bluuebunny/crossref_metadata_2025_split huggingface dataset:
Short‐term clinical and microbiological evaluations of peri‐implant diseases before and after mechanical anti‐infective therapies
Authors: Máximo Maria Beatriz , De Mendonça Adriana Cutrim , Renata Santos Vanessa , Figueiredo Luciene Cristina , Feres Magda , Duarte Poliana Mendes 
Published: January 2009

AbstractObjectives:The aim of this study was to evaluate the clinical and microbiological effects of mechanical anti‐infective therapies for mucositis and peri‐implantitis.Material and methods:Subjects with at least one dental implant were assigned to healthy (n=10), mucositis (n=12) or peri‐implantitis (n=13) groups. Implants with mucositis or peri‐implantitis were decontaminated by means of teflon curettes and abrasive sodium carbonate air‐powder, performed by an open flap for peri‐implantitis and without surgery for mucositis. Visible plaque (PI), marginal bleeding (MB), bleeding on probing (BOP), suppuration (SUP), probing depth (PD) and relative clinical attachment level (rCAL) were assessed at baseline and at 3 months after therapies. At the same time points, submucosal plaque samples were collected from each implant and analyzed by Checkerboard DNA–DNA hybridization for 40 bacterial species.Results:All clinical parameters improved at 3 months post‐therapy in mucositis and peri‐implantitis groups (P<0.05). The mean reduction in rCAL (±SD) was 1.4±1.2 mm and 2.3±1.6 mm, and it was 1.3±1.2 mm and 3.1±1.7 mm in PD (±SD) for mucositis and peri‐implantitis, respectively. Levels ofTreponema denticola, Tanerella forsythiaandParvimonas micra, and ofFusobacterium nucleatum ss nucleatum, were significantly reduced after peri‐implantitis therapy and after mucositis therapy, respectively (P<0.05). In addition, counts ofPorphyromons gingivalis, Treponema socranskiiand the proportions of red complex were reduced in both groups at 3 months after treatments (P<0.05).Conclusion:Mechanical therapies alone were effective in treating mucositis and peri‐implantitis over a period of 3 months. The open debridement procedure showed clinical and microbiological benefits on the treatment of peri‐implantitis and could be safely used as a standard control group for future studies.
Bif‐1 and Bax expression in cutaneous Merkel cell carcinoma
Authors: Schlauder Scott M. , Calder Kenneth B. , Khalil Farah K. , Passmore Leslie , Mathew Rahel A. , Morgan Michael B. 
Published: January 2009

Background:  Bax‐interacting factor‐1 (Bif‐1) binds to Bax, which in turn activates this proapoptotic protein. In the absence of Bif‐1, the ability to induce apoptosis through the intrinsic pathway is greatly reduced. Merkel cell carcinoma (MCC) classically shows an aggressive behavior and lack of response to chemotherapy, which remains unexplained. Previous studies have documented the presence of Bax in MCC, but Bif‐1 expression has not been evaluated. Herein, the expression of Bif‐1 and Bax in cutaneous MCC is examined.Materials and methods:  The immunohistochemical expression of Bif‐1 and Bax protein was examined in nine cases of MCC. Both positive and negative controls were conducted. All the cases were reviewed by a single dermatopathologist.Results:  Bif‐1 was detected in nine cases (100%), and Bax was expressed in six cases (66%). The percent positive cells for Bif‐1 in MCC ranged from 85% to 98% positive (mean 93.9%). At the same time, decreased Bax expression was shown with 0–8% positive cells (mean 3.45%).Conclusion:  The increased expression of Bif‐1 in MCC is associated with low levels of Bax staining. These findings suggest that the upregulation of Bif‐1 could in part be responsible for tumorigenesis in cutaneous MCC. As shown, Bax and Bif‐1 expression are not exclusively antithetical; therefore, future studies evaluating the expression of both proteins should be conducted.
Free iron, total F2‐isoprostanes and total F4‐neuroprostanes in a model of neonatal hypoxic–ischemic encephalopathy: neuroprotective effect of melatonin
Authors: Signorini Cinzia , Ciccoli Lucia , Leoncini Silvia , Carloni Silvia , Perrone Serafina , Comporti Mario , Balduini Walter , Buonocore Giuseppe 
Published: January 2009

Abstract:  Oxidative stress due to free radical formation and initiation of abnormal oxidative reactions is involved in several diseases of newborns, such as hypoxic–ischemic encephalopathy. Melatonin, an endogenously produced indoleamine primarily formed in the pineal gland, is a potent free radical scavenger as well as an indirect antioxidant. The present study was conducted to evaluate the formation of oxidative damage mediators and the possible effect of melatonin treatment in a model of hypoxic–ischemic encephalopathy in 7‐day‐old rats. Pups were subjected to permanent ligation of the right common carotid artery and exposed for 2.5 hr to a nitrogen–oxygen mixture (92% and 8%, respectively) (hypoxia–ischemia, HI). Melatonin was injected intraperitoneally to a group of rats at the dose of 15 mg/kg 30 min before starting the ischemic procedure (HI–Melatonin). After 24 hr of treatment, in homogenized cerebral cortex, desferoxamine (DFO)‐chelatable free iron, total F2‐isoprostanes and total F4‐neuroprostanes, originating from the free radical‐catalyzed peroxidation of arachidonic and docosahexaenoic acids, respectively, were determined. HI induced a significant increase in DFO‐chelatable iron, total F2‐isoprostanes and F4‐neuroprostanes in both right and left side of the cerebral cortex. In HI–Melatonin‐treated animals the levels of free iron, F2‐isoprostanes, and F4‐neuroprostanes were significantly lower than that in HI rats and the values were similar to controls. These data show the important neuroprotective role of melatonin in reducing oxidative damage resulting from HI. Melatonin could represent a potential safe approach to perinatal brain damage in humans.
Reconceptualizing the core of nurse practitioner education and practice
Authors: Burman Mary E. , Hart Ann Marie , Conley Virginia , Brown Julie , Sherard Pat , Clarke Pamela N 
Published: January 2009

AbstractPurpose: The movement to the doctor of nursing practice (DNP) is progressing rapidly with new programs emerging and curricular documents being developed. We argue that the implementation of the DNP is a good move for nursing, provided that we use the opportunity to reconceptualize the core of advanced practice nursing, especially nurse practitioner (NP) practice.Data sources: Theory and research articles from nursing focused on advanced practice nursing, NPs, and doctoral education.Conclusions: The foundation of NP education is currently based essentially on borrowed or shared content in assessment, pharmacology, and pathophysiology. We argue that the heart and soul of nursing is in health promotion, both in healthy persons and in those dealing with chronic illness. Current master’s programs do not prepare NPs to assume high‐level practice focused on health promotion and disease management using the latest theoretical developments in health behavior change, behavioral sciences, exercise physiology, nutrition, and medical anthropology. Although these are touched upon in most NP programs, they do not represent the core science of NP education and need to be a critical part of any DNP program.Implications for practice: Ultimately, our vision is for NP care to be consistently “different,” yet just as essential as physician care, leading to positive outcomes in health promotion and disease management.
HBcAg‐pulsed dendritic cell vaccine induces Th1 polarization and production of hepatitis B virus‐specific cytotoxic T lymphocytes
Authors: Chen Weiwei , Shi Ming , Shi Feng , Mao Yuanli , Tang Zirong , Zhang Bin , Zhang Hui , Chen Liangen , Chen Liming , Xin Shaojie , Wang Fu‐sheng 
Published: January 2009

Aim:  Dendritic cells (DCs) pulsed with HBsAg efficiently reverse the immune tolerance to hepatitis B virus (HBV) and induce HBV‐specific cytotoxic T lymphocyte (CTL) responses in transgenic mice and healthy volunteers. However, it is not clear whether HBV core antigen (HBcAg)‐pulsed DCs can effectively induce CD4+ helper T cells polarization into Th1, which contribute to the induction and maintenance of HBV‐specific CD8+ T cells in chronic hepatitis B (CHB) patients. To address this issue, we conducted this study and investigated whether HBcAg‐pulsed DCs could polarize Th1 cells and induce an HBcAg‐specific CTL response.Methods:  HBcAg‐pulsed DCs were generated from 21 CHB patients. The capacity of the HBcAg‐pulsed DC vaccine to stimulate CD4+ and CD8+ T cells to produce IFN‐γ and IL‐4 was estimated by intercellular cytokine staining, and the HBcAg‐pulsed DCs derived from 10 humam leucocyte antigen (HLA)‐A2+ CHB patients were tested for the induction of HBV‐specific CTLs from autologous T cells by pentamer staining. The cytotoxicity of these CTLs was evaluated in vitro by flow cytometry.Results:  The HBcAg‐pulsed DCs derived from CHB patients exhibited a stronger capacity to stimulate autologous CD4+ and CD8+ T cells to release IFN‐γ rather than IL‐4, which could induce HBV core 18‐27 specific CTLs, suggesting a specific cytotoxicity against T2 cells that had been loaded with the HBV core 18‐27 peptide in vitro.Conclusion:  HBcAg‐pulsed DC vaccine derived from CHB patients efficiently induced autologous T cell polarization to Th1 and generation of HBV core 18‐27 specific CTLs.
Changes in B‐lymphocyte stimulator protein levels during treatment with albinterferon alfa‐2b in patients with chronic hepatitis C who have failed previous interferon therapy
Authors: Rustgi Vinod , Nelson David R. , Balan Vijayan , Abelson Robert D. , Fiscella Michele , Migone Thi‐Sau , Pulkstenis Erik , Subramanian G. Mani 
Published: January 2009

Aim:  The pharmacodynamics of albinterferon alfa‐2b (alb‐IFN), a novel recombinant protein consisting of interferon‐α‐2b genetically fused to human albumin, was evaluated in patients with chronic hepatitis C with a previous non‐response to interferon‐α‐based therapy. B‐lymphocyte stimulator (BLyS) is an essential in vivo regulator of B‐lymphocyte homeostasis. This analysis examined the relationship between serum BLyS level and virologic response across a range of alb‐IFN doses.Methods:  In all, 115 patients were randomized initially to three alb‐IFN treatment arms (900 and 1200 µg every two weeks [q2wk], and 1200 µg every four weeks) with weight‐based ribavirin, followed by sequential enrollment in two higher dose arms (1500 and 1800 µg q2wk). Serum BLyS level was assessed by enzyme‐linked immunosorbent assay.Results:  Serum BLyS levels at baseline were lower in African‐Americans (P < 0.001). Significant BLyS inductions were observed at weeks 12 and 24 versus pretreatment; in general, serum BLyS levels returned to pretreatment levels following treatment completion. Induction of BLyS was greater in the highest dose group; a significant dose–response trend was observed at weeks 12 (P = 0.002) and 24 (P < 0.001), as well as a significant time trend, with further BLyS induction increases at week 24 versus 12 (P < 0.001). Week 24 BLyS level change correlated with hepatitis C virus RNA reduction (r = −0.28; P = 0.006), driven primarily by patients with BLyS increases > 400%, but did not correlate with sustained virologic response.Conclusion:  Higher alb‐IFN doses demonstrated dose‐related BLyS increases, although the correlation with virologic response was modest.
Use of destained cytology slides for the application of routine special stains
Authors: Marcos R. , Santos M. , Santos N. , Malhão F. , Ferreira F. , Monteiro R.A.F. , Rocha E. 
Published: January 2009

Background: Special stains to demonstrate microorganisms or intra‐ and extracellular substances have not been evaluated in detail regarding their applicability and usefulness in destained cytologic specimens.Objectives: The aim of this study is to compare the results of routine special stains on destained slides previously stained with Hemacolor and on fresh (unstained) specimens.Methods: Archival Hemacolor‐stained fine needle aspirate specimens of inflammation with infectious agents (bacterial, mycobacterial, and fungal infections), neoplasia (melanoma, myxosarcoma, and mammary adenocarcinoma), and hemorrhage (pericardial effusion) from 14 dogs and 7 cats were selected. Cells in a minimum of 4 fields were photographed and 5 slides from each case were then destained by different methods (alcohol acid or microwave). Seven special stains were applied selectively to the destained slides, depending on the cytologic findings: periodic acid Schiff, Grocott–Gomori methenamine silver, Gram's, Ziehl–Neelsen, Alcian blue, Fontana–Masson, and Prussian blue. The same fields were rephotographed and 2 observers evaluated the slides qualitatively, with comparison to fresh cytologic specimens from similar lesions.Results: Special stains applied to destained slides demonstrated the expected cellular and extracellular material or organisms independent of the destaining method. Staining intensity, nonspecific staining (background), cell morphology, and nuclear counterstaining results were similar to those of special stains applied to fresh unstained slides.Conclusions: Destaining does not appear to affect the results of routine special staining for cytologic specimens. Destaining before special stains may be a valuable diagnostic strategy when few slides are present or only stained slides are available.
Primary French in the Balance*
Authors: Burstall Clare 
Published: January 2009

SummaryDuring 1963, arrangements were made by the then Ministry of Education for a national experiment in foreign language teaching to be carried out in selected primary schools in England and Wales. The main purpose of the experiment, which came to be known as the Pilot Scheme for the Teaching of French in primary schools, was to discover whether it would be both feasible and educationally desirable to extend the teaching of a foreign language to pupils who represented a wider range of age and ability than those to whom foreign languages had traditionally been taught. Under the Pilot Scheme, French was to be introduced into the primary school curriculum on an experimental basis from September 1964 onwards. The choice of French as the language to be taught was virtually inevitable, since it would have been impossible to provide an adequate teaching force for the implementation of the experiment if any language other than French had been chosen. In most of the schools taking part in the Pilot Scheme, French was to be taught throughout the primary stage of the experiment by class teachers who had received special in‐service training, rather than by specialist teachers of French. Arrangements were made to provide continuity of teaching at the secondary stage, so that all the pupils taking part in the experiment would be able to continue learning French without interruption for at least five years.
Working Together: Guidance Counselors and Foreign Language Teachers
Authors: Loew Helene Z. 
Published: January 2009

This publication is the fifty–eighth in the CAL‐ERIC/CLL Series on Languages and Linguistics. The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to the American Council on the Teaching of Foreign Languages for critical review and determination of professional competence. This publication has met such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either the American Council on the Teaching of Foreign Languages or the National Institute of Education.ABSTRACT  Through cooperation between language teachers and guidance counselors, the totality of student needs for present purposes and future directions can be served. This article reviews the relationship among counselors, students, and language instructors; describes their common goals, with emphasis on career guidance in its broadest definition; and enumerates practical steps to foster communication between counselors and teachers.
An American Foreign Language Immersion Program: How To
Authors: Jacobs Gabriel H.L. 
Published: January 2009

This publication is the fifty‐ninth in the CAL‐ERIC/CLL Series on Languages and Linguistics. The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to the American Council on the Teaching of Foreign Languages for critical review and determination of professional competence. This publication has met such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either the American Council on the Teaching of Foreign Languages or the National Institute of Education.ABSTRACT  An immersion program in a public elementary school in Montgomery County, Maryland, uses French as the medium of instruction in all academic subjects. The program is based on the theory that language is learned best when there is a need to understand and communicate in that language. All students are eligible for enrollment in the multi‐age classes. The Montgomery County curriculum is followed using French materials. Standardized test results show the immersion students to be comparable in ability and achievement to their peers in English‐speaking American classes and in French immersion classes in Canada. Parents, other adults, and high school students work in the classroom to assist the teachers and to learn French. The program's only added cost to the school system is for foreign language materials.
Leading Student Groups to the Soviet Union*
Authors: Winokur Marshall 
Published: January 2009

ABSTRACT Student tours to the Soviet Union are a refreshing alternative to Russian language study programs in Moscow and Leningrad. In the first place, everyone can participate in a tour, regardless of previous Russian language training. In addition, student tours are shorter and therefore less costly, more leisurely, and the itinerary and dates are flexible.A tour to the Soviet Union has its rewards for both students and director: (1) For those students who have only seen textbook Russian, a trip to Russia will be the high point of their language study. (2) For the leader, a tour enhances Russian language skills.
Supervising the Teaching of Reading in Multi‐Section Courses
Authors: Walz Joel C. 
Published: January 2009

ABSTRACT The assignment of a lengthy reading selection in a multi‐section, elementary college foreign‐language course presents problems in varying teaching techniques and standardized testing. Providing lesson plans is too rigid an approach unless the teachers involved in the course write them and provide an ample selection of ideas to allow for selection and modification.The recommended format for group planning includes activities in four areas. First, teachers check students' comprehension of the text they prepared. Second, classes work with the units of language (vocabulary, morphology) and how they fit together (syntax) so that students may read more efficiently. Third, teachers drill the oral skills of listening comprehension and pronunciation. Fourth, teachers personalize the reading assignment to develop the productive skills.Cooperating teachers plan twelve activities in all. With each teacher completing one part of the total syllabus, sharing finished plans gives all participants a complete set. The number of activities permits selectivity yet assures that all classes are working toward the same goal.
Effects of the Red Pen
Authors: Semke Harriet D. 
Published: January 2009

ABSTRACT A research study, conducted for ten weeks with 141 first‐year, third‐quarter German students at the University of Minnesota compared the effects of four methods of teacher treatment of free‐writing assignments: 1) writing comments and questions rather than corrections; 2) marking all errors and supplying the correct forms; 3) combining positive comments and corrections; and 4) indicating errors by means of a code and requiring students to find corrections and then rewrite the assignment.Results of this study indicate that student progress is enhanced by writing practice alone. Corrections do not increase writing accuracy, writing fluency, or general language proficiency, and they may have a negative effect on student attitudes, especially when students must make corrections by themselves.
Measuring and Explaining the Reading Threshold Needed for English for Academic Purposes Texts
Authors: Laufer Batia , Sim Donald D. 
Published: January 2009

ABSTRACT  This study attempts to answer two questions concerning the reading threshold needed for English for A cademic Purposes texts: I. How can the threshold be measured and expressed numerically? II. How can it be described in terms of its components, linguistic and conceptual?The measurement of the threshold was conducted by: 1) location of a group of students who were on this level; 2) measuring the reading comprehension level of these students by the First Certificate of English exam; 3) testing a large group of students by both the FCE exam and a self‐produced reading strategies exam. The results of the three stages suggest that the threshold seems to be reflected in a 65%‐70% score on the reading comprehension section of the FCE exam.The nature of the threshold of reading comprehension is addressed in the interview part of the study. It appears that the most important element for interpretation is the vocabulary, then the knowledge of the subject matter, and then discourse markers and syntactic structure.The paper discusses possible implications of the findings for the teaching of L2 reading comprehension.
Decisions! Decisions! Decisions! Foreign Language in the Elementary School
Authors: Met Myriam 
Published: January 2009

ABSTRACT  As interest in initiating new elementary‐school foreign language programs increases, program planners face several crucial issues.In order to formulate an appropriate program model, decision makers must be clear about the purpose and intended outcomes of the program and about pupil and parent needs. In addition, they must consider the feasibility of the planned program in light of the resources available. Further, careful planning for the elementary school sequence of study is required, along with consideration of articulation with the post‐elementary grades.This article examines several of the key decisions to be made and relates them to the three most common forms of elementary school programs: FLES, FLEX, and immersion.
Video, Authenticity, and Language for Special Purposes Teaching
Authors: Svensson Sture E. 
Published: January 2009

ABSTRACT This article deals with the use of video in the teaching of foreign languages. In the article I discuss the use of prerecorded video cassettes and video recordings taken from TV. The object is to present the medium's special usefulness and to discuss the communicative functions in connection with teaching and student capability in general.I also discuss the use of video cassettes as an especially effective means of reinforcing foreign language teaching in secondary technical education where the teaching of Language for Special Purposes (LSP) among other things must concentrate on the most conspicuous and frequent traits in this particular use of the language.In one example from the teaching of technical English in Swedish secondary technical education I try to show how video cassettes give the learners motivation for LSP studies.