bluuebunny/crossref_metadata_2025_split huggingface dataset:
Genotypes at 11β-Hydroxysteroid Dehydrogenase Type 11B1 and Hexose-6-Phosphate Dehydrogenase Loci Are Not Risk Factors for Apparent Cortisone Reductase Deficiency in a Large Population-Based Sample
Authors: White Perrin C. 
Published: October 2005

Context: Apparent cortisone reductase deficiency (ACRD) is a rarely ascertained condition characterized by signs of androgen excess in women or children and decreased urinary excretion of cortisol metabolites compared with cortisone metabolites. These findings suggest a deficiency of 11β-hydroxysteroid dehydrogenase type 1 (11-HSD1; encoded by the HSD11B1 gene), which normally converts cortisone to cortisol. Common polymorphisms in both HSD11B1 and the hexose-6-phosphate dehydrogenase (H6PD) gene encoding hexose-6-phosphate dehydrogenase have been found together in ACRD patients, who carry three of a possible four minor alleles at the two loci.
Objective: The objective of this study was to confirm the postulated digenic inheritance mechanism for ACRD.
Design: This was a population-based association study (Dallas Heart Study). Subjects were genotyped for the 1971T&gt;G polymorphism in intron 3 of HSD11B1 and the R453Q polymorphism in H6PD.
Subjects: The study comprised 3551 individuals in a population-based sample (50% black, 35% white, and 15% Hispanic).
Main Outcome Measure: The main outcome measure was association between genotypes and risk for polycystic ovarian syndrome.
Results: Both polymorphisms occurred more frequently than previously reported. Thus, ACRD genotypes (at least three of four minor alleles) occurred in 7.0% of subjects. There were no associations between genotype and body mass index; waist/hip ratio; visceral adiposity; measures of insulin sensitivity; levels of testosterone, FSH, or LH (in females); or risk of polycystic ovarian syndrome. There was no genotype effect on urinary free cortisol/cortisone or corticosteroid metabolite ratios, which were measured in 10 subjects, each carrying zero, three, or four minor alleles.
Conclusions: Previously reported associations of ACRD with HSD11B1 and H6PD alleles represent ascertainment bias. However, rare severe mutations in these genes cannot be ruled out.
Cyclooxygenase-2 Inhibitors Reverse Chemoresistance Phenotype in Medullary Thyroid Carcinoma by a Permeability Glycoprotein-Mediated Mechanism
Authors: Zatelli Maria Chiara , Luchin Andrea , Piccin Daniela , Tagliati Federico , Bottoni Arianna , Vignali Cristina , Bondanelli Marta , degli Uberti Ettore C. 
Published: October 2005

Objective: Medullary thyroid carcinoma (MTC) is a highly chemoresistant malignant neoplasia deriving from parafollicular C cells. Chemotherapy failure has been ascribed, at least in part, to the overexpression by MTC of the multidrug resistance 1 (MDR1) gene, encoding a transmembrane glycoprotein [permeability glycoprotein (P-gp)] that antagonizes intracellular accumulation of cytotoxic agents. P-gp expression and function in a rat model have been demonstrated to depend on cyclooxygenase (COX)-2 isoform levels, which are found elevated in many human cancers. The aim of our study was to investigate the role of the COX-2 pathway in modulating chemoresistance.Design and Results: We investigated P-gp and COX-2 expression and then evaluated the sensitizing effects of COX-2 inhibitors on the cytotoxic effects of doxorubicin in the presence or in the absence of prostaglandin E2 in primary cultures and in a human MTC cell line, TT. Moreover, P-gp function has been studied. Our data show that TT cells express both MDR1 and COX-2 and that rofecoxib, a selective COX-2 inhibitor, sensitizes TT cells to the cytotoxic effects of doxorubicin, reducing P-gp expression and function.Conclusions: Our data suggest that these effects are mediated by a mechanism not involving the generation of prostaglandin E2, possibly implicating the synthesis of other COX-2 products.
Laser-induced Mist and Particle Formation from Ambient Air: A Possible New Cloud Seeding Method
Authors: Yoshihara Keitaro 
Published: October 2005

Abstract
A new method of water condensation is reported. A UV laser induces seed formation from the air itself for water mist or ice particles depending on the temperature of the ambient air. The possible mechanism of this new phenomenon is proposed with photochemical radical formation and following reactions. This may offer the new prospect of a simple and environmentally harmless way to create artificial rain and snow.
Bilayer Vesicle Formation in Ethanol from Calix[4]arene Derivative with Two Guanidinium Groups
Authors: Liu Fang , Wang Yanhua , Lu Guo-Yuan 
Published: October 2005

Abstract
Stable and regular bilayer vesicles can be formed in ethanol by 5,11,17,23-tetra-tert-butyl-25,27-bis(2-guanidinoethoxy)-26,28-dihydroxycalix[4]arene hydrochloride (BGC). Hydrophobic interactions between aromatic cavity and t-butyl are main self-organization driving force. This is the first example of the formation of bilayer vesicles in ethanol from calixarene without long alkyl chains.
Employment of Substandard Antiemetic Prophylaxis in Recent Trials of Chemotherapy-Induced Nausea and Vomiting
Authors: Holdsworth Mark T , Vo-Nguyen Thuy 
Published: October 2005

OBJECTIVE To determine the prevalence of substandard antiemetic therapy among recently published trials conducted in patients with cancer who received emetogenic chemotherapy. DATA SOURCES A MEDLINE search was conducted (2000–July 2004) using the key words 5-HT3 antagonists, ondansetron, granisetron, dolasetron, tropisetron, ramosetron, palonosetron, NK-1 antagonists, and aprepitant. STUDY SELECTION AND DATA EXTRACTION all antiemetic trials in patients receiving chemotherapy that were published from January 2000 to July 2004 were evaluated. Standard prophylactic antiemetic therapy was derived from contemporary antiemetic guidelines published by oncology professional organizations and expert panels. The number of patients and studies in which patients received standard and substandard antiemetic therapy was determined for both the acute and delayed phases of chemotherapy-induced nausea and vomiting (CINV). Separate determinations were made for severely and moderately emetogenic chemotherapy. The annual percentage of studies in which substandard antiemetic prophylaxis was given and the percentage of patients who received substandard prophylaxis also were determined. DATA SYNTHESIS Fifty-six studies were reviewed, which included a total of 10 274 patients and 125 study arms. The percentage of patients who received substandard antiemetic prophylaxis was 30% (n = 3063) for acute CINV and 33% (n = 3413) for delayed CINV. The average annual percentage of studies that employed substandard prophylaxis during this time period was 54%. CONCLUSIONS In recent antiemetic trials for CINV, the employment of substandard antiemetic therapy is common. These results raise important ethical questions regarding contemporary antiemetic trial design.
A test of self‐determination theory in school physical education
Authors: Standage Martyn , Duda Joan L. , Ntoumanis Nikos 
Published: October 2005

Background. Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of self‐determination theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need‐supportive climate). As such, the present study sought to provide a more comprehensive test of self‐determination theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender.Aims. (i) To examine a model of motivation based on the tenets of self‐determination theory, and (ii) explore the invariance of the model across gender.Sample. Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified)Method. Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration.Results. Structural equation modelling (SEM) analysis revealed that students who perceived a need‐supporting environment experienced greater levels of need satisfaction. Need satisfaction predicted intrinsic motivation, which, in turn, linked to adaptive PE‐related outcomes. In contrast, need satisfaction negatively predicted amotivation, which, in turn, was positively predictive of feelings of unhappiness. Multi‐sample SEM invariance testing revealed the model to be largely invariant for male and female students.Conclusions. The results of the study provide support for self‐determination theory and corroborate the application of the framework to the context of school PE. Further, we largely found support for the invariance of the motivational processes embraced by self‐determination theory across gender.
Does priming for mastery goals improve the performance of students with an entity view of ability?
Authors: Thompson Ted , Musket Sarah 
Published: October 2005

Background. There is evidence that an entity view of ability (where ability is viewed as a fixed entity that cannot be changed) is linked with social comparison goals and poor performance. On the other hand, an incremental view of ability (where ability is viewed as an acquirable skill) is linked with a mastery goal orientation and positive achievement outcomes. On these bases, the present study sought evidence that priming students with an entity view of ability to pursue mastery goals would result in improved performance.Sample. Participants were 48 students with an entity view of ability, and 48 students with an incremental view of ability.Method. We used a 2 (views of ability: entity, incremental)×2 (performance feedback: success, failure)×2 (goal priming: mastery, social comparison) between‐subjects factorial design to examine the effects of goal priming on performance for students with either an incremental or entity view of ability following either success or failure feedback. Prior to, and following, performance feedback, participants completed parallel measures of state anxiety. Participants were then primed for either social comparison goals prior to attempting to solve 16 Unicursal (tracing puzzle) tasks. Their performance on a subsequent set of Unicursal tasks was then examined. Finally participants completed a State Goals Scale assessing their degree of endorsement of social comparison/mastery goals whilst working on the Unicursal tasks.Results. The performance of students with an incremental view of ability was comparable irrespective of whether they were initially exposed to success and failure feedback and irrespective of whether they were primed for mastery or social comparison goals. However the performance of students with an entity view of ability improved when they were primed for mastery relative to social comparison goals irrespective of whether they were initially exposed to success or failure.Conclusions. These findings confirm the performance‐limiting consequences of social comparison goals for participants with an entity view of ability, suggesting benefits in encouraging these students to pursue mastery goals.
The relationship between bullying and self‐worth in children with movement coordination problems
Authors: Piek J. P. , Barrett N. C. , Allen L. S. R. , Jones A. , Louise M. 
Published: October 2005

Background. Past research has indicated that there is a negative relationship between victimization and self‐worth. Furthermore, children with movement problems such as developmental coordination disorder (DCD) are considered at risk of both victimization and low self‐worth.Aims. This study investigated the relationship between peer‐victimization and self‐worth in a group of children with DCD and control children.Sample. Forty‐three children aged 7–11 years were identified as at risk of DCD, and were matched on age and gender with 43 control children.Method. Children were individually assessed using the Multi‐dimensional peer victimization scale (MPVS; Mynard & Joseph, 2000) to assess the degree and type of bullying, and the self perception profile for children (SPPC; Harter, 1985) to determine self‐worth.Results. The two groups did not differ significantly on mean reported self‐worth or mean peer‐victimization. The relationship between these two measures, however, differed across group and gender. Peer victimization and self‐worth were negatively correlated only for the children at risk of DCD. Furthermore, peer victimization accounted for a greater and statistically significant proportion of the variance in the self‐worth of girls at risk of DCD compared with boys. This effect of peer‐victimization on self‐worth in girls with DCD was uniquely attributed to the effects of verbal victimization.Conclusions. Although children with and without motor coordination problems reported equivalent amounts of victimization, there were differences in the impact of that bullying. Specifically, self‐worth was negatively affected by bullying for the girls with DCD. Teachers and parents should not only focus on the amount of bullying a child receives, but should also be aware of how bullying impacts differently on self‐worth across groups.
Learning to reflect and to attribute constructively as basic components of self‐regulated learning
Authors: Masui Chris , De Corte Erik 
Published: October 2005

Background. Higher education is facing a number of problems: adjusting to larger and more heterogeneous student populations, increasing the number of graduating students, and preparing for lifelong learning. Improving learning competence can make a substantial contribution to solving each of these major concerns. The growing knowledge base on self‐regulated learning was taken as one of the main starting points for our study.Aims. In this article we report on reflection and attribution as basic components of self‐regulated learning. We examine their trainability and their effect on academic performance. This study is part of a wider research project aimed at improving meta‐cognitive knowledge as well as affective, conative and regulation skills. The experimental treatment consisted of an integrated set of instructional conditions, which were operationalized in a series of training sessions, as well as practice and transfer tasks.Sample. The participants in this study were 141 first year students of business economics. The experimental group and both control groups each consisted of 47 students.Method. The effects of the learning environment were investigated using a quasi‐experimental design. To control for unintended effects of the design the experimental and the first control group had the same number of teaching hours (time‐on‐task) and both teachers and students were not informed about the experimental design. Attribution and reflection behaviour was measured through specific assignments; study results during and after the intervention period were taken as indicators of academic performance. To test the hypotheses, t tests and effect‐sizes were calculated.Results. After the intervention the experimental students showed a higher degree of reflective behaviour than the control students. Moreover, their attribution skills had also measurably improved. The experimental students obtained better study results than their peers in the control groups.Conclusions. This intervention study, focused on the combined training of learning to reflect and to attribute constructively, provides evidence of the successful fostering both of meta‐cognitive and of conative learning activities resulting in a positive impact on academic achievement.
Self‐managed learning groups in higher education: Students' perceptions of process and outcomes
Authors: Lizzio Alf , Wilson Keithia 
Published: October 2005

Background. Self‐managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method.Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self‐managed learning groups, and how these processes are perceived to influence group outcomes.Sample. Participants were undergraduate psychology students who were members of self‐managed learning groups.Method. The first study employed qualitative methods (namely, students' written accounts, interviews, and observation) to study learning groups (N =180 students) and identify the process domains. In the second study, first and second year students (N =207) used a questionnaire (based on the domains identified in Study 1) to evaluate the processes and outcomes of their learning groups.Results. Analysis of qualitative data (Study 1) identified seven process domains: task focus, staff support, process learning, environmental fit, managing differences, equity and responsibility, and collaboration and cooperation. Factor analysis of students' responses (Study 2) identified an underlying structure of two process factors: personal responsibility and collaborative climate, and staff support and environmental fit. Both process factors were associated with the self‐reported satisfaction and productivity of this group of students.Conclusions. University students' perceptions of the processes of self‐managed learning groups have a clear structure. These process factors are associated with perceived group outcomes in systematic and theoretically consistent ways.
Anti‐bullying intervention: Implementation and outcome
Authors: Salmivalli Christina , Kaukiainen Ari , Voeten Marinus 
Published: October 2005

Background. The participant role approach represents a view of bullying as a group process in which bystanders often encourage the bullying or silently witness it, while little support is given to the victim (e.g. Salmivalli, Lagerspetz, Björkqvist, Österman, & Kaukiainen, 1996). There is a discrepancy between students' attitudes (which are often against bullying) and their actual behaviour in bullying situations, and this may be an important factor contributing to the persistence of the problem.Aim. The aim of the present study was to evaluate the effects of an anti‐bullying intervention programme targeting the group as a whole. Class teachers who attended a 1‐year training course carried out the interventions in school classes. The present evaluation of the project is based on multi‐level modelling, assessing the programme effects after 12 months of intervention, utilizing a cohort longitudinal design with adjacent cohorts (Olweus & Alsaker, 1991) also taking into account the degree of implementation of the programme.Sample. The intervention was implemented in 48 school classes (Grades 4, 5, and 6) from 16 Finnish schools, involving 1,220 children (600 girls and 620 boys).Method. The present report is based on questionnaire data collected at two assessment points during the project, assessing the frequencies of bullies and victims, the extent of observed and experienced bullying, students' attitudes and efficacy beliefs related to bullying, and their participant role behaviours (self‐ and peer‐reported). Reports were collected from teachers about the concrete actions taken in order to compare the actual content of the intervention to what had been planned.Results. A positive impact of the intervention programme was found on several outcome variables (e.g. frequencies of bullies and victims, observed and experienced bullying, attitudes and efficacy beliefs, and to some extent, participant role behaviours). The intervention effects were found more often in Grade 4 than in Grade 5, and often only in schools with a high degree of implementation of the programme.
Perceptions of psychosis, coping, appraisals, and psychological distress in the relatives of patients with schizophrenia: An exploration using self‐regulation theory
Authors: Fortune Dónal G. , Smith Jo V. , Garvey Kay 
Published: October 2005

Objective. Following Leventhal's self‐regulation model, the purpose of the present study was to provide an examination of the relationship between psychosis perceptions, coping strategies, appraisals, and distress in the relatives of patients with schizophrenia.Design. Cross‐sectional study.Method. Participants were 42 relatives of patients with schizophrenia who completed the Hospital Anxiety and Depression Scale (HADS), a brief coping strategies measure (COPE), the Revised Illness Perception Questionnaire (IPQR), and a measure of primary and secondary appraisals (Family Questionnaire).Results. In general, carers who viewed their relative's psychosis as chronic, who had a stronger illness identity (experience of symptoms), who held a stronger belief in the severity of its consequences, and who reported weaker beliefs in treatment control but stronger beliefs that their relative could exert control over their condition had higher distress scores. Coping through seeking emotional support, the use of religion/spirituality, active coping, acceptance, and positive reframing were associated with less distress, while coping through self‐blame was associated with higher distress scores. Hierarchical regression demonstrated that illness perceptions and coping (acceptance, positive reframing, and self‐blame), respectively, made significant additional contributions to the variance in distress when entered after demographics, and primary and secondary appraisals. Furthermore, a mediational analysis suggested that coping strategies characterized by greater positive reframing, less self‐blame, and greater acceptance mediated the relationship between distress, and both illness identity and carer's beliefs about how much personal control the patient could exercise over their condition. There was no mediational effect of coping on the relationship between distress and carers' perceptions about symptom control through medical treatment.Conclusion. Results provide partial but not unequivocal support for the self‐regulation model in the current sample. Findings may invite us to consider the further use of the self‐regulation/common sense model as a framework for understanding distress in the carers of people with a diagnosis of schizophrenia.
Individual cognitive‐behavioural anger treatment for people with mild‐borderline intellectual disabilities and histories of aggression: A controlled trial
Authors: Taylor John L. , Novaco Raymond W. , Gillmer Bruce T. , Robertson Alison , Thorne Ian 
Published: October 2005

Objectives.Anger is a significant predictor and activator of violent behaviour in patients living in institutional settings. There is some evidence for the value of cognitive‐behavioural treatments for anger problems with people with intellectual disabilities. In this study, a newly designed treatment targeted at anger disposition, reactivity, and control was provided to intellectually disabled offenders with aggression histories living in secure settings.Design.About forty detained patients with mild‐borderline intellectual disabilities and histories of serious aggression were allocated to specially modified cognitive‐behavioural anger treatment (AT group) or to routine care waiting‐list control (RC group) conditions.Methods.AT group participants received 18 sessions of individual treatment. The AT and RC groups were assessed simultaneously at 4 time points: screen, pre‐ and post‐treatment, and at 4‐month follow‐up using a range of self‐ and staff‐rated anger measures. The effectiveness of the treatment was evaluated using ANCOVA linear trend analyses of group differences on the main outcome measures.Results.The AT group's self‐reported anger scores on a number of measures were significantly lower following treatment, compared with the RC wait‐list condition, and these improvements were maintained at follow‐up. Limited evidence for the effectiveness of treatment was provided by staffs' ratings of patient behaviour post‐treatment.Conclusions.Detained men with mild‐moderate intellectual disabilities and histories of severe aggression can successfully engage in, and benefit from, an intensive individual cognitive‐behavioural anger treatment that also appears to have beneficial systemic effects.