bluuebunny/crossref_metadata_2025_split huggingface dataset:
Tibial length growth curves for ambulatory children and adolescents with cerebral palsy
Authors: OEFFINGER DONNA , CONAWAY MARK , STEVENSON RICHARD , HALL JOHN , SHAPIRO ROBERT , TYLKOWSKI CHESTER 
Published: June 2010

Aim  The aim of this study was to generate growth curves for ambulatory children and adolescents with cerebral palsy (CP) using tibial lengths and to determine if they differed according to sex or Gross Motor Function Classification System (GMFCS) level.Method  Growth data were studied from a cohort of 750 participants (442 males, 308 females [1199 visits]; mean age 10y 9mo, SD 3y 4mo, range 4–21y) with CP (hemiplegia, n=163; diplegia, n=573; triplegia, n=11; quadriplegia n=2; GMFCS levels I–III), and 165 typically developing children (96 males, 115 females; [211 visits]) mean age 10y 9mo, SD 4y 2mo, range 4–19y). Tibial length measurements calculated from data collected during routine gait analyses were validated using anthropometric tibial length measurements and were used to generate growth curves for males and females classified as GMFCS level I, II, or III. Growth was compared in participants of different sexes and GMFCS levels using the median curves.Results  Growth curves for males and females (GMFCS levels I–III) with estimate lines for 3rd, 10th, 25th, 50th, 75th, 90th, and 97th centiles were generated. Mean tibial length was greater in males than in females in all GMFCS levels. Tibial lengths were shorter in participants classified as GMFCS level III than in those classified as GMFCS level I or II.Interpretation  To our knowledge this is the first large‐scale investigation of bone growth in ambulatory children and adolescents with CP. The large sample made it possible to generate growth curves and to provide insight into growth trends. The study findings serve as a basis for analysis of the relationships between growth, function, and treatment outcomes.
Botulinum toxin versus submandibular duct relocation for severe drooling
Authors: SCHEFFER ARTHUR RT , ERASMUS CORRIE , VAN HULST KAREN , VAN LIMBEEK JACQUES , ROTTEVEEL JAN J , JONGERIUS PETER H , VAN DEN HOOGEN FRANK JA 
Published: June 2010

Aim  Botulinum neurotoxin type A (BoNT‐A) has been described as an effective intervention for drooling and is being increasingly adopted. However, its effectiveness compared with established treatments is still unknown. We undertook a within‐participants observational study to examine this.Method  An historic cohort was formed of 19 children and young adults (10 males, nine females) with severe drooling who underwent BoNT‐A injections followed by surgical re‐routing of the submandibular duct at least 6 months later. Mean age at time of admission was 11 years 5 months (range 5–17y) and mean age at the time of surgery was 14 years (range 6–23y). Fifteen children were diagnosed with bilateral cerebral palsy (CP), three with unilateral CP, and one with non‐progressive developmental delay. Gross Motor Function Classification System levels were the following: level I, n=1; level II, n=2; level III, n=7; level IV, n=6; and level V, n=3). The primary outcome was the drooling quotient, which was assessed before each intervention and 8 and 32 weeks thereafter. A multivariate analysis of variance of repeated measures was performed, with the measurement points as the within‐participant variables.Results  The drooling quotient was reduced to a greater extent after surgery than after BoNT‐A administration (p=0.001). Compared with a baseline value of 28, the mean drooling quotient 8 weeks after surgery was 10, and 32 weeks after surgery was 4 (p<0.001). Among the group treated with BoNT‐A, the drooling quotient showed a significant reduction from a baseline value of 30 to 18 after 8 weeks (p=0.02), and a continued but diminished effect after 32 weeks (drooling quotient 22; p=0.05).Interpretation  Both interventions are effective, but surgery provides a larger and longer‐lasting effect.
Altered neurotransmission in the mesolimbic reward system ofGirk−/−mice
Authors: Arora Devinder , Haluk Desirae M. , Kourrich Saïd , Pravetoni Marco , Fernández‐Alacid Laura , Nicolau Joel C. , Luján Rafael , Wickman Kevin 
Published: June 2010

J. Neurochem.(2010)114, 1487–1497.AbstractMice lacking theGirk2subunit of G protein‐gated inwardly rectifying K+(Girk) channels exhibit dopamine‐dependent hyperactivity and elevated responses to drugs that stimulate dopamine neurotransmission. The dopamine‐dependent phenotypes seen inGirk2−/−mice could reflect increased intrinsic excitability of or diminished inhibitory feedback to midbrain dopamine neurons, or secondary adaptations triggered byGirk2ablation. We addressed these possibilities by evaluatingGirk−/−mice in behavioral, electrophysiological, and cell biological assays centered on the mesolimbic dopamine system. Despite differences in the contribution of Girk1 and Girk2 subunits to Girk signaling in midbrain dopamine neurons,Girk1−/−andGirk2−/−mice exhibited comparable baseline hyperactivities and enhanced responses to cocaine.Girkablation also correlated with altered afferent input to dopamine neurons in the ventral tegmental area. Dopamine neurons fromGirk1−/−andGirk2−/−mice exhibited elevated glutamatergic neurotransmission, paralleled by increased synaptic levels of α‐amino‐3‐hydroxyl‐5‐methyl‐4‐isoxazole‐propionate glutamate receptors. In addition, synapse density, α‐amino‐3‐hydroxyl‐5‐methyl‐4‐isoxazole‐propionate receptor levels, and glutamatergic neurotransmission were elevated in medium spiny neurons of the nucleus accumbens fromGirk1−/−andGirk2−/−mice. We conclude that dopamine‐dependent phenotypes inGirk2−/−mice are not solely attributable to a loss of Girk signaling in dopamine neurons, and likely involve secondary adaptations facilitating glutamatergic signaling in the mesolimbic reward system.
TRADING‐VOLUME SHOCKS AND STOCK RETURNS: AN EMPIRICAL ANALYSIS
Authors: Huang Zhaodan , Heian James B. 
Published: June 2010

AbstractWe examine high‐volume premiums based on weekly risk‐adjusted returns. Significant average weekly abnormal high‐volume premiums up to 0.50% per week are documented for 1962–2005. Most premiums are generated in the first two weeks and monotonically decline as holding periods are extended. Evidence of reversal is found as the holding periods are extended. Premiums depend on realized turnover in the holding period. The last finding supports the theories of Miller and Merton. Finally, we test whether premiums are compensation for taking additional risk. Negative skewness, idiosyncratic risk, and liquidity risk do not explain the high‐volume premiums.
Listening for Creative Voices amid the Cacophony of Fiscal Complaint about Art and Design Education
Authors: Clarke Angela , Budge Kylie 
Published: June 2010

AbstractThe current tertiary education climate in Australia and other Organisation for Economic Co‐operation and Development (OECD) countries is one where class numbers are increasing and contact hours between students and teachers are reducing to keep them financially viable. In this context increasing pressure is being placed on teachers to essentially ‘do more with less’ and to perform well, despite the changing conditions. Students, too, are challenged to learn in an environment where they have less time with their teachers. What seems surprising is that all of this is occurring whilst the rhetoric of tertiary institutions is being more closely aligned with contemporary constructivist theories of learning with a focus on producing creative graduates.This pressure is now being keenly felt in creative disciplines where studio models of teaching, which require small classes and substantial contact hours, are seriously under threat. If tertiary institutions genuinely want to produce creative graduates there needs to be more widespread understanding of how creative processes are nurtured and creative minds are fostered. Many experienced teachers in creative disciplines have developed such understanding. Their voices need to be encouraged and supported so that the artistry of their creative pedagogies may be articulated and heard above the cacophony of fiscal complaint.We do not naively suggest that financial issues should be disregarded. We do, however, call for a middle way where sophisticated conversations, about both the quality and viability of creative educational practice, amongst all stakeholders can allow for an authentically creative future to emerge.
Enhancing Children's Artistic and Creative Thinking and Drawing Performance through Appreciating Picture Books
Authors: Hsiao Ching‐Yuan 
Published: June 2010

AbstractThe purpose of this study was to investigate methods of enhancing kindergarteners' artistic creative thinking and expressive drawing through an activity that involved appreciation of picture books. The study was conducted in a public kindergarten in southern Taiwan, with 27 children aged between 4 and 5. The researcher conducted the study in 16 weeks; data were collected via digital recordings of participants' appreciation and art‐making activities, artwork assessment checklists and questionnaires. Both qualitative and quantitative research methods were used to process and analyse data. On the expression of and changes in children's artistic and creative thinking ability, findings suggest that ability is expressed through discussions that involve art vocabulary, including descriptive, analytical, interpretative and judgemental words. On‐site practice indicated significant use of descriptive and analytical art vocabularies. The results also showed that the collage series of picture books had more impact on children than did other picture books in terms of teaching efficacy by picture book appreciation. With regard to differences in children's reading and drawing behaviours between the beginning and the end of the study, findings indicate a significant and positive change in children's reading and drawing behaviours at home. The study also indicated that children's drawing behaviours could be cultivated by a series of art instruction activities. These findings should impact kindergarten educators’ instructional methods in visual art education in Taiwan, and may influence Taiwanese curriculum reform in early childhood art education.
The Limits of Professional Architectural Education
Authors: Coleman Nathaniel 
Published: June 2010

AbstractProfessional architectural education is overwhelmingly predicated on skills development. Consequently, the humanities are given short shrift. Students overburdened with an abundance of practical tasks cannot be expected to do much beyond completing studio project work with any degree of depth. Such splitting has a negative outcome: at the end of their education, many graduates still have difficulty constructing a convincing argument about their own work. And when professional qualification is achieved, many architects are arguably missing the humanities half of their education. Such a narrowly focused training surely contributes to the general low quality of the built environment that we inhabit.The apparent causes and effects of the current situation are analysed here, especially the degree to which the rise of an academic culture in architecture has paradoxically exacerbated a split between the humanities and design. By widening the divide between speculative, theoretical and historical research and the professional education delivery systems that architectural researchers teach into, the ascendancy of (humanities‐based) research in architecture schools has intensified the separation of theory and history from design. Ultimately, only if the production model that so often organises architecture education is rethought, will it be possible to recuperate a strong humanities stream in design education.
A New Paradigm for Design Studio Education
Authors: Wang Tsungjuang 
Published: June 2010

AbstractThere is a feeling among many design educators today that the discipline has reached a crisis in its development, and that change is needed immediately in the way that design educators articulate their epistemology and their methodology. The architectural studio can be seen as the model for design education, and its culture is exemplary. Donald Schön has often argued that the professional education of architectural students – and other design students – should be aimed at making them into ‘reflective practitioners’. At the core of his argument is the idea that design education must sacrifice intellectual rigour in order to achieve social relevance, yet critics have argued that this trade‐off has caused design education to be marginalised in relation to the university model of education. Design is focused on subjective creativity, but the positivist university paradigm is focused on objective rationality. In order for design education to become more rigorous – and more academically respectable – it must either become more rational or it must embrace a new paradigm that values creative experience. This article argues that the emerging paradigm of complexity offers design education the rigour it has been lacking, for this paradigm constructs studio projects not as problems with rational solutions but as systems that need to be explored in order to discover their relational meanings and values – precisely what creativity, balanced with rationality, can accomplish in both Western nations and rapidly developing East Asian nations such as China.
Cultural Capital: A Thesaurus for Teaching Design
Authors: Strickfaden Megan , Heylighen Ann 
Published: June 2010

AbstractThis article seeks to unravel what is hypothesised as being at the root of design education: the cultural capital of design educators. The premise is that capital is developed within the design learning environment: that is, designers‐to‐be and educators‐to‐be are encultured into design while studying, the same way that parents enculture children into families, or families and friends enculture young people into society. This article begins by introducing the concept of cultural capital, a body of knowledge that acts as an asset in particular situations; our study focuses on knowledge that is useful to being a designer and design educator. We continue by exploring what kinds of capital designers have and what role this capital plays in the educational setting. Four key themes are identified across the cultural capital of 19 design educators from different geographical locations in the Western world. These themes result from analysing educators' intimate narratives, which reveal some of the values, beliefs and actions inherent to design.Furthermore, the themes illustrate a sampling of the design educators’ thesaurus: that is, what design educators draw upon for teaching and designing.
Strategic Teaching: Student Learning through Working the Process
Authors: Spanbroek Nancy 
Published: June 2010

AbstractThe designers of our future built environment must possess intellectual tools which will allow them to be disciplined, flexible and analytical thinkers, able to address and resolve new and complex problems. In response, an experimental and collaborative design studio was designed to inspire and build on students' knowledge and their creative thinking abilities through a series of explorative exercises and modelling. The learning experience of students undertaking this studio was enabled and guided by a collaboration of teachers experienced in both teaching and creative practice. A series of guest creative practitioners joined the studio's intensive 10‐week hands‐on workshop sessions within which students undertook set exercises. These creative research workshops then served to inform subsequent design development of the students' work through planning and documentation over a period of 4 weeks.Strategic teaching is central to the creative development process. The driving educational belief, as idea and practice, is that by bringing ideas to life in design, by working with full‐scale three‐dimensionality, students are able to cement their commitment to ‘working the process’, towards becoming excellent designers. This ambitious strategy enables students to work on the many different aspects of the design problem towards meeting their design outcome at the highest level of resolution and intent. Through a combination of pragmatic tasks – writing and developing design briefs – and visual tasks – evidence gathering and analysis of design through photographic, modelling and diagramming exercises – students were encouraged to think outside and beyond the ‘normal’ realm of design practice.
Dose–response relationship of sertindole and haloperidol using the pharmacopsychometric triangle
Authors: Bech P. , Tanghøj P. , Andreasson K. , Overø K. F. 
Published: June 2010

Bech P, Tanghøj P, Andreasson K, Overø KF. Dose–response relationship of sertindole and haloperidol using the pharmacopsychometric triangle.Objective:  Renewed insight into dose‐related effects of sertindole and haloperidol was sought by re‐analysing published data for antipsychotic effect, extrapyramidal effect, and patient wellbeing – i.e., the important pharmacopsychometric triangle domains.Method:  Selected Positive and Negative Syndrome Scale (PANSS) subscales and the Simpson–Angus scale were tested for validity. Standardized effect sizes [last observation carried forward (LOCF)] at endpoint were calculated.Results:  The scales were found to be valid instruments. The PANSS11 psychotic subscale showed clinically significant effect sizes for all doses of sertindole (12, 20, and 24 mg) and haloperidol (4, 8, and 16 mg). Extrapyramidal effects were evident for all doses of haloperidol, but absent for the lower doses of sertindole. The PANSS6 depression subscale, a proxy measure of quality of life, showed a clinically significant effect for sertindole 20 mg and no effect for haloperidol.Conclusion:  This re‐analysis confirmed the antipsychotic effect and absence of extrapyramidal effects for sertindole and, in addition, showed a clinically significant antidepressant effect. A profile for bipolar states emerged.
Methods for HPV detection in exfoliated cell and tissue specimens
Authors: SNIJDERS PETER J.F. , HEIDEMAN DANIËLLE A.M. , MEIJER CHRIS J.L.M. 
Published: June 2010

Snijders PJF, Heideman DAM, Meijer CJLM. Methods for HPV detection in exfoliated cell and tissue specimens. APMIS 2010; 118: 520–528.Given the causal involvement of high‐risk human papillomaviruses (HPVs) in cervical cancer and a subset of squamous cell carcinomas of other anogenital regions as well as the oropharynx, much attention has been focused on the development and application of HPV detection assays. HPV detection assays are almost exclusively based on the detection of viral nucleic acids, mostly viral DNA. The HPV detection methods that are nowadays in use can broadly be subdivided into target amplification methods and signal amplification methods. In this review, several principles of various methodologies are explained and examples of some commonly used HPV detection assays are given. In addition, attention is paid to the use of HPV assays for detecting clinically meaningful HPV infections, i.e. infections related to (pre)cancerous lesions, e.g. cervical cancer screening purposes. For the latter, it is important that HPV tests are clinically validated according to validation strategies as outlined in guidelines.
The natural history of human papillomavirus infections of the mucosal epithelia
Authors: CHOW LOUISE T. , BROKER THOMAS R. , STEINBERG BETTIE M. 
Published: June 2010

Chow LT, Broker TR, Steinberg BM. The natural history of human papillomavirus infections of the mucosal epithelia. APMIS 2010; 118: 422–449.Human papillomaviruses (HPVs), members of a very large family of small DNA viruses, cause both benign papillomas and malignant tumors. While most research on these viruses over the past 30 years has focused on their oncogenic properties in the genital tract, they also play an important role in diseases of the upper aerodigestive tract. Rapidly accelerating advances in knowledge have increased our understanding of the biology of these viruses and this knowledge, in turn, is being applied to new approaches to prevent, diagnose, and treat HPV‐induced diseases. In this introductory article, we provide an overview of the structure and life cycle of the mucosal HPVs and their interactions with their target tissues and cells. Finally, we provide our thoughts about treatments for HPV‐induced diseases, present and future.
Evaluation of an individually tailored oral health educational programme on periodontal health
Authors: Jönsson Birgitta , Öhrn Kerstin , Lindberg Per , Oscarson Nils 
Published: June 2010

Jönsson B, Öhrn K, Lindberg P, Oscarson N. Evaluation of an individually tailored oral health educational programme on periodontal health. J Clin Periodontol 2010; 37: 912–919. doi: 10.1111/j.1600‐051X.2010.01590.xAbstractAim: To evaluate an individually tailored oral health educational programme (ITOHEP) on periodontal health compared with a standard oral health educational programme. A further aim was to evaluate whether both interventions had a clinically significant effect on non‐surgical periodontal treatment at 12‐month follow‐up.Material and Method: A randomized, evaluator‐blinded, controlled trial with 113 subjects (60 females and 53 males) randomly allocated into two different active treatments was used. ITOHEP was based on cognitive behavioural principles and motivational interviewing. The control condition was standard oral hygiene education (ST). The effect on bleeding on probing (BoP), periodontal pocket depth, “pocket closure” i.e. percentage of periodontal pocket >4 mm before treatment that were <5 mm after treatment, oral hygiene [plaque indices (PlI)], and participants' global rating of oral health was evaluated. Preset criteria for PlI, BoP, and “pocket closure” were used to describe clinically significant non‐surgical periodontal treatment success.Results: The ITOHEP group had lower BoP scores 12‐month post‐treatment (95% confidence interval: 5–15, p<0.001) than the ST group. No difference between the two groups was observed for “pocket closure” and reduction of periodontal pocket depth. More individuals in the ITOHEP group reached a level of treatment success. Lower PlI scores at baseline and ITOHEP intervention gave higher odds of treatment success.Conclusions: ITOHEP intervention in combination with scaling is preferable to the ST programme in non‐surgical periodontal treatment.
Influence of different metal flask systems on tooth displacement in complete upper dentures
Authors: dos Santos Mateus Bertolini Fernandes , Consani Rafael Leonardo Xediek , Mesquita Marcelo Ferraz 
Published: June 2010

doi: 10.1111/j.1741‐2358.2010.00392.xInfluence of different metal flask systems on tooth displacement in complete upper denturesObjective:  To verify the occurrence of tooth displacement in dentures processed by moist hot‐polymerisation using traditional and experimental metal flask systems.Materials and methods:  Waxed complete dentures were randomly assigned to three groups (n = 10), including traditional (TF) and experimental flasks (DF and HHF). Metal pins were placed at the incisal edge of maxillary central incisors (I), buccal cusp of first premolars (P) and mesiobuccal cusp of second molars (M). Transversal (I–I, P–P and M–M) and anteroposterior (LI–LM and RI–RM) distances were measured before and after denture processing using an optical microscope. The dentures were processed by hot water curing cycle (9 h/74°C). Collected data were analysed by anova, Paired Student’s t‐test and Holm–Sidak method (p < 0.05).Results:  All measured distances demonstrated contraction after polymerisation, except for LI–LM in TF and RI–RM in DF and HHF. Statistically significant differences were found between the distances P–P for DF and HHF, and M–M for all groups. Comparison among flask systems revealed statistically significant difference in the P–P distance for the TF and HHF.Conclusion:  Different flask systems did not cause variation in tooth displacement during denture processing, with the exception of P–P distances for the TF and HHF. There is no evidence that different metal flask systems would promote tooth displacement of clinical significance.