bluuebunny/crossref_metadata_2025_split huggingface dataset:
Use of Lacosamide in Children with Refractory Epilepsy
Authors: Buck Marcia L. , Goodkin Howard P. 
Published: December 2012

OBJECTIVES
Lacosamide was approved by the US Food and Drug Administration in 2008 for adjunctive therapy for focal onset seizures in patients 17 years of age and older. The efficacy of this agent in adults has led clinicians to consider lacosamide for children with refractory seizures.

METHODS
The MEDLINE database (1950–June 2012) was searched for abstracts containing lacosamide as the key term. Additional references were obtained from the manufacturer and the bibliographies of the articles reviewed. All available English-language case reports and clinical trials were included in the evaluation.

RESULTS
Several case series studies have been published which support the use of lacosamide in children with refractory seizures. In the papers published to date, 30% to 50% of children experienced at least a 50% reduction in seizure frequency, similar to results obtained in clinical trials in adults. Children with focal onset seizures were most likely to benefit from treatment, while results in children with generalized seizures or multiple seizure types were mixed. Adverse effects in children were similar to those seen in adults, with dizziness, headache, and nausea occurring most frequently. Lack of efficacy has been the most common cause of discontinuation.

CONCLUSIONS
Lacosamide appears to be a useful adjunct therapy in children with refractory seizures. Clinical trials are under way that may provide more definitive information on the efficacy and safety of lacosamide in children and allow clinicians to determine the appropriate place of this antiseizure drug in pediatric epilepsy management.
Clinical Pharmacy Faculty Interventions in a Pediatric Intensive Care Unit: An Eight-Month Review
Authors: LaRochelle Joseph M. , Ghaly Marina , Creel Amy M. 
Published: December 2012

OBJECTIVES
The American Academy of Pediatrics and the Society of Critical Care Medicine have documented the importance of pharmacist involvement in pediatric care. Numerous studies have reported the impact of clinical pharmacy interventions in various adult care settings. However, in the pediatric critical care setting, the impact has not been well documented. The purpose of this study was to describe clinical pharmacy faculty interventions in a pediatric intensive care unit (PICU).

METHODS
A pediatric clinical pharmacy faculty member performed and documented clinical interventions in a level I, 18-bed, tertiary care PICU. Information gathered included medication name, specific intervention performed, basic patient demographics, and length of stay from May to December 2009.

RESULTS
During the study period, there were 893 interventions performed on 159 patients over 66 days of service. (Average of 5.5 interventions/patient, and 34 interventions/100 patient PICU days.) Dosing recommendations and pharmacokinetics were the most common type of intervention (28.8% and 21.4%, respectively). Antibiotics and sedatives/analgesia were the most common drug classes in which interventions were made (34.4% and 20.3%, respectively). Ninety-eight percent of all interventions were accepted by the medical staff. The estimated annual cost savings from these interventions was $119,700.

CONCLUSIONS
The average number of interventions per patient in this study was higher than that reported in the literature to date. Dosing recommendations and pharmacokinetics were the most commonly recommended interventions documented. Although this study showed considerable cost savings by a pharmacy clinical faculty member, further study of economic benefits is needed.
L’offre active de services de santé en français en Ontario : une mesure d’équité
Authors: Bouchard1 Louise , Beaulieu Marielle , Desmeules Martin 
Published: December 2012

Cet article fait état d’une recherche sur l’offre active de services en français en Ontario. L’étude avait pour objectifs de recenser les définitions de l’offre active de services en français; d’identifier les pratiques d’offre active (facilitateurs ou obstacles); d’identifier les indicateurs de mesure de l’offre active et de proposer des recommandations permettant d’améliorer l’offre active de services en français. À cette fin, une revue documentaire, une enquête auprès de professionnels oeuvrant dans le domaine de la planification des services de santé en français ainsi qu’un atelier de cartographie conceptuelle ont été entrepris.
Redécouverte du Carex echinodes (Cyperaceae) sur le territoire québécois
Authors: Bergeron Alexandre , Charrier Matthieu , Pellerin Stéphanie 
Published: December 2012

Carex echinodes (Fernald) P.E. Rothr., Reznicek & Hipp, inclus dans la section des Ovales Kunth, est une espèce difficile à distinguer des 2 autres espèces de carex du « complexe du C. tenera ». Il a été élevé au rang d’espèce en 2009 à la suite d’études de son ADN et de son nombre de chromosomes. Passé inaperçu dans la flore québécoise depuis plus de 100 ans, C. echinodes a récemment été localisé au Bois-de-Saraguay sur l’île de Montréal. Une recherche dans plusieurs herbiers révèle aussi que cette espèce a déjà été récoltée sur le territoire québécois sans jamais avoir été identifiée correctement. Pour aider à son identification, nous présentons les caractéristiques morphologiques et les habitats des 3 espèces de carex du « complexe du C. tenera ». Nous ajoutons une description détaillée du C. echinodes et un portrait de sa répartition géographique. Finalement, nous soulignons l’importance de la conservation des forêts urbaines et celle d’accorder dans les meilleurs délais un statut de rareté au C. echinodes.
Premières mentions des araignées (Araneae) Phidippus audax Hentz, 1845 (Salticidae) et Tetragnatha viridis Walckenaer, 1841 (Tetragnathidae) au Québec
Authors: Brisson Jean Denis , Simard Claude , Brodeur Jean , Martineau David 
Published: December 2012

Nous rapportons, pour la première fois au Québec, la présence de l’araignée sauteuse Phidippus audax Hentz, 1845 (Salticidae Blackwall, 1841) et de la tétragnathe verte Tetragnatha viridis Walckenaer, 1841 (Tetragnathidae Menge, 1866). Nous décrivons les conditions de leur découverte et commentons leur répartition. Nos observations concernant l’araignée P. audax suggèrent que cette espèce soit à la fois une espèce indigène (trouvée en milieu naturel en Mauricie et à Longueuil), mais aussi une espèce introduite comme en témoigne sa découverte dans des camions importés du Minnesota. La tétragnathe verte fut trouvée à 2 endroits éloignés (Contrecoeur et Terrebonne), dans des habitats très différents au cours des mois de juin et de septembre 2010.
Biodiversité du secteur marin de la péninsule de Manicouagan : une aire marine protégée en devenir
Authors: Provencher Lizon , Nozères Claude 
Published: December 2012

Le secteur marin situé au large de la péninsule de Manicouagan (700 km2), dont l’écosystème complexe laissait présager une diversité et une productivité importantes, est en voie de devenir une aire marine protégée. La configuration topographique s’apparentant à celle d’un plateau continental et le mélange de l’eau douce des rivières avec les eaux salées de l’estuaire du Saint-Laurent créent des conditions favorables à une diversité de niches écologiques allant des vastes battures de l’estran jusqu’aux eaux profondes à plus de 300 m dans le chenal laurentien. Nous avons caractérisé cette diversité en étudiant le fond marin et les invertébrés benthiques de 2001 à 2008 à l’aide de divers engins d’échantillonnage. Plus de 400 espèces animales ont été recensées. Ces espèces se regroupent en communautés plus ou moins distinctes réparties sur tout le territoire en fonction de la profondeur et de la nature du fond marin. Nous dressons ici un portrait de cette diversité d’espèces benthiques qui habitent l’aire marine de Manicouagan.
Academies of the Arabic Language and the Standardization of Arabic
Authors: Gorgis Dinha T. 
Published: December 2012

AbstractThe termacademy, as conceptualized in the Arab world today, is often associated with Bayt al‐Hikmah (lit. House of Wisdom), a major intellectual center created by al‐Ma'mun in 830 CE. The story of the Arab Language Academy (ALA) cannot be appreciated without taking into consideration Arab achievements in the intellectual domain during the two centuries (c. 750–950) that can be said to be the climax of the Arab world's medieval period, the so‐called Islamic Golden Age, which is thought to have started by the middle of the eighth century with the transfer of the Abbasid capital from Damascus to Baghdad. Conservatives often take this period as the impetus for present‐day language standardization and cultural revival.
Acculturation in World Englishes
Authors: Sridhar Kamal K. 
Published: December 2012

Abstract
Linguistically and culturally, all varieties of World Englishes are an interesting and a dynamic phenomenon: interesting, because after years of contact of the native languages with English, distinctive varieties are emerging all around the world; and dynamic, because the English language is constantly evolving and changing in many cultures around the world, as the expressive resources of the English language are constantly being used to express nuances of local cultures and sensibilities. Language acculturation consists of a variety of processes of language change by which a language, not one's own, is modified to serve as an effective vehicle for the expression of one's own sociocultural and cognitive experiences. Acculturation, therefore, signifies one, some, or all of the following processes: introduction of loanwords, idioms, and derivational processes from substratum languages; use of calques, or loan translations of phrases, idioms, constructions; intrasentential mixing of units of different levels of complexity from various languages (code mixing); code switching; introduction of language‐specific conventions of speech acts and discourse types; and even poetic conventions from other languages. These processes are often at work in the transformation of a foreign language into a second language.
Acquisition Planning
Authors: Hogan‐Brun Gabrielle , Robinson Clinton , Thonhauser Ingo 
Published: December 2012

AbstractAcquisition Planning (AP) is concerned with the range of language users and the distribution of literacy. As a form of language management (Spolsky, 2004) it complements and interacts with status planning (which is about the social role or function of a language) and corpus planning (used to modify the structure of a language). This interconnection is particularly evident in multilingual contexts, where (monolingual and bilingual) AP often involves status‐linked and ideology‐driven language aspects of public legitimization and institutionalization (May, 2001, p. 153). AP can be activated in formal and informal settings, at the macro or micro levels of society, and may involve top‐down or bottom‐up approaches (Kaplan & Baldauf, 1997). This chapter provides a brief overview of approaches to AP and highlights issues arising in postcolonial, post‐Soviet, and European settings, exemplified by some current European frameworks which are particularly active in AP.
African Union
Authors: Kamwangamalu Nkonko M. 
Published: December 2012

AbstractThe year 2010 marked a milestone for the majority of African nations, as most of them celebrated the 50th anniversary of political independence and liberation from former Western colonial powers. However, as Fishman (1996, p. 5) remarks, “although the lowering of one flag and the raising of another may indicate the end of colonial status, these acts do not necessarily indicate the end of imperialist privilege in neo‐colonial disguise.” In Africa, imperialist privilege is on display especially through former colonial languages such as English, French, Portuguese, and Spanish, for they remain the chief if not exclusive medium through which African nations conduct official business in virtually all the institutions of the state, including the government and administration, the educational system, and the media. In this regard, Popham (1996) notes forcefully that while the engine of colonialism long ago ran out of steam, the momentum of its languages remains formidable, and it is against their tyranny that smaller languages fight to survive. Colonialism, says London (2003), is a state of mind in colonizer and colonized alike. It does not end when the colonists go home. Instead, it remains an unfinished business and a footprint, impacting as it does all aspects of a postcolonial polity's life, including language policy. This entry reviews the language policy statements that the African continent has made, through its institutions such as the African Union, to change the status quo and carve a place for indigenous African languages, especially in the educational system. This is done against the background of the ideologies that have informed language policies in Africa from the colonial era to the present, especially the ideology of development on the one hand, and the ideology of decolonization on the other. It argues that Africa's language policy statements remain symbolic at best, and that their only merit lies in the fact that they have helped to keep the debate on language policy in Africa alive. It argues further that language policy makers need to do more than merely make policy statements if Africa's indigenous languages are to break through and become free from the shackles of neo‐colonialism and former colonial languages. The entry concludes with suggestions as to how the breakthrough can be achieved, drawing on previous work on the role of African languages vis‐à‐vis former colonial languages in the educational system (Kamwangamalu, 1997, 2004).
Agency in Second Language Acquisition
Authors: Yashima Tomoko 
Published: December 2012

AbstractThe concept of learner agency has been significant to applied linguistics and SLA for a long time. This is despite the fact that the term “agency” started to appear in SLA research articles fairly recently, influenced by sociocultural and poststructuralist theories. To understand the significance of agency in SLA, we need to overview the history of SLA as a discipline as well as its development and expansion.
Alderson, J. Charles
Authors: Banerjee Jayanti 
Published: December 2012

Abstract

In a humorous tribute to his parents, the dedication in Charles Alderson's oft‐quoted publication
Assessing Reading
(Alderson, 2000) reads: “I only hope they would not have been too disappointed that I did not become the Town Clerk of Burnley, as my mother hoped.” Though he failed to follow that exact path, Alderson's mother accurately predicted that his work would have a wide sphere of influence. Indeed, he has been described as “a major force in the advancement of language testing for the past 30 years, particularly in Europe” (ILTA Lifetime Achievement Award Committee, 2008 –
htfp://www.iltaonline.com
).
Allwright, Dick
Authors: Van Lier Leo 
Published: December 2012

AbstractDick Allwright (1938–) is one of the most influential applied linguists in the field. His main areas of interest bridge theoretical and practical concerns in the area of language education and he is the originator of an innovative and increasingly influential pedagogical movement called Exploratory Practice (EP). His work has always been closely connected to the actual language classroom and has probed the intricacies of interaction, relationships of control, and the interface between teaching and learning.
Analysis of Dialogue
Authors: Jenks Christopher 
Published: December 2012

Abstract
A dialogue is broadly defined as an exchange of spoken or written ideas, thoughts, and, opinions between two or more interactants. Dialogues are not monologues in that the former involve reciprocation of communication. For example, if one person speaks, then the other person is expected to respond in turn. Reciprocity within dialogues varies in temporality. A dialogue can take many months or even years to complete, as in the case when one book author responds to another. In other situations‐namely face‐to‐face communication – dialogues can end in a matter of seconds. Although, in practice, dialogues occur in a number of different situations and take place over varying degrees of time, the analysis of dialogues within applied linguistics is typically concerned with concurrent spoken interaction. This entry will discuss dialogues from this narrower conceptualization.
Analysis of Mediated Interaction
Authors: Jones Rodney H. 
Published: December 2012

AbstractUsually when we think of “mediated interaction” we think of interaction that is mediated through some rather conspicuous technology. And so, for example, we speak of “computer‐mediated communication”or messages delivered via “mass media” like television, radio, or newspapers. In fact, however,allinteraction is in some waymediated—at the very least through some kind of semiotic system like language.
Analysis of Silence in Interaction
Authors: Kurzon Dennis 
Published: December 2012

AbstractSilence has long been regarded as meaningful in interaction. Since the 1970s, there have appeared studies of silence, which analyze the functions of silence in interaction. At first, there were sporadic publications such as Bruneau (1973), Jensen (1973), and Johannesen (1974), but in the middle of the 1980s the first collection of papers on silence was published (Tannen & Saville‐Troike, 1985), which included a broad range of papers on silence not only in, for example, conversation, worship, witness questioning in court, and the classroom, but also from a cross‐cultural perspective. This was followed, over a decade later, by a second collection (Jaworski, 1997), which included studies of silence and politeness, markedness theory, and silence in medical interviews as well as silence “beyond language,” such as in painting and in music. Furthermore, two monographs (Jaworski, 1993; Kurzon, 1997) were published in the 1990s as well as several other articles. Linguistic research into silence has since expanded with, for example, Cortini (2001), and a further collection edited by Jaworski (2005), which includes papers on silence in institutional settings such as the classroom, television reporting, and antenatal clinics.
Anthropological Linguistics
Authors: Foley William A. 
Published: December 2012

Abstract
Anthropological linguistics is the subfield of linguistics (and anthropology) concerned with the place of language in its wider social and cultural context, its role in forging and sustaining cultural practices and social structures. While Duranti (2001) denies that a true field of anthropological linguistics exists, preferring the term linguistic anthropology to cover this subfield, I regard the two terms as interchangeable. With some cogency, Duranti (2001) argues that due to current concerns of mainstream linguistics with the explicit analysis of the formal structures of language in contrast to anthropology's broader approach of looking at how humans make meaning through semiotic systems in cultural practices, this subfield is properly included within anthropology rather than linguistics. However, I beg to differ, believing that the current historical divisions of academic turf are just that—historical and contingent—and subject to change, and I would be loath to institutionalize such divisions by insisting on rigidly labeled compartments. The current disciplinary concerns of linguistics do not reflect its earlier history in which it was firmly enjoined to anthropology (Boas, 1940; Sapir, 1949; Haas, 1977, 1978). It is my firm hope that, over time, this more inclusive view will reassert itself, and hence my preference is to use both terms to cover this subfield, although, as titled, I will stick with the label anthropological linguistics in this article.
Anticipatory Discourse
Authors: Saint‐Georges Ingrid De 
Published: December 2012

AbstractResearchers interested in anticipatory discourse are, generally speaking, concerned with discourses in or about the future. They investigate how individuals, texts, or utterances project representations of future events, states, or relations. Unlike other areas of applied linguistics, the study of anticipatory discourse is still very much in its infancy. As yet, there is no set tradition or school for the study of such discourse, even if it has often been linked with critical discourse analysis. Given this state of affairs, this article focuses on research by authors who take the study of futurity as central to their work, although not all of them designate this work as “anticipatory discourse.” The study of anticipatory discourse thus makes a central claim: futurity is an inevitable component of text, talk, and more largely of social life, because human action has an intrinsically forward‐looking nature. The study of anticipatory discourse thus proposes to add to the existing body of knowledge in discourse analysis by casting light on this future dimension of text and interaction.
Assessment and Evaluation:Quantitative Methods
Authors: Brown James Dean 
Published: December 2012

Abstract
In evaluating the English Language Institute (ELI) at the University of Hawai'i at Mānoa (UHM) in the early 1990s, we carefully developed criterion‐referenced tests (CRTs) directly related to the objectives of each of our eight courses (for descriptions of all aspects of our curriculum development processes; for much more on these CRTs.
Assessment of Reading
Authors: Koda Keiko 
Published: December 2012

AbstractReading comprehension is a complex process, which has been conceptualized from diverse perspectives in first‐language (L1) reading research. Reading in a second language (L2) entails even more complexity, but a definition of reading comprehension is needed if developers are to create tests that measure L2 learners' reading comprehension. This entry describes contrasting views of reading comprehension and their relation to reading assessment, and then explains differences between L1 and L2 reading and their relevance to L2 reading assessment.
Assessment of Speaking
Authors: Ginther April 
Published: December 2012

AbstractSpeaking is seen by language testers as the most difficult of the four language skills to assess. Assessing speaking requires that we either observe a “live” oral performance or that we capture the performance by some means for evaluation at a later time. A method for elicitation must be selected, rating scales must be developed, and interviewers and/or raters must be trained. Therefore, understanding the assessment of speaking requires examination of assessment methods, scales, and raters.
Assessment of Translation
Authors: Colina Sonia 
Published: December 2012

AbstractThe focus of this entry is the assessment of translated texts forsummativepurposes; that is, for the purpose of offering a summary recommendation, rather than to provide feedback for learners or as a diagnostic tool (level placement, entrance exams, professional practice, and so forth). Reference, however, will be made to related areas such as the assessment of translator competence, student translation assessment, and so on (for more on areas of evaluation, see Martínez Meliz & Hurtado Albir, 2001). A translated text, also known as thetarget text, is defined here as a text that fulfills or attempts to fulfill a certain function in a target culture (in accordance with a set of explicit or implicit instructions, known as thetranslation brief) and that bears a translation relationship to another text in another language,the source text(ST); the specifics of a translation relationship (versus version, adaptation, etc.) can vary from one culture to another. This discussion takes the position that a translated text comes about as the result of the interaction of social participants (minimally, the writer, the target language audience, and the translator) and a purpose (often, but not always, the same as that of the original). While in the educational literature assessment and evaluation often refer to different concepts, here they will be used interchangeably, given that the content and ideas presented apply to both notions.