bluuebunny/crossref_metadata_2025_split huggingface dataset:
An overview of potentially life‐threatening poisonous plants in dogs and cats
Authors: Milewski Lynn M. , Khan Safdar A. 
Published: September 2010

AbstractObjectives:This article discusses the toxicity of the most common poisonous plants known to cause life‐threatening systemic effects or death in dogs and cats as reported to the ASPCA Animal Poison Control Center (APCC).Data sources:The article presents an overview of geographic distribution, toxic principle, clinical signs, clinical chemistry alterations, and treatment of intoxication as reported in the literature and based upon data retrieved from the APCC between January 2001 and December 2003.Summary:Most plant exposures in dogs or cats result in mild to moderate signs of vomiting and diarrhea while liver, kidney, central nervous system, or cardiovascular effects are rare. Some garden or household plants can cause serious systemic effects or death when a small amount of plant material has been ingested. Based on APCC records, the most frequently reported poisonous plants causing serious systemic effects include Lily (LiliumandHemerocallisspp.), Azalea (Rhododendronspp.), Oleander (Nerium oleander), Sago palm (Cycasspp.), Castor bean (Ricinus communis), Kalanchoe (Kalanchoespp.), and Autumn Crocus (Colchicum autumnale).Conclusion:Despite the variety of toxins present in the plants listed above, early clinical signs of toxicosis in dogs and cats can be nonspecific and can include vomiting, lethargy, anorexia, salivation, or diarrhea. Cardiac arrhythmias may be present with oleander, azalea, or kalanchoe ingestion. Evidence of liver or kidney damage (Cycas, Lilium, Hemerocallisspp.,Ricinus communis) may occur 1–2 days after the exposure. Treatment consists of early decontamination and supportive care and may vary according to the type of plant involved and clinical signs present.
A hemoglobin‐based oxygen carrier solution for the treatment of parasite‐induced anemia in a Barbados sheep
Authors: Langdon Fielding C. 
Published: September 2010

AbstractObjective:To report the use of a hemoglobin‐based oxygen carrier (HBOC) solution in the treatment of parasite‐induced anemia in a Barbados sheep and to review the literature related to this disease.Case summary:A 3‐month old Barbados sheep was found recumbent, anorexic, and pale. History, laboratory work, and physical examination findings were consistent with inadequate tissue oxygenation because of severe anemia from gastrointestinal parasites. The sheep was treated with 10 mL/kg of an HBOC solution and showed immediate improvement in clinical and laboratory data. The sheep was discharged and had a complete recovery.New information provided:The use of HBOC solutions in sheep has been previously confined to acute hemorrhage in a research setting. This report describes the effects of HBOC administration in an anemic animal displaying signs of inadequate oxygen delivery.
Successful use of short‐term mechanical ventilation to manage respiratory failure secondary to profound hypokalemia in a cat with hyperaldosteronism
Authors: Hammond Tara N. , Holm Jennifer L. 
Published: September 2010

AbstractObjective –To report successful management of respiratory failure due to severe hypokalemia in a cat with hyperaldosteronism, including short‐term mechanical ventilation strategies and aspects of medical and surgical treatment.Case Summary –A cat presented with bilateral pelvic limb weakness that rapidly progressed to tetraparesis and respiratory muscle failure. Point‐of‐care testing revealed severe hypokalemia (1.9 mmol/L) and mild azotemia. Initial management included endotracheal intubation, mechanical ventilation, and aggressive potassium supplementation. Spironolactone was started due to a high index of suspicion for hyperaldosteronism. A right adrenal mass visualized during abdominal ultrasonographic examination and a serum aldosterone level greater than 3329 pmol/L confirmed the diagnosis. The cat made a full recovery following surgical removal of a right adrenal adenoma.New or Unique Information Provided –We report successful management of respiratory failure in a cat with hyperaldosteronism using short‐term mechanical ventilation. Respiratory failure due to severe hypokalemia should be considered a complication of hyperaldosteronism in cats and may require mechanical ventilation. However, full recovery is possible.
Canine leishmaniasis with nephrotic syndrome and aortic and caudal vena cava thromboembolism
Authors: Félix Nuno , Mouro Sofia , Vilela Cristina L. , Peleteiro Maria C. , Ferreira António J.A. , Niza Maria Manuela R.E. 
Published: September 2010

AbstractObjective –To describe a case of leishmaniasis associated with nephrotic syndrome and aortic and caudal vena cava thrombosis in a dog.Case Summary –A 3‐year‐old male Boxer was referred to the Faculty of Veterinary Medicine, Lisbon, with vomiting, polyuria, polydipsia, lethargy, anorexia, and weight loss. On admission, the dog was thin, quiet, and dehydrated. Initial laboratory abnormalities were compatible with a diagnosis of leishmaniasis (confirmed by serology and bone marrow aspirate), and nephrotic syndrome. Three days later, the animal developed lumbar pain, paraparesis, and absent femoral pulses. Coagulation tests showed a marked reduction in antithrombin (AT) and a mild increase in serum fibrinogen concentration. A diagnosis of thromboembolism was made. In spite of treatment aimed at controlling the primary condition and decreasing further thrombus formation, necrosis developed in the distal right pelvic limb and the nail beds of the left pelvic limb. Against medical advice, medication was stopped and, 15 days later, the dog returned to the hospital, showing extensive necrosis of both pelvic limb extremities. Euthanasia was performed at the owner's request. Necropsy showed a thrombus localized at the distal aorta and extending into the right iliac artery, and an additional thrombus extending from both femoral veins onto the caudal vena cava.New or Unique Information Provided –Thromboembolic disease is rare in dogs with leishmaniasis with nephrotic syndrome. This case suggests that a marked decrease in AT and a mild increase in serum fibrinogen may elicit a hypercoagulable state in these patients.
Preliminary validation of a point‐of‐care ethylene glycol test for cats
Authors: Acierno Mark J. , Serra Verna F. , Johnson Meghan E. , Mitchell Mark A. 
Published: September 2010

AbstractObjective –To evaluate the sensitivity and specificity of a newly available, semi‐quantitative, cage‐side test for the detection of ethylene glycol (EG) toxicosis in cats.Design –Prospective, laboratory study.Setting –University teaching hospital.Animals –This study utilized samples from 57 cats, whose blood had been anticoagulated with EDTA and submitted to the hospital's laboratory for a complete blood count. Samples were centrifuged, and the plasma separated, aliquoted, and immediately frozen at −30 °C.Interventions –Samples were randomly divided into 2 primary groups (Group 1: no EG added, Group 2: EG added). Twenty microliters of plasma from each of the Group 1 samples was applied directly to the test strip. Plasma samples from Group 2 had EG added at different concentrations to achieve approximate final concentrations of 20, 60, or 80 mg/dL. These samples were then applied to the test strip.Measurements –Two readers who were blinded to the sample preparation procedure and isolated from each other were asked to categorically interpret the colorimetric reaction on the randomly presented test strips.Main Results –The agreement of the 2 reviewers at the 3 different levels of EG concentrations (20, 60, 80 mg/dL) were 0.7, 0.7, and 0.5, respectively. Thus, the readers demonstrated substantial agreement while reading the 2 lower concentrations, while at 80 mg/dL the level of agreement was moderate. Overall, the sensitivity of the assay increased as the concentration of EG increased (reviewer 1: 67%, 67%, 86%; reviewer 2: 56%, 89%, 100%), while the specificity of the assay decreased with increasing concentrations of EG (reviewer 1: 77%, 45%, 50%; reviewer 2: 77%, 53%, 25%).Conclusions:Because of the likelihood for false negatives and false positives, results from this test must be viewed in light of clinical data and should not be relied upon as a lone diagnostic test.
Supraventricular tachycardia in dogs: 65 cases (1990–2007)
Authors: Finster Sharon T. , DeFrancesco Teresa C. , Atkins Clarke E. , Hansen Bernie D. , Keene Bruce W. 
Published: September 2010

AbstractObjective –To characterize the signalment, clinical findings, and prognosis of dogs with supraventricular tachycardia (SVT).Design –Retrospective study.Setting –North Carolina State University Veterinary Teaching Hospital.Animals, Intervention, and Measurements –Case selection included all patients at the veterinary teaching hospital with SVT during years 1990–2007. Medical records from dogs with at least 1 recorded episode of SVT were extracted. The signalment, history, electrocardiographic, radiographic, and echocardiographic findings, therapy, and response to therapy were reviewed and summarized. Follow‐up was conducted to determine the date and cause of death. Kaplan‐Meier survival curves were constructed and analyzed. The relationships between patient characteristics and responses to therapy and prognosis were evaluated.Main Results –Sixty‐five records documented a diagnosis of SVT. Sixty‐two percent were males. Labrador Retrievers and Boxers were overrepresented compared with the general hospital population. Median age at presentation was 9 years (range 0.5–15.5 y). The median heart rate during SVT was 270/minute (range 187–375/min). The most common presenting complaint was syncope (30%), 23% were asymptomatic at the time of diagnosis. Most dogs had structural heart disease (65%). Median survival was 472 days (<1–2007 d). Identification of sustained SVT (>30 s) did not affect survival (P=0.50), nor did the presence of congestive heart failure (P=0.70).Conclusions –The majority of dogs with SVT had structural heart disease or a severe concurrent illness at the time of SVT diagnosis. SVT, though often a persistent and occasionally sustained arrhythmia, does not appear to be a primary factor in mortality.
Cardiopulmonary arrest and resuscitation following an extradural injection in a normovolemic dog
Authors: Mosing Martina , Iff Isabelle K. , Nemetz Wolfgang 
Published: September 2010

AbstractObjective
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To describe general anesthesia and successful resuscitation of a dog developing asystole and apnea during extradural injection of local anesthetic and an opioid.Case Summary
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A Beagle with a ruptured cranial cruciate was premedicated with acepromazine and methadone. Anesthesia was induced with propofol and, after endotracheal intubation, maintained using isoflurane in oxygen. During extradural injection of a mixture of lidocaine, bupivacaine, and morphine the dog developed apnea and asystole. Cardiopulmonary cerebral resuscitation was started promptly and the dog was successfully resuscitated.New Information Provided
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Asystole and apnea are possible serious side effects of extradural anesthesia in dogs. With adequate monitoring and early detection successful resuscitation is possible.
Visual Arts Declarative Knowledge: Tensions in Theory, Resolutions in Practice
Authors: Exley Beryl 
Published: September 2010

AbstractThis article focuses on the contribution literacy, linguistic, curriculum and pedagogic theories make to realising declarative knowledge outcomes for middle years visual arts students in one multi‐age Australian classroom. Understandings of literacy as visual arts content and process, as artic‐ulated in the Queensland School Curriculum Council Years 1 to 10 Syllabus, are analysed in terms of the above‐mentioned theories. This analysis reveals four significant tensions: an absence of linguistic knowledge for the construction of declarative knowledge written texts; the assumption that the subject English provides the skills base for the production of visual arts declarative knowledge written texts; slippage between the proposed curriculum orientation and teaching position for achieving high quality declarative knowledge outcomes; and a lack of specificity for the form of metaphor to be used in visual arts education. The article presents classroom data from one middle years teacher who takes up multiple curriculum orientations and teaching positions to facilitate high quality declarative knowledge outcomes. He commences the lesson by drawing on the students' life worlds, and then moves into the role of expert so as to provide arts‐specific content and linguistic instruction before the students complete their written descriptions. The findings contribute to the worldwide debates surrounding teaching and learning practices for developing visual arts declarative knowledge outcomes by reissuing the call for syllabus planners to make the links between a content area and its literacy demands explicit and for teachers to reclaim spaces for subject‐specific literacy instruction.
Carnival in the Curriculum
Authors: Herne Steve , Burgess‐Macey Celia , Rogers Maggie 
Published: September 2010

AbstractThis article focuses on a carnival in the curriculum project designed to revitalise the arts in the experience of students in Higher Education preparing to become primary school teachers. It argues the relevance of a combined arts or trans‐disciplinary artform in the remit of a visual arts education journal and explores carnival as a complex, inclusive, multifaceted and multidimensional cultural practice with deep historical and social roots. It locates carnival within theory and the debate about the arts in schools in the UK from the early 1980s. Drawing on the analysis of interviews with students and teachers in carnival project schools, issues and themes such as student involvement, creativity, artists in schools, and cross‐curricular learning are explored, concluding that carnival in the curriculum provides an opportunity for agency within the regulated official curriculum.
Old World Teaching Meets the New Digital Cultural Creatives
Authors: Delacruz Elizabeth 
Published: September 2010

AbstractThis article sets forth a conceptual, philosophical and social agenda for art and design education in the twenty‐first century, considering how a set of beliefs articulated within US art education discourse interfaces with conceptualisations about emerging global digital media and technologies. Discussion highlights selected writings in the USA primarily, writings about art education technology orientations; and then describes the professional experiences and insights of the writer as she embraced, implemented and made sense of technology in terms of her own multicultural educational orientation in a US university. Based on these insights, this writer proposes that technology pedagogy is not actually about digital technologies per se, but about what we intend to do with new technologies in the twenty‐first century. Old notions of art as an embodiment of things that matter and a testament to the human condition are now connected to contemporary ideas about citizenship, caring and public engagement. In this trajectory, citizenship education is then posed as central to a future vision of art education in the digitally connected classroom. Caveats and limitations of the educational and transformative power of new global electronic media being set forth in this article are also noted, including paradoxical self‐contradictions within the orientation itself.
Artful Language: Academic Writing for the Art Student
Authors: Apps Linda , Mamchur Carolyn 
Published: September 2010

AbstractThe task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice‐based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that neither is subjugated and both are fully realised. Helping students to revision art and writing as similar creative processes that can be structured around a framework designed to address both processes can override the conception that writing and art are polarising forces.This article describes one such framework that was found to be effective from both the perspective of the professor and the student in fleshing out the heart of both artistic processes and finding an integrating structure that moves a thesis to fruition.
Colouring in the Blanks: Memory Drawings of the 1990 Kuwait Invasion
Authors: Pepin‐Wakefield Yvonne 
Published: September 2010

AbstractThis study used drawing tasks to examine the similarities and differences between females and males who shared a collective traumatic event in early childhood. Could these childhood memories be recorded, measured, and compared for gender differences in drawings by young adults who had shared a similar experience as children? Exploration of this question drove this qualitative research project to examine drawings by young Kuwaiti men and women, who were residents in Kuwait during the 1990 Saddam‐Hussein‐led Iraqi invasion of their country. Visual results from this study show colour, image and symbol (CIS) patterns, and differences in gender images in drawings which represent a select population's response to the 1990 Iraqi invasion of Kuwait.
Concrete Geometry: Playing with Blocks
Authors: Luescher Andreas 
Published: September 2010

AbstractThis article describes a design/build exercise conducted in an Architectural Materials and Methods class to achieve three interrelated objectives: (1) to apply physically the semester's theoretical focus on the constituent process and languages of architecture investigations, (2) to capitalise on the physical and aesthetic properties of concrete masonry to explore fabrication and detailing in the design process, and (3) to examine preconceptions about solo work and team work in architectural education and practice.What makes this project unique among other design/build projects is its emphasis on Concrete Masonry Units (known as CMU in the USA) and their visual, tactile and functional properties. The junior and senior students were allowed three building elements: an 8′ cube of space, an unlimited number of concrete blocks, and the visual ecology of a site. The structural vocabulary that Frank Lloyd Wright developed consisted of a three‐dimensional field of lines through which the solid elements of the building were located, enabling the voids to be integral to the whole and equally meaningful. Using these elements, students were asked to design/build temporary structures in a field next to the airport hangar on campus. The pedagogical objective was to adopt Wright's creative spirit, as opposed to quoting his architectural language.
Destination, Imagination and the Fires Within: Design Thinking in a Middle School Classroom
Authors: Carroll Maureen , Goldman Shelley , Britos Leticia , Koh Jaime , Royalty Adam , Hornstein Michael 
Published: September 2010

AbstractThe purpose of the Taking Design Thinking to Schools Research Project was to extend the knowledge base that contributes to an improved understanding of the role of design thinking in K‐12 classrooms. The ethnographic qualitative study focused on the implementation of an interdisciplinary design curriculum by a team of university instructors in a public charter school. Three questions framed the study. How did students express their understanding of design thinking classroom activities? How did affective elements impact design thinking in the classroom environment? How is design thinking connected to academic standards and content learning in the classroom?
I Like Cities; Do You Like Letters? Introducing Urban Typography in Art Education
Authors: Huerta Ricard 
Published: September 2010

AbstractThis article proposes a study of the letters and graphics found in the city, while at the same time opening up unusual spaces linked to the cultural arena and visual geographies for the creation of learning spaces in art education, introducing urban typography for training teachers. The letters in urban spaces can help us reinterpret the patrimonial fabric of cities. With the help of typography, visual arts educators have a powerful graphic resource with which to articulate the complex communicative network of streets. We suggest walking as an aesthetic practice; strolling around the city as a very cultural means to motivate our students. We have at our disposal in our cities a genuine museum woven together with the threads of the alphabet.
Dismantling the Built Drawing: Working with Mood in Architectural Design
Authors: Teal Randall 
Published: September 2010

AbstractFrom the late Middle Ages onward an emphasis on the rational and the technical aspects of design and design drawing gained hold of architectural practice. In this transformation, the phenomenon of mood has been frequently overlooked or seen as something to be added on to a design; yet the fundamental grounding of mood, as described in Martin Heidegger's philosophy, is anything but secondary to our experience of the world. In fact, other facilities such as embodied experience, tactile and spatial awareness, and temporal perception all spring from the basic encounter with mood. In this article I describe how a lack of attunement to, and limited ability with, the various manifestations of mood perpetuates a disconnection between the architectural drawing and real buildings. I argue that as long as educational frameworks relegate the emotional and experiential to the place of a supplement, then our design processes will continue to unconsciously promote environments of thinness and superficiality.
Development of a new risk assessment scale for predicting pressure ulcers in an intensive care unit
Authors: Suriadi  , Sanada Hiromi , Sugama Junko , Thigpen Brian , Subuh Muhammad 
Published: September 2010

AbstractAims and objectives:  The study aimed to evaluate the predictive validity and accuracy of a new pressure ulcer risk assessment scale in two Indonesia intensive care units (ICUs).Background:  Several risk assessment scales have been designed to identify patients at risk of developing pressure ulcers in ICU. However, the relative weight of each variable that contributes to pressure ulcer development in these scales is not described to enable designing of a risk assessment scale. Currently, the risk factors contributing to pressure ulcer development include interface pressure, body temperature and cigarette smoking.Design:  A prospective cohort study was conducted in two ICUs in Pontianak, Indonesia.Methods:  A total of 253 patients were recruited to the study from both hospitals. Data collection included new risk assessment scale [i.e. the Suriadi and Sanada (S.S.) scale] scoring, demographic, pressure ulcer severity scores (based on the National Pressure Ulcer Advisory Panel) and skin condition measures. Using the S.S. scale, trained data collectors scored patients once and assessed the body temperature daily until patients were discharged. Additionally, daily data were also collected in relation to the patient‘s skin condition and stage of pressure ulcer.Results:  Out of the 253 patients, 72 (28·4%) developed pressure ulcers. In ICU A, the incidence was 27%; pressure ulcers developed into stage I (41·7%), stage II (45·8%), stage III (10·4%) and stage IV (2·1%). In ICU B, the incidence was 31·6%; the development of pressure ulcers was 48% in stage I and 52% in stage II. Using the predictive validity test, the S.S. scale balanced sensitivity (81%) and specificity (83%) at a cut‐off score of 4. The area under the receiver‐operating characteristic curve was 0·888 (confidence interval: 0·84–0·93).Conclusion:  The S.S. scale was found to be a valid risk assessment tool to identify the patients at risk of developing pressure ulcers in Indonesia ICU.