bluuebunny/crossref_metadata_2025_split huggingface dataset:
Digoxin toxicit in chronic renal failure: treatment by multiple dose activated charcoal intestinal dialysis
Authors: Critchley Julian AJH , Critchley Lester AH 
Published: December 2008

1 Digoxin toxicity can result from overdose or iatrogenic causes, especially if renal function is impaired. 2 We present a case of digoxin toxicity presenting with severe bradycardia and hypotension in a 66 year old man with chronic renal failure. Regular haemodia lysis had, as predicted, failed to reduce his plasma digoxin concentration. Digoxin specific antibody fragments (Fab) were not readily available and their use was probably inappropriate as they are normally renally eliminated. 3 The patient was successfully treated by two prolonged courses of intestinal dialysis with repeated doses of activated charcoal over 48 and 72 h and totaling 400 g and 600 g, respectively. However, the patient found the activated charcoal extremely unpalatable. 4 Multiple dose activated charcoal intestinal dialysis (MDACID) has been recently advocated for use in a wide range of poisonings. The technique takes advantage of the large surface area of the small intestine to eliminate drugs and metabolites, over several days if necessary. The pharmacokinetics of digoxin toxicity in chronic renal failure make intest inal dialysis an appropriate method of treatment but the realisation of the true potential of this technique awaits a more palatable absorbent or formulation.
Inservice Training Day
Authors: Kozleski Elizabeth B. , Goor Mark 
Published: December 2008

It seemed everyone was “buzzing” about phonemic awareness. Teachers had read articles in journals; speech pathologists and reading teachers were talking about auditory processing and its connection to reading. Many parents had called teachers to say they were sure their child's problem was “something about phonics.” Other parents had called the principal demanding to know what the school system was doing about implementing a program for phonemic awareness. “We have to keep up!” they had declared. In response, central administrators scheduled a series of all-day inservice training programs for the opening of the new school year. An expert would present “What Every Teacher Needs to Know about Phonemic Awareness,” which all elementary teachers were required to attend the first day back to work. As they drank coffee and ate sticky sweet rolls, teachers alternated their conversations between hearty greetings and complaining about wasting a day when they could be setting up their rooms. A group of outspoken teachers sat together as the program began. Within an hour, the grumbling grew louder. “This sounds like phonics from when I started teaching. What ever happened to phonics?” asked a veteran first-grade teacher. “I'll tell you what happened. `Whole language' happened. Remember that inservice day? It's taken me 5 years to develop a `whole language' program. I hope I won't have to start all over,” muttered a third-grade teacher. “Ever since ‘whole language’ took the schools by storm, my LD kids have been lost,” replied a frustrated special educator. After verbalizing their frustrations to each other, the teachers sat quietly and heard the speaker present the “latest research.” The most vocal teacher finally announced, “That's all I can stand.” She stood up and interrupted the speaker, saying, “I'm not sure if I care what the research says, but I do know I feel frustrated. It seems we go from trend to trend. It takes years to implement the `latest innovations'; all the while I'm wondering if it's really better than what I did before.” The speaker was surprised by the interruption, but realized that this self-appointed spokesperson was voicing the concerns of educators who felt no control over their instructional methods. The speaker seized the opportunity and responded empathetically, “It seems you feel that you have no say about the way you teach, that others are constantly dictating to you what method or program to use, and that it keeps changing.” The teacher nodded and really began to listen. The presenter asked, “Have you found some methods to be effective? Have you noticed that some approaches are better suited for certain students than others?” The teacher replied, “Yes, but I always feel that my principal doesn't care, she's just checking to see if I implement the latest workshop idea!”
What Is Going on at Your School?
Authors: Cummings Craig , Goor Mark 
Published: December 2008

“What is going on at your school?” Ron Brown, a school board member, seemed to be accusing rather than asking. Alice Swenson, Midland High School principal, hated those leading questions but knew what Ron was referring to: another big fight in her building. There were daily skirmishes and some pretty rough ones weekly, but this last one was particularly complicated to handle because it involved some of the new students with emotional/behavioral disabilities. Ron continued, “We have got some pretty upset parents. There are a dozen calling me night and day, wanting to know what we are doing about all the fights and gang activity at Midland. Now I have three parents who want to know why their sons were suspended, when those special education kids did not get in trouble at all.” Parents appealed to Ron because he was vocal about “safe schools.” Alice responded that she was just as concerned as Ron about the safety of all children in her building. She outlined for the third time this fall what the high school was doing to turn the tide of increasing violence. But the current situation was more difficult to explain. This year, as part of the movement toward more inclusive education, students with emotional/behavioral disabilities, who had been educated previously in separate facilities, were now attending Midland High School. From the beginning, Alice had been challenged to respond to complaints from general education teachers about having “them” in classes and to deal with what seemed like additional trouble attributed to these new students. After the recent fight, the special education teacher reminded the principal that these students all had Individualized Education Programs (IEPs) with goals designed to improve self-control and to react appropriately when angry, protecting their rights to an appropriate education and necessitating an individualized approach to discipline. Alice explained this to the school board member, just as she had explained it to teachers and students in her school, yet with each explanation she grew less convinced. She was doing her best to provide a safe environment for all students, but it seemed that treating these students differentially was making it even harder.
The Long-Range Effects of the Regional Demonstration Program for Preschool Handicapped Children
Authors: Koen Susan , Musumeci Marilyn , Toole Amy 
Published: December 2008

The long-range efficacy of the regional demonstration program (RDP) was assessed by examining a sample (N=66) of the 171 students who graduated from the program from January 1976 to May 1980. The major purpose of the study was to determine if handicapped preschoolers who participated in the program would be able to make a successful transition to school age placements and function adequately in those placements. The RDP project is a nationally and state validated program that provides early intervention services to children of all handicapping conditions from birth to age 5. It serves a consortium of 18 school districts and is a noncategorical program primarily designed for children who are mildly or moderately impaired. The academic and social functioning of former RDP students were assessed through three data collection techniques. A review of students' cumulative records provided information on grade retention, special services received, and yearly grade reports; a 25-item teacher questionnaire assessed students' cognitive, academic, communication, and soclal skills as compared to other children; and a parent interview measured parent perceptions of their child's performance in school and the impact of the RDP program. Results indicated that, in general, RDP graduates made a successful transition to elementary school. Particularly impressive were the following findings: (1) 53% of the total graduate sample are placed in regular education programs and none of these children have been held back a grade; (2) one-third of the graduates enrolled in regular programs required no additional services; most of those who did require services received speech and language intervention; (3) teachers rated RDP graduates in regular classrooms similar to or slightly better than their peers in specific skill areas and attitudes towards school; and (4) parents of graduates were very satisfied with their children's performance in school; 98% indicated that their child would not have done as well without participation in the regional demonstration program. These data substantiated that participation in the regional demonstration program provided preschool handicapped children with the skills necessary to perform successfully in the elementary grades.
Services for Families of Severely Handicapped Preschool Students: Assumptions and Implications
Authors: Carney Irene H. 
Published: December 2008

This article summarizes the literature on intervention with preschool-aged handicapped children and their families. More specifically, the review excludes those programs and papers pertaining to high-risk, disadvantaged, or mildly delayed children, focusing instead on services for children labeled trainable, severely or profoundly retarded; severely emotionally disturbed or autistic; or multihandicapped. Several authors have argued for, and provided models of, parent involvement in the education of young handicapped children. Parents and professionals alike, however, have suggested that attempts at true partnership have succeeded only minimally. This article proposes a series of assumptions as a philosophical foundation for improved parent-professional relations. Each assumption is discussed in terms of its implications for practice. Proposed practices are illustrated with examples for existing service delivery models. The article summarizes the state of the art in services for families. This evaluation calls for a reexamination of existing attitudes and practices and cites specific implications for parents, early intervention specialists, administrators, and teacher trainers.
Variation and use of contrast rendering factor and equivalent sphere illuminance
Authors: Slater A.I. 
Published: December 2008

Measurements have been made of Contrast Rendering Factor (CRF) at various task positions in a small office for a variety of lighting installations and visual tasks. Computer programs have also been used to calculate CRF and Equivalent Sphere Illuminance (ESI). The principal determinant of CRF was the presence or absence of a luminaire in the offending zone. Visual tasks of different specularity showed similar patterns of CRF variation but to different degrees. Luminaire size and position showed some effect on CRF, but the light output distribution of the luminaires had only a small influence. The computer calculations showed similar trends to the measured values. The use of CRF as a criterion of lighting quality is advocated.
Indian hedgehog (Ihh) both promotes and restricts thymocyte differentiation
Authors: Outram Susan V. , Hager-Theodorides Ariadne L. , Shah Divya K. , Rowbotham Nicola J. , Drakopoulou Ekati , Ross Susan E. , Lanske Beate , Dessens Johannes T. , Crompton Tessa 
Published: December 2008

AbstractWe show that Indian Hedgehog (Ihh) regulates T-cell development and homeostasis in both fetal and adult thymus, controlling thymocyte number. Fetal Ihh−/− thymi had reduced differentiation to double-positive (DP) cell and reduced cell numbers compared with wild-type littermates. Surprisingly, fetal Ihh+/− thymi had increased thymocyte numbers and proportion of DP cells relative to wild type, indicating that Ihh also negatively regulates thymocyte development. In vitro treatment of thymus explants with exogenous recombinant Hedgehog protein promoted thymocyte development in Ihh−/− thymi but inhibited thymocyte development in Ihh+/−, confirming both positive and negative regulatory functions of Ihh. Analysis of Rag−/−Ihh+/− thymi showed that Ihh promotes T-cell development before pre–T-cell receptor (pre-TCR) signaling, but negatively regulates T-cell development only after pre-TCR signaling has taken place. We show that Ihh is most highly expressed by the DP population and that Ihh produced by DP cells feeds back to negatively regulate the differentiation and proliferation of their double-negative progenitors. Thus, differentiation from double-negative to DP cell, and hence the size of the DP population, is dependent on the concentration of Ihh in the thymus. Analysis of Ihh conditional knockout and heterozygote adult mice showed that Ihh also influences thymocyte number in the adult.
ArabidopsiseIF2α kinase GCN2 is essential for growth in stress conditions and is activated by wounding
Authors: Lageix Sébastien , Lanet Elodie , Pouch-Pélissier Marie-Noëlle , Espagnol Marie-Claude , Robaglia Christophe , Deragon Jean-Marc , Pélissier Thierry 
Published: December 2008

Abstract

Background
Phosphorylation of eIF2α provides a key mechanism for down-regulating protein synthesis in response to nutrient starvation or stresses in mammalian and yeast cells. However, this process has not been well characterized in plants

Results
We show here that in response to amino acid and purine starvations, UV, cold shock and wounding, the Arabidopsis GCN2 kinase (AtGCN2) is activated and phosphorylates eIF2α. We show that AtGCN2 is essential for plant growth in stress situations and that its activity results in a strong reduction in global protein synthesis.

Conclusion
Our results suggest that a general amino acid control response is conserved between yeast and plants but that the plant enzyme evolved to fulfill a more general function as an upstream sensor and regulator of diverse stress-response pathways. The activation of AtGCN2 following wounding or exposure to methyl jasmonate, the ethylene precursor 1-Aminocyclopropane-1-carboxylic acid (ACC) and salicylic acid, further suggests that this enzyme could play a role in plant defense against insect herbivores.
Gene Transfer of GLT-1, a Glial Glutamate Transporter, into the Spinal cord by Recombinant Adenovirus Attenuates Inflammatory and Neuropathic Pain in Rats
Authors: Maeda Sanae , Kawamoto Ai , Yatani Yumi , Shirakawa Hisashi , Nakagawa Takayuki , Kaneko Shuji 
Published: December 2008

Background: The glial glutamate transporter GLT-1 is abundantly expressed in astrocytes and is crucial for glutamate removal from the synaptic cleft. Decreases in glutamate uptake activity and expression of spinal glutamate transporters are reported in animal models of pathological pain. However, the lack of available specific inhibitors and/or activators for GLT-1 makes it difficult to determine the roles of spinal GLT-1 in inflammatory and neuropathic pain. In this study, we examined the effect of gene transfer of GLT-1 into the spinal cord with recombinant adenoviruses on the inflammatory and neuropathic pain in rats. Results: Intraspinal infusion of adenoviral vectors expressing the GLT-1 gene increased GLT-1 expression in the spinal cord 2–21 days after the infusion. Transgene expression was primarily localized to astrocytes. The spinal GLT-1 gene transfer had no effect on acute mechanical and thermal nociceptive responses in naive rats, whereas it significantly reduced the inflammatory mechanical hyperalgesia induced by hindlimb intraplantar injection of carrageenan/kaolin. Spinal GLT-1 gene transfer 7 days before partial sciatic nerve ligation recovered the extent of the spinal GLT-1 expression in the membrane fraction that was decreased following the nerve ligation, and prevented the induction of tactile allodynia. However, the partial sciatic nerve ligation-induced allodynia was not reversed when the adenoviruses were infused 7 or 14 days after the nerve ligation. Conclusion: These results suggest that overexpression of GLT-1 on astrocytes in the spinal cord by recombinant adenoviruses attenuates the induction, but not maintenance, of inflammatory and neuropathic pain, probably by preventing the induction of central sensitization, without affecting acute pain sensation. Upregulation or functional enhancement of spinal GLT-1 could be a novel strategy for the prevention of pathological pain.
Right subclavian double steal syndrome: a case report
Authors: Filis Konstantinos , Toufektzian Levon , Sigala Frangiska , Kardoulas Dimitrios , Kotzadimitriou Aikaterini , Lagoudianakis Emmanuel , Koronakis Nikolaos , Manouras Andreas 
Published: December 2008

Abstract

Introduction
Double-steal syndrome represents a causative factor for blood flow compromise of the cerebral vascular bed with transient neurologic symptoms. We present the case of a patient with innominate artery atherosclerotic occlusion, manifested as blood flow reversal in the vertebral and common carotid arteries. Symptomatic atherosclerotic occlusive disease of the innominate artery is relatively rare and represents less than 2% of all extracranial causes of cerebrovascular insufficiency.

Case presentation
We report on a 73-year-old male patient who presented at our hospital for the evaluation of dizziness and episodes of syncope. Angiography and color Doppler examinations documented the double syndrome as retrograde flow in the right vertebral artery and the right carotid artery.

Conclusion
Constituting an indication for surgical correction, his condition was managed with the performance of carotid-carotid extra-anatomic bypass for the permanent reestablishment of antegrade blood flow in the vascular network supplying the brain. Carotid-carotid extra-anatomic bypass was a good option for our patient, since he remains symptom free after one year of follow up.
Renal haemodynamic, microcirculatory, metabolic and histopathological responses to peritonitis-induced septic shock in pigs
Authors: Chvojka Jiri , Sykora Roman , Krouzecky Ales , Radej Jaroslav , Varnerova Veronika , Karvunidis Thomas , Hes Ondrej , Novak Ivan , Radermacher Peter , Matejovic Martin 
Published: December 2008

Abstract
Introduction
Our understanding of septic acute kidney injury (AKI) remains incomplete. A fundamental step is the use of animal models designed to meet the criteria of human sepsis. Therefore, we dynamically assessed renal haemodynamic, microvascular and metabolic responses to, and ultrastructural sequelae of, sepsis in a porcine model of faecal peritonitis-induced progressive hyperdynamic sepsis.

Methods
In eight anaesthetised and mechanically ventilated pigs, faecal peritonitis was induced by inoculating autologous faeces. Six sham-operated animals served as time-matched controls. Noradrenaline was administered to maintain mean arterial pressure (MAP) greater than or equal to 65 mmHg. Before and at 12, 18 and 22 hours of peritonitis systemic haemodynamics, total renal (ultrasound Doppler) and cortex microvascular (laser Doppler) blood flow, oxygen transport and renal venous pressure, acid base balance and lactate/pyruvate ratios were measured. Postmortem histological analysis of kidney tissue was performed.

Results
All septic pigs developed hyperdynamic shock with AKI as evidenced by a 30% increase in plasma creatinine levels. Kidney blood flow remained well-preserved and renal vascular resistance did not change either. Renal perfusion pressure significantly decreased in the AKI group as a result of gradually increased renal venous pressure. In parallel with a significant decrease in renal cortex microvascular perfusion, progressive renal venous acidosis and an increase in lactate/pyruvate ratio developed, while renal oxygen consumption remained unchanged. Renal histology revealed only subtle changes without signs of acute tubular necrosis.

Conclusion
The results of this experimental study argue against the concept of renal vasoconstriction and tubular necrosis as physiological and morphological substrates of early septic AKI. Renal venous congestion might be a hidden and clinically unrecognised contributor to the development of kidney dysfunction.
The Finnish Diabetes Risk Score Is Associated with Insulin Resistance and Progression towards Type 2 Diabetes
Authors: Schwarz Peter E. H. , Li Jiang , Reimann Manja , Schutte Alta E. , Bergmann Antje , Hanefeld Markolf , Bornstein Stefan R. , Schulze Jan , Tuomilehto Jaakko , Lindström Jaana 
Published: December 2008

Abstract
Objective: The Finnish Diabetes Risk Score (FINDRISC) questionnaire is a practical screening tool to estimate the diabetes risk and the probability of asymptomatic type 2 diabetes. In this study we evaluated the usefulness of the FINDRISC to predict insulin resistance in a population at increased diabetes risk.
Design: Data of 771 and 526 participants in a cross-sectional survey (1996) and a cohort study (1997–2000), respectively, were used for the analysis. Data on the FINDRISC and oral glucose tolerance test parameters were available from each participant. The predictive value of the FINDRISC was cross-sectionally evaluated using the area under the curve-receiver operating characteristics method and by correlation analyses. A validation of the cross-sectional results was performed on the prospective data from the cohort study.
Results: The FINDRISC was significantly correlated with markers of insulin resistance. The receiver operating characteristics-area under the curve for the prediction of a homeostasis model assessment insulin resistance index of more than five was 0.78 in the cross-sectional survey and 0.74 at baseline of the cohort study. Moreover, the FINDRISC at baseline was significantly associated with disease evolution (P &lt; 0.01), which was defined as the change of glucose tolerance during the 3 yr follow-up.
Conclusions: The results indicate that the FINDRISC can be applied to detect insulin resistance in a population at high risk for type 2 diabetes and predict future impairment of glucose tolerance.