bluuebunny/crossref_metadata_2025_split huggingface dataset:
The effects of fish oil emulsion supplementation on synaptosomal membrane enzyme activities in diabetic rats: Protective effect on K+‐paranitrophenylphosphatase activity only in non‐diabetic rats but no significant influence on Na+/K+‐ATPase activity
Authors: Ďurfinová Monika , Bartová Radka , Orešanská Katarína , Valentová Natália , Uličná Oľga , Ďuračková Zdeňka , Muchová Jana 
Published: August 2014

This study evaluated the effect of fish oil emulsion supplementation (rich in ω‐3 fatty acids) on synaptosomal Na+,K+‐ATPase and K+‐dependent‐paranitrophenyl phosphatase (K+‐pNPPase) activities in diabetic rats. Diabetes mellitus was induced in 36 rats by injection of streptozotocin (STZ) via the tail vein at a dose of 45 mg/kg of body weight. After 7 days, animals were randomly divided into six groups according to the administration and doses of the fish oil emulsion: (1) control rats, (2) untreated diabetic rats, (3) control rats treated with the 45% fish oil emulsion at a dose of 160 mg/kg/day, (4) control rats treated with a dose of 800 mg/kg/day, (5) diabetic rats treated with the fish oil emulsion at a dose of 160 mg/kg/day, and (6) diabetic rats treated with a dose of 800 mg/kg/day. The composition of fish oil emulsion was: 8.1% eicosapenthaenoic acid (EPA, 20:5, ω‐3), 5.9% DHA (22:6, ω‐3). We found a non‐significant 26% reduction of Na+,K+‐ATPase activity (0.724 nkat/mg vs. 0.974 nkat/mg proteins) and no change in K+‐pNPPase activity in diabetic synaptosomes vs. control group. 7‐wk fish oil supplementation indicated a non‐significant restoration of Na+,K+‐ATPase activity in diabetic synaptosomes compared to untreated diabetic group. In addition, a significantly protective effect of supplementation with the fish oil emulsion on the K+‐pNPPase activity only in non‐diabetic animals was observed. However, there was no effect of the fish oil emulsion supplementation on the enzyme activity in diabetic animals. The findings with different effects of experimental diabetes and the fish oil emulsion supplementation on Na+,K+‐ATPase and K+‐pNPPase activities may support the possibility of additional function of K+‐pNPPase outside the ATPase complex. Another possibility is that ROS or products of oxidative damage to macromolecules might influence these two enzyme activities by a different mechanism.The fish oil riched in ω‐3 fatty acids may have made the brain more susceptible to lipid peroxidation but also to the antioxidant enzymes. The effect of fish oil emulsion on membrane enzyme activities is more preferable to investigate under the physiological conditions than in diabetes mellitus.
Diesterification of 3‐[(β‐Cyclodextrinyl)succinamido]propane‐1,2‐diol Catalysed by Lipase: Diastereoselectivity or Tridimensional Substrate Specificity?
Authors: Gervaise Cédric , Bonnet Véronique , Nolay Florian , Cézard Christine , Stasik Imane , Sarazin Catherine , Djedaïni‐Pilard Florence 
Published: August 2014

AbstractThe transesterification of 3‐[(β‐cyclodextrinyl)succinamido]propane‐1,2‐diol with fatty esters catalyzed by immobilized lipase from Mucor miehei occurred with very different conversions of the two diastereoisomers [(R)‐ or (S)‐amidopropanediol]. The highest conversion observed with the (S)‐amidopropanediol can be related to either lipase diastereoselectivity or substrate specificity. To investigate the diastereoselectivity of the lipase, diastereoisomers of the methylated β‐cyclodextrin were replaced by methylated glucopyranoside or methylleucine. No discrimation of the diastereoisomers by lipase was observed. Molecular modeling was performed to assess the lipase selectivity towards the two diastereoisomers. It was found that the (R)‐amidopropanediol is stabilized by hydrogen bonding with the cyclodextrin rim resulting in less reactive hydroxy groups.
A Recyclable Biphasic System for Stereoselective and Easily Handled Hydrochalcogenations
Authors: Tidei Caterina , Sancineto Luca , Bagnoli Luana , Battistelli Benedetta , Marini Francesca , Santi Claudio 
Published: August 2014

AbstractVinyl selenides and vinyl sulfides were prepared by hydrochalcogenation of alkynes with selenols and thiols generated in situ by the reduction of the corresponding diselenides and disulfides with elemental zinc in a biphasic acidic medium. The yields, stereoselectivity as well as the possibility of reusing the aqueous medium up to ten times are discussed.
Food Addiction in a Spanish Sample of Eating Disorders: DSM‐5 Diagnostic Subtype Differentiation and Validation Data
Authors: Granero Roser , Hilker Ines , Agüera Zaida , Jiménez‐Murcia Susana , Sauchelli Sarah , Islam Mohammed A. , Fagundo Ana B. , Sánchez Isabel , Riesco Nadine , Dieguez Carlos , Soriano José , Salcedo‐Sánchez Cristina , Casanueva Felipe F. , De la Torre Rafael , Menchón José M. , Gearhardt Ashley N. , Fernández‐Aranda Fernando 
Published: August 2014

AbstractAlthough the concept of ‘food addiction’ (FA) has raised growing interest because of evidence for similarities between substance dependence and excessive food intake, there is a lack of studies that explore this construct among the wide spectrum of eating disorders (EDs). Besides providing validation scores of a Spanish version of the Yale FA Scale (YFAS‐S), this study examined the prevalence of ‘FA’ among ED subtypes compared with healthy‐eating controls (HCs) and the association between ‘FA’ scores, eating symptomatology and general psychopathology. A sample of 125 adult women with ED, diagnosed according to Diagnostic and Statistical Manual of Mental Disorders 5 criteria, and 82 healthy‐eating women participated in the study. All participants were assessed with the YFAS‐S, the ED Inventory‐2 and the Symptom Checklist‐Revised. Results showed that the internal structure of the one‐dimensional solution for the YFAS‐S was very good (α = 0.95). The YFAS‐S has a good discriminative capacity to differentiate between ED and controls (specificity = 97.6% and sensitivity (Se) = 72.8%; area under receiver operating characteristic curve = 0.90) and a good Se to screen for specific ED subtypes. YFAS‐S scores were associated with higher levels of negative affect and depression, higher general psychopathology, more severe eating pathology and greater body mass index. When comparing the prevalence of ‘FA’ between ED subtypes, the lowest prevalence of ‘FA’, measured with the YFAS‐S, was for the anorexia nervosa (AN) restrictive subtype with 50%, and the highest was for the AN binge–purging subtype (85.7%), followed by bulimia nervosa (81.5%) and binge eating disorder (76.9%). In conclusion, higher YFAS‐S scores are associated with bingeing ED‐subtype patients and with more eating severity and psychopathology. Although the ‘FA’ construct is able to differentiate between ED and HC, it needs to be further explored. Copyright © 2014 John Wiley & Sons, Ltd and Eating Disorders Association.
Flammability properties of paper coated with poly (methylenephosphine), an organophosphorus polymer
Authors: Priegert Andrew M. , Siu Paul W. , Hu Thomas Q. , Gates Derek P. 
Published: August 2014

SummaryThe flame retardant properties of paper coated with either poly(methylenephosphine) (PMP) or poly(methylenephosphine oxide) (PMP‐O) are evaluated. Paper sheets made from thermomechanical pulp were coated with PMP (Mn = 27,000 g mol−1, polydispersity index (PDI) = 1.47), PMP‐O (Mn = 30,000 g mol−1, PDI = 1.24), or monobasic ammonium phosphate (MAP) to achieve an approximate loading of 0.8 mmol P/g paper. Thermal stability studies by thermogravimetric analysis show that the paper degrades in two main stages, with the second thermo‐oxidative stage having a slower rate of degradation for paper treated with flame retardants. The flame retardancy of the sheets was evaluated by Technical Association of Pulp and Paper Industry Standard Method T461 cm‐00 and by limiting oxygen index (LOI) according to ASTM D2863. After leaching with water, samples coated with PMP or PMP‐O show no loss of flame retardancy, while those coated with MAP lose all flame retardancy. The LOI of paper coated with PMP (23.1%) or PMP‐O (25.9%) is higher than those of uncoated paper (19.6%), but lower than MAP‐coated paper (34.7%). Analysis of the char provided evidence that the flame retardant mechanism of PMP and PMP‐O involves the formation of phosphorus oxides and acids. Copyright © 2014 John Wiley & Sons, Ltd.
Exact pressure integrations on submerged bodies in waves using a quadtree adaptive mesh algorithm
Authors: Rodrigues J. M. , Guedes Soares C. 
Published: August 2014

SUMMARYThe development of an adaptive free surface, mesh cutting, methodology, in order to analytically integrate pressures on varying wet parts of partially submerged surfaces in the presence of waves, is presented. Given a function of free‐surface elevation, the algorithm checks for the intersection of the body with the free surface and, based on user‐defined parameters, modifies the initial mesh, by subdividing the elements where necessary and eliminating others, via a quadtree approach. Redundant sub‐divisions, generated in the quad‐division process, are partially eliminated, but the quadrilateral nature of the elements is always kept. The free‐surface function must be single‐valued and its definition domain simply connected. Hydrostatic and Froude–Krylov forces are computed exactly on each panel by means of analytical formulations, which are derived and presented, based on the theory of linear gravity waves and from applying Green's theorem. Copyright © 2014 John Wiley & Sons, Ltd.
Increased oligodendrogenesis by humanin promotes axonal remyelination and neurological recovery in hypoxic/ischemic brains
Authors: Chen Jing , Sun Miao , Zhang Xia , Miao Zhigang , Chua Balvin H. L. , Hamdy Ronald C. , Zhang Quan‐Guang , Liu Chun‐Feng , Xu Xingshun 
Published: August 2014

ABSTRACTOligodendrocytes are the predominant cell type in white matter and are highly vulnerable to ischemic injury. The role of oligodendrocyte dysfunction in ischemic brain injury is unknown. In this study, we used a 24‐amino acid peptide S14G‐Humanin (HNG) to examine oligodendrogenesis and neurological functional recovery in a hypoxic/ischemic (H/I) neonatal model. Intraperitoneal HNG pre‐treatment decreased infarct volume following H/I injury. Delayed HNG treatment 24 h after H/I injury did not reduce infarct volume but did decrease neurological deficits and brain atrophy. Delayed HNG treatment did not attenuate axonal demyelination at 48 h after H/I injury. However, at 14 d after H/I injury, delayed HNG treatment increased axonal remyelination, the thickness of corpus callosum at the midline, the number of Olig2+/BrdU+ cells, and levels of brain‐derived neurotrophic factor (BDNF). Our results suggest that targeting oligodendrogenesis via delayed HNG treatment may represent a promising approach for the treatment of stroke. © 2014 Wiley Periodicals, Inc.
REPORT ON THE STUDY INTERCORRELATIONS OF ENTRANCE TESTS AND GRADES, CLASS OF 1947 AT THE U. S. COAST GUARD ACADEMY
Authors: French John W. 
Published: August 2014

ABSTRACTA table was constructed giving the intercorrelations of seventy‐six measures made on the class of 1947 at the II. S. Coast Guard Academy. The Academy and the Educational Testing Service cooperated in the completion of this table. The study covers grades, entrance tests, and some personality ratings. The table is so enormous that it has not been reproduced with this report, but two copies have been transmitted to the Academy. In general it shows a high correlation among grades and good prediction of grades by academic entrance tests. The non‐academic entrance tests, however, do not correlate with grades or personality ratings.The recommendation is made that the data on the Class of 1947 should not be used for the computation of suitable weights for the selection of an entrance battery: selection based on the mathematics tests was carried out to such a degree that their correlation with grades is so greatly reduced that any true correlation bsoomas submerged in chance variations. Two suggestions, however, are given: (a) Using a more difficult mathematics test for entrance purposes would probably make it possible to evaluate the test in spite of selection. (b) Although precise weights cannot be determined, the English tests and scientific aptitude tests should be weighted more heavily relative to mathematics.A discussion is included of the correlations of each group of measures used.
GRADE ADJUSTMENTS FOR PREDICTION OF ACADEMIC PERFORMANCE: A REVIEW
Authors: Linn Robert L. 
Published: August 2014

ABSTRACTSeveral techniques of making grade adjustments are reviewed. Evaluations and comparisons of the various techniques are made in terms of the properties of the various models and on the basis of the empirical results based on the application of these models.Although there are several relatively elegant models available, the empirical results have shown negligible improvement in predictive accuracy due to grade adjustments when (a) the results have been cross‐validated, and (b) one or more standardized test variables have been included as predictors.
SHORT‐TERM INSTRUCTION, TESTWISENESS, AND THE SCHOLASTIC APTITUDE TEST: A LITERATURE REVIEW WITH RESEARCH RECOMMENDATIONS
Authors: Pike Lewis W. 
Published: August 2014

ABSTRACTThe research literature on short‐term instruction (STI) and intermediate‐term instruction (ITI) for the SAT‐Mathematics and SAT‐Verbal was reviewed. Selected studies of STI and ITI for tests other than the SAT‐M and SAT‐V, and of testwiseness (TW), per se, were included in the survey if they were judged relevant to the question of special instruction for the SAT.The research studies were reviewed and interpreted within the framework of a score components model which posited four content‐related and two TW score components, as well as two secondary ones (test‐taking confidence and efficiency), that are theoretically subject to STI and ITI effects. In addition, examinee, item, and instructional characteristics were considered, as these relate to the score components model.Basic discrepancies between negative and positive findings were noted for both the SAT‐M and the SAT‐V. These were generally resolved in favor of recognizing meaningful STI effects for the SAT‐M, but remain unresolved for the SAT‐V. Recommendations were made for SAT‐M and SAT‐V research allowing STI effects to be partitioned according to examinee, item, and instructional characteristics, as these apply to selected test score components.
THE RELATIONSHIP BETWEEN RATINGS OF GRADUATE DEPARTMENTS AND FACULTY PUBLICATION RATES
Authors: Baird Leonard L. 
Published: August 2014

ABSTRACTThe relationship between reputational ratings of graduate chemistry, history, and psychology departments and their faculties' scholarly productivity was examined using data from a national sample of departments in each field. Six measures of productivity, three for the entire career, and three for the most recent three years, were related to ratings of the “quality” of the faculty, which were obtained by following procedures used by Roose and Andersen (1970). Although some statistically significant relationships were obtained, a close examination of the data indicated that ratings are inadequate assessments of the scholarly contribution of faculty or the “quality” of departments.
MEASUREMENT ERROR AND SAT SCORE CHANGE
Authors: Alderman Donald L. 
Published: August 2014

ABSTRACTScore changes on admissions tests such as the Scholastic Aptitude Test (SAT) can vary widely among individuals repeating the test. To a large extent these score changes probably reflect the influence of errors of measurement as test candidates with low initial scores usually experience score gains upon retesting while test candidates with high initial scores often show score losses‐ Besides this phenomenon of scores regressing toward the mean upon test repetition, student self‐selection may affect score change as test candidates who perceive their initial scores as underestimates of their true abilities decide to repeat the test. This study applies a procedure which yields estimates of true score change on the SAT adjusted for regression effects and student self‐selection. It is shown that student self‐selection in deciding to repeat an admissions test probably involves factors in addition to the measurement error attributable to variations in aspects of test specifications and to variations in responses of test candidates across forms, and that estimated true score change remains nearly constant across initial score levels in contrast to the negative slope of observed score change across initial score levels.
THE REAL TEST BIAS
Authors: Frederiksen Norman 
Published: August 2014

ABSTRACTEfforts to hold schools accountable produce pressures to improve performance on the tests (usually multiple‐choice) used in school evaluation. Because of their greater economy, such tests have virtually driven out tests requiring constructed responses. If tests do not represent the broad spectrum of skills that ought to be taught, they produce bias against teaching what they do not measure. Studies show that format makes little difference for basic skills tests but does make a difference for complex tasks involving problem solving. Bias produced by conventional test formats appears to favor teaching the abilities associated with crystallized intelligence and to discourage teaching that might develop fluid intelligence. The greater cost of less efficient tests might be justified by using them in instruction to provide practice and feedback.
LANGUAGE PROFICIENCY AS A MODERATOR VARIABLE IN TESTING ACADEMIC APTITUDE
Authors: Alderman Donald L. 
Published: August 2014

ABSTRACTIt is often difficult to interpret test scores when the test is given in a student's second language. Student proficiency in the second language may then play a significant role in performance on the test, leading to scores reflecting the ability of interest only to the extent that the student possesses the prerequisite language skills for taking the test. This study demonstrates the role of language proficiency as a moderator variable in assessing academic aptitude. It is shown that the strength of the relationship between scores on the Scholastic Aptitude Test given in English and on the Prueba de Aptitud Académica given in Spanish increases as proficiency in English as a second language increases among students whose first language is Spanish. Scores on tests of student proficiency in English as a second language, like the Test of English as a Foreign Language for an international population or the English as a Second Language Achievement Test for an Hispanic population, indicate not only readiness for academic study in English but also the appropriateness of other tests given in English as a basis for admission and placement decisions.
TOWARD INTELLIGENT ASSESSMENT: AN INTEGRATION OF CONSTRUCTED RESPONSE TESTING, ARTIFICIAL INTELLIGENCE, AND MODEL‐BASED MEASUREMENT
Authors: Bennett Randy Elliot 
Published: August 2014

ABSTRACTA new assessment conception is described that integrates constructed‐response testing, artificial intelligence, and model‐based measurement. The conception incorporates complex constructed‐response items for their potential to increase the validity, instructional utility, and credibility of standardized tests. Artificial intelligence methods are invoked to produce item‐level partial‐credit scores and diagnostic analyses similar to those of a human expert. Finally, cognitively‐grounded measurement models provide diagnostic statements based on commonalities in performance across items. Progress toward achieving this conception is examined, with emphasis on two automated scoring programs. Potential applications of intelligent assessment are discussed.
EDUCATIONAL STANDARDS IN THE 50 STATES: 1990
Authors: Coley Richard J. , Goertz Margaret E. 
Published: August 2014

ABSTRACTThis report describes state educational standards in effect for the 1989–90 school year and is the third report in a series that has tracked state standards since 1984–85. The first part of the report summarizes state educational standards for the 1989–90 school year and the changes that took place across the states between 1984–85 and 1989–90. The second part of the report contains individual profiles of each of the 50 states. These profiles present more detailed information on student standards (testing, high school graduation requirements, attendance, and other policies); teacher standards (teacher preparation, certification and relicensing, and staff development); school and school district standards (minimum length of the school year and school day, and curriculum requirements); and public school choice programs.
INVESTIGATING ASSESSOR EFFECTS IN NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS ASSESSMENTS FOR EARLY CHILDHOOD/GENERALIST AND MIDDLE CHILDHOOD/GENERALIST CERTIFICATION
Authors: Engelhard George , Myford Carol M. , Cline Fred 
Published: August 2014

ABSTRACTThe purposes of this study were to (1) examine, describe and evaluate the rating behavior of assessors scoring National Board for Professional Teaching Standards Early Childhood/Generalist or Middle Childhood/Generalist candidates, and (2) explore the effects of employing scoring designs using one assessor per exercise rather than two. Data from the 1997–98 Early Childhood/Generalist and Middle Childhood/Generalist assessments were analyzed using FACETS (Linacre, 1989) and SAS. While assessors differed somewhat in severity, most used the 12‐point rating scale consistently. Residual severity effects that persisted after rater training tended to cancel out when ratings were averaged across the ten exercises to produce a scaled score for a candidate. The results of the decision consistency analyses suggest that having one assessor score each exercise would not result in a large increase in candidates incorrectly denied or awarded certification. However, the decision consistency analyses by exercise reveal the low reliability of the exercise banking decisions. Variation in assessor severity can affect the fairness of these decisions.
GRADES AND TEST SCORES: ACCOUNTING FOR OBSERVED DIFFERENCES
Authors: Willingham Warren W. , Pollack Judith M. , Lewis Charles 
Published: August 2014

ABSTRACTWhy do grades and test scores often differ? A framework of possible differences was proposed. An approximation of the framework was tested with data on 8454 high school students. Individual and group differences in grade versus test performance were substantially reduced by focusing the two measures on similar academic subjects, correcting for grading variations and unreliability, and adding teacher ratings and other information about students. Concurrent prediction of high school average was thus increased from .62 to .90; differential prediction was reduced to .02 letter‐grades. Grading variation was a major source of discrepancy between grades and test scores. The analysis suggested Scholastic Engagement as a promising organizing principle in understanding student achievement. It was defined by three types of observable behavior: employing school skills, demonstrating initiative, and avoiding competing activities. Groups differed in average achievement, but group performance was generally similar on grades and tests. If artifactual differences between the two measures are not corrected, common statistical estimates of test validity and fairness are unduly conservative. Different characteristics give grades and test scores complementary strengths in high‐stakes assessment. (Key words: validity, school achievement, scholastic engagement, group differences, grading, differential prediction)