bluuebunny/crossref_metadata_2025_split huggingface dataset:
Organic consequences of ileal transposition in rats with diet-induced obesity
Authors: Lourenço Paolo , Miguel Gustavo , Carlini Marcelo , Lapchick Valderez , Azevedo Joao , Azevedo Otávio , Leal Lucas , Azevedo Joao Luiz , Aguiar-Yamaguchi Gilmara , Cardia Wellington , Marigliani Bianca , Ko Gui , Neves Karina 
Published: July 2011

AbstractINTRODUCTION: The clinical management of metabolic syndrome - especially diabetes mellitus type 2 - is notoriously complex due to the progressive nature of this disease. At present, there is a need for a surgical procedure that is effective for the treatment of diabetes mellitus type 2, even in non-obese individuals. The isolated ileal transposition theory could lead to an effective alternative therapy. This intervention has not yet been performed in humans, and there are no reports of its use in an experimental model of diet-induced metabolic syndrome.
OBJECTIVES:
The objective of this study is to evaluate the physiological effects of ileal transposition in rats with diet-induced metabolic syndrome. The effects of this procedure on glucose and lipid metabolism will be assessed.

METHODS:
Forty 12-week-old male rats (albino Rattus norvegicus, Wistar, 2BAW, heterogeneous) will be divided into four groups of 10 animals each: the ileal transposition group (TG) comprising animals on a hypercaloric-hyperlipidic diet; the sham group (SG) containing animals that receive the same diet and undergo the sham surgery; control group 1 (CG1), which will receive a hypercaloric-hyperlipidic diet and will not undergo surgery; and control group 2 (CG2), which will consume standard feed and will not undergo surgery. The surgeries will be performed in 20-week-old animals. Blood samples for laboratory testing will be collected from 12-week-old animals on the day of surgery and after eight postoperative weeks, following determination of the weights of the animals and the administration of anesthesia. The levels of serum glucose, insulin, triglycerides, total cholesterol and fractions, glucagon-like peptide-1, C-peptide and glycated hemoglobin will be assessed in all of the animals. The insulin tolerance test will be performed using PRISMA software, and insulin resistance will be calculated by the HOMA-IR indirect test. On specific days, two 20-week-old rats will be separated and randomly distributed in TG and SG. These animals will be followed until the eighth postoperative week. Subsequently, they will be euthanized, and the retroperitoneal and periepididymal fat deposits will be collected and weighed using a precision scale. In addition, the pancreas, liver and intestinal segments will be sent for pathological and immunohistochemical studies.
Serine biosynthesis with one carbon catabolism represents a novel pathway for ATP generation in cells using alternative glycolysis with zero net ATP production
Authors: Vazquez Alexei , Oltvai Zoltan 
Published: July 2011

AbstractRecent experimental evidence indicates that some cancer cells have an alternative glycolysis pathway with net zero ATP production, implying that upregulation of glycolysis in these cells may not be related to the generation of ATP. Here we use a genome-scale model of human cell metabolism to investigate the potential metabolic alterations in cells using net zero ATP glycolysis. We uncover a novel pathway for ATP generation that involves reactions from the serine biosynthesis and one-carbon metabolism pathways. This pathway has a predicted two-fold higher flux rate in cells using net zero ATP glycolysis than those using standard glycolysis and generates twice as much ATP with significantly lower rate of lactate- but higher rate of alanine secretion. Thus, in cells using the standard- or the net zero ATP glycolysis pathways a significant portion of the glycolysis flux is always associated with ATP generation, and the ratio between the flux rates of the two pathways determines the rate of ATP generation and lactate and alanine secretion during glycolysis.
Low doses of ethanol decrease the activity of the angiotensin-converting enzyme in the aorta of aging rats and rats treated with a nitric oxide synthase inhibitor and dexamethasone
Authors: Emel'yanov Maksim O. , Korystova Antonina F. , Kublik Ludmila N. , Levitman Maria Kh. , Shaposhnikova Vera V. , Korystov Yuri N. 
Published: July 2011

In the present study, the activity of ACE (angiotensin-converting enzyme) in the aorta of senescent rats and rats treated with the NOS (NO synthase) inhibitor L-NAME (NG-nitro-L-arginine methyl ester) or dexamethasone and the effect of low doses of ethanol (0.2–1.2 g/kg of body weight, daily for 8–12 days) on this activity were studied. We found that ACE activity increased with age and in response to L-NAME and dexamethasone treatment. Ethanol at a dose of 0.4 g/kg of body weight per day decreased ACE activity in the aorta of aged rats and of rats treated with L-NAME or dexamethasone to the level of activity in young control rats. The optimal ethanol dose (the dose inducing a maximum decrease in ACE activity) increased with increasing doses of dexamethasone: 0.4 g/kg of body weight per day at 30 μg of dexamethasone/kg of body weight and 0.8 g/kg of body weight per day at 100 μg of dexamethasone/kg of body weight. It was also found that optimal doses of ethanol increased the number of cells in the thymus of rats treated with dexamethasone. The optimal dose of ethanol of 0.4 g/kg of body weight per day, which induced a maximum decrease in ACE activity in rat aorta, corresponded to a dose of 30 g of ethanol/day, which, according to epidemiological data, produces a maximum decrease in the incidence of cardiovascular disease in humans. In conclusion, the decrease in ACE activity in vessels may be one of the main mechanisms of the beneficial effects of low doses of ethanol on human health.
Design and commissioning of a high magnetic field muon spin relaxation spectrometer at the ISIS pulsed neutron and muon source
Authors: Lord J. S. , McKenzie I. , Baker P. J. , Blundell S. J. , Cottrell S. P. , Giblin S. R. , Good J. , Hillier A. D. , Holsman B. H. , King P. J. C. , Lancaster T. , Mitchell R. , Nightingale J. B. , Owczarkowski M. , Poli S. , Pratt F. L. , Rhodes N. J. , Scheuermann R. , Salman Z. 
Published: July 2011

The high magnetic field (HiFi) muon instrument at the ISIS pulsed neutron and muon source is a state-of-the-art spectrometer designed to provide applied magnetic fields up to 5 T for muon studies of condensed matter and molecular systems. The spectrometer is optimised for time-differential muon spin relaxation studies at a pulsed muon source. We describe the challenges involved in its design and construction, detailing, in particular, the magnet and detector performance. Commissioning experiments have been conducted and the results are presented to demonstrate the scientific capabilities of the new instrument.
Mobility in geometrically confined membranes
Authors: Domanov Yegor A. , Aimon Sophie , Toombes Gilman E. S. , Renner Marianne , Quemeneur François , Triller Antoine , Turner Matthew S. , Bassereau Patricia 
Published: July 2011

Lipid and protein lateral mobility is essential for biological function. Our theoretical understanding of this mobility can be traced to the seminal work of Saffman and Delbrück, who predicted a logarithmic dependence of the protein diffusion coefficient (
i
) on the inverse of the size of the protein and (
ii
) on the “membrane size” for membranes of finite size [Saffman P, Delbrück M (1975)
Proc Natl Acad Sci USA
72:3111—3113]. Although the experimental proof of the first prediction is a matter of debate, the second has not previously been thought to be experimentally accessible. Here, we construct just such a geometrically confined membrane by forming lipid bilayer nanotubes of controlled radii connected to giant liposomes. We followed the diffusion of individual molecules in the tubular membrane using single particle tracking of quantum dots coupled to lipids or voltage-gated potassium channels KvAP, while changing the membrane tube radius from approximately 250 to 10 nm. We found that both lipid and protein diffusion was slower in tubular membranes with smaller radii. The protein diffusion coefficient decreased as much as 5-fold compared to diffusion on the effectively flat membrane of the giant liposomes. Both lipid and protein diffusion data are consistent with the predictions of a hydrodynamic theory that extends the work of Saffman and Delbrück to cylindrical geometries. This study therefore provides strong experimental support for the ubiquitous Saffman–Delbrück theory and elucidates the role of membrane geometry and size in regulating lateral diffusion.
The centromeric nucleosome of budding yeast is perfectly positioned and covers the entire centromere
Authors: Cole Hope A. , Howard Bruce H. , Clark David J. 
Published: July 2011

The centromeres of budding yeast are ∼120 bp in size and contain three functional elements: an AT-rich region flanked by binding sites for Cbf1 and CBF3. A specialized nucleosome containing the H3 variant Cse4 (CenH3) is formed at the centromere. Our genome-wide paired-end sequencing of nucleosomal DNA reveals that the centromeric nucleosome contains a micrococcal nuclease-resistant kernel of 123–135 bp, depending on the centromere, and is therefore significantly shorter than the canonical nucleosome. Unlike canonical nucleosomes, the centromeric nucleosome is essentially perfectly positioned. The entire centromere is included, together with at least 1 bp of DNA upstream of the Cbf1 site and at least 4 bp downstream of the CBF3 site. The fact that the binding sites for Cbf1 and CBF3 are included within the centromeric nucleosome has important implications for models of the centromeric nucleosome and for kinetochore function.
Between the common and the differentiated: reflections on the work of the School Curriculum and Assessment Authority on values education
Authors: Haydon Graham 
Published: July 2011

ABSTRACTThis article focuses on the proposals and procedures of the National Forum for Values in Education and the Community in the UK. It critically examines two conflicting strategies. The first of these is that the Qualifications and Curriculum Authority (QCA), to which the Forum reported, should provide general guidance on how each school should work out and seek to implement its own policy on values education, with no further substantive prescription incorporated into the guidance. The second strategy is that they should prescribe both a preferred set of values to be imparted and a preferred method for imparting them. The article examines the QCA framework for action which steers between these two extremes.
Politics, parallels and perennial curriculum questions: the battle over school history in England and the United States
Authors: Foster Stuart J. 
Published: July 2011

AbstractIn both England and the United States history remains among the most controversial subjects in the school curriculum. Indeed, fiercely contested arguments over National Curriculum history in England and national standards for history in the United States graphically illustrate the enormous ideological pressures exerted on the subject in the two cultures. However, although the intense politicization of the disputes in both countries properly suggests some common experiences, the educational context these policies sought to affect are markedly different. In form and substance history teaching in the United States and England has distinctive national characteristics. Nevertheless, attention to debates over the teaching of history on both sides of the Atlantic illuminates the difficulties involved in providing a meaningful history education for young people. Furthermore, the respective national experiences offer opportunities for considered reflection on enduring and universal curriculum questions associated with the teaching of history.
National versus state curriculum standards for history in the United States: where will the debate lead us?
Authors: Doppen Frans H. , Yeager Elizabeth Anne 
Published: July 2011

AbstractDuring the past two decades, the debate over a national curriculum has been the subject of much controversy in the United States. However, this debate, part of a much larger debate over the broader goals of public education, has inevitably clashed with the long‐held American notion of local control of schools. The purpose of this article is to present a brief historical overview and identify some issues which continue to feature prominently in the ongoing debate over national and state curriculum standards. The authors focus on curriculum standards for history. A case‐study of this specific debate will reveal some of the major issues which have surfaced in the broader debate.
Understanding integrated curriculum
Authors: Kysilka Marcella L. 
Published: July 2011

AbstractIntegrated curriculum is currently being advocated in the United States to ‘solve’ many of the curriculum problems confronting education. Models of curriculum integration permeate the professional literature, yet there is little consensus as to exactly what is meant by integrated curriculum and how to establish such curricula in the publicly funded schools. The language of curriculum integration is confusing and leads to uncertainty and concern about the potential of integrated curriculum to impact positively on schools. Placing the models on a curriculum continuum will reveal that they range from traditional discipline‐based, objective‐driven, teacher‐controlled models to interest‐based, student exploration. Although historically research supports integrative curriculum, there is a paucity of current research which would support arguments for restructuring the American curriculum in this fashion. Additionally, there is a great deal of resistance to change both from within and outside the educational community to massive curriculum restructuring.
A look at curriculum integration from the bridge
Authors: Gehrke Nathalie J. 
Published: July 2011

AbstractThis article looks at the popularity of curriculum integration in the 1990s in the United States. It offers evidence from national curriculum standards documents, books in print, journal articles, national coalitions and organizations, and curriculum in use to suggest that curriculum integration is experiencing a peak in interest, much like the early era of progressive education, and the open education movement of the 1960s. It further traces the intellectual roots of the current movement and looks at the conceptual differences in the two factions in the curriculum integration movement: the correlated/fused and the core. Different assumptions about the primary source of the curriculum lie at the heart of the split. An extensive reference section offers a sample of the writings on curriculum integration in the 1990s.
The role of subject area, gender, ethnicity and school background in the degree results of Cambridge University undergraduates
Authors: Leman Patrick J. 
Published: July 2011

ABSTRACTThis article examines the relationship between a number of social factors and variations in the class marks awarded to final year undergraduates at the University of Cambridge in 1997 and 1998. Analysis of the categorical data demonstrates that the subject studied, gender and ethnic origin are associated with variations in the marks awarded to undergraduates. Social class and school background were not directly associated with variations in performance. However, a student's school background, ethnic origin, gender and the subject studied interact in complex ways to lead to differences in class marks. The relative influence of these different social variables is discussed. The article concludes that a student's academic performance is linked to aspects of a student's social identity and that these social identities may be created in a range of different social contexts. In this respect, one important source of identity stems from the subject a student studies.
Exploring student‐centred learning in GNVQs: case‐studies of classroom practice
Authors: Yeomans David 
Published: July 2011

ABSTRACTThis article, which is based upon ESRC‐funded research, utilizes two case‐studies to explore the nature of teaching and learning within GNVQs. A model which emphasizes the exertion of student control across different dimensions of learning is used to clarify the meaning of student‐centred learning in the two examples. The discussion of teaching and learning in GNVQs is contextualized within an account of the development of the qualification and a review of research findings which have explored the constraints and opportunities which GNVQs offer for the development of student‐centred learning. The article concludes by suggesting that while there are powerful constraints on student‐centred learning within GNVQs, particularly with regard to assessment, these are mediated in practice by the pedagogical principles, curricular specialisms and institutional locations of the teachers responsible for the courses.
Textual support for primary science teaching?
Authors: Watt Dorothy , Simon Shirley 
Published: July 2011

ABSTRACTThe aim of this study is to explore how the science teaching of five primary teachers (their planning, classroom implementation, assessment and evaluation) relates to their subject knowledge, perceived confidence in teaching, and the way they use published curriculum resource materials. Of the five teachers only one, who did not have a background in science, made systematic use of published curriculum materials. This scheme appears to have enabled her planning and assessment to resemble that of the teacher with a background in science. While planning was well supported by the materials, her classroom teaching shared features with the other teachers who were not science experts, using strategies to keep children's activities within the bounds of her subject knowledge. The features of curriculum materials which seem to have enabled this effective practice to develop are considered to be a clear statement of learning objectives, key science ideas and models of questions for formative assessment. It is proposed that if the national scheme of work produced by the Qualifications and Curriculum Authority is to be as useful to teachers as it could be, LEAs or school science co‐ordinators should make a bridge between classroom practice and the scheme of work's objectives and activity suggestions by developing formative assessment questions to help teachers translate the activities into a form which will more actively involve the children in the important science ideas and processes.
The diversity of poetry: how trainee teachers’ perceptions affect their attitudes to poetry teaching
Authors: Ray Rita 
Published: July 2011

ABSTRACTIn response to a perceived reluctance to engage with poetry on the part of teachers and trainee teachers, a questionnaire was administered to a group of 48 trainees in their second year of training, before they undertook the part of their course dealing with the teaching of poetry. Their responses indicated that they had had a positive experience of poetry during their own primary education but had ceased to enjoy or understand poetry at secondary level. In discussing the responses, attention is drawn to the importance of understanding the difference between poetry as a specialist subject and as a vehicle for teaching other things. The difference between ‘enjoyment’ and ‘appreciation’, as outlined by Wittgenstein, is defined and applied to the study of poetry. Ways of extending trainees’ understanding and ability to teach poetry are explored. It is concluded that in order to get ‘on the inside of the subject they should (a) be allowed to respond freely to poetry at their own level and (b) be initiated into the kind of skills and knowledge which will enable them to identify the progressive features of poetry itself as well as the instrumental aspects of poetry teaching in the primary school.
School‐based curriculum development: the Hong Kong experience
Authors: Chun Lo Yiu 
Published: July 2011

ABSTRACTThe purpose of this article is to analyse the nature of the School‐based Curriculum Project Scheme (SBCPS), which was introduced into the Hong Kong education system in 1988. The aims of the scheme were to promote school‐based curriculum development (SBCD) designed to meet the learning needs of pupils and to encourage teachers to solve curriculum problems. Overall, the article provides insights into the characteristics of the SBCPS which was introduced into a highly centralized context and was initiated through a highly centralized mechanism, and describes how it was implemented into Hong Kong schools. This underlines the need both to view curriculum policies critically and to recognize the impact that the prevailing culture in schools has on attempts at curriculum innovations.
Sensitivity of Carbon Emission Estimates from Indirect Land‐Use Change
Authors: Dumortier Jerome , Hayes Dermot J. , Carriquiry Miguel , Dong Fengxia , Du Xiaodong , Elobeid Amani , Fabiosa Jacinto F. , Tokgoz Simla 
Published: July 2011

AbstractAn agricultural projection and greenhouse gas model are used to assess the impact of global cropland expansion on carbon emissions and the sensitivity of those estimates to modifications in assumptions concerning idle cropland, the degree of refinement in carbon coefficients, market responses, and yield increase. The results indicate that the impact of cropland expansion on carbon emissions is extremely sensitive to model assumptions. This is particularly true with respect to the price‐induced yield response. Given the available knowledge, it is very difficult to narrow the range of reasonable parameter values to tighten the set of results to a level that would allow robust policy conclusions.