bluuebunny/crossref_metadata_2025_split huggingface dataset:
Can Both Low and High Self‐esteem Be Related to Aggression in Children?
Authors: Diamantopoulou Sofia , Rydell Ann‐Margret , Henricsson Lisbeth 
Published: February 2008

AbstractThis study examined the opposing hypotheses that either low or exaggerated but disputed self‐esteem is related to aggression in 652 12‐year‐old schoolchildren. Children provided peer nominations of social acceptance and of physical aggression, self‐ratings of global self‐worth and of social satisfaction. Teachers rated aggressive behavior and internalizing problems. Exaggerated but disputed self‐esteem was conceptualized as discrepancies between self and peer evaluations of social satisfaction and of social acceptance, respectively, in combination with peer rejection. The main results showed that both low levels of global self‐worth and exaggerated but disputed self‐esteem were related to aggression. The findings indicated that, depending on how self‐esteem is conceptualized, aggressive children may appear to have both a low and a high self‐esteem. Regarding gender differences, exaggerated self‐esteem was more strongly related to aggression in boys than in girls.
Type 2 and type 3 inositol 1,4,5‐trisphosphate (IP3) receptors promote the differentiation of granule cell precursors in the postnatal cerebellum
Authors: Futatsugi Akira , Ebisui Etsuko , Mikoshiba Katsuhiko 
Published: February 2008

AbstractDuring postnatal development of the cerebellum, granule cell precursors (GCPs) proliferate in the external granular layer (EGL), exit the cell cycle, differentiate, and migrate from the EGL to the internal granular layer. In the present study, we report that type 2 and 3 inositol 1,4,5‐trisphosphate (IP3) receptors (IP3R2 and IP3R3) regulate the differentiation of GCPs after postnatal day 12 (P12). 5‐Bromodeoxyuridine labeling experiments revealed that in mutant mice lacking both of these receptors (double mutants) a greater number of GCPs remain undifferentiated after P12. Consequently, the EGL of the double mutants is thicker than that of control mice at this age and thereafter. In addition, granule cells remain in the EGL of the double mutants at P21, an age when migration has concluded in wild‐type mice. Whereas differentiation of GCPs was reduced in the double mutants, the absence of IP3R2 and IP3R3 did not affect the doubling time of GCPs. We conclude that intracellular calcium release via IP3R2s and IP3R3s promotes the differentiation of GCPs within a specific interval of postnatal development in the cerebellum.
Gene expression profiling in brain following acute systemic hypertonicity: novel genes possibly involved in osmoadaptation
Authors: Maallem Saïd , Wierinckx Anne , Lachuer Joel , Kwon Moo H. , Tappaz Marcel L. 
Published: February 2008

AbstractIn brain osmoprotective genes known to be involved in cellular osmoadaptation to hypertonicity, as well as the related transcription factor tonicity‐responsive enhancer binding protein (TonEBP) are only expressed in some cell subsets. In the search for other genes possibly involved in osmoadaptation of brain cells we have analyzed, through microarray, the transcriptional profile of forebrain from rats subjected to 45 min, 90 min, and 6 h systemic hypertonicity. Microarray data were validated by quantitative real‐time PCR. Around 23 000 genes gave a reliable hybridization signal. The number of genes showing a higher expression increased from around 15 (45 min) up to nearly 200 (6 h). Among about 30 immediate early genes (IEGs) encoding transcription factors, only Atf3, Verge, and Klf4 showed a rapid increased expression. TonEBP‐mRNA tissue level and TonEBP‐mRNA labeling in neurons remained unchanged whereas TonEBP labeling was rapidly increased in neurons. Sodium‐dependent neutral amino acid transporter‐2 (SNAT2) encoded by gene Slc38a2 showed a delayed increased expression. The rapid tonicity‐induced activation of Atf3, Verge, and Klf4 may regulate genes involved in osmoadaptation. Nfat5 encoding TonEBP is not an IEG and the early tonicity‐induced expression of TonEBP in neurons may result from translational activation. Increased expression of sodium‐dependent neutral amino‐acid transporter 2 may lead to the cellular accumulation of amino acids for adaptation to hypertonicity.
The inflammatory cytokine, interleukin‐1 beta, mediates loss of astroglial glutamate transport and drives excitotoxic motor neuron injury in the spinal cord during acute viral encephalomyelitis
Authors: Prow Natalie A. , Irani David N. 
Published: February 2008

AbstractAstrocytes remove glutamate from the synaptic cleft via specific transporters, and impaired glutamate reuptake may promote excitotoxic neuronal injury. In a model of viral encephalomyelitis caused by neuroadapted Sindbis virus (NSV), mice develop acute paralysis and spinal motor neuron degeneration inhibited by the AMPA receptor antagonist, NBQX. To investigate disrupted glutamate homeostasis in the spinal cord, expression of the main astroglial glutamate transporter, GLT‐1, was examined. GLT‐1 levels declined in the spinal cord during acute infection while GFAP expression was preserved. There was simultaneous production of inflammatory cytokines at this site, and susceptible animals treated with drugs that blocked IL‐1β release also limited paralysis and prevented the loss of GLT‐1 expression. Conversely, infection of resistant mice that develop mild paralysis following NSV challenge showed higher baseline GLT‐1 levels as well as lower production of IL‐1β and relatively preserved GLT‐1 expression in the spinal cord compared to susceptible hosts. Finally, spinal cord GLT‐1 expression was largely maintained following infection of IL‐1β‐deficient animals. Together, these data show that IL‐1β inhibits astrocyte glutamate transport in the spinal cord during viral encephalomyelitis. They provide one of the strongest in vivo links between innate immune responses and the development of excitotoxicity demonstrated to date.
Use of imiquimod 5% cream (Aldara™) in cats with multicentric squamous cell carcinoma in situ: 12 cases (2002–2005)*
Authors: Gill V. L. , Bergman P. J. , Baer K. E. , Craft D. , Leung C. 
Published: February 2008

AbstractMulticentric squamous cell carcinoma in situ (MSCCIS) is a variant of squamous cell carcinoma in cats, commonly referred to as Bowen’s‐like disease. Imiquimod 5% cream (Aldara™) is a novel immune response modifier (IRM) that has been reported as a successful treatment for Bowen’s disease in humans. The purpose of this study was to describe clinical findings, treatment protocols and survival in cats with MSCCIS treated with imiquimod 5% cream and to examine the effects of imiquimod 5% cream in cats with MSCCIS. The expression of papillomavirus group‐specific antigen in the study population was also determined. From review of medical records, 12 cats were identified with a histologic diagnosis of MSCCIS and treatment with imiquimod 5% cream. Initial lesions responded to imiquimod 5% cream in all cats. Most cats (75%) developed new lesions. New lesions also responded to imiquimod 5% cream in all cats treated. Five cats (41%) had side effects suspected to be associated with the use of imiquimod 5% cream, including local erythema (25%), increased liver enzymes and neutropenia (8%), and partial anorexia and vomiting (8%). Kaplan–Meier median treatment duration and median survival time probabilities for cats in this study were 1189 days, respectively. A time to failure model was generated as many cats were censored from analysis well before the aforementioned projected median. This model resulted in a shorter median survival time of 243 days. No patient‐related, tumour‐related or treatment‐related prognostic variables were identified. No expression for papilloma group‐specific antigen was found. Imiquimod 5% cream appears to be well tolerated in the majority of cats, and further studies are warranted to further examine its usefulness in cats with this disease.
The Necessity of Studio Art as a Site and Source for Dissertation Research
Authors: Baxter Kristin , Ortega López Hugo , Serig Dan , Sullivan Graeme 
Published: February 2008

AbstractThe issue raised by the authors in this article question why studio art continues to be ignored as a site and source for research in art education. The necessity of the field to be able to participate within the research community in addressing cultural, social, educational and political concerns is acknowledged. It is argued, however, that the exclusive use of methods of inquiry that align with the conventions of social science research has been done at the expense of fully appreciating the capacity of artistic research undertaken in studio contexts. This tendency is especially prevalent in doctoral research in higher education. Three accounts of dissertation research are given that incorporate studio activity as a central agency of inquiry in conceptualising and theorising issues. Each highlights the capacity of art practice to reveal insights that are a consequence of what the researcher did in the studio setting as issues, ideas and interpretive stances emerged, and problems were re‐conceptualised. What is different in these accounts from more mainstream approaches to research is the readiness to accept that constructing new knowledge is a creative and critical process.
Navigating a Way through Plurality and Social Responsibility
Authors: Gall David A. 
Published: February 2008

AbstractTeachers need to have a clearer understanding of the dynamic process effecting change in culture and identity if they are to overcome fears about teaching diversity. This article draws on Eastern and Western insights on culture to clarify its dynamic process. In particular, teachers need to be aware of the two phases of culture: in one it appears as an organic integrity that suffers violence when any aspect of it is changed, removed or replaced; in the other it appears as a mechanical assemblage of parts momentarily caught in a particular relationship, comfortable with change. Each moment requires appropriate curriculum planning and pedagogical practice. Crucial to achieving that end is keeping the two phases distinct while exploring and exposing their relationship in culture and identity transformation. This will help a great deal to alleviate teachers’fears about teaching diversity or multiculturalism.
From Obstacle to Growth Dewey's Legacy of Experience‐Based Art Education
Authors: Van Moer Eva , De Mette Tom , Elias Willem 
Published: February 2008

AbstractIn the last decades theories that emphasise visitors’experience as the key element in the process of meaning‐making have influenced art education in museums considerably. However, there is remarkably little evidence in practice that museums shape their exhibits and educational tools by the actual experiences of visitors. Because museum education is still too much knowledge‐based, people often do not come to understanding or engagement of thinking. This article demonstrates this inconsistency and its consequences based on visitors’conversations during a museum visit while looking at contemporary art. In order to engage visitors into their own thinking and create lasting experiences, the article also investigates Dewey's ideas about experienced‐based education and inquiry learning. The study especially shows that experiences felt as obstacles for interpretation are extremely suitable to stimulate, deepen and improve visitors’engagement in the inquiry cycle.
The Use of Projective Drawings to Determine Visual Themes in Young Kuwaiti Women Impacted by the Iraqi Invasion
Authors: Pepin‐Wakefield Yvonne 
Published: February 2008

AbstractThis study is part of a larger qualitative research project which examines visual imagery created through projective art tasks undertaken by young Kuwaiti women who were resident in Kuwait during the 1990 Saddam‐Hussein‐led Iraqi invasion of their country. The purpose of this article is to present evidence from the study as it is evolving. This study uses projective drawing tasks to elicit and examine the mental schema (i.e. colours, images and symbols [CIS]) of women between the ages of 20 and 22, who lived in Kuwait during the invasion. Piaget's model of the preoperational stage of childhood development is referred to when connecting nonverbal cognitive structures associated with the projective drawing tasks. The focus of this study was to determine if CIS themes could be generated through projective drawing tasks by individuals who had experienced a similar traumatic event. Visual data collected during research sessions bore this out. While thematic CIS did occur, further interpretation of the visual data was not a goal of the study.
Craft‐Art as a Basis for Human Activity
Authors: Karppinen Seija 
Published: February 2008

AbstractThis article based on my doctoral thesis examines the Basic Arts Education system in Finland, focusing on Basic Crafts Education and its description through action concepts. The main task of the study was to create a concept model. In the first part of the study a concept map was created from the practice of Basic Crafts Education. The aim of the second part of the study was to specify the concept map and to ground a concept model, which describes the reality of Basic Crafts Education. Basic Crafts Education, which I define as craft‐art, is examined from the viewpoints of art education, socio‐cultural education and education for the future. In addition, craft‐art is explored as a basic human activity as defined by the philosopher and theorist Hannah Arendt.In the study the Delphi Expert Method was used and carried out through question rounds by email. The empirical data consists of expert knowledge where experts represent different crafts fields and areas in Basic Crafts Education such as pedagogy, education and administration.
The Intertextual Method for Art Education Applied in Japanese Paper Theatre—a Study on Discovering Intercultural Differences
Authors: Paatela‐Nieminen Martina 
Published: February 2008

AbstractIn art education we need methods for studying works of art and visual culture interculturally because there are many multicultural art classes and little consensus as to how to interpret art in different cultures. In this article my central aim was to apply the intertextual method that I developed in my doctoral thesis for Western art education to explore whether the method would also work from a non‐Western point of view. My hypothesis was that it is possible to find local and global differences that arise from selected texts and study them interculturally. As postmodernism calls attention to marginal areas, I applied my method to a form of visual culture that is not well known in the European art education context, the Japanese kamishibai which can be translated as Japanese paper theatre.Based on the results, my study will propose a method for understanding visual culture and the multiple relations ‐ local and global ‐ between different cultures. Japanese paper theatre also offers an interesting potential for using visual and verbal stories in the theory and practice of art education.
Postcolonialism and the Study of the Middle Ages
Authors: Altschul Nadia R. 
Published: February 2008

AbstractThis article focuses on the use of postcolonial criticism in the study of the European Middle Ages. It concentrates on two issues critiqued in particular by historians: anachronism and applicability. The article is thus structured around two questions: Why should medievalists explore contemporary postcolonial issues instead of strictly medieval ones? And why should the tools of postcolonial theory be considered applicable to medieval societies and times?
Inequalities in access to education and healthcare
Authors: Nunn J. , Freeman R. , Anderson E. , Carneiro L. C. , Carneiro M. S. A. , Formicola A. , Frezel R. , Kayitenkore J. , Luhanga C. , Molina G. , Morio I. , Nartey N. O. , Ngom P. I. , De Lima Navarro M. F. , Segura A. , Oliver S. , Thompson S. , Wandera M. , Yazdanie N. 
Published: February 2008

AbstractThe burden of disease is borne by those who suffer as patients but also by society at large, including health service providers. That burden is felt most severely in parts of the world where there is no infrastructure, or foreseeable prospects of any, to change the status quo without external support. Poverty, disease and inequality pervade all the activities of daily living in low‐income regions and are inextricably linked. External interventions may not be the most appropriate way to impact on this positively in all circumstances, but targeted programmes to build social capital, within and by countries, are more likely to be sustainable. By these means, basic oral healthcare, underpinned by the primary healthcare approach, can be delivered to more equitably address needs and demands. Education is fundamental to building knowledge‐based economies but is often lacking in such regions even at primary and secondary level. Provision of private education at tertiary level may also introduce its own inequities. Access to distance learning and community‐based practice opens opportunities and is more likely to encourage graduates to work in similar areas. Recruitment of faculty from minority groups provides role models for students from similar backgrounds but all faculty staff must be involved in supporting and mentoring students from marginalized groups to ensure their retention. The developed world has to act responsibly in two crucial areas: first, not to exacerbate the shortage of skilled educators and healthcare workers in emerging economies by recruiting their staff; second, they must offer educational opportunities at an economic rate. Governments need to lead on developing initiatives to attract, support and retain a competent workforce.
Adapting to changes in molecular biosciences and technologies
Authors: Ford P. , Seymour G. , Beeley J. A. , Curro F. , DePaola D. , Ferguson D. , Finkelstein M. , Gaengler P. , Neo J. , Niessen L. , Oktay I. , Park B. K. , Wolowski A. , Claffey N. 
Published: February 2008

AbstractDental education, like any other educational programme in a research‐intensive university environment, must be research led or at least research informed. In this context, as the research and knowledge base of dentistry lies in the biological and physical sciences, dental education must be led by advances in research in both these areas. There is no doubt that biotechnology and nanotechnology have, over the past 25 years, led research in both these areas. It is therefore logical to assume that this has also impacted on dental education. The aim of this paper is twofold; on one hand to examine the effects of biotechnology and nanotechnology and their implications for dental education and on the other to make recommendations for future developments in dental education led by research in biotechnology and nanotechnology. It is now generally accepted that dental education should be socially and culturally relevant and directed to the community it serves. In other words, there can be no universal approach and each dental school or indeed curriculum must apply the outcomes in their own social, cultural and community settings.
Quality assurance, benchmarking, assessment and mutual international recognition of qualifications
Authors: Hobson R. , Rolland S. , Rotgans J. , Schoonheim‐Klein M. , Best H. , Chomyszyn‐Gajewska M. , Dymock D. , Essop R. , Hupp J. , Kundzina R. , Love R. , Memon R. A. , Moola M. , Neumann L. , Ozden N. , Roth K. , Samwel P. , Villavicencio J. , Wright P. , Harzer W. 
Published: February 2008

AbstractThe aim of this report is to provide guidance to assist in the international convergence of quality assurance, benchmarking and assessment systems to improve dental education. Proposals are developed for mutual recognition of qualifications, to aid international movement and exchange of staff and students including and supporting developing countries. Quality assurance is the responsibility of all staff involved in dental education and involves three levels: internal, institutional and external. Benchmarking information provides a subject framework. Benchmarks are useful for a variety of purposes including design and validation of programmes, examination and review; they can also strengthen the accreditation process undertaken by professional and statutory bodies. Benchmark information can be used by institutions as part of their programme approval process, to set degree standards. The standards should be developed by the dental academic community through formal groups of experts. Assessment outcomes of student learning are a measure of the quality of the learning programme. The goal of an effective assessment strategy should be that it provides the starting point for students to adopt a positive approach to effective and competent practice, reflective and lifelong learning. All assessment methods should be evidence based or based upon research. Mutual recognition of professional qualifications means that qualifications gained in one country (the home country) are recognized in another country (the host country). It empowers movement of skilled workers, which can help resolve skills shortages within participating countries. These proposals are not intended to be either exhaustive or prescriptive; they are purely for guidance and derived from the identification of what is perceived to be ‘best practice’.
Profile of the dentist in the oral healthcare team in countries with developed economies
Authors: Sanz M. , Treasure E. , Dijk W. van , Feldman C. , Groeneveld H. , Kellett M. , Pazdera J. , Rouse L. , Sae‐Lim V. , Seth‐Smith A. , Yen E. , Zarkowski P. 
Published: February 2008

AbstractThis paper confines itself to the description of the profile of a general dentist while outlining where the boundary between specialist and generalist may lie. The profile must reflect the need to recognize that oral health is part of general health. The epidemiological trends and disease variation of a country should inform the profile of the dentist. A particular tension between the provision of oral healthcare in publicly funded and private services may result in dentists practicing dentistry in different ways. However, the curriculum should equip the practitioner for either scenario. A dentist should work to standards appropriate to the needs of the individual and the population within the country’s legal and ethical framework. He/she should have communication skills appropriate to ascertain the patient’s beliefs and values. A dentist should work within the principles of equity and diversity and have the knowledge and clinical competence for independent general practice, including knowledge of health promotion and prevention. He/she should participate in life‐long learning, which should result in a reflective practitioner whose clinical skills reflect the current evidence base, scientific breakthroughs and needs of their patients. Within the 4–5 years of a dental degree it is not possible for a student to achieve proficiency in all areas of dentistry. He/she needs to have the ability to know their own limitations and to access appropriate specialist advice for their patients while taking responsibility for the oral healthcare they provide. The dentist has the role of leader of the oral health team and, in this capacity; he/she is responsible for diagnosis, treatment planning and the quality control of the oral treatment. The dental student on graduation must therefore understand the principles and techniques which enable the dentist to act in this role. He/she should have the abilities to communicate, delegate and collaborate both within the dental team and with other health professionals, to the benefit of the patient. The profile of a dentist should encompass the points raised but will also be based upon competency lists which are published by a variety of countries and organizations. It is important that these lists are dynamic so that they are able to change in light of new evidence and technologies.