bluuebunny/crossref_metadata_2025_split huggingface dataset:
Predicting distribution changes of a mire ecosystem under future climates
Authors: Keith David A. , Elith Jane , Simpson Christopher C. 
Published: February 2014

AbstractAimMire ecosystems are threatened by global climate change but have important roles in biodiversity conservation, carbon storage, landscape‐scale hydrological function and in providing ecosystem services. We aimed to: (1) estimate change in areas environmentally suitable for mires under future climates; (2) evaluate the sensitivities of projected change to uncertainties in future climate and model structure; (3) evaluate the effect of global mitigation actions on distribution change; (4) identify potential climate refuges for future adaptation actions.MethodsWe developed and evaluated correlative bioclimatic models for an Australian mire ecosystem by: (1) selecting environmental predictors representing ecological processes that mediate ecosystem occurrence and dynamics; (2) using a high‐performance modelling algorithm; (3) quantifying predictive performance by cross‐validation; (4) cross‐checking responses to predictor variables between different algorithms; (5) comparing the modelled responses with expected mechanistic responses; (6) evaluating extrapolation risks by quantifying the deviation between future and current environmental domains of the study area and by assessing the temporal constancy of correlations between variables; (7) using a geographically stratified cross‐validation to verify spatial consistency of the model; and (8) quantifying the robustness of predictions of climate change impacts to uncertainty in both climate and ecological models.ResultsAll combinations of global circulation models and distribution model projected declines of at least 30% in both area and suitability of environments for the mire ecosystem and in projecting a contraction of range to the southwest. We identified a likely refuge in the south of the distribution and two less certain, emerging areas of suitable environment west and south of the current distribution.Main ConclusionsWe conclude that southern mire ecosystems are highly susceptible to climate change. Our approach will be useful for the prediction of climate impacts on other ecosystems for which there is enough knowledge to map distributions and develop plausible hypotheses about environmental factors that influence them.
Implant dentistry in postgraduate university education. Present conditions, potential, limitations and future trends
Authors: Mattheos N. , Wismeijer D. , Shapira L. 
Published: February 2014

AbstractIntroductionIn recent years, opportunities for postgraduate university education in implant dentistry have increased significantly, with an increase in both the number but also the complexity of available postgraduate programmes. However, there appears to be a lack of standards directing the learning outcomes of such programmes.MethodsA scientific literature search was conducted for publications reporting on university programmes within implant dentistry, including description of programmes and evaluation of learning outcomes. A separate Internet search was conducted to collect information on existing university programmes as presented on university websites.ResultsImplant dentistry has reached a critical mass of an independent, multidisciplinary and vibrant domain of science, which combines knowledge and discovery from many clinical and basic sciences. Many university programmes conclude with a master's or equivalent degree, but there appears to be a great diversity with regard to duration and learning objectives, as well as targeted skills and competences. The importance of implant dentistry has also increased within established specialist training programmes. There was little indication, however, that the comprehensive aspects of implant dentistry are present in all specialist training programmes where implants are being covered.ConclusionsAlthough universities should maintain the options of designing academic programmes as they best see fit, it is imperative for them to introduce some form of transparent and comparable criteria, which will allow the profession and the public to relate the degree and academic credentials to the actual skills and competences of the degree holder. With regard to established specialist training programmes, the interdisciplinary and comprehensive nature of implant dentistry needs to be emphasised, covering both surgical and restorative aspects. Finally, implant dentistry is not, at present, a dental specialty. The profession has not reached a consensus as to whether the introduction of a new recognised specialist field is either necessary or desired.
Developing implant dentistry education in Europe: the continuum from undergraduate to postgraduate education and continuing professional development
Authors: Mattheos N. , de Bruyn H. , Hultin M. , Jepsen S. , Klinge B. , Koole S. , Sanz M. , Ucer C. , Lang N. P. 
Published: February 2014

AbstractIntroductionImplant dentistry is a treatment modality which has mainstream clinical practice of comprehensive care, which however is not adequately represented in the undergraduate dental curricula. A consensus workshop organised by ADEE in 2008, set the benchmarks for the knowledge and competences a modern dental practitioner must possess with regard to implant dentistry, as well as defined undergraduate and postgraduate pathways for the acquisition of these competences. Today, 5 years later, there exist several challenges for the implementation of these benchmarks in both undergraduate curricula but also post‐graduation educational pathways.MethodsA consensus workshop was organised by ADEE, bringing together 48 opinion leaders, including academic teachers of all disciplines related to implant dentistry, specialists, representatives of relevant scientific and professional associations, as well as industry delegates. The objectives of the workshop were to evaluate the existing scientific literature, reported experience and best practices in order to identify potential and limitations for the implementation of implant dentistry in the undergraduate curriculum, as well produce recommendations for the optimal educational structures for postgraduate programmes and continuing professional development.ResultsThe scientific committee conducted two European‐wide questionnaire surveys to better document the current state of education in implant dentistry. Upon completion of the surveys, reviewers were appointed to produce three scientific review papers, identifying current achievements and future challenges. Finally, during the 3 days of the workshop, all the evidence was reviewed and the main conclusions and recommendations that were adopted by all participants are reported in the present Consensus Paper.ConclusionsImplementation of implant dentistry in the undergraduate curriculum has improved significantly, but still lags behind the benchmarks set in 2008 and the diversity between institutions remains big. At the post‐graduation level, there is currently a wide diversity of courses and pathways towards competences related to implant dentistry and there is at present a great need for quality assurance, as well as standardisation and transparency of the learning outcomes.
Contemporary undergraduate implant dentistry education: a systematic review
Authors: Koole S. , De Bruyn H. 
Published: February 2014

AbstractIntroductionConsensus reports recommend that students upon graduation should possess a significant level of knowledge and competence in implant dentistry, including basic competences in diagnostics, treatment planning, restorative, straightforward surgical and maintenance procedures. In response, undergraduate curricula need to integrate implant dentistry. This narrative review explores educational programmes in terms of competences, related research and barriers or reflections, regarding implementation in undergraduate curricula.Materials and methodsPublications (2008–2013) were searched systematically in WoS, PubMed and ERIC and screened independently by two authors in four stages: removal of duplicates, title screening, abstract screening and full‐text reading. Inclusion criteria encompassed implant dentistry in undergraduate education.ResultsFinally, 37 of 420 papers were included. Detailed information regarding programme content, number of participants, staff input, logistics/funding issues is scattered. Theoretical education is predominant, and pre‐clinical/clinical training is offered minimally, often carried out in elective programmes. However, selected straightforward cases treated by undergraduates yield positive outcomes with low failure rates, few complications, high patient satisfaction and student appreciation. Barriers to implementing implant dentistry in the undergraduate curriculum include funding issues, limitations in time or staff availability/competence and lack of suitable patients. Overcoming these barriers is worthwhile as experience‐based implant education affects future practice as well‐informed students propose more restorative alternatives to their patients.ConclusionAlthough implant dentistry is increasingly integrated in undergraduate curricula, challenges remain in developing strategies to implement existing competence profiles and the extent of experience‐based education. To support further advancement, universities should report comprehensively on their implant programmes to allow comparison and reproduction in other environments.
Dental implants placed by undergraduate students: clinical outcomes and patients’/students’ perceptions
Authors: Vandeweghe S. , Koole S. , Younes F. , De Coster P. , De Bruyn H. 
Published: February 2014

AbstractIntroductionImplant dentistry in undergraduate education is predominantly theoretical or prosthetics oriented. Clinical experience with implant surgery could provide students a better understanding of alternatives for tooth replacements. This study describes an implant dentistry programme for undergraduate students, which included surgical placement of implants. The study presents the clinical outcomes of the programme, patients’ satisfaction and students’ attitudes/perceptions. It reflects on barriers and problems encountered during implementation and provides suggestions for other institutions.Materials and methodsThirty‐six students placed one implant each for a single tooth replacement after careful radiographic assessment and pre‐surgical planning. One‐stage surgery was performed under one‐to‐one supervision. Crowns were cemented on individual abutments 3–6 months later. Crestal bone loss was assessed radiographically immediately after surgery, at crown placement and after 1 year of loading. Questionnaires were used to investigate patients’ perspectives and students’ opinions towards the programme, as well as their perceived level of competence.ResultsThirty‐six implants were placed in 27 patients; two (5.6%) failed prior to loading; mean bone loss from time of surgery to crown placement was 1.41 mm and remained unchanged thereafter, reflecting implant success. Overall, patients were satisfied and the majority would repeat the treatment by a student. The students thought it was a valuable experience, although they realised that additional education is necessary to perform implant surgery without supervision.ConclusionImplant placement by undergraduate students resulted in acceptable clinical outcome parameters, patient satisfaction and positive student perceptions. These findings support the further development of clinical implant education in undergraduate dental curricula.
Current trends and status of continuing professional development in implant dentistry in Europe
Authors: Ucer T. C. , Botticelli D. , Stavropoulos A. , Mattheos N. 
Published: February 2014

AbstractIntroductionPrevious surveys have shown that newly graduated dentists, in most European countries, do not obtain adequate theoretical knowledge and, especially, clinical skills in implant dentistry (ID) through their undergraduate education and must therefore acquire knowledge and develop competencies through further postgraduate study. Moreover, clinicians, in general, need to continue to maintain the currency of their competence by undertaking ongoing continuing professional development (CPD). This seems particularly important in ID as techniques, and materials develop rapidly due to advances in biomedical technology. Despite recent developments, CPD in ID remains poorly organised with little standardisation or harmonisation across Europe. The objective of this survey was to explore the current status and trends within CPD education in ID in Europe.Materials and methodsStakeholders and opinion leaders associated with ID education were invited by email to fill an online questionnaire (closing date: 30th April 2013). Two hundred and forty‐seven questionnaires were distributed, and two separate reminders were sent to participants in 38 European countries. The survey contained 14 multiple‐choice questions, and the data were collected using SurveyMonkey© software, exported in SPSS (Inc, Chicago, IL, USA) format and analysed using descriptive statistics.ResultsTwo hundred respondents working in 24 countries replied to the survey (response rate of 81% of invitees and 63% of countries surveyed). The results demonstrated a wide divergence in the content and structure of CPD in ID in Europe.ConclusionsDentists need CPD to develop their skills and to maintain their competence in ID. There is an urgent need for structured and accredited CPD, which should be readily available to all dentists practising ID. It should have pre‐determined learning objectives, delivered by accredited CPD providers and educators, and have assessable outcome measures to ensure the best possible impact on clinical practice and patient safety.
Implant dentistry education in Europe: 5 years after the Association for Dental Education in Europe consensus report
Authors: Koole S. , Vandeweghe S. , Mattheos N. , De Bruyn H. 
Published: February 2014

AbstractIntroductionTo promote consensus on implant dentistry university education in Europe, a workshop amongst university teachers and opinion leaders was organised in 2008. As a result, guidelines on both under‐ and postgraduate education were issued. This study aims to investigate the current status of university teaching of implant dentistry and the impact of the recommendations for teaching and assessment, 5 years after the first consensus. Finally, this report attempts to identify future directions in education within the discipline.Materials and methodsAn online survey was distributed amongst 105 academic leaders in implant education in Europe, and 52 questionnaires were returned (response rate 50%).ResultsThe average amount of implant dentistry in undergraduate curricula has increased to 74 h, compared to 36 h in 2008, and the inclusion of pre‐clinical and clinical education has increased. No change occurred with regard to the aimed competence levels. It was suggested that certain implant procedures including surgery should be provided by dentists after attending additional courses, whilst complex treatments will still require specialist training. The 2008 workshop guidelines have been implemented to a varying extent (25–100%) in under‐ and postgraduate education. Main reported implementation barriers included limited time availability in the curriculum and limited financial/material resources. Future discussions about implant dentistry in Europe should be focused towards integration in current dental curricula, approaches to overcome barriers and the relations with and role of industrial partners.ConclusionImplant dentistry is increasingly integrating in undergraduate dental education. Development of the consensus guidelines in 2008 may have facilitated this process. Nevertheless, further progress is needed on all educational levels to align training of professionals to the growing treatment needs of the population.
Continuing professional development in implant dentistry in Europe
Authors: Ucer T. C. , Botticelli D. , Stavropoulos A. , Cowpe J. G. 
Published: February 2014

AbstractIntroductionTraining for dental practitioners in implant dentistry ranges from 1‐ or 2‐day short Continuing Professional Development (CPD) courses to certificate/diploma programmes run by universities. In general, the teaching of implant dentistry in Europe lacks structure and standardisation. This paper aims to: (i) identify the current trends in CPD in implant dentistry in Europe; (ii) identify potential and limitations with regards to the design and implementation of CPD activities in implant dentistry; (iii) provide recommendations on the future structure and development of CPD activities in implant dentistry.MethodsA search of the literature was undertaken in PubMed for manuscripts published in English after 2000 reporting on CPD in dentistry and in implant dentistry in particular. In addition, an electronic survey was conducted, investigating the attitudes towards CPD among a wide group of stakeholders in implant dentistry education.ConclusionsThere is a wide diversity of educational pathways towards achieving competences in implant dentistry through CPD. At present, there is a need for improving the CPD structures in implant dentistry, strengthening the quality assurance and encouraging standardisation and transparency of the learning outcomes. Development of a structured CPD system with clearly defined educational objectives mapped against specific levels of competence is recommended.
A new unstable variant of the fetal hemoglobin HBG2 gene: Hb F‐Turritana [Gγ64(E8)Gly→Asp, HBG2:c.194G>A] found in cis to the Hb F‐Sardinia gene [Aγ(E19)Ile→Thr, HBG1:c.227T>C]
Authors: Pirastru Monica , Mereu Paolo , Trova Sandro , Manca Laura , Masala Bruno 
Published: February 2014

AbstractA new variant of the fetal hemoglobin (Hb) was observed in a newborn baby subjected to phototherapy due to jaundice, by means of electrophoretic and chromatographic techniques. The variant Hb resulted unstable by the isopropanol stability test. After HBG2 gene sequencing, the G to A transversion at codon 64, position eight of the E helix, was found, which corresponds to the Asp for Gly amino acid substitution. The new variant was called Hb F‐Turritana [Gγ64(E8)Gly→Asp, HBG2:c.194G>A]. Incoming aspartic acid residue, bulky and negatively charged, may be responsible for alteration of the heme pocket steric configuration and for instability. The new abnormal HBG2 gene was found to be associated in cis with the mutated HBG1 gene, which characterizes the Hb F‐Sardinia [Aγ (E19)Ile→Thr, HBG1:c.227T>C] variant.
Aetiology, incidence and morphology of the C‐shaped root canal system and its impact on clinical endodontics
Authors: Kato A. , Ziegler A. , Higuchi N. , Nakata K. , Nakamura H. , Ohno N. 
Published: February 2014

AbstractThe C‐shaped root canal constitutes an unusual root morphology that can be found primarily in mandibular second permanent molars. Due to the complexity of their structure, C‐shaped root canal systems may complicate endodontic interventions. A thorough understanding of root canal morphology is therefore imperative for proper diagnosis and successful treatment. This review aims to summarize current knowledge regarding C‐shaped roots and root canals, from basic morphology to advanced endodontic procedures. To this end, a systematic search was conducted using the MEDLINE, BIOSIS, Cochrane Library, EMBASE, Google Scholar, Web of Science, PLoS and BioMed Central databases, and many rarely cited articles were included. Furthermore, four interactive 3D models of extracted teeth are introduced that will allow for a better understanding of the complex C‐shaped root canal morphology. In addition, the present publication includes an embedded best‐practice video showing an exemplary root canal procedure on a tooth with a pronounced C‐shaped root canal. The survey of this unusual structure concludes with a number of suggestions concerning future research efforts.
The bond strength of endodontic sealers to root dentine exposed to different gutta‐percha solvents
Authors: Topçuoğlu H. S. , Demirbuga S. , Tuncay Ö. , Arslan H. , Kesim B. , Yaşa B. 
Published: February 2014

AbstractAimTo evaluate the effects of various gutta‐percha solvents on the push‐out bond strength of several root canal sealers on root dentine.MethodologyThe root canals of 210 single‐rooted human teeth were prepared with the ProTaper System (Dentsply Maillefer, Ballaigues, Switzerland) up to a master apical file size of F4, and the following variables evaluated for bond strength: solvent type (chloroform, eucalyptol and orange oil), time (2 and 5 min), sealer type (AH Plus, MTA Fillapex and Sealapex) and root thirds (coronal, middle and apical). After canal filling, three 1‐mm‐thick slices were obtained from each root sample, and the bond strength of the test materials was measured using a push‐out test set‐up at a cross‐head speed of 1 mm min−1. The data were analysed using four‐way factorial anova (P = 0.05).ResultsBond strength was significantly affected by solvent type and time (P < 0.001). The use of chloroform for 5 min in the root canal decreased bond strength of all sealers (P < 0.001). Eucalyptol and orange oil did not affect the bond strength of the sealers (P > 0.05). In all conditions, the push‐out bond strength was highest for AH Plus and lowest for MTA Fillapex (P < 0.001). Bond strength values decreased in a corono‐apical direction in all groups (P < 0.001).ConclusionsChloroform used for 5 min during retreatment decreased the bond strength of AH Plus, Sealapex and MTA Fillapex to root dentine.
Microwave Dielectric Properties of Ultralow‐Temperature Cofirable Ba3V4O13 Ceramics
Authors: Kalathil Suresh E. , Neelakantan Unnimaya A. , Ratheesh Raveendran 
Published: February 2014

Ultralow‐temperature sinterable Ba3V4O13 ceramics have been prepared through solid‐state ceramic route. Structural properties of the ceramic material are studied using powder X‐ray diffraction. Ba3V4O13 ceramic has monoclinic structure and the existence of [V4O13]6− polyhedra is confirmed through Laser Raman studies. The sample sintered at 600°C for 1 h shows dense microstructure with microwave dielectric properties of εr = 9.6, Q × f = 56 100 GHz, and τf = −42 ppm/°C. The ceramics under study show good chemical compatibility with aluminum during cofiring.
Mortality in captive baboons (Papio spp.): a‐23‐year study
Authors: Dick Edward J. , Owston Michael A. , David John M. , Sharp R. Mark , Rouse Scott , Hubbard Gene B. 
Published: February 2014

AbstractBackgroundWe report the causes of mortality for 4350 captive baboons that died or were euthanized due to natural causes during a 23 year period at the Southwest National Primate Research Center.MethodsNecropsy records were retrieved and reviewed to determine a primary cause of death or indication for euthanasia. Data was evaluated for morphological diagnosis, organ system, and etiology.ResultsThe 20 most common morphologic diagnoses accounted for 76% of the cases, including stillborn (10.8%); colitis (8.6%); hemorrhage (8.4%); ulcer (5.2%); seizures (4.7%); pneumonia (4.2%); inanition (4.1%); dermatitis (3.8%); spondylosis (3.3%); and amyloidosis (3.0%). The digestive system was most frequently involved (21.3%), followed by the urogenital (20.3%), cardiovascular (12.2%), and multisystem disease (10.3%). An etiology was not identified in approximately one‐third of cases. The most common etiologies were trauma (14.8%), degenerative (9.5%), viral (8.7%), and neoplastic/proliferative (7.0%).ConclusionThis information should be useful for individuals working with baboons.