bluuebunny/crossref_metadata_2025_split huggingface dataset:
Combined Percutaneous Endovascular Iliac Angioplasty and Infrainguinal Surgical Revascularization for Chronic Lower Extremity Ischemia: Preliminary Result
Authors: Mousa Ahmed , Abdel-Hamid Mohamed , Ewida Ashraf , Saad Mohamed , Sahrabi Alaa 
Published: May 2011

The purpose of this study was to evaluate the efficacy of combined ipsilateral percutaneous iliac angioplasty and open infrainguinal surgical techniques for the treatment of patients with multilevel arterial occlusive disease. Combining two types of approaches in the peripheral vascular field is a less aggressive technique and may result in excellent early patency and limb salvage rates. We report our initial experience with a combined percutaneous endovascular iliac angioplasty and infrainguinal surgical reconstruction for patients with chronic lower extremity ischemia associated with multilevel arterial occlusive disease who presented with severe (disabling) lower limb claudication that significantly reduced quality of life, as well as patients with rest pain, nonhealing ulcers, and gangrene. There were 30 patients, 20 of whom had percutaneous transluminal angioplasty (PTA) only and 10 who had PTA with a stent. The infrainguinal procedures associated with each were thromboendarterectomy with vein patch angioplasty of both the common femoral artery (CFA) (12 patients), and the popliteal artery (8 patients) and a short femoropopliteal bypass for the superficial femoral artery (SFA) after recanalization of the arterial lumen using thromboendarterectomy to shorten the bypass graft (10 patients), using a reversed saphenous vein graft. The procedures were performed from July 2007 to February 2008 at the Division of Vascular and Endovascular Surgery, Al-Hussein University Hospital (Al-Azhar Faculty of Medicine, Cairo, Egypt). The study included 30 patients, 17 males and 13 females, with a mean age of 54 years (range 42–72) who underwent both combined ipsilateral percutaneous endovascular iliac angioplasty and open surgical treatment of both femoral (ie, the CFA or the SFA) and popliteal occlusive diseases. Indications were claudication that reduced quality of life after failure of conservative medical treatment in 14 patients (46.6%), critical limb ischemia in 8 patients (26.7%), and tissue loss, nonhealing ulcers, and gangrene in 8 patients (26.7%). Initial technical and hemodynamic success was achieved in 100% of cases. Clinical success was achieved in 96.7% of cases after 6 months, and clinical failure was observed in 3.3% of cases owing to occlusion of the short femoropopliteal bypass graft. Good hemodynamic results were observed in 74.9% of cases as the mean postoperative ankle-brachial index remained elevated to 1.03 ± 0.1 and 1.07 ± 0.12 after 3 and 6 months, respectively. Combined vascular therapy may be used effectively in patients with chronic extremity ischemia owing to multiple levels of arterial occlusion and should be performed with good results. Technical success and early patency rates are excellent. The patients' symptoms improved and resistant ischemic ulcers healed within a short period of time.
Design of a detention reservoir
Authors: Cipovová K. 
Published: May 2011

Design of a detention reservoir
The contribution contains the reasons for and the methods of flood protection for villages in small valleys attacked by flash floods, which cause high economic, cultural and social damage. One of the possible solutions is to build a detention reservoir, which has to retain the flood wave and prevent an odd amount of water from flowing out of the river bed. In this paper a model example is given. The aim of the example is to show (according to hydrological data) how to design the dimension parameters of the dam, i.e. the height of the dam, the outlet structure capacity, the spillway capacity, the stilling basin and the necessary river bed lining. Attention is paid to stability problems, as well.
Contribution à l'étude géomorphologique des Monts du Vivarais
Authors: Klein Claude , Desire-Marchand Joëlle 
Published: May 2011

Les reliefs culminants des Monts du Vivarais font figure de reliefs résiduels s'enlevant au-dessus des vestiges d'une haute surface d'érosion, la surface éotertiaire S1, dans laquelle les auteurs voient — comme en Limousin — une paléoforme dérivée acycliquement de la pédiplaine permo-triasique So.
Les vestiges de S1 dominent à leur tour, par des talus francs, une basse surface d'érosion, la surface mésotertiaire S2. Le façonnement de S2 est mis au compte d'une pédiplanation mésonummulitique (Eocène supérieur - Oligocène inférieur). Ce sont les produits de cette pédiplanation qui ont alimenté les séries corrélatives piégées dans les bassins du Velay, du Forez et du Bas-Dauphiné. La reprise d'érosion cyclique responsable de l'étagement S1 - S 2 est imputée à un ploiement en dôme de S1, en contrecoup de la phase pyrénéenne de l'orogénie alpine. Il ne semble pas que les implications géomorphologiques directes du rifting oligocène aient été à la mesure de l'intérêt tectonique du phénomène. Tout se passe en effet comme si, réserve faite des abords immédiats du rift, les équilibres géomorphologiques hérités du Mésonummulitique s'étaient réaménagés acycliquement jusqu'à la fin de l'Oligocène. Ce n'est qu'à l'époque suivante, et en liaison avec le jeu d'une puissante flexure méridienne, que le Piedmont rhodanien s'individualisera vis-à-vis de la Montagne vivaraise.
La synergie recherche-production à travers les Grandes Écoles marseillaises
Authors: Wolkowitsch Maurice , Savino Annick 
Published: May 2011

La science devenant une composante fondamentale de la production industrielle, Information des hommes conditionne le développement de nouvelles industries, notamment les hautes technologies. L'objet de cet article est l'étude de cette formation à travers plusieurs types d'enseignement supérieur : grandes écoles locales et universités. L'origine des élèves des grandes écoles révèle une inégale diversité du recrutement. Les lieux de leur emploi soulignent dans quelle mesure, suivant les branches d'activité, l'économie locale est capable d'absorber cette main d'œuvre qualifiée et disponible : encore 52% des élèves de l'École supérieure d'ingénieurs de Marseille sont contraints de «s'expatrier» pour trouver un emploi, avant tout vers les régions Ile-de-France et Rhône-Alpes : cette École fait l'objet d'une analyse approfondie.
La synergie entre centres de recherche et activités industrielles se manifeste sous forme de consultations et, dans le cadre des thèmes spécifiques propres à chaque école, à travers des contrats dont les thèmes privilégiés sont, l'intelligence artificielle, l'électronique, l'optique, le nucléaire, le génie chimique et l'énergétique. La synergie avec les laboratoires universitaires est moins bien réalisée. Ces liaisons assurent des ressources élevées aux écoles et facilitent le placement de leurs élèves. Le départ de nombreux ingénieurs au terme de leur formation souligne qu' un potentiel de main d' œuvre qualifiée locale existe qui permettrait de nouveaux développements industriels.
Le tourisme rural dans une vallée de haute montagne: l'exemple du Valgaudemar (Hautes- Alpes)
Authors: Moustier Philippe 
Published: May 2011

Located in the western part of the group of mountains of Les Ecrins, the Valgaudemar is a beautiful glacial valley dominated by 30 summits more than 9000 ft high. It is one of the 5 valleys that leads to the very heart of les Ecrins National Park. Its breathtaking wild scenery offers a variety of rambles as well as climbs and together with its sunny weather throughout the summer attract lots of tourists every year.
As the very rugged surface of this area has not allowed the building of ski-resorts like in nearby Champsaur, the height of the season is in summer. In winter, long distance ski-running attracts only a small number of people. The 5 towns/villages of the Valgaudemar have different ways of adjusting themselves to the development of tourism and have had different policies for the last 20 years.
Le poids de la Méditerranée dans l'histoire d'Aluminium de Grèce
Authors: Mioche Philippe 
Published: May 2011

The French multinational firm, Pechiney, started in 1966 one of the biggest plants of Greece. This plant produced alumina and aluminium and it is the property of Aluminium de Grèce (ADG). Pechiney came to Greece because of the important ressources of bauxite and because of the low cost of electricity. But the price of electricity in favour of Pechiney provoked a lot of critiscim in the national political debate which meant a lot of problems for ADG.
However, the firm knew a global growth, the capacities of production increased, the staff became more and more Greek and the national market was more and more important. The only shadow concerned the company city which was not really welcomed by the staff. ADG is a good example of a successful implant of an industrial firm in the Mediterranean area.
Information and Competition
Authors: McFarlan F. Warren 
Published: May 2011

This chapter focuses on the new face of IT-enabled competitiveness in the early 21st century. It notes that the impact is global with the art of the possible for old-economy firms dramatically changing with a heavy focus on application links external to the firm. First mover vs. fast follower with new technologies is an important issue for firms to address (first is not always best). Finally, it addresses the importance of operational reliability.
Stories and Histories
Authors: Dalcher Darren 
Published: May 2011

Information systems development failures are prevalent in many domains and countries. The aim of this chapter is to explore some of the issues related to the study of such phenomena. Failure situations are not set-up in advance as the subject of studies. Analysing causes and relationships retrospectively depends on the ability to obtain rich and subjective contextual information that can be utilised for shedding a light on the circumstances that precipitate failures. This chapter makes the case for the use of case history and ante-narrative methods for understanding such rich and complex scenarios.
A Comparative Analysis of eBay and Amazon
Authors: Krishnamurthy Sandeep 
Published: May 2011

Even though Amazon.com has received most of the initial hype and publicity surrounding e-commerce, eBay has quietly built an innovative business truly suited to the Internet. Initially, Amazon sought to merely replicate a catalog business model online. Its technology may have been innovative- but its business model was not. On the other hand, eBay recognized the unique nature of the Internet and enabled both buying and selling online with spectacular results. Its auction format was a winner. eBay also clearly demonstrated that profits do not have to come in the way of growth—an argument that Bezos never tired of making. Amazon was initially focused on BN.com as a competitor. Over time, Amazon came to recognize eBay as the competitor. Its initial foray into auctions was a spectacular failure. Now, Amazon is trying to compete with eBay by facilitating selling and strengthening its affiliates program.
Moderating Learner-Centered E-Learning
Authors: Bonk Curtis J. , Wisher Robert A. , Lee Ji-Yeon 
Published: May 2011

In response to the changes taking place in collaborative online learning environments, this chapter discusses how the simultaneous emergence of collaborative technologies and the learner-centered movement impacts the role of the online instructor. As part of this review, research related to online moderation and facilitation of learning is summarized. It is suggested that online instructors need to facilitate student generation and sharing of information, while assuming the role of learning coach or mentor to provide needed leadership and guidance. Finally, ten key benefits and implications of e-learning, as well as ten potential problems and solutions, are summarized to assist e-learning decision makers and instructors. Among the benefits include the permanence of the online text, the availability of online mentors, and the fostering of student idea generation. Some consistent online learning problems include learner confusion, lack of justification of student reasoning, and difficulties in grading online content. Instructors are provided with guidelines on how to take advantage of the benefits while limiting or overcoming the problems.
Behaviorism
Authors: Chen Irene 
Published: May 2011

The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). In general, the behavior theorists view the mind as a “black box” in the sense that response to stimulus can be observed quantitatively, ignoring the possibility of thought processes occurring in the mind. Behaviorists believe that learning takes place as the result of a response that follows on a specific stimulus. By repeating the S-R (stimulus-response) cycle, the organism (may it be an animal or human) is conditioned into repeating the response whenever the same stimulus is present. The behavioral emphasis on breaking down complex tasks, such as learning to read, into subskills that are taught separately has a powerful influence on instructional design. Behaviors can be modified, and learning is measured by observable change in behavior. The behavior theorists emphasize the need of objectivity, which leads to great accentuation of statistical and mathematical analysis. The design principles introduced by the behavior theorists continue to guide the development of today’s computer-based learning. In distance education courseware and instructional software, key behavior-modification principles are used. For example, a typical course Web site usually states the objectives of the software; uses text, visual, or audio to apply appropriate reinforcers; provides repetition and immediate feedback; uses principles to shape, chain, model, punish, and award the learners; incorporates a scoring system as a part of the system; and provides status of the progress of the learner.
Secure Data Dissemination
Authors: Bertino Elisa , Carminati Barbara , Ferrari Elena 
Published: May 2011

In this chapter, we present the main security issues related to the selective dissemination of information (SDI system). More precisely, after provided an overview of the work carried out in this field, we have focused on the security properties that a secure SDI system (SSDI system) must satisfy and on some of the strategies and mechanisms that can be used to ensure them. Indeed, since XML is the today emerging standard for data exchange over the Web, we have casted our attention on Secure and Selective XML data dissemination (SSXD). As a result, we have presented a SSXD system providing a comprehensive solution to XML documents. In the proposed chapter, we also consider innovative architecture for the data dissemination, by suggesting a SSXD system exploiting the third-party architecture, since this architecture is receiving growing attention as a new paradigm for data dissemination over the web. In a third-party architecture, there is a distinction between the Owner and the Publisher of information. The Owner is the producer of the information, whereas Publishers are responsible for managing (a portion of) the Owner information and for answering user queries. A relevant issue in this architecture is how the Owner can ensure a secure dissemination of its data, even if the data are managed by a third-party. Such scenario requires a redefinition of dissemination mechanisms developed for the traditional SSXD system. Indeed, the traditional techniques cannot be exploited in a third party scenario. For instance, let us consider the traditional digital signature techniques, used to ensure data integrity and authenticity. In a third party scenario, that is, a scenario where a third party may prune some of the nodes of the original document based on user queries, the traditional digital signature is not applicable, since its correctness is based on the requirement that the signing and verification process are performed on exactly the same bits.
Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE)
Authors: Jones Marshall G. , Harmon Stephen W. 
Published: May 2011

This chapter deals centrally with one emerging aspect of Web 2.0 for education, that of the increasing demand forreal time and near real-time interaction among users. Whereas most online learning has, to date, taken place in an asynchronous format, there is a growing need for an ability to provide learning opportunities in a synchronoussetting. This chapter discusses synchronous online learningenvironments (SOLEs) and the affordances they present forteaching and learning. Particularly it focuses on a capability of these environments known as ancillary communications. It discusses ancillary communications as an intentionalinstructional strategy and presents guidelines for its implementation. And, in the spirit of Web 2.0, this chapter was written using the Web 2.0 application Google Docs.
A Description of Online Instructors Use of Design Theory
Authors: Cicciarelli MarySue 
Published: May 2011

In a recent dissertation study, research was conducted to evaluate online instructors’ characteristics and preferences concerning the use of a telementor, or online instructor’s assistant, as a part on an online course. Those who participated in the anonymous survey came from a sample of two thousand online instructors from colleges and universities located across the United States. Of those contacted, 323 online instructors responded to the survey. Results presented in this article were produced using data from nine of the questions included in the survey. These Likert Scale questions specifically asked the instructorsabout their use of theory of multiple representation, Gagne’s conditions of learning, instructional transactiontheory, cognitive flexibility theory, three form theory, dual-coding theory, elaboration theory, theory of transactional distance, and theory of immediacy and social presence. Outcomes showed that a larger number of onlineinstructors applied design theory when creating a course compared to the instructors who indicated that they did not apply design theory. Descriptive results presented illustrate how often the participants said that they utilized each of the different theories.
Supporting Group and Individual Processes in Web-Based Collaborative Learning Environments
Authors: Pozzi F. 
Published: May 2011

This chapter tackles the issue of how it is possible to integrate individual differences in the learning design ofWeb-based collaborative learning experiences. In particular, in online collaborative learning environments, it is quite common to adopt techniques to support collaboration and interactions among peers. This contribution proposes to monitor the enactment of thecollaborative techniques to make individual and groupdifferences emerge, thus allowing the consequent customization of the learning experience. To this aim, a monitoring model is proposed, whose flexibility allows the tutor to bring different aspects and different levels of the ongoing learning process under control.
Web Accessibility Essentials for Online Course Developers
Authors: Colorado Jozenia T. , Eberle Jane H. 
Published: May 2011

According to Section 508 of the Rehabilitation Act of 1973, federal agencies must provide access to electronic and information technology to individuals with disabilities who are federal employees or members of the public. As institutions of higher education (IHE) put more services and resources online, formatting pages so they are accessible to users with disabilities is essential. Although IHEs are attempting to comply with Web Accessibility Standards with their public Web pages, full compliance has been difficult. In addition, the growth of online courses has only complicated the issue. Although learning management systems (LMS) may claim to be Web accessible, accessibility of individual content items at the course level, is set by the coursedeveloper. This chapter will discuss essential information necessary for online course developers to develop Webaccessible content.
The Hybrid Course; Facilitating Learning through Social Interaction Technologies
Authors: Jackson Lorraine D. , Grimes Joe 
Published: May 2011

This chapter surveys the benefits and challenges of hybridcourses, which blend face-to-face instruction with onlinelearning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses thepedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that ashybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning,the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.
Using a User-Interactive QA System for Personalized E-Learning
Authors: Hu Dawei , Chen Wei , Zeng Qingtian , Hao Tianyong , Min Feng , Wenyin Liu 
Published: May 2011

A personalized e-learning framework based on a user-interactive question-answering (QA) system is proposed, in which a user-modeling approach is used to capture personal information of students and a personalizedanswer extraction algorithm is proposed for personalizedautomatic answering. In our approach, a topic ontology (or concept hierarchy) of course content defined by an instructor is used for the system to generate the corresponding structure of boards for holding relevant questions. Students can interactively post questions, and also browse, select, and answer others’ questions in their interested boards. A knowledge base is accumulated usinghistorical question/answer (Q/A) pairs for knowledge reuse. The students’ log data are used to build an association space to compute the interest and authority of the students for each board and each topic. The personal information of students can help instructors design suitable teaching materials to enhance instruction efficiency, be used to implement the personalized automatic answering and distribute unsolved questions to relevant students to enhance the learning efficiency. The experiment results show the efficacy of our user-modeling approach.
Web 2.0 and Collaborative Learning in Higher Education
Authors: Escofet Anna , Marimon Marta 
Published: May 2011

The dissemination of university knowledge has been traditionally based on lectures to students organised in homogenous groups. The advantages of this method are that it can give a unified vision of content, guaranteeing equal access to knowledge for all students. The 21st century university must combine its learning and teaching methods and incorporate different strategies and educative resources, as well as seeking to advance individuallearning and promote collaborative work. The relevance ofWeb 2.0 is clear in this university learning context as it enables collaborative work to be carried out using ICT. In this chapter, we will deal with the different possible uses of social software in university teaching. We will show that the proper use of Web 2.0 tools can favour collaborativelearning and promote new ways of teaching and learning.