bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effect of hyperemesis gravidarum on gestational diabetes mellitus screening
Authors: Ohara Rena , Obata‐Yasuoka Mana , Abe Kanako , Yagi Hiroya , Hamada Hiromi , Yoshikawa Hiroyuki 
Published: November 2015

AbstractObjectiveTo clarify the effect of starvation due to hyperemesis gravidarum on the screening of gestational diabetes mellitus (GDM).MethodsA retrospective study was undertaken of pregnant women who delivered at Tsukuba University Hospital, Japan, between October 1, 2010, and September 30, 2013. GDM screening was performed in the first trimester using the random blood glucose test with a cutoff value of 5.2 mmol/L and in the second trimester using a 50‐g glucose challenge test with a cutoff value of 7.8 mmol/L. If the screening was positive, a 75‐g oral glucose tolerance test was performed for a definite diagnosis.ResultsAmong 2112 eligible women, 33 (1.6%) required hospitalization for hyperemesis; the remaining 2079 women formed the control group. In the first trimester, the positive GDM screening rate was significantly higher in the hyperemesis group than in the control group (13 [39.4%] vs 115 [5.5%]; P < 0.001). Additionally, the positive predictive value was significantly lower in the hyperemesis group (23.1% vs 73.9%; P < 0.001). In the second trimester, no significant differences were observed between groups.ConclusionHyperemesis gravidarum affects the positive GDM screening rate in the first trimester.
Empowering adolescent girls in Sub‐Saharan Africa to prevent unintended pregnancy and HIV: A critical research gap
Authors: Phillips Sharon J. , Mbizvo Michael T. 
Published: November 2015

AbstractThe need to prevent early pregnancy and HIV among adolescent girls in Sub‐Saharan Africa has been recognized increasingly over recent years. Although extensive work has been done to determine appropriate interventions for girls in high‐income countries, very little evidence is available to guide programmatic interventions in Sub‐Saharan Africa. The available evidence has been equivocal regarding improved outcomes. While knowledge and self‐reported behaviors frequently change with interventions, including those performed at the community level, educational programs, and direct contraceptive provision, downstream outcomes rarely reflect a significant effect of the interventions; however, provision of financial or other interventions to incentivize continued school enrollment are a promising development. We suggest directions for future research to fill this critical gap in the literature.
Robotic partial nephrectomy for clinical stage T1 tumors: Experience in 42 cases
Authors: Ener Kemal , Canda Abdullah Erdem , Altinova Serkan , Atmaca Ali Fuat , Alkan Erdal , Asil Erem , Ozcan Muhammet Fuat , Akbulut Ziya , Balbay Mevlana Derya 
Published: November 2015

AbstractThe aim of this study was to evaluate outcomes of robotic partial nephrectomy (RAPN) procedures. At two centers, 42 patients underwent RAPN. Radius, Exo/Endophytic, Nearness, Anterior/Posterior, Location (R.E.N.A.L.) nephrometry and PADUA scores of patients were calculated by computed tomography (CT) or magnetic resonance imaging (MRI). Intra‐ and perioperative (0–30 days) complications were evaluated using modified Clavien classification. A four‐arm da Vinci‐S robotic surgical system was used and outcomes were evaluated retrospectively. Mean age of the patients was 52.3 ± 6.5 years. Mean tumor size was 3.1 ± 1.0 (1.4–6.6) cm. R.E.N.A.L. nephrometry and PADUA scores were 6.0 ± 1.5 and 7.5 ± 0.9, respectively. Mean surgical time was 127.7 ± 18.7 minutes and estimated blood loss was 100 ± 18.1 cc. Mean warm ischemia time was 16.0 ± 8.9 (0–30) minutes. Intraoperative complications did not develop in any patient. Median hospital stay was 3.0 (2–6) days. Except for 17 patients, hilar clamping was performed in 25 patients. Histopathology results included 34 renal cell carcinoma (22 clear cell, 7 chromophobe cell, 4 papillary cell, and 1 clear papillary cell). Oncocytoma (n = 4), adenoma (n = 1), fibroadipose tissue (n = 1), papillary epithelial hyperplasia (n = 1), and chronic pyelonephritis (n = 1) were present. Surgical margins were negative in all patients. During a median follow‐up period of 15.5 ± 10.9 (3–46) months, neither local recurrence nor distant metastasis was detected. In conclusion, RAPN is a safe, minimally invasive surgical approach, with excellent surgical and oncological outcomes in T1 kidney tumors. Zero ischemia off‐clamp RAPN is also safe in selected masses with the advantage of avoiding complete renal ischemia.
The relationship between the neutrophil–lymphocyte ratio and disease activity in patients with ulcerative colitis
Authors: Demir Ayse Kevser , Demirtas Ahmet , Kaya Suheyla Uzun , Tastan Ibrahim , Butun Ilknur , Sagcan Mustafa , Sahin Safak , Tasliyurt Turker , Yilmaz Abdulkerim 
Published: November 2015

AbstractPreliminary evidence suggests that a higher neutrophil–lymphocyte ratio (NLR) may be an indicator of active ulcerative colitis (UC). However, it is not clear whether the NLR is a useful and simple indicator of clinical activity in UC after adjusting for the other inflammatory markers. We designed a retrospective study to evaluate the role of the NLR in estimating disease severity in UC patients. The study consisted of 71 patients with UC and 140 age‐ and sex‐matched healthy individuals (control group). The NLR, erythrocyte sedimentation rate, C‐reactive protein, and white blood cell count were measured. The NLR values of the active UC group were elevated compared with those of the patients with inactive UC and the controls (2.59 ± 1.47, 2.03 ± 1.07, and 1.98 ± 0.85, respectively; p = 0.005). The receiver operating characteristic revealed that the optimum NLR cut‐off point for active UC was 2.39. A multivariable logistic analysis showed that of the parameters studied, C‐reactive protein was the only parameter able to significantly discriminate active from inactive UC (B: 0.222; p = 0.017; odds ratio: 1.248; 95% confidence interval: 1.041–1.497).
Direct Shear Mapping: Prospects for Weak Lensing Studies of Individual Galaxy–Galaxy Lensing Systems
Authors: de Burgh-Day C. O. , Taylor E. N. , Webster R. L. , Hopkins A. M. 
Published: November 2015

AbstractUsing both a theoretical and an empirical approach, we have investigated the frequency of low redshift galaxy-galaxy lensing systems in which the signature of 3D weak lensing might be directly detectable. We find good agreement between these two approaches. Using data from the Galaxy and Mass Assembly redshift survey we estimate the frequency of detectable weak lensing at low redshift. We find that below a redshift of z ~ 0.6, the probability of a galaxy being weakly lensed by γ ⩾ 0.02 is ~ 0.01. We have also investigated the feasibility of measuring the scatter in the M* − Mh relation using shear statistics. We estimate that for a shear measurement error of Δγ = 0.02 (consistent with the sensitivity of the Direct Shear Mapping technique), with a sample of ~$50,000 spatially and spectrally resolved galaxies, the scatter in the M* − Mh relation could be measured. While there are currently no existing IFU surveys of this size, there are upcoming surveys that will provide this data (e.g The Hobby-Eberly Telescope Dark Energy Experiment (HETDEX), surveys with Hector, and the Square Kilometre Array (SKA)).
‘Morals can not be drawn from facts but guidance may be’: the early life of W.D. Hamilton's theory of inclusive fitness
Authors: SWENSON SARAH A. 
Published: November 2015

AbstractW.D. Hamilton's theory of inclusive fitness saw the evolution of altruism from the point of view of the gene. It was at heart a theory of limits, redefining altruistic behaviours as ultimately selfish. This theory inspired two controversial texts published almost in tandem, E.O. Wilson's Sociobiology: The New Synthesis (1975) and Richard Dawkins's The Selfish Gene (1976). When Wilson and Dawkins were attacked for their evolutionary interpretations of human societies, they claimed a distinction between reporting what is and declaring what ought to be. Can the history of sociobiological theories be so easily separated from its sociopolitical context? This paper draws upon unpublished materials from the 1960s and early 1970s and documents some of the ways in which Hamilton saw his research as contributing to contemporary concerns. It pays special attention to the 1969 Man and Beast Smithsonian Institution symposium in order to explore the extent to which Hamilton intended his theory to be merely descriptive versus prescriptive. From this, we may see that Hamilton was deeply concerned about the political chaos he perceived in the world around him, and hoped to arrive at a level of self-understanding through science that could inform a new social order.
(Dis)unity in Diversity: How Common Beliefs about Ethnicity Benefit the White Mauritian Elite
Authors: Salverda Tijo 
Published: November 2015

ABSTRACTWhite Africans are particularly associated with the troubles South Africa and Zimbabwe have faced throughout their histories. The story of the Franco-Mauritians, the white elite of Mauritius, and how they have fared during more than forty years since the Indian Ocean island gained independence, is much less known. However, their case is relevant as a distinctive example when attempting to understand white Africans in postcolonial settings. Unlike whites elsewhere on the continent, Franco-Mauritians did not apply brute force in order to defend their position in the face of independence. Yet the society that emerged from the struggle over independence is one shaped by dominant beliefs about ethnicity. As this article shows, despite a number of inverse effects Franco-Mauritians have benefited from this unexpected twist, and part of the explanation for their ability to maintain their elite position lies therefore in the complex reality of ethnic diversity in postcolonial Mauritius.
Education in a Multi-Cultural Community
Authors: Pattenden J. 
Published: November 2015

Traeger Park Primary School is situated in a community composed of white and Aboriginal cultures and sub-cultures. The enrolment is approximately three hundred and eighty and of this more than half the children are of Aboriginal descent. Approximately sixty of these Aboriginal children live in cottage homes because they come from cattle stations or they are state wards. The various sub-cultures would include –1. Stable middle-class part-Aboriginal group.2. Lower socio-economic group of part-Aboriginal people living in town.3. Full blood Aboriginal people in fringe-dwelling situations4. A transient white group who live at caravan parks.5. People employed by railways.6. A small group of middle-class whites.Within the white cultures, there are many disadvantaged children from broken or disturbed homes. All these sub-cultures within the school have tended to make the middle-class white group disadvantaged. We are faced with the problem of keeping these children up to the academic standard expected by parents. In the fringe-dwelling group there are twenty-five children from one particular camp and thirty-five from other camp situations all around the town. Many of these people see this school as theirs even though they live much closer to other primary schools. The principal aim of the school is to develop in the children an awareness of themselves and their place in the community, and a self-concept that enables them to live a full and satisfying existence in the environment of their own choice.
Pre-reading Program at Milingimbi
Authors: Christie M. 
Published: November 2015

The Pre-reading program for Gupapuyngu speaking children was largely based upon the lectures of Sarah Gudschinsky given in Darwin in early 1973.The first part of the pre-reading program involved helping the children to learn exactly what reading (and writing) is. In a European culture children often come to school with this understanding, but many Aboriginal children take some time to register the basic principles involved. This aim was achieved as much in incidental teaching as in planned lessons. The children were read to in their own language. When they were read to, the teacher often pointed to the words as he read them. The children were shown the relationship between the figures on the page and what was being read. Every day, after morning news, we wrote down what one child had said (and a picture was drawn). Later on the short story or phrase was read back to the children. When the children were sent on messages, the teacher read out what he had written down. The children learnt the communicative value of writing and reading. Children who, when they arrived at school, thought that reading involved showing a picture and making up the story, soon learnt what the words were for, and thus were motivated to learn to read.
Some Thoughts about Classroom Assistants in Our Schools
Authors: Dyer Wayne 
Published: November 2015

“How do you use them?” is a question I have heard often. It is asked by teachers with reference to their classroom assistants in schools on Aboriginal communities. A seemingly simple question yet it points to a whole complex of issues, all relatively minor in themselves but which in sum are apparently a cause for concern for many in these schools.In this brief article I intend to look only at those issues which directly affect the place of the indigenous classroom assistants in education. I am concerned that although the potential value of such resource personnel in our schools could be limitless, we appear not, in fact, to be scratching even the surface of such potential in many of these schools. Ultimate opportunity and responsibility to ensure that the role of these auxiliaries is a viable and effective one is ours as teachers.
Audio-Visual Equipment Home Borrowing Program
Authors: Litzow J. 
Published: November 2015

The following article discusses a program introduced at Millchester State School to allow children to borrow audio-visual equipment for home use. The principal, Mr. Jim Litzow, notes that,
“We seem to have prevented any problems to date by setting out clearly all procedures and rules. We have just over 50% indigenous children at the school and…these children are participating in the scheme in greater numbers and with more enthusiasm than the other children.”
Reading Without Tears at Milingimbi School
Authors: Christie M. 
Published: November 2015

Something had to be done. The Gudschinsky approach, which we had been using for two years in our bilingual program, was working well with a group of children who happened to be both bright and making it to school five days a week. However, a large group had tried with the Gudschinsky method and, either because they were not yet ready for this approach to reading, or through irregular attendance, simply never got off the ground. The other children, in the middle, were off the ground but fluttering precariously.The ‘never-off-the-ground’ group was given to me. It comprised over twenty children, about ten of whom would be at school on any one day. They were second and third year infants with whom I had an hour and a half every day in an open classroom. The children knew me well and I could speak to them in Gupapuyju (or in English to the one or two children from other settlements whose language was not Gupapuyju). Gupapuyju speaking children read in Gupapuyju, the others in English. Elements from the Ashton-Warner approach and the Language Experience approach were used.
Treat Yourself to a Reading and Writing Explosion
Authors: Edwards G.H. 
Published: November 2015

Engaged as we are in the essential task of assisting Aboriginal children to decode and encode a language which presents many problems to them, it behoves us to strive for the one aspect that many teachers – particularly those new to the field of Aboriginal education, and those charged with the teaching of reading to our school beginners – appear to miss. The reference, of course, is to relevancy.How many of us, in retrospect, have been guilty of peddling irrelevant or “foreign” reading materials during our careers? Are we still guilty? Do your children readily relate to the books you present for their use? If not, then the following thoughts and suggestions may have some value in your situation, be it one where a tribal language is still the main means of communication, one where a bi-lingual program is in force, or where English (or a non-standard form of it) is the main communication medium.
Schooling at Yarralin Outstation
Authors: Boekel Con 
Published: November 2015

Victoria River Downs (VRD) is an area of prolonged contact. Early contact, in particular, was marked by fatal violence and disease. The effect of this time is still apparent in the stories of atrocity told by both whites and Aboriginals. If you believed everything you were told there would be a skeleton per square mile. In time the gunsmoke settled down. The people now at Yarralin are survivors. The Karanga tribe is represented by three old men and about seven other linguistic groups are there.The Aboriginals came to live in camp at VRD, “the station”. They were employed as domestics and stockmen in a paternalistic situation. Why they eventually left the station in the Wattie Creek Walkout I don’t know. In doing this, however, they placed themselves beyond redemption in the eyes of many of the Europeans. When they then left Wattie Creek, they returned to VRD, but to set up an out-station at Yarralin, about twelve miles from the homestead. Some returned for work, others to be near medical treatment. One man was expelled from Yarralin for trouble-making.Many of the children had been to school at VRD and then at Wave Hill. While at Yarralin they received no schooling.
Education for Alienation – or for Self-determination
Authors: Ingram John , Randall Bob 
Published: November 2015

I suppose I have to admit that I could have used Paulo Freire’s terms and said “Education for Domination – or Education for Liberation” since most people acquainted with cross-cultural education and education in developing societies would know them. And I certainly do have to admit that there is not much that I have to say that is particularly novel in education. But what I am sure is new in Australia is the deliberate, conscious and consistent effort to apply these ideas in practice in the area of cross-cultural education, in all facets of the curriculum for an educational institution. And so I can give one guarantee about what I say: it may be verbose, and it may even sound abstract, but in the Aboriginal Community College we are trying to do it – and with some success.But I do not intend merely to give yet another description of the Aboriginal Community College. Frankly, I’m tired of talking about it, constantly repeating myself until I begin to sound like a rather long nursery rhyme. But I am “wrapped” in what we are doing and find this program more stimulating professionally and personally and hence more challenging than anything else I have worked in. I want to deal more generally than merely about this College, because I believe that what we have learnt applies to education in a cross-cultural situation anywhere in Australia and with any minority groups. If I draw my examples from this College, I hope you will tolerate it, and draw your examples from other situations if they are more meaningful to you.
Preliminary Assessment of Achievement Levels in an Ethnic Community School
Authors: Reynolds M. 
Published: November 2015

Townsville, North Queensland is the setting for a unique innovation in Aboriginal and Torres Strait Island education. A number of parents have opted out of the State education system in favour of developing a school which reflects their culture and which aims to provide a program better suited to black children.The Black Community School was established in October 1974. Initially it aimed to provide for children late in their primary schooling because parents recognised this as the most critical stage. However, by January 1975, it was realized that it was difficult to finance the extensive resources required at secondary level. Therefore the school amended its original aim and now operates to provide the best possible early education up to secondary level, by which time it is hoped successful transfer can take place.
My First Year as a Teacher Aide
Authors: Jones D. 
Published: November 2015

(This paper was presented by Mrs Doreen Jones, Aboriginal teacher aide, at the Wilcannia Nyngan Conference, February 1977.)I think I was lucky to have been chosen for the teacher aide job in Wilcannia. Before I found out I had the job, I was told the other lady had got it. I was down hearted in a way but thought to myself, “Oh well, it doesn’t matter, I wouldn’t have been able to do the job anyway.” (I found out differently.) Before I knew where I was, I was on the bus for Sydney for training for the job.The training in Sydney has helped me a great deal. (I am willing to help the teachers with the Aboriginal children in every way I can.) I will never forget my first morning at school. Believe me, I was really very very nervous and I just didn’t know what to do or what I was in for.On my arrival, I was standing on the opposite side of the office when I noticed one of the lady teachers getting out of her car; she came towards me and gave me a nice big smile (I won’t forget it) and said, “Good morning, how are you this morning?” I answered, and thought to myself, “It’s not as bad as I’m thinking it’s going to be.” Believe me, this teacher made me feel really welcome on my first day.
Oodnadatta School/Community Library
Authors: Jaunay G. 
Published: November 2015

Oodnadatta Aboriginal School has for a considerable time involved the community in its activities. From this liaison has grown several services to the community by the school which have become an indispensable part of the way of life in this most northern town in South Australia. Apart from comprehensive self-improvement and recreational courses offered through the Department of Further Education, the school offers a library service to the town and district.Early in 1976, I, an avid reader myself, set about to overcome the void created by a total lack of community library facilities other than the Country Lending service. The school already had a comprehensive library available and the obvious move was to establish a community library. A committee was formed, representing the school staff, the school council and the local Progress Association. However, it was felt that to establish a library along the guidelines set out, would not suit this community, mainly because of its very small size (about 300) and the short length of residence of most citizens. An alternative scheme was adopted, whereby the school takes out bulk loans from the Schools Library Board, the State Library and the Port Augusta Public Library. These stocks are periodically rotated so that there is always a new range of material available. (An important factor that could not be achieved if we purchased our own book stock, or even followed the guidelines of a 10% turnover per annum, as indicated in the School Community Library plan.)
Career Camps
Authors: Skehan M. , Smyth J. , Rendall R. , Morris R. 
Published: November 2015

Students receiving benefits under the Aboriginal Secondary Grants Scheme are visited by Education Officers of the Commonwealth Department of Education two or three times each year. It has become clear to the Education Officers that many Aboriginal secondary students in our region:
i)had not sought or been provided with sufficient information or experiences with which they could form sound vocational judgments;ii)had not made a clear vocational choice during their school career.