bluuebunny/crossref_metadata_2025_split huggingface dataset:
Dousing our inflammatory environment(s): is personal carbon trading an option for reducing obesity – and climate change?
Authors: Egger G. 
Published: February 2008

SummaryObesity and climate change are two problems currently challenging humanity. Although apparently unrelated, an epidemiological approach to both shows a similar environmental aetiology, based in modern human lifestyles and their driving economic forces. One way of analysing this is through inflammation (defined as ‘. . . a disturbance of function following insult or injury’) of both the internal (biological) and external (ecological) environments. Chronic, low‐grade, systemic inflammation has recently been shown to accompany obesity, as well as a range of biological pathologies associated with obesity (diabetes, heart disease, some cancers, etc.). This is influenced by the body's inability to soak up excess glucose as a result of insulin resistance. In a broader sense, inflammation is a metaphor for ecological ‘pathologies’, manifest particularly in unnatural disturbances like climate change, ocean acidity, rising temperatures and species extinction, associated with the inability of the world's environmental ‘sinks’ to soak up carbon dioxide (‘carbon resistance’?). The use of such a metaphorical analysis opens the possibilities for dealing with two interdisciplinary problems simultaneously. Strategies for managing climate change, including personal carbon trading, could provide a ‘stealth intervention’ for reducing population levels of obesity by increasing personal energy expenditure and decreasing energy‐dense food intake, as well as reducing the carbon emissions causing climate change.
Contribution of extracellular negatively charged residues to ATP action and zinc modulation of rat P2X2receptors
Authors: Friday Sean C. , Hume Richard I. 
Published: February 2008

AbstractTwo histidines are known to be essential for zinc potentiation of rat P2X2receptors, but the chemistry of zinc coordination would suggest that other residues also participate in this zinc‐binding site. There is also a second lower affinity zinc‐binding site in P2X2receptors whose constituents are unknown. To assess whether the extracellular acidic residues of the P2X2receptor contribute to zinc potentiation or inhibition, site‐directed mutagenesis was used to produce alanine substitutions at each extracellular glutamate or aspartate. Two electrode voltage clamp recordings fromXenopusoocytes indicated that 7 of the 34 mutants (D82A, E85A, E91A, E115A, D136A, D209A, and D281A) were deficient in zinc potentiation and one mutant (E84A) was deficient in zinc inhibition. Additional tests on cysteine mutants at these eight positions indicated that D136 is the only residue that is a strong candidate to be at the potentiating zinc‐binding site, and that E84 is unlikely to be at the inhibitory zinc‐binding site.
Acyl coenzyme A‐binding protein (ACBP) is phosphorylated and secreted by retinal Müller astrocytes following protein kinase C activation
Authors: Qian Zuyuan , Bilderback Timothy R. , Barmack Neal H. 
Published: February 2008

AbstractHorizontal optokinetic stimulation of rabbit retina in vivo evokes increased expression of acyl coenzyme A‐binding protein (ACBP), also known as ‘diazepam binding inhibitor,’ from retinal Müller cells. If the expressed ACBP were also secreted by Müller cells, then stimulus‐evoked secretion of ACBP could influence the activity of GABAA receptor‐expressing retinal neurons. In this study, we examine in vitro whether ACBP is secreted by Müller glial cells and Müller‐like QNR/K2 cells following stimulation with elevated levels of KCl and phorbol myristic acetate (PMA). KCl and PMA stimulation evoked secretion of threonine‐phosphorylated ACBP. A sequence analysis of ACBP shows that it has five potential phosphorylation sites: Two threonine sites fit a protein kinase C phosphorylation pattern. Two threonine sites fit a casein kinase II (CK2) pattern. One serine site fits a CK2 pattern. As CK2 is not expressed in QNR/K2 cells, it is probable that protein kinase C accounts for the phosphorylation of ACBP in these cells and for the PMA‐evoked secretion of ACBP. Serine phosphorylation was constitutive. Horizontal optokinetic stimulation increased threonine‐phosphorylated ACBP in rabbit retina. Phosphorylation of ACBP may influence its target affinity. We used a proteolytic fragment of ACBP, octadecaneuropeptide (ODN), to investigate how threonine phosphorylation influences its affinity for GABAA receptors. Threonine‐phosphorylated ODN had a stronger affinity for GABAA receptors than did unphosphorylated ODN or unphosphorylated ACBP. We conclude that stimulus‐induced Müller cell secretion of phosphorylated ACBP could influence the GABAergic transmission in neighboring retinal neurons.
Cranial mediastinal carcinomas in nine dogs*
Authors: Liptak J. M. , Kamstock D. A. , Dernell W. S. , Ehrhart E. J. , Rizzo S. A. , Withrow S. J. 
Published: February 2008

AbstractNine dogs were diagnosed with cranial mediastinal carcinomas. Based on histological and immunohistochemical analysis, four dogs were diagnosed with ectopic follicular cell thyroid carcinomas, one dog with ectopic medullary cell thyroid carcinoma, two dogs with neuroendocrine carcinomas and two dogs with anaplastic carcinomas. Clinical signs and physical examination findings were associated with a space‐occupying mass, although one dog was diagnosed with functional hyperthyroidism. Surgical resection was attempted in eight dogs. The cranial mediastinal mass was invasive either into the heart or into the cranial vena cava in three dogs. Resection was complete in six dogs and unresectable in two dogs. All dogs survived surgery, but four dogs developed pulmonary thromboembolism and two dogs died of respiratory complications postoperatively. Adjunctive therapies included pre‐operative radiation therapy (n= 1) and postoperative chemotherapy (n= 3). Three dogs had metastasis at the time of diagnosis, but none developed metastasis following surgery. The overall median survival time was 243 days. Local invasion, pleural effusion and metastasis did not have a negative impact on survival time in this small case series.
Cisplatin: a review of toxicities and therapeutic applications
Authors: Barabas K. , Milner R. , Lurie D. , Adin C. 
Published: February 2008

AbstractCisplatin is a platinum chemotherapeutic used in a variety of malignancies. The antineoplastic activity occurs from DNA cross‐links and adducts, in addition to the generation of superoxide radicals. Nephrotoxicity is the most well‐known and potentially most clinically significant toxicity. Unfortunately, the mechanism for cisplatin nephrotoxicity has not been completely elucidated; however, many theories have been developed. Other toxicities include gastrointestinal, myelosuppression, ototoxicity and neurotoxicity. Saline diuresis is currently the most accepted way to prevent cisplatin nephrotoxicity. Research has focused on pharmaceuticals and enzyme/molecular alterations as alternatives to long‐term diuresis. No agents have currently been identified that can protect from all toxicities. Cisplatin has shown activity against osteosarcoma, transitional cell carcinoma, squamous cell carcinoma (SCC), melanoma, mesothelioma, carcinomatosis and germinal cell tumours in the dog. In the cat, cisplatin cannot be utilized because of fulminant pulmonary oedema that occurs at standard doses. Intralesional cisplatin has been utilized in horses for the treatment of SCC and sarcoids.
A (Con)text for New Discourse as Semiotic Praxis
Authors: Fulkova Marie , Tipton Teresa M. 
Published: February 2008

AbstractContemporary art requires that art and cultural educators reposition encounters with artefacts, images and performances into a context for new discourses. Whereas digital media and other aspects of visual popular culture predominate the frames of reference of school‐age children, their context (codes) of reference, in large part, do not contain those used by art and cultural education professionals. Most art professionals (con)textualise their interpretations from a more formalistic tradition, unlike school‐age children, whose use of iconographic elements from their experiential subcultures, are projected into the content of their visual encounters. In order to find relevancy for today's art education, interrelationships between the codes of the participant and visual experiences must be built upon the development of new strategies between viewers, artefacts and experts. This article presents the background and use of dialogic strategies for new discourse from the‘Open Dialogue Club’programme between the Department of Art Education at Charles University and the Galerie Rudolfinum, a contemporary art space, in Prague, Czech Republic.
A Visual Culture Art Education Curriculum for Early Childhood Teacher Education: Re‐Constructing the Family Album
Authors: Trafí Laura 
Published: February 2008

AbstractThis article reflects on the reading and writing of an art education curriculum for teacher education centred on the biographical and social reconstruction of childhood. The foundations of this curriculum interconnect ideas from different fields like postmodern childhood studies, visual studies, and the performance of subjectivity and memory. This is an interpretative curriculum centred in narrating aesthetic encounters for imagining and producing alternative views of childhood. It stresses the relevance of biographic work in the formation of teaching identities, and constructs dialogues and connections between the private and public discourses of childhood. In this context the family album becomes a powerful resource for visual analysis, cultural critique, and subjective re‐construction.
Gestalt‐A Learning Theory for Graphic Design Education
Authors: Jackson Ian 
Published: February 2008

AbstractThis article will begin by seeking to define the notion of learning by, through and from experience. A linkage will then be established between these notions of experiences and gestalt theory. This will be explored within a subject specific context of graphic design. Links will be highlighted between the inherent nature of graphic design and those of gestalt psychology. Although reference will be made to other learning theories, particularly behaviourism, this article will proceed into a discussion on how the pursuit of a gestaltist stance has had implications upon the learning experiences of a range of Higher National Diploma / Foundation Degree learners. The article concludes with a summary of its observations and a consideration of this upon future practical and theoretical practice within graphic design education.
Histories of Indian Labour: Predicaments and Possibilities
Authors: Joshi Chitra 
Published: February 2008

AbstractThis article looks at the shifts in Indian labour historiography through a focus on certain key themes: community, politics, gender and law. For more than a decade, historians of labour in India and outside have critiqued teleological frameworks within which working class formation was conceptualized. The article examines the ways in which these critiques have complicated received ideas of class, community and working class politics. In addressing issues of gender, writings on labour are moving beyond earlier masculinist frames to look at the production of gendered identities. Recent writings on law and legislation point in new directions and unsettle old binaries of formal/informal, free/unfree labour.
Uncharted Pacific Waters: The Solomon Islands Constitution and the Government of Prime Minister Manasseh Sogavare, 2006–2007
Authors: Moore Clive 
Published: February 2008

AbstractManasseh Sogavare was Prime Minister of Solomon Islands from 4 May 2006 until 20 December 2007. Several times since independence, Solomon Islands has been at cross‐roads where its leaders have made deliberate choices that altered the direction of the nation. This occurred again under the leadership of Sogavare. The national political process has always revolved around strong leadership from prime ministers who combine traditional Melanesian bigman styles with control of a modern parliamentary system in which many members are Independents. Even MPs in political parties have few ideological allegiances and tend to focus on undisciplined self‐promotion. Nonetheless, the nation has always been guided by its national Constitution, the rudder of the ship of state. Solomon Islands underwent ‘crisis years’, 1998–2003, when militia from two neighbouring islands were involved in conflict based on unequal economic development. Then in mid‐2003 the Pacific Islands Forum sent a Regional Assistance Mission to Solomon Islands to restore order and restructure and strengthen governance. The article surveys the earlier changes of direction and then concentrates on the Second Sogavare Government. Under Sogavare, there were signs that the Constitution was being flouted more frequently and that the nation was moving into uncharted waters. A comparison is drawn with Fiji, where four coups d’état since 1987 have irrevocably altered the post‐independence status quo, and there is analysis of the increasingly poor relations between Australia and Solomon Islands under Sogavare. It appears that a creeping coup took place in Solomon Islands, as an increasingly strong leader slowly altered the political system.
Evidence‐based care and the curriculum
Authors: Winning T. , Needleman I. , Rohlin M. , Carrassi A. , Chadwick B. , Eaton K. , Hardwick K. , Ivancakova R. , Jallaludin R. L. , Johnsen D. , Kim J.‐G. , Lekkas D. , Li D. , Onisei D. , Pissiotis A. , Reynolds P. , Tonni I. , Vanobbergen J. , Vassileva R. , Virtanen J. , Wesselink P. , Wilson N. 
Published: February 2008

AbstractAn evidence‐based (EB) approach has been a significant driver in reforming healthcare over the past two decades. This change has extended across a broad range of health professions, including oral healthcare. A key element in achieving an EB approach to oral healthcare is educating our practitioners, both current and future. This involves providing opportunities integrated within simulated and actual clinical settings for practitioners to learn and apply the principles and processes of evidence‐based oral healthcare (EBOHC). Therefore, the focus of this discussion will be on ways in which EBOHC and associated research activities can be implemented into curricula, with the aim of improving patient care. This paper will initially define the scope of EBOHC and research, what these involve, why they are important, and issues that we need to manage when implementing EBOHC. This will be followed by a discussion of factors that enable successful implementation of EBOHC and research into curricula. The paper concludes with suggestions on the future of EBOHC and research in curricula.Key recommendations related to curricula include strengthening of the culture of a scientific approach to education and oral healthcare provision; complete integration of EBOHC into the curriculum at all levels; and faculty development to implement EBOHC based on their needs and evidence of effective approaches. Key recommendations to support implementation and maintenance of EBOHC include recognition and funding for high‐quality systematic reviews and development of associated methodologies relevant for global environments; building global capacity of EBOHC researchers; research into improving translation of effective interventions into education and healthcare practice, including patient‐reported outcomes, safety and harms, understanding and incorporation of patient values into EB decision‐making, economic evaluation research specific to oral healthcare and effective methods for changing practitioner (faculty) behaviours; and extend access to synthesized research in ‘user friendly’ formats and languages tailored to meet users’ needs. Realizing these recommendations may help to improve access to effective healthcare as a basic human right.
Curriculum structure: principles and strategy
Authors: Oliver R. , Kersten H. , Vinkka‐Puhakka H. , Alpasan G. , Bearn D. , Cema I. , Delap E. , Dummer P. , Goulet J. P. , Gugushe T. , Jeniati E. , Jerolimov V. , Kotsanos N. , Krifka S. , Levy G. , Neway M. , Ogawa T. , Saag M. , Sidlauskas A. , Skaleric U. , Vervoorn M. , White D. 
Published: February 2008

AbstractThis report provides general guidelines for the structure of a curriculum, followed by specific advice on the principles of learning and teaching, the process of restructuring and change leadership and management. It provides examples of several educational philosophies, including vertical and horizontal integration. It discusses the use of competence, learning outcomes, level of degree and assessment and provides a number of recommendations. It does not seek to be prescriptive of time allocation to disciplines within a curriculum. Although this report has been written primarily for those who will develop an undergraduate curriculum, the information may be sufficiently generic to apply to the recent development in graduate entry (‘shortened dental’ or ‘accelerated’) courses and to postgraduate degree planning and higher education certificate or diploma courses for other dental care professionals (auxiliaries). The report may have a European bias as progress is made to converge and enhance educational standards in 29 countries with different educational approaches – a microcosm of global collaboration.
Potential of information technology in dental education
Authors: Mattheos N. , Stefanovic N. , Apse P. , Attstrom R. , Buchanan J. , Brown P. , Camilleri A. , Care R. , Fabrikant E. , Gundersen S. , Honkala S. , Johnson L. , Jonas I. , Kavadella A. , Moreira J. , Peroz I. , Perryer D. G. , Seemann R. , Tansy M. , Thomas H. F. , Tsuruta J. , Uribe S. , Urtane I. , Walsh T. F. , Zimmerman J. , Walmsley A. D. 
Published: February 2008

AbstractThe use of information technology (IT) in dentistry is far ranging. In order to produce a working document for the dental educator, this paper focuses on those methods where IT can assist in the education and competence development of dental students and dentists (e.g. e‐learning, distance learning, simulations and computer‐based assessment). Web pages and other information‐gathering devices have become an essential part of our daily life, as they provide extensive information on all aspects of our society. This is mirrored in dental education where there are many different tools available, as listed in this report. IT offers added value to traditional teaching methods and examples are provided. In spite of the continuing debate on the learning effectiveness of e‐learning applications, students request such approaches as an adjunct to the traditional delivery of learning materials. Faculty require support to enable them to effectively use the technology to the benefit of their students. This support should be provided by the institution and it is suggested that, where possible, institutions should appoint an e‐learning champion with good interpersonal skills to support and encourage faculty change.From a global prospective, all students and faculty should have access to e‐learning tools. This report encourages open access to e‐learning material, platforms and programs. The quality of such learning materials must have well defined learning objectives and involve peer review to ensure content validity, accuracy, currency, the use of evidence‐based data and the use of best practices. To ensure that the developers’ intellectual rights are protected, the original content needs to be secure from unauthorized changes. Strategies and recommendations on how to improve the quality of e‐learning are outlined. In the area of assessment, traditional examination schemes can be enriched by IT, whilst the Internet can provide many innovative approaches. Future trends in IT will evolve around improved uptake and access facilitated by the technology (hardware and software). The use of Web 2.0 shows considerable promise and this may have implications on a global level. For example, the one‐laptop‐per‐child project is the best example of what Web 2.0 can do: minimal use of hardware to maximize use of the Internet structure. In essence, simple technology can overcome many of the barriers to learning. IT will always remain exciting, as it is always changing and the users, whether dental students, educators or patients are like chameleons adapting to the ever‐changing landscape.
Staff recruitment, development and global mobility
Authors: Corbet E. , Akinwade J. , Duggal R. , Gebreegziabher G. , Hirvikangas H. , Hysi D. , Katrova L. , Karaharju‐Suvanto T. , McGrath C. , Ono K. , Radnai M. , Schwarz E. , Scott J. , Sixou J.‐L. , Soboleva U. , Uoshima K. , Yaneva‐Ribagina K. , Fox C. 
Published: February 2008

AbstractThis paper considers issues that relate to staff recruitment, staff development and global mobility of dental academics. Published literature, which has a North American bias, is reviewed. Recommendations, which may be applicable world‐wide, are made to address evident and pertinent areas of concern in terms of the availability of quality dental teaching staff in dental teaching institutions so as to sustain the global dental academic enterprise at appropriately high levels of achievement.
Balancing the role of the dental school in teaching, research and patient care; including care for underserved areas
Authors: Holbrook W. P. , Brodin P. , Balciuniene I. , Brukiene V. , Bucur M. V. , Corbet E. , Dillenberg J. , Djukanovic D. , Ekanayake K. , Eriksen H. , Fisher J. , Goffin G. , Hull P. , Kumchai T. , Lumley P. , Lund J. , Mathur V. , Novaes A. , Puriene A. , Roger‐Leroi V. , Saito I. , Turner S. , Mabelya L. 
Published: February 2008

AbstractInequalities within dentistry are common and are reflected in wide differences in the levels of oral health and the standard of care available both within and between countries and communities. Furthermore there are patients, particularly those with special treatment needs, who do not have the same access to dental services as the general public. The dental school should aim to recruit students from varied backgrounds into all areas covered by the oral healthcare team and to train students to treat the full spectrum of patients including those with special needs. It is essential, however, that the dental student achieves a high standard of clinical competence and this cannot be gained by treating only those patients with low expectations for care. Balancing these aspects of clinical education is difficult. Research is an important stimulus to better teaching and better clinical care. It is recognized that dental school staff should be active in research, teaching, clinical work and frequently administration. Maintaining a balance between the commitments to clinical care, teaching and research while also taking account of underserved areas in each of these categories is a difficult challenge but one that has to be met to a high degree in a successful, modern dental school.