bluuebunny/crossref_metadata_2025_split huggingface dataset:
The “Z‐effect” phenomenon defined: A laboratory study
Authors: Strauss Eric J. , Kummer Frederick J. , Koval Kenneth J. , Egol Kenneth A. 
Published: June 2007

AbstractThe Z‐effect phenomenon is a potential complication of two lag screw intramedullary nail designs used for fixation of intertrochanteric hip fractures, in which the inferior lag screw migrates laterally and the superior lag screw migrates medially during physiologic loading. The current investigation was undertaken in an attempt to reproduce the Z‐effect phenomenon in a laboratory setting. Sixteen different simulated femoral head and neck constructs having varying compressive strengths were created using four densities of solid polyurethane foam and instrumented with a two‐screw cephalomedullary intramedullary nail. Each specimen was then cyclically loaded with 250 N vertical loads applied for 10, 100, 1000, and 10,000 cycles. Measurement of screw displacement with respect to the lateral aspect of the intramedullary nail was made after each cyclic increment. The inferior lag screw migration component of the Z‐effect phenomenon was reproduced in specimens with head compressive strengths that were higher than the compressive strengths of the neck. Specimens with the greatest difference in head–neck compressive strength demonstrated the most significant displacement of the inferior lag screw without any displacement of the superior lag screw. Specimens with a femoral neck compressive strength of 0.91 MPa of and a head compressive strength of 8.8 MPa resulted in more than one centimeter of inferior lag screw lateral migration after 10,000 cycles of vertical loading. Models where the femoral head had a higher compressive strength than that of the femoral neck may simulate fracture patterns with significant medial cortex comminution that are prone to varus collapse. © 2007 Orthopaedic Research Society. Published by Wiley Periodicals, Inc. J Orthop Res 25:1568–1573, 2007
Role of open-ended questionnaires in patients with balance symptoms
Authors: Stapleton E , Mills R 
Published: June 2007

AbstractIntroduction:A clear and detailed clinical history is essential in the assessment of patients with balance symptoms. The aim of this study was to assess the usefulness of open-ended questionnaires in the specialist balance clinic.Methods:Fifty-four consecutive new patients completed an open-ended questionnaire, prior to a consultation in which the clinical history was taken using a standardised proforma. The results of the two were compared.Results:The open-ended questionnaires provided patient-centred data, and did not provide clinicians with sufficient data for diagnosis. Patients were more likely to respond in the affirmative when asked about symptoms directly, than to report the same symptoms spontaneously on an open-ended questionnaire. When questions had a number of possible answers, patients were more likely to report them in full in an open-ended questionnaire than to provide a response during direct questioning.
Bifid inferior turbinate: a case report
Authors: Selcuk A , Ozcan K M , Ozcan I , Dere H 
Published: June 2007

AbstractObjectives:A bifid inferior turbinate is an extremely rare anatomical variation and has been reported in only two cases to date. Including the present report, the uncinate processes were missing in all three patients reported. It is suggested that, in the reported patient, bifid inferior turbinate coexisted with a developmental anomaly of the uncinate process, and that the bifid inferior turbinate represented two separate turbinates originating from the same site.Case report:We present the first reported case of bilateral bifid inferior turbinates, with a secondary middle turbinate, in a patient complaining of nasal obstruction.Conclusion:We suggest that the superior part of the bifid inferior turbinate may have been formed by severe medial displacement and inferior rotation of the uncinate process, and that the bifid inferior turbinate is an anatomical abnormality of the uncinate process.
PSNCBAM‐1, a novel allosteric antagonist at cannabinoid CB1 receptors with hypophagic effects in rats
Authors: Horswill J G , Bali U , Shaaban S , Keily J F , Jeevaratnam P , Babbs A J , Reynet C , Wong Kai In P 
Published: June 2007

Background and purpose:Rimonabant (AcompliaTM, SR141716A), a cannabinoid CB1 receptor inverse agonist, has recently been approved for the treatment of obesity. There are, however, concerns regarding its side effect profile. Developing a CB1 antagonist with a different pharmacological mechanism may lead to a safer alternative. To this end we have screened a proprietary small molecule library and have discovered a novel class of allosteric antagonist at CB1 receptors. Herein, we have characterized an optimized prototypical molecule, PSNCBAM‐1, and its hypophagic effects in vivo.Experimental approach:A CB1 yeast reporter assay was used as a primary screen. PSNCBAM‐1 was additionally characterized in [35S]‐GTPγS, cAMP and radioligand binding assays. An acute rat feeding model was used to evaluate its effects on food intake and body weight in vivo.Key results:In CB1 receptor yeast reporter assays, PSNCBAM‐1 blocked the effects induced by agonists such as CP55,940, WIN55212‐2, anandamide (AEA) or 2‐arachidonoyl glycerol (2‐AG). The antagonist characteristics of PSNCBAM‐1 were confirmed in [35S]‐GTPγS binding and cAMP assays and was shown to be non‐competitive by Schild analyses. PSNCBAM‐1 did not affect CB2 receptors. In radioligand binding assays, PSNCBAM‐1 increased the binding of [3H]CP55,940 despite its antagonist effects. In an acute rat feeding model, PSNCBAM‐1 decreased food intake and body weight.Conclusions and implications:PSNCBAM‐1 exerted its effects through selective allosteric modulation of the CB1 receptor. The acute effects on food intake and body weight induced in rats provide a first report of in vivo activity for an allosteric CB1 receptor antagonist.British Journal of Pharmacology (2007) 152, 805–814; doi:10.1038/sj.bjp.0707347; published online 25 June 2007
Prevalence and Precipitants of Aggression in Psychiatric Inpatient Units
Authors: Barlow Karen , Grenyer Brin , Ilkiw-Lavalle Olga 
Published: June 2007

Objective: Aggression is a significant clinical problem in psychiatric facilities. The present study reviews data on aggression collected from psychiatric inpatient units in order to determine prevalence and causal factors. Method: Data on aggressive incidents were gathered from four adult psychiatric units in the Illawarra, Australia. Information obtained included diagnosis, causal factors and patient sociodemographic characteristics. Results: During the 18-month period, a total of 1269 psychiatric patients were admitted and 174 patients (13.7%) were recorded as being aggressive. Patients with bipolar affective disorder and schizophrenia had a 2.81 and 1.96 significantly increased risk of aggression, respectively, while depression and adjustment disorder conferred a significantly lower risk. Aggression was most likely to occur within 2 days of admission and length of stay was greater for aggressive than non-aggressive patients. The greater number of incidents occurred on day shift. Most patients who displayed aggression did so on one occasion, but a small proportion of total patients (6.0%) accounted for a large number of incidents (71.0%). High-risk patients were identified as those who were under 32 years of age, were actively psychotic, detained and known to have a history of aggression and substance misuse. The most frequent form of aggression was physical and staff were most often the victims. Conclusions: These results have important implications for predicting and thereby reducing inpatient aggression. Organisations need to ensure aggression management strategies are in place and periodically identify and assess the level of risk for workers.
Depressive Symptoms Reduced in Individuals with HIV/AIDS Treated with Highly Active Antiretroviral Therapy: A Longitudinal Study
Authors: Judd Fiona K. , Cockram Alex M. , Komiti Angela , Mijch Anne M. , Hoy Jennifer , Bell Richard 
Published: June 2007

Objective: The aims of this study were to investigate the stability of depressive symptoms over time, explore possible reasons for the genesis of depressive symptoms, examine psychosocial adjustment over time and examine the effects of the introduction of highly active antiretroviral therapy (HAART) in a group of HIV infected patients. Method: HIV seropositive outpatients were assessed at 6 monthly intervals over a 2-year period. At each assessment patients completed the Beck Depression Inventory, the Life Event Inventory, the Core Bereavement Item questionnaire and the Psychosocial Adjustment to Illness Scale. Details regarding HIV illness progression and antiretroviral treatment were recorded for each follow-up assessment. Results: One hundred and sixty-three patients completed the baseline assessment and proceeded to the 2-year follow-up study. Most patients remained well over the 2-year follow-up period; mean CD4 count for the group increased over the study period. Ten patients developed AIDS and 18 patients died. Antiretroviral medications changed significantly during the follow-up, with most patients changing to combination (triple) therapy, which included the use of a protease inhibitor. Psychosocial stressors (life event distress and number of bereavements) reduced as the study progressed. Reported depressive symptoms decreased over time and psychosocial adjustment to illness tended to improve over the 2-year period. Conclusions: Over a 2-year follow-up period HIV/AIDS symptoms and illness markers and psychosocial adjustment to illness improved, psychological stressors and depressive symptoms decreased, with a temporal relationship to changes in antiretroviral therapy.
Generalized Dissociative Amnesia: Episodic, Semantic and Procedural Memories lost and found
Authors: Van Der Hart Onno , Nijenhuis Ellert 
Published: June 2007

Objective: This review tests Ribot's classic twofold categorization of generalized amnesia (GA) into Type I, total loss of episodic memory, and Type II, additional more or less extensive loss of semantic and/or procedural memory. It also explores his law of regression, according to which, cast in modern terms, recovery of lost procedural and semantic memories precedes recovery of episodic memory, as well as reported aetiological factors. Method: Clinically and formally assessed cases of GA, published since 1845, were surveyed and further analysed. Results: Over and above authentic episodic memory loss, cases differed widely in the extent of impairment of semantic and procedural memory. Recovery of semantic and procedural memory often preceded recovery of episodic memory. This particularly applied to authenticated trauma memories. To an extent, lost memories affected current functioning, and in some cases were associated with alternating dissociative personalities. Severe memory distortions upon memory recovery were not reported. Most cases were trauma or stress related, while in some cases the aetiology remained unknown. Conclusions: Contrary to the view expressed in DSM-IV, which states that dissociative amnesia pertains to an inability to recall personal information, GA may also involve loss and recovery of semantic and procedural memories. Since the loss of various memory types in GA is dimensional rather than categorical, Ribot's typological distinction does not hold. Some of the reviewed cases suggest a trauma-related aetiology. Generalized amnesia of varying degrees of severity can involve delayed retrieval of trauma memories, as well as the loss and delayed retrieval of the premorbid personality.
Are Atypical Antipsychotic Drugs also Atypical Antidepressants?
Authors: Parker Gordon , Parker Gordon , Malhi Gin 
Published: June 2007

Objective: To report a case series and review the psychopharmacology of the neuroleptic drugs to suggest that the atypical antipsychotic drugs may have an antidepressant action, at least for those patients with the melancholic subtype. Method: We note the literature suggesting that the older (or typical) antipsychotic drugs were established as having antidepressant activity, describe an open study of some two dozen patients with a treatment-resistant melancholic depression, describe rapid resolution of depression and augmentation benefits associated with commencing an atypical antipsychotic drug in a percentage of subjects, and then review relevant psychopharmacological studies to consider whether there is a rationale for use of antipsychotic drugs to treat depression. Results: Of some two dozen patients treated with an atypical antipsychotic drug, almost immediate improvement was noted in four patients, and evidence of augmentation benefit obtained in another three patients. Conclusions: Impressions from this case series are encouraging. However, as open clinical observational studies are problematic, controlled studies are required to establish whether the atypical antipsychotic drugs have a role in the management of certain expressions of depression, and, in particular, treatment-resistant melancholic depression.
The role of the teacher in resource based learning: towards a conceptual framework
Authors: Graystone John A. 
Published: June 2007

AbstractThe use of resources or RBL, which has increased in schools over the last few years, may have implications for the role of the teacher in the classroom. RBL has many meanings and is described here in terms of two dimensions —individualised/class and independent/dependent learning. Role is problematic as a concept and many criticisms have been made of its use. At the risk of adding to the semantic confusion a dynamic model of the teacher in the classroom is presented. The teacher has the ‘authority’ to impart ‘socially valued’ knowledge. He imparts this knowledge using a certain teaching method which in turn involves classroom management and certain tasks. At each stage certain influences may affect his action. If this model is applied to RBL questions are generated, the answers to which may prove useful for in‐service education or teacher training programmes.
The Curricular Anatomy of Primary School Health Education
Authors: Wilcox Brian , Gillies Pam 
Published: June 2007

AbstractThe paper describes a survey of the health education which was taught in 193 Sheffield primary schools during the school year 1978/79 as reported by class teachers. Data were obtained from 728 teachers who between them were responsible for classes of pupils covering the age range from 5 to 12 years.The teaching of particular health topics, and the effective priority given to them by teachers, were found, in the main, to vary systematically with the age of the pupils. Most health education was found to be taught incidentally within other subjects or activities with only, on average, about 20% or so of the topics taught as discrete entities in their own right.The survey results are discussed in the light of present practice in health education and, more generally, in the context of current concerns with describing economically the reality of the curriculum in action.
Examination Grades: how many should there be?
Authors: Cresswell M. J. 
Published: June 2007

AbstractThere is no generally accepted rationale for deciding the number of grades which should be used to report examination results. Two schools of thought on this matter have been identified in the literature. One view is that the number of grades should reflect the reliability of the underlying mark scale. The other view focusses upon the loss of information incurred when the mark scale is reduced to a number of fairly coarse categories. The first of these views usually implies the adoption of a relatively small number of grades; the second view implies the use of a considerably larger number of grades. In this paper, the various factors which determine the relative merits of these two schools of thought are considered in relation to the different functions which examinations fulfil. The intention is to enable better informed choices to be made concerning the number of grades to be used in the grading scheme of any particidar examination.
Improving Study‐skills
Authors: Hartley James 
Published: June 2007

AbstractThis article considers four areas of research on study‐skills. The article begins by documenting the development of interest in study‐skills courses in British secondary and primary schools. It continues by examining some of the research on study‐skills courses and their components—most of which has been carried out in the context of higher education. A third section contrasts individualised study‐skills courses developing in Britain with more directed learning‐strategies courses being developed in the USA. Finally, the article concludes by suggesting some possible rapprochements between these two main approaches to devising courses in study‐skills.
Action Research and the Politics of Educational Knowledge
Authors: Whitehead Jack , Lomax Pamela 
Published: June 2007

AbstractThere has been an explosion of interest in educational action research. As with many new forms of discourse which challenge existing orthodoxies there is a danger that those dominating what counts as ‘rational’ and ‘educational’ knowledge within our institutions of higher education will attempt to colonise the movement by taking over its rhetoric and incorporating it within the propositional form of their discourse. What counts as valid practice in schools, an area of knowledge long despised by theoreticians as mundane and trivial, and therefore left to the control of practitioners, would be appropriated. We believe that the emancipatory potential of action research, a potential that could raise the intellectual status of competent professional practice and the theories‐in‐use underlying it depends on a logic of question and answer. We think that action research needs a rationale which allows practitioners, through negotiation and collaboration, to regain control of their definitions of good practice. Such a rationale would legitimate claimants theories about their own practice, theories that would both form and be changed by the changing public conversation of all those engaged in that conversation about their own action. In this paper our concerns are threefold: (1) to present a critique of the taxonomy of action research presented by Wilf Carr; (2) to locate this critique in a broader debate about dialectical and propositional logic; and (3) to suggest a method of collaborative theory development that could enhance educational practices. Overall, we hope to exemplify our practice by using a discourse based on a logic of question and answer.
Lesbian and Gay Issues in Education: a study of the attitudes of first‐year students in a college of higher education
Authors: Clift Stephen M. 
Published: June 2007

AbstractThe present study investigated the attitudes of 80 first‐year students in a college of higher education towards homosexuals, lesbian women, gay men and ‘homosexuality and education’ using specially constructed scales. An attempt was also made to assess the effect of a short unit on ‘homosexuality and education’ on the attitudes of students following a foundation course in Educational Studies. Test‐retest reliabilities over a one‐week interval were very satisfactory and the scales were highly inter‐correlated. Consistent with earlier research evidence significant sex differences emerged, with men being less tolerant than women towards homosexuals in general, gay men and greater openness in education. For the lesbian women scale, in contrast, men expressed more positive attitudes, with particularly clear and significant differences in this direction emerging for three lesbian items. Students who rated themselves as other than exclusively heterosexual and as having lesbian and gay acquaintances, were generally more positive in their attitudes, with the exception of men in relation to the ‘homosexuality and education’ scale. Finally, experience of a unit on homosexuality and education appeared to result in a significant shift in male students’ attitudes towards gay men, but in general the changes observed between pretest and post‐test were slight. The implications and shortcomings of the present investigation are discussed and suggestions for further studies in a neglected area of British research outlined.
Outstation Teams: a collaborative approach to research in schools
Authors: Webb Rosemary 
Published: June 2007

AbstractThe Outstation Programme is a research‐based, part‐time MA for practising teachers which has several innovatory features. The most distinctive is that the teachers are recruited in teams. Research into the experiences of participants provided insights into the ways in which teams operate and what the notion of a ‘team’ actually meant for team members. It revealed that the nature of team collaboration did not meet the expectations of the programme. Reflection and action were predominantly individualistic, owing to constraints in the programme itself and in the culture of schools. However, it was found that teams fulfil several important functions which facilitate progress through the programme and enhance the capacity of individuals to bring about change through the research process.
Grade Awarding Judgements in Differentiated Examinations
Authors: Good F. J. , Cresswell M. J. 
Published: June 2007

AbstractThe consistency of grade awarders' standards and the application of these standards to define comparable levels of achievement in differentiated examinations are investigated. An alternative statistical definition of comparability between grades from different versions of differentiated examinations is considered. Little variation in grading standards between teams of awarders was found for the examination as a whole, but some variation was apparent at individual grade boundaries on some components. In general, a higher proportion of candidates reached each grade boundary on easy components than on harder ones. It was thought probable that the standards that awarders apply to complete examinations were not always appropriate when applied to components which test only part of the syllabus. It is suggested that comparable standards of performance on different components should not be defined solely in terms of the awarders' judgements; the need for statistical comparability based on the candidates' responses should be taken into account.
Dyadic Pairings for the Enhancement of Cognitive Development in the School Curriculum: some preliminary results on science tasks
Authors: Kutnick Peter , Thomas Malcolm 
Published: June 2007

AbstractFields of cognitive development and science education have been linked over the past two decades. Within science education, developmental stages in scientific reasoning have informed the construction of curricula. Tests of science reasoning have informed us as to the match between pupil levels and curriculum expectations. Alternatively, collaborative and co‐operative groupings (in the field of cognitive development) have been shown to provide a necessary means to promote the transition from one stage to the next, and a dynamic underlying the development of scientific understanding. In applying the collaborative approach to education, this study questions whether the pupil's understanding of scientific concepts will be enhanced by the use of collaborative pairings and whether type of pairing affects performance (noting that the collaborative approach can easily be applied to other curriculum areas). Results found pupils working in pairs performed significantly better than their counterparts working individually and dyads improved upon initial performance no matter whether they are placed in equal and unequal matched pairings. Improvement by individual members within the pairings is explored. Educational implications may be drawn from this collaborative approach which will have application in curriculum planning.