos-enrofloxacin co-exposure group reduced vitamins A and E levels were also noted, but changes in this group were less pronounced in comparison to the animals intoxicated with chlorpyrifos only. The decrease in the antioxidant vitamin levels, particularly noticeable in the chlorpyrifos- and the chlorpyrifos combined with enrofloxacin-treated groups, may result not only from the increase in the concentration of free radicals, but also from the intensification of the secondary stages of lipid peroxidation.
MDI-GPU: accelerating integrative modelling for genomic-scale data using GP-GPU computing
Authors: Mason Samuel A. , Sayyid Faiz , Kirk Paul D.W. , Starr Colin , Wild David L. 
Published: August 2016

AbstractThe integration of multi-dimensional datasets remains a key challenge in systems biology and genomic medicine. Modern high-throughput technologies generate a broad array of different data types, providing distinct – but often complementary – information. However, the large amount of data adds burden to any inference task. Flexible Bayesian methods may reduce the necessity for strong modelling assumptions, but can also increase the computational burden. We present an improved implementation of a Bayesian correlated clustering algorithm, that permits integrated clustering to be routinely performed across multiple datasets, each with tens of thousands of items. By exploiting GPU based computation, we are able to improve runtime performance of the algorithm by almost four orders of magnitude. This permits analysis across genomic-scale data sets, greatly expanding the range of applications over those originally possible. MDI is available here:
Hazard of ultraviolet radiation emitted in gas metal arc welding of mild steel
Authors: Nakashima Hitoshi , Utsunomiya Akihiro , Takahashi Jyunya , Fujii Nobuyuki , Okuno Tsutomu 
Published: August 2016

ObjectivesUltraviolet radiation (UVR) emitted during arc welding frequently causes keratoconjunctivitis and erythema in the workplace. The degree of hazard from UVR exposure depends on the welding method and conditions. Therefore, it is important to identify the UVR levels present under various conditions.MethodsWe experimentally evaluated the UVR levels emitted in gas metal arc welding (GMAW) of mild steel. We used both a pulsed welding current and a non‐pulsed welding current. The shielding gases were 80% Ar + 20% CO2 and 100% CO2. The effective irradiance defined in the American Conference of Governmental Industrial Hygienists guidelines was used to quantify the UVR hazard.ResultsThe effective irradiance measured in this study was in the range of 0.51‐12.9 mW/cm2 at a distance of 500 mm from the arc. The maximum allowable exposure times at these levels are only 0.23‐5.9 s/day.ConclusionsThe following conclusions were made regarding the degree of hazard from UVR exposure during the GMAW of mild steel: (1) It is more hazardous at higher welding currents than at lower welding currents. (2) At higher welding currents, it is more hazardous when 80% Ar + 20% CO2 is used as a shielding gas than when 100% CO2 is used. (3) It is more hazardous for pulsed welding currents than for non‐pulsed welding currents. (4) It appears to be very hazardous when metal transfer is the spray type. This study demonstrates that unprotected exposure to UVR emitted by the GMAW of mild steel is quite hazardous.
Dust‐free bleaching powder may not prevent symptoms in hairdressers with bleaching‐associated rhinitis
Authors: Nielsen Jörn , Nilsson Patrik , Dahlman‐Höglund Anna , Diab Kerstin Kronholm , Albin Maria , Kåredal Monica , Jönsson Bo , Wierzbicka Aneta , Gudmundsson Anders 
Published: August 2016

ObjectiveHairdressers have an increased risk for airway symptoms especially when using hair‐bleaching powder containing persulfate. To minimize exposure, dust‐free bleaching powder(DFP) has been made available. We studied the effects of regular powder (RP) or DFP on the airway symptoms of hairdressers with hair‐bleaching associated rhinitis.MethodsTwelve hairdressers each performed three hair‐bleachings on a wig in an exposure chamber. Half of the subjects used RP and half used DFP. Exposure to persulfate and ammonia was measured. Before and after each bleaching, the participants stated their degree of airway symptoms on a visual analogue scale. Nasal lavage and blood were sampled before exposure, after the last bleaching, and in the morning after exposure to measure inflammatory markers.ResultsExposure to persulfate was higher when using RP compared to DFP, 22 (11‐55) vs. 12 (813) μg/m3; median (min‐max). Exposure to ammonia did not differ between the groups. Both groups reported an increase in asthma‐like symptoms and this increase was significant. Neutrophils, lymphocytes, and monocytes increased after exposure in both groups; monocytes decreased the day after. In nasal lavage, IL‐8 was increased the morning after for both types of powder, and the increase was significant in the total group. IL‐6 increased immediately after exposure and the day after only in the group using RP.ConclusionsAlthough DFP powder emits lower levels of persulfate, effects are still elicited in symptomatic hairdressers.
Continuous Suzuki-Miyaura Reactions with Novel Ce-Sn-Pd Oxides and Integrated Crystallization as Continuous Downstream Protocol
Authors: Lichtenegger Georg J. , Maier Manuel , Khinast Johannes G. , Gruber-Wölfler Heidrun 
Published: August 2016

Abstract
An integrated process including continuous-flow syntheses directly coupled to product isolation via continuous crystallization is presented. For the synthesis part, Ce0.495Sn0.495Pd0.01O2-δ was used as heterogeneous catalyst in a custom-made packed-bed reactor (the so-called “Plug and Play” reactor) for continuous Suzuki-Miyaura crosscouplings of various para- and ortho-substituted bromoarenes with phenylboronic acid using environmentally friendly aqueous ethanolic mixtures as reaction solvents. The reactions were stable for up to 30 h without any detectable catalyst deactivation. The desired biaryl products were obtained in gram scale with good to excellent yields and high selectivity. For three methyl-, ketyl-, and nitrile-functionalized biphenyl products, isolation was done using water as antisolvent in an integrated crystallization process as continuous downstream protocol. The desired products could be isolated with high purity and with yields of up to 95% for the overall process.
Long-Term Responders After Brentuximab Vedotin: Single-Center Experience on Relapsed and Refractory Hodgkin Lymphoma and Anaplastic Large Cell Lymphoma Patients
Authors: Gandolfi Letizia , Pellegrini Cinzia , Casadei Beatrice , Stefoni Vittorio , Broccoli Alessandro , Tonialini Lorenzo , Morigi Alice , Argnani Lisa , Zinzani Pier Luigi 
Published: August 2016

Abstract

Background.
Brentuximab vedotin (BV) has shown high overall response rate in refractory/relapsed Hodgkin lymphoma (HL) and systemic anaplastic large cell lymphoma (sALCL) with reported long-term response duration in clinical trials, but few data are available regarding its role in long-term outcomes in real life.

Patients and Methods.
A single-center observational study was conducted on patients treated with BV in daily clinical practice to evaluate the long-term effectiveness of BV in HL and sALCL patients and to check whether clinical trial results are confirmed in a real-life context.

Results.
The best response rate in the treated 53 patients (43 HL and 10 sALCL) was 69.8% (with 46.5% complete response [CR]) in HL and 100% (80% CR) for sALCL, respectively. With a median patient follow-up of 36.8 months, the estimated median duration of response was 31.5 months for HL and 17.8 for sALCL, respectively. At the latest available follow-up, 75% of patients were still in response, with 43% without any consolidation. Toxicity was primarily neurological and it was rarely so serious to require dose reduction or interruption. In addition, it always reversed completely after the end of treatment.

Conclusion.
Our data showed that 51% of patients treated with BV can be regarded as “long-term responders.” Among these cases, for all patients who underwent stem cell transplantation immediately after BV, the procedure was consolidative. For patients who have remained in continuous CR without any consolidation after therapy, BV can induce prolonged disease control.
Pedagogical Control of Motor Readiness of Junior School Boys
Authors: Іващенко О. В. , Худолій О. М. , Єрмаков С. С. , Черненко С. О. , Головко А. Р. 
Published: August 2016

The research objective is to come up with model for classification of motor readiness level in boys aged 7-9.Research methods. Achieving the tasks of the research relied on the use of the theoretical and empirical methods, namely: analysis and collation of scientific and methodological literature, system analysis, modeling, anthropometry, pedagogical testing, pedagogical observations and experiment, methods of mathematical statistics.Research results. The study revealed statistically reliable deviations in the mean group testing results in the following tests: No. 2 “Walking on hexagon segments (steps)” (p < 0.033), No. 3 “30‑m (s) running)” (p < 0.001), No. 4 “Standing long jump (cm)” (p < 0.002), No. 5 “300-m (min) Running” (p < 0.001), No. 6 “Pullup on a rope in mixed suspension (times)” (p < 0.038), No. 7 “Shuttle run 4x9 m (s)” (p < 0.001), No. 8 “Raising to a sitting position in 1 minute (times)” (p < 0.009), No. 11 “Height (cm)” (p < 0.001), No.15 “Acromion-acromion distance (cm)” (p < 0.001), No. 16 “Index evaluation of shoulder joint flexibility” (p < 0.005), No. 17 “Side circles with a gymnastic stick (points)” (p < 0.009), No. 18 “Frequency of hand movements (times)” (p < 0.048), No. 20 “Walking in a straight line after 5 turns (cm)” (p < 0.002), No. 21 “Hold of a falling Dietrich stick (cm)” (p < 0.036 ).Conclusions. The first discriminant function can serve as the final pedagogical control of motor and functional readiness of boys aged 7, with emphasis on the most informative variables. If the results in the boys aged 7 prove similar to those in the boys aged 8, we can state the effectiveness of such physical education. The results shown by the boys aged 9 with emphasis on the most informative indicators of the discriminant function serve as a guidemark for the final pedagogical control of motor readiness in boys aged 8.
Pengembangan Model Penyusunan Kurikulum Tingkat Satuan Pendidikan (KTSP) yang Mengacu pada Standar Nasional Pendidikan
Authors: Halimah Lely , Rostika Deti , Sudirjo Encep 
Published: August 2016

<p>This research is performed due to the presence of gap between the policy in the improvement of curriculum and the existing field‐condition in elementary school. On one side School‐Based Curriculum (KTSP) is expected to be applied in schools autonomously, on the other hand, neither the principals nor the teachers, especially of elementary schools, have had comprehensive understanding on the concept of School‐Based Curriculum, its construction process, as well as the implementation. The problem of this research, therefore, is ”How is a model for the construction of School‐Based Curriculum that refers to National Education Standard developed to result in School‐Based Curriculum (KTSP) document”?</p><p>With reference to the above mentioned background, this research is purposed to offer facilities to schools, especially elementary schools, in the process of constructing School‐Based Curriculum that refers to the guideline of KTSP construction by Badan Standar Nasional Pendidikan (National Standard Agency for Education), so that they can have KTSP document. In other words, this research will result in a product of the process of School‐Based Curriculum (KTSP) model development for KTSP document. </p><p>In order to achieve the objectives, this research is conducted using Research and Development approach. In the implementation, this research and development forms a cycle, which begins with a preliminary study to find an early product required. This early product is then developed in a certain condition, with a test, the result of which is revised and retested until the final product, which is considered satisfactory, is obtained. The validity of this final product is then examined. This research is conducted in elementary schools in Cileunyi District of Bandung Regency, of which the principal and the teachers become the subject of this research. </p><p>Referring to the Research and Development measures, as mentioned above, the process of constructing School‐Based Curriculum (KTSP) contains two stages. The first stage is the work discussion of the team that consists of Headmaster as the chairman, teachers, and school committee, and involves related parties from the Subdistrict Office of National Education Department and experts (in this case: the research team), which produces book 1 containing general guideline of School‐Based Curriculum (KTSP) development. The second stage is the work discussion of the research team, Headmaster, and teachers, which produces book 2 consisting of six copies of books for each grade, from the first to the sixth. Suggestions put forward in this research is that the socialization of School‐Based Curriculum (KTSP) should be carried out in whole and applicable so as to give clear description of the process and product of School‐Based Curriculum (KTSP) construction to those school, since they –elementary schools in particular‐ have not been able to create School‐Based Curriculum (KTSP) autonomously.</p>
Model Sinektik Dalam Pengajaran Pengukuran Waktu Untuk Meningkatkan Kreativitas Siswa Sekolah Dasar
Authors: Rostika Deti 
Published: August 2016

<div data-canvas-width="35.6123311303268">Abstrak</div><div data-canvas-width="27.048228282222226">Model synectics merupakan salah satu model pembelajaran yang</div><div data-canvas-width="322.2992771139869">dirancang untuk mengembangkan kreativitas siswa. Pemecahan masalah</div><div data-canvas-width="316.5873466935947">memerlukan penelitian secara ilmiah, dan sekaligus memerlukan kreativitas, baikdalam proses maupun dalam cara-cara pemecahan. Ada dua strategi atau modelpembelajaran yang mendasari prosedur sinektik, yaitu Strategi Pertama:</div><div data-canvas-width="316.3635725270589">Menciptakan sesuatu yang baru. Strategi ini dirancang untuk mengenal keanehan,akan membantu para siswa memahami masalah, ide, atau produk dalam sesuatu yang baru yang akhirnya memperjelas kreatif. Strategi Kedua: Memperkenalkan keanehan. Strategi ini dirancang untuk membuat sesuatu yang baru, ide-ide yang tidak dikenal akan lebih berarti, kita melaksanakannya dengan analogi yang telah dikenal siswa.</div><div data-canvas-width="293.02278912261437">Pengukuran secara tradisional dipasangkan dengan geometri dalam</div><div data-canvas-width="317.79060693653594">kurikulum, tetapi pengukuran sebenarnya lebih dekat dengan topic matematika</div><div data-canvas-width="317.09747593764695">lainnya. Agar siswa dapat meluangkan waktu lebih banyak untuk terlibat dalam</div><div data-canvas-width="163.09533597111113">kegiatan pengukuran secara seksama,</div><div data-canvas-width="157.461157591634">pengukuran sebaiknya diintegrasikansepanjang kurikulum matematika dan juga kurikulum ilmu pengetahuan alam. Dalam tulisan ini akan dicontohkan bagaimana mengajarkan pengukuran menggunakan model sinektik.</div><div data-canvas-width="116.49531398562094"> </div><div data-canvas-width="308.23753605581726">Kata Kunci Model Sinektik, Pembelajaran Pengukuran Waktu, Kreativitas </div>
Pembelajaran Matematika Membangun Konservasi Materi Pembekajaran
Authors: Priatna Dudung 
Published: August 2016

<div data-canvas-width="35.612331130326794">Abstrak</div><div data-canvas-width="304.6097396101961">Ketercapaian suatu pembelajaran matematika ditentukan oleh guru dalam</div><div data-canvas-width="316.8338775550328">menggunakan strategi pembelajaran matematika yang memperhatikan topik yangsedang dibicarakan, tingkat perkembangan intelektual siswa, prinsip dan teoribelajar, keterlibatan aktif siswa, keterkaitan dengan kehidupan siswa, serta</div><div data-canvas-width="317.13161097999995">pengembangan dan pemahaman penalaran matematika. Kemampuan guru dalam pembelajaran matematika berupa proses pemberian pengalaman belajar kepada siswa melalui serangkaian kegiatan yang terencana sehingga siswa memperoleh kompetensi tentang bahan matematika yang dipelajari. Oleh sebab itu, proses pembelajaran matematika di sekolah dasar menuntut guru untuk memfasilitasi anak dengan kegiatan yang membutuhkan pengalaman dengan manipulatif material yang mempunyai ciri khusus maupun yang terus menerus ada. Manipulatif material yang mempunyai ciri khusus adalah yang dapat dihitung seperti kue, mobil-mobilan, dan titik-titik pada selmbar kertas. Anak-anak dapat menggunakan balok-balok unit atau kubus-kubus untuk dihitung dan ditumpuk. Jenis lainnya seperti mata rantai berwarna, papan mainan, boneka permainan, manik-manik, guntingan gambar pada papan planel dan barang-barang magnetis. Pembelajaran matematika untuk siswa SD laboratorium direkomendasikan berikut ini, yaitu (1) pembelajaran Content-Oriented, tekanannya adalah dimilikinya keterampilan dan cara menjawab (berkomunikasi guru-anak dan anak-anak); dan (2) pembelajaran Learner-Oriented, tekanannya adalah pada bantuan kepada anak dalam menghadapi masalah dan dalam menalar (bimbingan guru dalam kelompok). Perencanaan pembelajaran memperhitungkan kebutuhan belajar individu atau kelompok anak secara konseptual maupun prosedural agar pembelajaran efektif dan efisien</div>
Penelitian Tindakan Sekolah
Authors: Windayana Husain 
Published: August 2016

<p style="margin: 1em 0px; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;">PTS adalah penelitian yang dilakukan oleh Kepala Sekolah atau Pengawas Sekolah. Fokus penelitian yang dilakukan oleh Kepala Sekolah sekitar supervisi klinis, menyangkut aspek akademik seperti proses pembelajaran yang diselenggarakan oleh guru-guru.Pelaksanaan PTS mirip dengan PTK, yaitu bermula dari permasalahan akademik dalam ruang lingkup supervisi klinis, yang membutuhkan segera pemecahan. Dari permasalahan tersebut disusun perencanaan, termasuk di dalamnya alternatif pemecahan masalahnya dan penyiapan berbagai instrumen pengumpul data yang diperlukan. Kemudian dilakukan tindakan, sesuai rencana yang telah ditetapkan pada bagian perencanaan. Ketika dilakukan tindakan dilakukan pula observasi menggunakan instrumen-instrumen yang telah disiapkan ketika perencanaan dilakukan.Setelah dilakukan tindakan yang diobservasi selanjutnya diadakan refleksi, yaitu diskusi antara pelaku tindakan (guru/kepala sekolah), observer, dan kepala msekolah atau pengawas sekolah, untuk melakukan evaluasi, bagian mana yang sudah memenuhi harapan, mana yang belum, dan apakah masih perlu dilakukan tindakan berikutnya. Apabila masih dipandang perlu untuk dilakukan tindakan berikutnya maka hasil refleksi direvisi untuk bahan pelaksanaan tindakan berikutnya, dan begitu seterusnya secara berulang-ulang, sampai diperoleh hasil yang maksimal sesuai harapan.<strong></strong></p><p style="margin: 1em 0px; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"> </p><p style="margin: 1em 0px; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"><strong>Kata Kunci: Penelitian Tindakan Sekolah, Konsep PTS, Implementasi PTS</strong></p>