bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effects of fluid therapy on total protein and its influence on calculated unmeasured anions in the anesthetized dog
Authors: Valverde Alexander , Erin Hatcher M. , Stämpfli Henry R. 
Published: September 2010

AbstractObjective –To determine the effects of IV lactated Ringer's solution at a rate of 10 mL/kg/h in anesthetized dogs on total protein (TP) measurement and calculation of unmeasured anions (UAs) using 2 quantitative methods of acid‐base status determination, strong ion gap, and modified base deficit.Design –Prospective clinical study.Animals –Forty‐three dogs, anesthetic health status I or II according to the American Society of Anesthesiologists, undergoing surgery under general anesthesia.Interventions –Arterial blood analyses for gas tensions, acid‐base balance, electrolytes, lactate, hemoglobin (Hb), PCV, and TP were performed under general anesthesia immediately after induction and again after administration of approximately 10 mL/kg of lactated Ringer's solution (given over 1 h). UAs were determined using strong ion gap and modified base deficit.Measurements and Main Results –Fluid replacement for 1 hour decreased TP, Hb, and PCV by 8%, 7.8%, and 8.6%, respectively. The degree of decrease in TP did not impact the calculation of UAs by quantitative methods when the prefluid administration TP value was used instead of the postfluid TP value in the calculation. Comparison of the two methods showed a low correlation (r≤0.68) and marked differences in the precision (1.96 SD).Conclusions:The degree of decrease in TP after 1 hour of fluid replacement at approximately 10 mL/kg does not affect determination of UAs when prefluid TP is used within that time period.
Association of hyperlactatemia with age, diagnosis, and survival in equine neonates
Authors: Henderson Imogen S.F. , Franklin Robert P. , Wilkins Pamela A. , Boston Raymond C. 
Published: September 2010

AbstractObjective –To investigate the association between blood lactate concentration, measured at admission and following 12–36 hours of treatment, and age, diagnosis, and survival in neonatal foals.Design –Retrospective, observational study.Setting –Two equine referral hospitals.Animals –One hundred and twelve foals ≤96 hours of age were included.Interventions –Arterial or venous blood samples were obtained from all foals at admission and surviving foals at 12–36 hours.Measurements –The lactate concentration (LAC) was recorded at 2 time points: admission (LAC‐Admission) and 12–36 hours following treatment (LAC‐24 hours).Main Results –LAC decreased by 0.05 mmol/L for each increased hour of age at presentation. Premature/dysmature foals demonstrated increased odds of nonsurvival of 55% for each 1 mmol/L increase in LAC‐Admission while foals with major diagnoses of neonatal encephalopathy (NE), enteritis and ‘Other’ had increased odds of nonsurvival of 52%, 113%, and 247%, respectively, for each 1.0 mmol/L increase in LAC. Blood‐culture positive foals had significantly lower LAC than blood culture negative foals. LAC‐Admission and LAC‐24 hours were significantly larger in nonsurviving foals. LAC‐Admission of >6.9 mmol/L and LAC‐24 hours >3.2 mmol/L, respectively, correctly classified 85.6% and 94.1% of cases as survivors or nonsurvivors. No differences were found when the 24‐hour change in LAC was investigated in terms of outcome, age at admission, or major diagnosis; however, LAC‐24 hours remained significantly associated with survival.Conclusions –Admission or persistent hyperlactatemia is associated with a nonsurvival. Younger foals, premature/dysmature foals, and foals with neonatal encephalopathy had the largest LAC.
Potpourri oil toxicity in cats: 6 cases (2000–2007)
Authors: Schildt Julie C. , Jutkowitz L. Ari , Beal Matthew W. 
Published: September 2010

AbstractObjective –To describe the clinical and laboratory features, treatment, and outcome of cats with a history of potpourri oil exposure.Design –Retrospective study.Setting –Veterinary teaching hospital.Animals –Six client‐owned cats.Measurements and Main Results –The medical records of animals with oral or lingual ulceration and exposure to potpourri oil from January 2000 to December 2007 were reviewed. Information obtained from the medical records included signalment, product to which the animal was exposed, clinical signs, physical examination findings, diagnostic test results, treatment, duration of hospitalization, and outcome. Six cats qualified for inclusion in the study; 3 were castrated males and 3 were spayed females. Age range was 0.3–3.6 years. All cats had severe oral and lingual ulceration. Additional clinical findings included hyperthermia, tachypnea, ptyalism, and lethargy. Treatment of these cats included IV fluids, analgesic therapy, antimicrobial therapy, and gastrointestinal protectants. Two of these cats received an esophagostomy tube for nutritional support. Duration of hospitalization was 0–5 days. All cats survived to discharge. Follow‐up for 3 cats revealed complete healing of the oral ulceration.Conclusions –Potpourri oil toxicity should be considered as a differential diagnosis in any cat with oral and lingual ulceration. Prognosis for recovery is good with supportive care.
Pedagogy Against the State
Authors: Atkinson Dennis 
Published: September 2010

AbstractThe text of this article was originally presented in a public lecture in February 2008. It presents a description of earlier research on children's drawing practices which considers the ingenuity of learning and meaning‐making through drawing. Then the focus moves to the language of assess‐mentto consider how, art practices, such as drawing, as well as learner and teacher identities, are constructed and regulated within such linguistic practices (discourses). Bearing in mind the regulatory effect of such practices (and that all discourses are in some way regulatory) the final section introduces the idea of pedagogy against the state in order to think again an ethics of pedagogy concerned with becoming; an ethical imperative for pedagogy concerned with expanding our grasp of what learning is.
More than a Body's Work: Widening Cultural Participation through an International Exploration of Young People's Construction of Visual Image and Identity
Authors: Bianchi June 
Published: September 2010

AbstractThe article presents the rationale, methodology, and selected outcomes from More than a body's work, a collaborative, international, arts educational interactive research project. The project, taking place in both New York and England, explored the ways in which young people construct and ‘perform’ identity through the construction of their body and its appearance. The project's central intention was both to investigate diversity in young people's personal and cultural experience, and demonstrate their potential for creative engagement in mediating and expressing identity through a visual form. With its inclusive ethos, More than a body's work facilitated opportunities for young people who may not ordinarily have access to the arts to be partners in collaborative arts production, generating models of wider participation through innovative participatory approaches to visual art and interdisciplinary practice.The ongoing project is developmental, continuing to involve young people as participants, responding to the synthesis of local, national and international influences creatively deployed within youth culture. In considering More than a body's work's significance as a model for inclusive practice within art education, the article will discuss its strategies and its potential impact in relation to current initiatives and policies within the arts, culture and education.
Contextualising Craft: Pedagogical Models for Craft Education
Authors: Pöllänen Sinikka 
Published: September 2010

AbstractCraft education in Finland is, in many aspects, in a state of change. This concerns the independent position of craft as a school subject, the content of the compulsory craft courses containing textiles and technical work, the implementation of the new concept of a holistic craft process in the National Core Curriculum and so on. This bears relevance to the question of how craft should be taught at school.This article explores the ways in which teachers can strengthen the relevance and meaningfulness of craft education at school. Teachers are challenged to provide more authentic instructional contexts and activities beyond the traditional curriculum in order to address successful living in today's society. One solution is to contextualise this teaching with the help of pedagogical models that realise the concept of holistic craft. The pedagogical models discussed in this article are based on curriculum publications, materials in print and research by other scholars.
Continuing the Journey—the Artist‐Teacher MA as a Catalyst for Critical Reflection
Authors: Parker Terry 
Published: September 2010

AbstractThis article discusses the personal experience of reading an Artist‐Teacher MA, both as a way of engaging with a course of study aimed specifically at art teachers and also as an attempt to explore and possibly reconcile the pedagogic issues related to the area of critical and contextual studies that had arisen within my own practice. Critical and contextual studies has grown to become an essential component of art education in schools, yet there would appear to be limited pedagogic approaches amongst art teachers or enthusiasm for alternative curriculum models other than those inferred from exemplar material provided by examination boards for assessment purposes. As a consequence of engaging with the Artist‐Teacher MA, I confronted my pedagogic practice and reconsidered my personal position within the continuum of the role of teacher and that of artist. In turn this has led me to consider the notion of the pupil‐artist and and to question the implications of this for my continuing classroom practice.
Graduate Design Education: The Case for an Accretive Model
Authors: Walliss Jillian , Greig Joan 
Published: September 2010

AbstractIn 2008 the University of Melbourne began implementation of the Melbourne Model, its new vision for higher education in Australia. Six broad undergraduate university degrees have been introduced and graduate schools created. Students may now progress from an undergraduate generalist degree, with major, to a professional Masters. Alternatively, graduate lateral entry is available for students to pursue a professional qualification without prior preparation. This acceleration has significant implications for design studio teaching. Students with no design background but with an undergraduate degree are now able to study architecture or landscape architecture in just three years, compared to the previous four‐to six‐year undergraduate degrees.This article reviews and analyses the outcomes of an ‘accretive’ design studio (Christie 2002) devised for beginning Masters students which attempts to translate a new mandate of ‘acceleration’ into design pedagogy. Analysis of student focus groups, together with the work produced, revealed not only the value of the accretive model in delivering a cohesive understanding of the design process and a student engagement that exceeds the outcomes of traditional design studio but also highlights the value of an immediate immersion into a community of practice (Lave & Wenger, 1991). We argue that immersion, as distinct from conventional educational models which position education as ‘training’ for a future participation in a discipline, is central to any acceleration model, serving to position students as active definers of the discipline rather than passive observers and thereby increasing ownership of their learning experience.
Border Crossing
Authors: Allen Felicity 
Published: September 2010

AbstractThis paper describes a programme I have led on behalf of Tate Britain over the last five years, and sets out some initial thoughts about the impact on it of a range of different, sometimes conflicting, influences and pressures. The programme is Nahnou‐Together, which translates from the Arabic as ‘we together’ and, in this context, implies mutual learning. It is a partnership between Tate Britain, the British Council, the Adham Ismail Centre of Plastic Arts in Damascus and Darat‐al‐Funun, and the Jordan National Gallery of Fine Art in Amman, with support from the Jordan Ministry of Education.
Encounters of the Traditional Kind: Reflections on the In‐Service Teacher Training of Traditional Filipino Arts
Authors: Loza Cynthia B. , De Guzman Allan B. , Jose Regalado T. 
Published: September 2010

AbstractThis article presents the second segment of a qualitative study on the integration of traditional arts in tertiary level art and design education in the Philippines. It is focused on the experience of artist‐teachers as participants in an in‐service teacher training programme that aimed to prepare the teachers for the trial integration of traditional Filipino arts in art and design courses. Taking the view of the participants, journals written by the artist‐teachers were sourced for their reflections about their encounter with traditional Filipino artists during field visits. This phase of the study takes the form of action research as it involves the participants in gathering data that could inform the methods and content of the learning of traditional Filipino arts in the schools of art and design.The findings reveal that artist‐teachers acknowledge the traditional artist as a valuable source of traditional knowledge and expertise. They also recognise their own essential role in the transmission of learning between the traditional artists and the students. The prerequisites of the course take the artist‐teachers beyond teaching in the classroom and extend their tasks to research.
Education in the New Millennium: The Case for Design‐Based Learning
Authors: Lee Hyun‐Kyung , Breitenberg Mark 
Published: September 2010

AbstractThis article focuses on current examples of project or design‐based learning at the secondary school level in the context of the increasing importance of creativity and innovative thinking in the twenty‐first century. The authors argue that students today learn more effectively in pedagogical practices that emphasise holistic thinking, active learning, visual media and problem‐solving.Design‐based learning presents new ways for realising long‐term goals and learning outcomes. The purpose of this article is to investigate best practices of design education in the community and to propose instructional resource examples on design to K‐12 school teachers. This article points out the importance of systemised process for the work of design‐based teachers and learners, addresses the study of design as a subject of investigation and a mode of inquiry that engages a variety of student learning styles and makes direct connections between subjects and problem‐solving in daily life.Our belief is that the case studies explored in this article represent the seeds of a new model of education based on creative and applied learning. The exemplar communities chosen for onsite research are the education department of the Cooper‐Hewitt National Design Museum in New York City and the Art Center College of Design in Pasadena, California, USA.
Cross‐Curricular Gallery Learning: A Phenomenological Case Study
Authors: Hickman Richard , Kiss Lauren 
Published: September 2010

AbstractThis article examines the strategies that can be used to enhance students' understanding of how subjects link together and whether cross‐curricular approaches, through a gallery project, have any real impact on students' understanding of the links between subjects. A substantial part of this article, however, describes the methodological aspect of the project. A phenomenological case study approach was used in order to engage fully with individual students' learning experiences. It was found that the students who were involved directly with the study felt that the links between subjects had more relevance to their learning when the teacher made such links explicit. They were unaware of the relevance of many cross‐curricular links made in lessons, but the study indicated that cross‐curricular learning can enable students to transfer skills and knowledge in order to understand concepts more fully.
Ventilator‐associated pneumonia: prevention is better than cure
Authors: Ruffell Alison , Adamcova Lenka 
Published: September 2010

AbstractBackground: The prevention of ventilator Assisted Pneumonia (VAP), a hospital acquired infection, among intensive care patients is a major clinical challenge. It is a condition that is associated with high rates of morbidity, mortality, length of stay and hospital costs.Aim: The aim of this paper is to critically review the available literature and identify current evidence based nursing and medical interventions to support practitioners in preventing VAP in their patients.Methods: A literature search using keywords, including ‘ventilator‐associated pneumonia’ were entered into a search engine. A number of highly pertinent papers relevant to the aims of the review were identified, however only a small sample came from nursing journals. Only those papers, which discussed specific strategies for managing VAP were selected for analysis and inclusion in this review.Discussion: We identified a number of practical and evidence based strategies that nurses can incorporate into their practice to prevent VAP and to reduce its incidence. In addition, the introduction of newer techniques, advances in equipment and use of multidisciplinary care bundles can further support and improve the quality and delivery of safe patient care.Conclusion: Targeted strategies aimed at preventing VAP, should be implemented to improve patient outcome and reduce length of intensive care unit stay and costs. Front‐line critical care nurses need to understand the factors which place their patients at risk of developing VAP and, institute evidence‐based interventions that will compromise the patients’ survival and recovery.
Diabetic ketoacidosis and hyperglycaemic hyperosmolar syndrome – clinical guidelines
Authors: De Beer Karen , Michael Sindhu , Thacker Meera , Wynne Elizabeth , Pattni Caroline , Gomm Mandy , Ball Carol , Walsh Dominic , Thomlinson Andrew , Ullah Kevin 
Published: September 2010

AbstractBackground:  The aim of this study was to establish a standardized approach to the initial care of patients with diabetic ketoacidosis (DKA) and hyperglycaemic hyperosmolar syndrome (HHS). DKA and HHS are metabolic emergencies. Effective and efficient management is the responsibility of the multidisciplinary team. The admission of patients to the intensive care unit (ICU) with DKA and HHS is rare, and management of patients’ diverse problems is prone to error because of a lack of familiarity.Aim:  The paper’s aim is to set the developmental process of a clinical guideline following a review of the literature.Discussion:  This clinical guideline is based on a review of the evidence available within the literature in the early phase of resuscitation. Collaborative working among the multidisciplinary team through clinical practice group was the method adopted. Management of DKA and HHS is divided into three main areas: intravenous fluid replacement, insulin therapy and electrolyte management. The controversy associated with the administration of sodium bicarbonate is discussed.Conclusion:  Effective treatment requires a rapid initial assessment of the patient based on current medical history and clinical presentation. To this end, a quick reference algorithm and guide to management were also developed. Key criteria for evaluating the effectiveness of treatment are provided and complications of treatment are addressed. The formation of the practice development group that led to this innovation is outlined, and in conclusion, the success of the group is reflected upon.
Clinical tools for the assessment of pain in sedated critically ill adults
Authors: Cade Clare H 
Published: September 2010

AbstractAim:  This paper aims to review the evidence regarding pain assessment tools for sedated patients and to establish whether the use of a tool can be recommended in practice.Background:  Pain assessment is a challenging area of critical care nursing practice, particularly among sedated patients. Tools to aid in assessing pain among this patient group have been developed and tested recently.Search strategy:  In this systematic review five papers that tested pain assessment tools for sedated patients are discussed. These papers were identified via the CINAHL and MEDLINE databases using the search terms: ‘pain assessment’ and ‘sedated’ or ‘unconscious’ or ‘critically ill’ or ‘critical illness’ or ‘critical care’.Conclusions:  The Behavioural Pain Scale (BPS) has been tested among the broadest range of patients and was found to be a reliable and valid tool in three studies. Research is needed to further demonstrate the reliability and validity of the Critical‐Care Pain Observation Tool (CPOT), as the paper of Gelinas et al. did not test its internal consistency and domain structure. The CPOT also needs testing among different critical care populations. The design of Odhner et al. study did not allow adequate testing of the Non‐verbal Pain Scale (NVPS).Implications for practice:  The implementation of the BPS can be recommended in intensive care units and may improve the management of pain among sedated patients by providing a systematic and consistent approach to pain assessment to guide interventions. The CPOT may also prove useful in assessing pain among sedated patients, but first requires further validation. Also, further research is needed into the effects of pain assessment tools on pain management practices and patient outcomes.