bluuebunny/crossref_metadata_2025_split huggingface dataset:
Knowledge and attitudes of allied health professional students regarding the stroke rehabilitation team and the role of the Speech and Language Therapist
Authors: Byrne Áine , Pettigrew Catharine M. 
Published: June 2010

Background: One of the major barriers to effective team working among healthcare professionals is a lack of knowledge of each other's roles. The importance of understanding Irish healthcare students' attitudes towards team working and each other's roles led to the development of this study.Aims: The aims were to investigate allied health professional students' perceptions and experiences of the stroke rehabilitation team and the role of the Speech and Language Therapist (SLT).Methods & Procedures: A survey first developed by Felsher and Ross (1994) and further developed by Insalaco et al. (2007) was adapted to the Irish healthcare setting. The survey was administered to final‐year Occupational Therapy (n = 23), Speech and Language Therapy (21) students and Physiotherapy (20) students (64 in total) (a 98.5% response rate).Outcomes & Results: Results indicate that students had a good understanding of teamwork in the healthcare setting and the possible benefits and challenges it presents. Students had a strong appreciation for interprofessional collaboration, with the majority (79%) choosing shared leadership as their preferred option for the stroke rehabilitation team. Further to this, the team approaches that students felt were most appropriate for the stroke rehabilitation setting were the more collaborative approaches of interdisciplinary (43.5%) and transdisciplinary (37.1%). The students had clear perceptions of the SLT's role in aphasia, dysphagia, dysarthria, apraxia and auditory agnosia, but were less knowledgeable of the SLT's role in the acquired disorders of alexia and agraphia (p < 0.05). More than half of all students perceived that the SLT is involved in the treatment of hemispatial neglect (55.5%), depression (71.5%) and visual agnosia (59.4%).Conclusions & Implications: The results provide valuable information for further developments in interprofessional education at an undergraduate level. Further opportunities should be provided to students to collaborate with each other, particularly in their final year of training as, by then, students have a well‐established knowledge of their own roles and would be more capable of sharing this role with other professions. Through this collaboration students would also gain valuable insight into the importance of teamwork, which they could take with them into their professional careers.
Clinical significance of transient HIV type-1 viraemia and treatment interruptions during suppressive antiretroviral treatment
Authors: Zhang Shuangjie , van Sighem Ard , Gras Luuk , Reiss Peter , Smit Colette , Kroon Frank , Jurriaans Suzanne , Prins Jan , Lange Joep , de Wolf Frank 
Published: June 2010

Background Transient episodes of HIV type-1 viraemia are frequently observed in patients on suppressive combination antiretroviral therapy (cART). We studied the effect of such episodes and of treatment interruptions on clinical outcome and immunological response. Methods A total of 3,321 patients from the ATHENA cohort had virological suppression (HIV type-1 RNA<50 copies/ml) after 24 weeks of cART. The association between subsequent episodes of treatment interruptions, viral suppression, low-level (50-400 copies/ml) and high-level (>400 copies/ml) viraemia and the outcomes death, AIDS or immunological response (CD4+ T-cell count increase ≥50% from 24 weeks) was studied with Poisson regression models, including either time-updated cumulative follow-up, time spent per type of episode or modelling episodes as binary status indicators. Results During 11,165 person-years of follow-up, 88 patients died, 111 developed AIDS and 2,019 had an immunological response. Longer follow-up time in treatment interruptions increased the risk of AIDS (relative risk [RR] 8.07, 95% confidence interval [CI] 3.98–16.4 per year longer) and impaired immunological response (RR 0.22, 95% CI 0.12–0.41). High-level viraemia was only associated with immunological response (RR 0.55, 95% CI 0.40–0.74), whereas low-level viraemia was not associated with any of the three outcomes. Status indicator models gave similar results. When also including time-updated CD4+ T-cell counts, the observed associations diminished. Conclusions Treatment interruptions and high-level, but not low-level, viraemia are strongly associated with clinical outcome, mainly via their effect on CD4+ T-cell counts.
Pegylated Interferon-α2b plus Ribavirin Therapy in Patients with Hepatitis C and Psychiatric Disorders: Results of a Cohort Study
Authors:   the CheObs Study Group, Lang Jean-Philippe , Melin Pascal , Ouzan Denis , Rotily Michel , Fontanges Thierry , Marcellin Patrick , Chousterman Michel , Cacoub Patrice 
Published: June 2010

Background Hepatitis C antiviral therapies have significant psychiatric side effects. It is therefore believed that they might exacerbate mental illness in patients with preexisting psychiatric disorders, resulting in poor adherence and response to antiviral treatment. We aimed to assess adherence to treatment, virological outcomes and mental safety in psychiatric patients, compared with non-psychiatric patients, treated for hepatitis C. Methods A cohort study involved unselected hepatitis C patients on scheduled therapy with pegylated interferon-α2b and ribavirin, between 2002 and 2005 in France, and followed-up until 6 months after the end of treatment. Virological response was reported by the physician according to standard definitions and adverse events were monitored. Adherence to treatment was assessed by patient report. Results Among 1,860 patients, 403 (22%) had preexisting psychiatric disorders, mostly depressive and anxiety disorders. Strict adherence was similar in psychiatric and non-psychiatric patients (35% versus 39%; P=0.20) as was the rate of sustained virological response (52% versus 51%; P=0.75). Conversely the rate of mental adverse events was higher in psychiatric patients (78% versus 57%; P<0.001). Baseline characteristics independently associated with the risk of later mental adverse events were history of depression, initial pegylated interferon-α2b dose and female gender. Conclusions Antiviral therapy in hepatitis C patients with associated psychiatric disease appears as effective as in other patients but results in a higher rate of mental adverse events, emphasizing the need for close monitoring of these psychiatric patients.
HIV type-1 genotypic resistance profiles in vertically infected patients from Argentina reveal an association between K103N+L100I and L74V mutations
Authors: Aulicino Paula C , Rocco Carlos A , Mecikovsky Debora , Bologna Rosa , Mangano Andrea , Sen Luisa 
Published: June 2010

Background Patterns and pathways of HIV type-1 (HIV-1) antiretroviral (ARV) drug resistance-associated mutations in clinical isolates are conditioned by ARV history and factors such as viral subtype and fitness. Our aim was to analyse the frequency and association of ARV drug resistance mutations in a group of long-term vertically infected patients from Argentina. Methods Plasma samples from 71 patients (38 children and 33 adolescents) were collected for genotypic HIV-1 ARV resistance testing during the period between February 2006 and October 2008. Statistically significant pair-wise associations between ARV resistance mutations in pol, as well as associations between mutations and drug exposure, were identified using Fisher's exact tests with Bonferroni and false discovery rate corrections. Phylogenetic analyses were performed for subtype assignment. Results In protease (PR), resistance-associated mutations M46I/L, I54M/L/V/A/S and V82A/F/T/S/M/I were associated with each other and with minor mutations at codons 10, 24 and 71. Mutations V82A/F/T/S/M/I were primarily selected by the administration of ritonavir (RTV) in an historical ARV regimen. In reverse transcriptase, thymidine analogue mutation (TAM)1 profile was more common than TAM2. The non-nucleoside K103N+L100I mutations were observed at high frequency (15.5%) and were significantly associated with the nucleoside mutation L74V in BF recombinants. Conclusions Associations of mutations at PR sites reflect the frequent use of RTV at an early time in this group of patients and convergent resistance mechanisms driven by the high exposure to protease inhibitors, as well as local HIV-1 diversity. The results provide clinical evidence of a molecular interaction between K103N+L100I and L74V mutations at the reverse transcriptase gene in vivo, limiting the future use of second-generation non-nucleoside reverse transcriptase inhibitors such as etravirine.
Involvement of Absent in Melanoma 2 in Inflammasome Activation in Macrophages Infected with Listeria monocytogenes
Authors: Tsuchiya Kohsuke , Hara Hideki , Kawamura Ikuo , Nomura Takamasa , Yamamoto Takeshi , Daim Sylvia , Dewamitta Sita R. , Shen Yanna , Fang Rendong , Mitsuyama Masao 
Published: June 2010

Abstract
Listeria monocytogenes invades the cytoplasm of macrophages and induces the activation of caspase-1 and the subsequent maturation of IL-1β and IL-18. Although apoptosis-associated speck-like protein containing a caspase-activating and recruitment domain (ASC), an adaptor protein of nucleotide-binding oligomerization domain (Nod)-like receptors, has been shown to play an essential role in inducing this cellular response to L. monocytogenes, the mechanism has not been fully elucidated. In this study, we demonstrate the role of absent in melanoma 2 (AIM2), a recently described receptor of cytosolic DNA, in the activation of caspase-1 upon infection with L. monocytogenes. Secretion of IL-1β and IL-18 from Nod-like receptor family, pyrin domain containing 3 (NLRP3) and Nod-like receptor family, caspase-activating and recruitment domain containing 4 (NLRC4) knockout macrophages in response to L. monocytogenes was only slightly decreased compared with the levels secreted from wild-type macrophages, whereas secretion from ASC knockout macrophages was completely impaired, suggesting that receptors other than NLRP3 and NLRC4 also take part in inflammasome activation in an ASC-dependent manner. To identify such receptors, the abilities of several receptor candidates (NLRP2, NLRP6, NLRP12, and AIM2) to induce the secretion of IL-1β in response to L. monocytogenes were compared using the inflammasome system reconstructed in HEK293 cells. Among these receptor candidates, AIM2 conferred the highest responsiveness to the bacterium on HEK293 cells. Knockdown of AIM2 significantly decreased the secretion of IL-1β and IL-18 from L. monocytogenes-infected macrophages. These results suggest that AIM2, in cooperation with NLRP3 and NLRC4, plays an important role in the activation of caspase-1 during L. monocytogenes infection.
Photodynamic therapy for multi-resistant cutaneous Langerhans cell histiocytosis
Authors: Failla Valérie , Wauters Odile , Caucanas Marie , Nikkels-Tassoudji Nazli , Nikkels Arjen F 
Published: June 2010

Langerhans cell histiocytosis is a rare group of proliferative disorders. Beside cutaneous involvement, other internal organs can be affected. The treatment of cutaneous lesions is difficult and relies on topical corticosteroids, carmustine, nitrogen mustard, and photochemotherapy. Systemic steroids and vinblastine are used for recalcitrant skin lesions. However, some cases fail to respond. An 18-month old boy presented a CD1a+, S100a+ Langerhans cell histocytosis with cutaneous and severe scalp involvement. Topical corticosteroids and nitrogen mustard failed to improve the skin lesions. Systemic corticosteroids and vinblastine improved the truncal involvement but had no effect on the scalp lesions. Methylaminolevulinate (MAL) based photodynamic therapy (PDT) resulted in a significant regression of the scalp lesions. Control histology revealed an almost complete clearance of the tumor infiltrate. Clinical follow-up after six months showed no recurrence. Although spontaneous regression of cutaneous Langerhans cell histiocytosis is observed, the rapid effect of photodynamic therapy after several failures of other treatment suggests that photodynamic therapy was successful. As far as we know this is the first report of photodynamic therapy for refractory skin lesions. Larger series are needed to determine whether photodynamic therapy deserves a place in the treatment of multiresistant cutaneous Langerhans cell histiocytosis.
Une typologie des fonctions des modèles formels : l'exemple de la biologie
Authors: Ney Muriel 
Published: June 2010

Une typologie des fonctions des modèles est construite à partir d’un cadre théorique (Nifle) permettant de définir le rapport entre modèle et expérience. Il est admis qu’il existe un lien entre la manière dont on modélise en tant qu’expert ou chercheur et la manière dont on apprend à modéliser en tant qu’étudiant, et que ce lien repose sur le rapport expérience/ modèle. La typologie est construite pour le cas particulier des modèles formels (utilisant un formalisme mathématique, statistique ou informatique). Pour chaque type de modèle, une option pédagogique est proposée, en particulier sur l’usage des simulations. Nous obtenons une fonction du modèle, pour
indiquer, pour laquelle nous proposons une pédagogie expérientielle. Un état des lieux de l’enseignement de la modélisation en biologie à l’université est également présenté ainsi que des exemples de modèles.
Le constructivisme ne résout pas tous les problèmes
Authors: Arca Maria , Caravita Silvia 
Published: June 2010

Constructivism cannot solve all the problems , Maria Arcà Silvia Caravita
Constructivist theories origin from nineteenth century empirlsm, but the more recent developments derive from genetlcal epistemology and contemporary cognitive science. The underlying model is of a biological type : the organism as an active protagonist constructs and organizes a knowledge which is appropriate for understanding its environment but which does not correspond to the true nature of facts.
What problems do emerge when one tries to apply constructivism to school context ? The dynamic of learning processes may differ from the various cognitive dynamics of pupils, and classroom implicite contracts may impede self construction of knowledge at school.
However the three key phrases of school constructivism (“children are the authors of their own knowledge", “knowledge is always built on the grounds of previous knowledge", “knowledge is built through conflicts") have deeply Influenced teaching practices. Yet a constructivist renewal of the teaching system could only take place within Institutional structures able to sustain teachers training, to organize hierarchically subjects contents and to evaluate teaching and learning processes.
Prévoir et observer le fait expérimental au cours moyen
Authors: Laugier André , Lefèvre Richard 
Published: June 2010

Plannning and observation of experiments in elementary school (9-11 years) , André Laugier Richard Lefèvre
Before reaching the stage of doing experiments, the pupil must in a preliminary “observational" phase acquire information from observed facts. Starting from a class situation in which the teacher is involved in different teaching practices, this article shows in what way the pupil performs this stage of work, and how far initial conceptions can explain the difficulties he runs into. The authors then discuss the part that can be played by scientific debate between the pupils before an experiment. They examine the question of which among the existing teaching models would be most appropriate to promote the proposed solutions.
Un modèle pour un travail interdisciplinaire
Authors: Fourez Gérard , Mathy Philippe , Englebert-lecomte Véronique 
Published: June 2010

Comment éduquer aux pratiques interdisciplinaires indispensables dans notre société scientifico-technlque ? Cet article propose une procédure de travail interdisciplinaire applicable à la fois dans la pratique et dans l’enseignement. Cette structure épistémologique peut servir de modèle à des applications didactiques.
L’article commence par évoquer les difficultés de l’enseignement scientifique disciplinaire ; puis il dénonce le risque de l’enseignement par thèmes ou par amalgame en insistant sur l'enracinement du travail interdisciplinaire. Celui-ci implique une situation, un projet, des producteurs et des destinataires, lesquels fonderont les critères permettant de sélectionner et de “clôturer” les contenus de l’“ïlot de rationalité” qui sera construit.
Les étapes du processus sont présentées à travers deux cas. Le premier, lié à une technique, peut s’étudier dans des contextes soit professionnel, soit scolaire. Le second vise une alimentation permettant de garder “la ligne” ; il est plus directement dirigé vers des élèves.
La didactique des sciences et de la technologie et la formation des enseignants
Authors: Martinand Jean-Louis 
Published: June 2010

Les conceptions sur la formation des maîtres sont implicites, diverses, contradictoires ; elles oublient trop souvent que les maîtres enseignent des disciplines scolaires. Comment penser aujourd’hui la formation des enseignants à la prise en charge de leur discipline ? Cet article propose un modèle d’analyse qui s’appuie sur deux idées directrices :
1/ l’idée de référence (les activités scolaires sont des images de pratiques extérieures à l’école et prises comme références),
2/ l’idée de professionnalité (les enseignants doivent acquérir une double technicité, dans les pratiques de référence d’une part, et dans le guidage des activités et des apprentissages scolaires d’autre part).
L’article présente enfin quelques réflexions sur les formations actuelles, inspirées par le “modèle rêférence-professionnalitê".
Enseigner les fossiles à l'école élémentaire
Authors: Gouanelle Colette , Schneeberger Patricia 
Published: June 2010

Enseñar los fósiles en la escuela primaria

En el ciclo 3 de la escuela elemental (niños de 9 a 11 años), los programas preven el estudio de las huellas de la historia de los seres vivos, los fósiles. Las respuestas recogidas interrogando a los alumnos, sobre la naturaleza, la edad y la formación de los fósiles, son a menudo obstáculo a la comprensión de los principios de la paleontología.
La historia de la geología revela similitudes entre las representaciones de los niños y ciertas teorías explicativas en relación a los fósiles. El análisis de los obstáculos que fué necesario sobrepasar para que las ideas sobre los fósiles evolucionen, puede ayudar a circunscribir mejor, las dificultades que encuentran los niños en la construcción del concepto de fósil.
Después de haber definido los objetivos-obstáculos, presentaremos algunas situaciones favorables a la evolución de las representaciones de los alumnos sobre los fósiles y la historia de los seres vivos.
Por otro lado, numerosos docentes, descuidan esta parte del programa y al mismo tiempo los alumnos están muy interesados en esas cuestiones.Para alentar a los maestros a enseñar la historia de los seres vivos, proponemos también en formación inicial como en formación continua, un modulo dedicado a la enseñanza/aprendizaje del concepto de fósil. Presentaremos ese modulo, precisando como es conducido por los formadores y como es percibido por los formados.
Caractériser les figures de la démarche de projet en technologie
Authors: Crindal Alain 
Published: June 2010

Caracterizar las figuras de un proyecto en tecnología

En el cuadro de una encuesta sobre las figuras de un proyecto en tecnología, presentamos en este artículo un estrato de las actividades que asocian el Centro Nacional de Montignon y el INRP en una investigación-acción.
En un primer tiempo, hemos identificado el lugar de los pasos de un proyecto en tecnología, en una perspectiva histórica e epistemológica. En un segundo tiempo, hemos construido un esquema de análisis, funcionando como un filtro de observación, capaz de caracterizar cada situación de proyecto estudiada. A título de ejemplo, presentamos para terminar, una de las encuesta de la investigación y su resultado : las diferentes figuras tomadas del proceso de proyecto por una población de alumnos de la clase de “sixième”.
Actualmente este estudio se prolonga en otros trabajos de otras poblaciones de alumnos y docentes, donde las figuras características se están elaborando.
Des objets muséologiques pour aider à traiter des obstacles en sciences et techniques
Authors: Guichard Jack , Guichard Françoise 
Published: June 2010

Les objets d’exposition peuvent, par leur impact émotionnel ou les stratégies interactives qu’ils proposent, mettre les enfants et les jeunes en situation de remettre en cause leurs conceptions et en particulier d’ébranler certains des obstacles. Ce type de situation peut être développé si les créateurs d’exposition s'appuient sur une bonne connaissance de ces obstacles.
Des expériences menées dans les expositions pour les jeunes à la “cité des Sciences et de l'Industrie” par l’équipe “cité des enfants”, ainsi qu'au Muséum National d’Histoire Naturelle de Paris lors de la préfiguration de la Grande Galerie de l’Évolution, montrent l’intérêt de rassembler au préalable des informations permettant de connaître les conceptions des enfants, ainsi que de privilégier à chaque fois des solutions muséographiques qui rendent l’enfant actif sans renforcer ou créer de nouveaux obstacles. C’est ainsi qu’un certain nombre d’éléments d’exposition interactifs ont été conçus à partir de l’analyse de ces obstacles dans différents domaines scientifiques et techniques.
Des élèves dans un labyrinthe d'obstacles
Authors: Fillon Pierre 
Published: June 2010

Algunos alumnos en un laberinto de obstáculos

Algunos estudios han demostrado que numerosos alumnos, que han realizado un cursus cientifico completo del primer y segundo ciclo de la enseñanza secundaria, no dominan el concepto de reacción química.
Nos proponemos de mostrar, a través de un estudio de “caso” de la dinámica de los intercambios entre tres alumnos de una clase de tercero, que durante el pasaje del fenómeno de la reacción química a su modelo (ecuación de equilibrio), los alumnos solicitan numerosas representaciones y modos de razonamiento espontáneos que se manifestan como obstáculos al aprendizaje del concepto.
A través de una estrategia pedagógica que se apoya sobre la experimentación, proponemos de guiar los alumnos en situaciones donde tienen la posibilidad de expresar sus ideas y de confrontarse a la ideas de los camaradas y a la experiencia. De esta manera ofrecemos a los alumnos los medios de trabajar los diferentes obstáculos y de sobrepasarlos progresivamente.
Pensamos que por el conocimiento de esos obstáculos al aprendizaje, los profesores deberían estar en medida de construir situaciones de aprendizaje para ayudar a sus alumnos a dilucidarlos y permitirles así de acceder al concepto de reacción química.