bluuebunny/crossref_metadata_2025_split huggingface dataset:
Neuroendocrine Causes of Amenorrhea—An Update
Authors: Fourman Lindsay T. , Fazeli Pouneh K. 
Published: January 2015

Context:
Secondary amenorrhea—the absence of menses for three consecutive cycles—affects approximately 3–4% of reproductive age women, and infertility—the failure to conceive after 12 months of regular intercourse—affects approximately 6–10%. Neuroendocrine causes of amenorrhea and infertility, including functional hypothalamic amenorrhea and hyperprolactinemia, constitute a majority of these cases.

Objective:
In this review, we discuss the physiologic, pathologic, and iatrogenic causes of amenorrhea and infertility arising from perturbations in the hypothalamic-pituitary-adrenal axis, including potential genetic causes. We focus extensively on the hormonal mechanisms involved in disrupting the hypothalamic-pituitary-ovarian axis.

Conclusions:
A thorough understanding of the neuroendocrine causes of amenorrhea and infertility is critical for properly assessing patients presenting with these complaints. Prompt evaluation and treatment are essential to prevent loss of bone mass due to hypoestrogenemia and/or to achieve the time-sensitive treatment goal of conception.
Collaborative Decision Making
Authors: Owen Daniel 
Published: January 2015

A synthesis of the work of three noted authors provides a framework for collaborative decisions built on the foundation of decision analysis. A Nobel Prize winner provides a psychological foundation for the framework, an authority on harnessing the collective wisdom of organizations argues for the necessity of a mechanism for the aggregation of the decision makers’ understandings, and a former senior executive for a Fortune 500 company describes a series of structured dialogues that supports the aggregation of understandings.The resulting collaborative decision process aggregates, rather than compromises, the understandings of decision makers. It makes explicit the aggregation of individuals’ understandings of the frame of the decision to be made, the alternatives to be considered, the sources of value and risk, and, finally, the reasons for the resulting collaborative choice.In collaborative decision making, we do not strive for an optimum, a compromise, or a satisficing solution. Rather, collaborative decision making results in a significantly more valuable choice than the alternatives envisioned by any of the decision makers through the aggregation understandings. Though the collaborative choice was not envisioned by the decision makers, each feels ownership of it and explicitly agrees to implement it.
Do Market Leaders Lead in Business Process Innovation? The Case(s) of E-business Adoption
Authors: McElheran Kristina 
Published: January 2015

Are market leaders more likely to be early adopters of business process innovations? Although they tend to enjoy economies of scale in adoption, leaders may find that adjustment costs also increase with scale. Prior work has focused on how misalignment of incumbents’ internal capabilities may affect their technology strategy. However, technology-capability misalignment may exist outside the firm boundary as well. In this paper, I build on mainstream product innovation concepts to predict when market leaders will adopt certain business process innovations. I then test these predictions in a large data set on early e-business adoption, leveraging its novel insight into focal firms, their markets, and their customers. I find market leaders were significantly more likely to embrace new information technology-enabled practices—except when customer adjustment costs were a significant concern. These findings highlight the strategic significance of external capabilities in the face of technological change. This paper was accepted by Bruno Cassiman, business strategy.
Dekonstruksi pendidikan Islam sebagai subsistem pendidikan nasional
Authors: Suyatno Suyatno 
Published: January 2015

The dualism of the nationally educational system has become the object of debate in various forums and educational seminars. The dualism of the educational system is the continuity of history; both in history of the Muslims in particular and the history of Indonesian people in general. In addition, the discourse of dualism also gained back the education system due to political turmoil ideology. Whatever the reason, the dualism has some nationally negative impact to educational institutions in Indonesia mostly in Islamic educational institutions. Therefore, it was the time that education in Indonesia must be under the policy of the ministry of education to make one-policy of educational system.Dualisme sistem pendidikan nasional telah menjadi objek perdebatan di berbagaiforum dan seminar-seminar pendidikan. Dualisme sistem pendidikan merupakankesinambungan sejarah, baik sejarah umat Islam pada khususnya maupun sejarah bangsa Indonesia pada umumnya. Di samping itu, wacana dualisme sistem pendidikan juga menguat kembali akibat gejolak politik nasional yang bermuatan ideologi tertentu. Apapun alasannya, dualisme banyak berdampak negatif terhadap lembaga pendidikan di Indonesia terlebih lembaga pendidikan Islam. Oleh karena itu sudah saatnya pendidikan di Indonesia berada di bawah satu payung kementerian sehingga menjadi sistem pendidikan satu atap.
Perspektif pendidikan Islam dalam novel “Dan Damai Di Bumi!” karya Karl May
Authors: Ma’rifah Indriyani 
Published: January 2015

Conflict and violence based on ethnic, religion, race and inter-groups (SARA) still become an inherent part of the historical life for Indonesian people. It is quitely clear that the Islamic education has not been effective enough to instill values of peace. Therefore, the reconstruction and renewal of the Islamic education should be done. It is necessary for us to begin with the reconstruction of the learning materials, and by using the novel as a medium. One of the novels that is loaded with the values of peace is “Dan Damai di Bumi!“ written by Karl MayKonflik dan kekerasan berbasis suku, agama, ras dan antar golongan (SARA)masih menjadi bagian yang inheren dalam sejarah kehidupan bangsa Indonesia.Tampak jelas bahwa pendidikan Islam belum cukup efektif menanamkan nilai-nilai perdamaian. Karenanya, rekonstruksi dan pembaharuan pendidikan Islam sudah saatnya dilakukan. Hal ini perlu dimulai dengan pembenahan materi pembelajaran,dan menggunakan novel sebagai medianya. Salah satu novel yang sarat dengan nilai-nilai perdamaian adalah “Dan Damai di Bumi!” karya Karl May.
Peningkatan mutu madrasah melalui penguatan partisipasi masyarakat
Authors: Rahman K.A. 
Published: January 2015

Quality in the context of education is a process to do it right the first time andmake continuous improvements from setting the vision, mission, purpose, operation,monitoring, and evaluation of substances intended for meaningful education, that begins from input-process and out-put, up to the level of outcome. In the world of education,including the madrasa, community satisfaction will be realized when the madrasa’s’ quality has continuous benefit for society. Mutu dalam konteks pendidikan adalah sebuah proses untuk melakukan secarabenar sejak awal dan melakukan perbaikan secara terus menerus mulai daripenetapan visi-misi, tujuan, operasionalisasi, monitoring, dan evaluasi yangditujukan bagi substansi pendidikan yang bermakna, mulai dari input-proses,dan out-put, hingga ke tingkat outcome. Dalam dunia pendidikan, termasukmadrasah, kepuasan masyarakat akan terwujud bila madrasah menunjukkan mutu yang berkesinambungan dan lulusan madrasah dapat bermanfaat bagi masyarakat.
Deradikalisasi pendidikan Islam berbasis khazanah pesantren
Authors: Masduqi Irwan 
Published: January 2015

Violence in the name of religion often happens in Indonesia. Pesantren is considered as a nest of terrorism because it has been being tought religious radicalism here. This study can be concluded that Islam is as a religion of universal love (rahmatan lil ‘alamin).Here, it is tought education that upholds the principle of mutual respect for differences,harmony, peace, civility, and other manifestations of noble character. But the teachings of “rahmatan lil ‘alamin” is often reduced to justify violence in the name of religion by sensible dogmatic radical groups. De-radicalizational steps are needed to develop Islamic education that is more humane. Kekerasan atas nama agama semakin marak terjadi di Indonesia. Bahkan pesantren dianggap sebagai sarang terorisme karena di sini diajarkan radikalisme agama.Penelitian ini pada simpulan bahwa Islam sebagai agama kasih sayang universal (rahmatan lil ‘alamin). Di sini, diajarkan pendidikan yang menjunjung tinggi prinsip saling menghargai perbedaan, kerukunan, perdamaian, kesantunan,dan manifestasi akhlak mulia yang lainnya. Namun ajaran rahmatan lil ‘alamin tersebut sering direduksi oleh kelompok dogmatik yang berpaham radikal untuk menjustifikasi aksi-aksi kekerasan atas nama agama. Langkah-langkah deradikalisasi diperlukan untuk membangun pendidikan Islam yang lebih humanis.
Respon Nahdlatul Ulama (NU) terhadap Wahabisme dan implikasinya bagi deradikalisasi pendidikan Islam
Authors: Shidqi Ahmad 
Published: January 2015

The rise of Islamic radicalism action that is more expansive in Indonesia because ofWahhabism actions. This group often “mengkafirkan” “mensyirikkan”, “membid’ahkan” other groups of Muslim. The actions may grow Islamic radicalism. “NU” that is as one of other groups of Muslims who faithfully practice the number of religious rites such as “tahlil”, “ziarah kubur” (pilgrimage to grave), “maulid”, is often made as the target of this Wahhabi. Therefore, a number of people from both structural and cultural of “NU” have done the consolidation to response the expansion of Wahhabism. Maraknya aksi radikalisme Islam yang semakin ekspansif di Indonesia sebenarnya karena gerakan Wahhabisme. Kelompok ini kerap mengkafirkan, membid’ahkan dan mensyirikkan tindakan kelompok Islam lainnya. Hal ini menjadi landasan tumbuhnya benih-benih radikalisme Islam. NU sebagai salah satu kelompok umat Islam yang setia mengamalkan sejumlah ritus-ritus keagamaan seperti tahlil, ziarah kubur, maulid, kerap dijadikan sasaran dakwah kaum Wahhabi ini. Karena itu, baik dari struktural maupun dari kultural NU berkonsolidasi untuk meberikan respon terhadap ekspansi Wahhabisme.
Peace education dan deradikalisasi agama
Authors: Machali Imam 
Published: January 2015

Peace education is a process of acquiring knowledge, development of attitudes, andbehaviors to be able to live mutually respectful, tolerant, peaceful, mutual aid and nonviolence. Peace education that is conducted by “FPUB” is to bring into reality the true brotherhood among the believers that are realized by tolerance-active attitude, honesty,respect for religious freedom and faith. The program is implemented in order to deradicalization of religious groups such as discussion and dialogue among religions, social solidarity action, peaceful action, and prayer together.Pendidikan perdamaian adalah sebuah proses untuk mendapatkan pengetahuan,pengembangan sikap, dan tingkah laku untuk dapat hidup saling menghormati,toleran, penuh perdamaian, saling membantu, dan anti kekerasan. Pendidikan perdamaian yang dilakukan oleh “FPUB” bertujuan untuk mewujudkan persaudaraan sejati antar umat beriman yang dilandasi dengan sikap toleransi-aktif, kejujuran, penghargaan terhadap kebebasan beragama dan berkeyakinan. Program yang dilaksanakan dalam rangka deradikalisasi umat beragama adalah diskusi dan dialog antar umat beragama, aksi solidaritas sosial, aksi damai, dan do’a bersama.
Pendidikan agama Islam berbasis anti terorisme di SMA
Authors: Wiyani Novan Ardy 
Published: January 2015

“PAI” teachers are required to be able to create a healthy climate of religios to avoid the Islamic radicalism in high school. One effort that can be done by the”PAI” teachers is to practice the de-radicalization of Islamic education through the integration of education values on anti-terrorism in teching-learning of “PAI”. The educational values of antiterrorism that will be integrated in the teching-learning of “PAI” included citizenship,compassion, courtesy, fairness, moderation, respect for the other, respect for the creator,self control, and tolerance. Then, they are integrated into the learning objectives, learning materials, learning experiences, and evaluation of learning.Guru PAI dituntut untuk dapat menciptakan iklim keagaman yang sehat untukmenghindari paham radikalisme Islam di SMA. Salah satu upaya yang dapat dilakukan oleh guru PAI adalah dengan melakukan praktik deradikalisasi pendidikan Islam melalui pengintegrasian nilai-nilai pendidikan anti terorisme pada pembelajaran PAI. Nilai-nilai pendidikan anti terorisme yang diintegrasikan pada pembelajaran PAI meliputi citizenship, compassion, courtesy, fairness, moderation, respect for other,respect for the creator, self control, dan tolerance. Kemudian diintegrasikan ke dalam tujuan pembelajaran, materi pembelajaran, pengalaman belajar, dan evaluasi pembelajaran.
Deradikalisasi Islam dalam perspektif pendidikan agama
Authors: Qodir Zuly 
Published: January 2015

Physical or non physical terrorism is a form of radicalization that is considered the most extreme for applying new methods of relative in radicalization religion. The ideological war which is considered as the most advanced form of radicalization is a continuation of the religious world and the radicalization of form since 2000 in Indonesia. To reduce the various forms of religious radicalisation, the formal education is developed in Indonesia. The religious radicalization is a variant of the extreme movement that could be detrimental to Muslim in Indonesia based on data of literature, media studies and field observations.
Postmodernisme dan filsafat pendidikan Islam
Authors: Mukalam Mukalam 
Published: January 2015

Philosophy of Islamic education is a field of study that has not been touched very much by the idea of postmodernism. When it is interpreted and constructed, the project of postmodernism is a critical metanarrative, the critic of knowledge objectivity and the critic of autonomy subject, that provides insight and new perspectives for the study of Islamic philosophy. Philosophy of Islamic education is developed to appreciate the small narrative and local knowledge; examine the relation of knowledge and power, and posture the subject instability.Filsafat pendidikan Islam merupakan bidang kajian yang belum banyak tersentuh ide postmodernisme. Bila diinterpretasikan dan dikonstruksi, proyek postmodernisme adalah kritik metanarasi, kritik obyektivitas pengetahuan dan kritik otonomi subyek, yang memberikan wawasan dan perspektif baru bagi filsafat pendidikan Islam. Filsafat pendidikan Islam dikembangkan untuk menghargai narasi kecil dan pengetahuan lokal; mencermati relasi pengetahuan dan kuasa; dan menyikapi instabilitas subyek.
Filsafat pendidikan Islam; Studi filosofis atas tujuan dan metode pendidikan Islam
Authors: Rohinah Rohinah 
Published: January 2015

Islamic view of human beings and life are formed by harmomy principle and thecombination of senses , mind , and hearts of the faithful. The third harmony is the most fundamental epistemological base in Islamic philosophy .Thinking with full comprehension is intended as an instrument or tool in conducting research based on the epistemological framework. Thinking activity is regarded as a sacred duty in Islam, and thinking is a tool to deliver a progressive life, which is formed by absorbing the values of reality. The Islamic education should be a process that is able to produce “insan kamil” to maximize his full potential . The methods of education should commonly reflect the condition of integrative – interconnective that is capable to stimulate the development of maximum potencyPandangan Islam tentang manusia dan kehidupan terbentuk dengan asas harmoni dan gabungan antara indera, akal, dan hati yang beriman. Harmoni ketiganya itu merupakan pangkal epistimologis paling fundamental dalam filsafat Islam. Permikiran dengan penghayatan dimanfaatkan sebagai instrumen atau alat dalam melakukan riset berdasar kerangka epistimologis tersebut. Aktifitas berpikir dianggap sebagai sebuah tugas suci dalam Islam, dan berpikir adalah alat untuk melahirkan hidup yang progresif, yang terbentuk dengan cara menyerap nilai-nilai dari realitas. Pendidikan Islam harus menjadi proses mencetak “insan kamil” yang
Sekolah Islam terpadu; Filsafat, ideologi, dan tren baru pendidikan Islam di Indonesia
Authors: Suyatno Suyatno 
Published: January 2015

Toward the 21st century, there is an interesting change in the trend of education (read Islamic education) in Indonesia . The dominance of educational institutions that consists of “Pesantren”,“Madrasah”, and Schools become different. It is based on the phenomenon that there is Integrated Islamic Schools in this country. The educational institutions,whicht have been spread to all parts of Indonesia, were established by some mosque activists at the ITB and UI campuses. The very rapid development of this school indicates that the Integrated Islamic School becomes the new trend of Islamic education in Indonesia. In this school, it is emphasized on the education of religious moral values and the excellent modern education nowadays. This kind of Integrated Islamic School has also proved a new style of the middle reislamization class of Indonesian Muslims. Menjelang abad 21, ada perubahan yang menarik mengenai tren pendidikan (baca pendidikan Islam) di Indonesia. Dominasi lembaga pendidikan yang terdiri dari Pesantren, Madrasah, dan Sekolah mulai bergeser. Hal ini ditengarai oleh fenomena munculnya Sekolah Islam Terpadu di negeri ini. Lembaga pendidikan yang telah tersebar ke seluruh wilayah Indonesia ini didirikan oleh para aktivis Masjid Kampus ITB dan UI. Persebaran sekolah yang demikian pesat menunjukkan bahwa Sekolah Islam Terpadu menjadi tren baru pendidikan Islam di Indonesia. Pada Sekolah ini ditekankan pada pendidikan nilai-nilai moral keagamaan dan pendidikan modern yang excellent saat ini. Sekolah ini juga memberikan corak baru mengenaireislamisasi kelas menengah Muslim Indonesia.
Pendidikan Islam dalam konsep prophetic intelligence
Authors: Hayat Hayat 
Published: January 2015

Intelligence has connectivity to the educational process as a concrete step in the development of human character as caliph in the world to think of all God ‘s creation. Islamic education teaches a life of meaning to the concept of “amar ma’ruf nahi mungkar”. It is really clear that various concepts in Islamic education are not adjusted enough with the development period that is increasingly sophisticated and globalized. Islamic civilization has been built since the Prophet Muhammad SAW, and other thinkers in teaching a sense of knowledge that is based on Al- Quran and Al - Hadits as the main guideline.Prophetic Intelligence provides illustration that in transforming education through the concrete steps for being “insan Kamil” that is “rahmatan lil alamin”. Intelligence Prophetic provides illustration that in transforming education through the concrete steps for being ‘Insan Kamil’ that is ‘rahmatan lil alamin’. Kecerdasan mempunyai konektifitas dengan proses pendidikan sebagai langkahkonkrit dalam pembinaan karakter manusia sebagai kholifah ‘fil ardl’ untukmemikirkan segala ciptaan Allah SWT. Pendidikan Islam mengajarkan sebuahmakna kehidupan dengan konsep “amar ma’ruf nahi mungkar”.Tampak jelas bahwa berbagai konsep dalam pendidikan Islam kurang disesuaikan dengan perkembangan zaman yang semakin canggih dan mengglobal. Peradaban Islam sudah dibangun sejak Rasulullah SAW, dan para pemikir mengajar sebuah makna pengetahuan yang berdasarkan pada Al-Quran dan Al-Hadis sebagai pedoman utama.Prophetic Intelligence memberikan gambaran bahwa dalam mentransformasikan pendidikan melalui langkah-langkah konkrit untuk menjadi ‘insan Kamil’ yang ‘rahmatan lil alamin’.
More counterexamples to regularity for minimizers of the average-distance problem
Authors: Lu Xin Yang 
Published: January 2015

Abstract
The average-distance problem, in the penalized formulation, involves minimizing
(1) E
μ
λ(Σ) := ∫ℝ
d

d(x,Σ)dμ(x) + λℋ
1
(Σ),
among path-wise connected, closed sets Σ with finite ℋ
1
-measure, where
d ≥ 2, μ is a given measure, λ is a given parameter and
d(x,Σ) := inf
y∈Σ|x - y|.
The average-distance problem can be also considered among compact, convex sets with perimeter and/or
volume penalization, i.e. minimizing
(2) ℰ(μ,λ1,λ2)(·):=∫ℝ
d

d(x,·)dμ(x) + λ1Per(·)
+ λ2Vol(·),
where μ is a given measure,
λ1,λ2 ≥ 0 are given parameters with
λ1 + λ2 > 0,
and the unknown varies among compact, convex sets. Very little
is known about the regularity of minimizers of (2). In particular it is unclear
if minimizers of (2) are in general C
1 regular.
The aim of this paper is twofold: first, we provide in ℝ2
a second approach in constructing minimizers
of (1) which are not C
1 regular; then, using the same technique,
we provide an example of minimizer of (2)
whose border is not C
1 regular, under perimeter penalization only.
Prophylactic bioactive screw fixation as an alternative augmentation for femoroplasty
Authors: Hananouchi Takehito 
Published: January 2015

AbstractFemoroplasty is theoretically a prophylactic surgical procedure for femoral neck fracture. Although bone cement is generally used for augmentation, its distribution cannot be easily controlled. This study investigated whether a bioactive screw is feasible for femoroplasty as an alternative augmentation material. A mechanical test was done to compare the strength of four types of augmentation bioactive screw (Superfixsorb), two bioinert cements, or no intervention in a composite femoral bone. The peak load to fracture under simulated falling was compared among the four groups. The mean peak load to failure in the bioactive screw group (2667 N) was significantly higher than that in the intact group (2391 N) (p=0.028), comparable to that in the Simplex P cement group (2864 N) (p=0.11), and significantly lower than that of the cranioplastic cement group (3022 N) (p=0.006). The strength of a composite femur with the bioactive screw was higher than that of an intact bone and comparable to one cement augmentation. Thus, this bioactive screw can be potentially used as augmentation material for femoroplasty.
Recent advances in biomarkers for Parkinson’s disease focusing on biochemicals, omics and neuroimaging
Authors: Ren Rutong , Sun Yi , Zhao Xin , Pu Xiaoping 
Published: January 2015

AbstractParkinson’s disease (PD) is one of the most common neurodegenerative disorders, involving progressive loss of the nigro-striatal dopaminergic neurons. Cardinal symptoms including tremors, muscle rigidity, drooping posture, drooping, walking difficulty, and autonomic symptoms appear when a significant number of nigrostriatal dopaminergic neurons have already been destroyed. Hence, reliable biomarkers are needed for early and accurate diagnosis to measure disease progression and response to therapy. We review the current status of protein and small molecule biomarkers involved in oxidative stress, protein aggregation and inflammation etc. which are present in cerebrospinal fluid, human blood, urine or saliva. In recent years, advances in genomics, proteomics, metabolomics, and functional brain imaging techniques have led to new insights into the pathoetiology of PD. Further studies in the novel discovery of PD biomarkers will provide avenues to treat PD patients more effectively with few or no side effects.