bluuebunny/crossref_metadata_2025_split huggingface dataset:
Long-term effects of the intensification of the transition between inpatient neurological rehabilitation and home care of stroke patients
Authors: Gräsel E , Schmidt R , Biehler J , Schupp W 
Published: August 2006

Objective: To investigate an intensified transition concept between neurological inpatient rehabilitation and home care for long-term effects on the care situation two and a half years after stroke patients' discharge. Design: Controlled clinical trial allocating patients to intervention group (intensified transition on ward II) or control group (standard transition on ward I); patients were allocated to whichever ward had a vacancy. The last follow-up assessment was carried out on average 31 months after discharge. Intervention: The intensified transition concept consisted of therapeutic weekend care, bedside teaching and structured information for relatives during the second phase of the rehabilitation. Subjects: Seventy-one patients and their family carers were included, of which one case dropped out. Therefore 70 family carers - 35 individuals in each group - were available for assessment at long-term follow-up. Data collection: Family carers were asked via telephone whether the patient was still alive and if so, where he or she is living - at home or in a nursing home. Statistical methods: Binary logistic regression analysis with the care situation (home care versus institutionalized care or deceased) as dependent variable. Results: Two and a half years after discharge (T3) in the intervention group significantly fewer patients were institutionalized (2 versus 5) or deceased (4 versus 11) (P = 0.010). Multivariate analysis showed that besides a higher functional life quality at discharge and lower patient's age, the participation in the intensified transition programme is the third significant predictor for home care at T3. Conclusion: Effects of an intensified transition programme can persist over a long-term period. They can sustain home care by reducing institutionalization and mortality.
Modelling of Unsteady Gas-Dynamic Flow in a Pipe and at Its Exit using CFD
Authors: Thornhill D , Li Hongyan , Fleck R , Cuningham G 
Published: August 2006

Traditionally the simulation of the thermodynamic aspects of the internal combustion engine has been undertaken using one-dimensional gas-dynamic models to represent the intake and exhaust systems. Computational fluid dynamics (CFD) analysis of engines has been restricted to modelling of in-cylinder flow structures. With the increasing accessibility of CFD software it is now worth considering its use for complete gas-dynamic engine simulation. This paper appraises the accuracy of various CFD models in comparison with a one-dimensional gas-dynamic simulation. All of the models are compared to experimental data acquired on an apparatus that generates a single gas-dynamic pressure wave. The progress of the wave along a constant area pipe and its subsequent reflection from the open pipe end are recorded with a number of high-speed pressure transducers. It was found that there was little to choose between the accuracy of the one-dimensional model and the best CFD model. The CFD model did not require experimentally derived loss coefficients to represent accurately the open pipe end; however, it took several hundred times longer to complete its analysis. The best congruency between the CFD models and the experimental data was achieved using the RNG k-∊ turbulence model. The open end of the pipe was most effectively represented by surrounding it with a relatively small volume of cells connected to the rest of the environment using a pressure boundary.
Reduced-Order Thermodynamic Models for Servo-Pneumatic Actuator Chambers
Authors: Carneiro J Falcão , de Almeida F Gomes 
Published: August 2006

This paper discusses thermodynamic models of air inside pneumatic actuator chambers. In servo-pneumatics common practice, these models are simplified by neglecting the temperature dynamics. Classical models in the literature assume the temperature inside the pneumatic chamber either to be constant or to follow a polytropic law. Furthermore, the mixing process of air entering the chamber and heat transfer between air and cylinder walls is often neglected or only implicitly taken into account. This work evaluates the impact of these simplifications and order reductions in the prediction of pressure inside the actuator chamber. Classical models are compared with several others not only taking into account the mixing process but also explicitly including the heat transfer between air and cylinder walls. Simulation studies show that the reduced-order models proposed in this paper can lead to a mean square error in pressure prediction of only 10 per cent of that obtained using classical models.
Season of birth and childhood intelligence: Findings from the Aberdeen Children of the 1950s cohort study
Authors: Lawlor Debbie A. , Clark Heather , Ronalds Georgina , Leon David A. 
Published: August 2006

Background. In this study, 2 main hypotheses have been put forward to explain the variation in childhood intelligence or school performance by season of birth. In the first hypothesis, it is suggested that it is due to school policy concerning school entry, whereas the second suggests that a seasonally patterned exposure such as temperature, maternal nutrition, or infection during critical periods of brain development have a lasting effect on intelligence.Aims. To determine whether childhood performance on tests of different domains of intelligence is patterned by season of birth and to examine possible mechanisms for any associations.Sample. 12,150 individuals born in Aberdeen, Scotland between 1950 and 1956.Methods. Birth cohort study in which the variation in different domains of childhood intelligence measured at ages 7, 9, and 11 by season of birth were examined.Results. Reading ability at age 9 and arithmetic ability at age 11 varied by season of birth, with lowest scores among those born in autumn or early winter (September–December) and highest scores among those born in later winter or spring (February–April); p = .002 for joint sine‐cosine functions for reading ability at age 9 and p = .05 for sine‐cosine function for arithmetic ability at age 11. The child's perception and understanding of pictorial differences at age 7, verbal reasoning at 11, and English language ability at 11 did not vary by season of birth. Age at starting primary school and age relative to class peers were both associated with the different measurements of childhood intelligence and both attenuated the association between month of birth and reading ability at age 9 and arithmetic ability at age 11 towards the null. Both adjusted and unadjusted differences in reading ability at age 9 and arithmetic ability at age 11 between those born from September to December compared with other times of the year were less than 0.1 of a standard deviation of the test scores. Ambient temperature around the time of conception, during gestation, and around the time of birth did not affect intelligence.Conclusion. Any variation in mean childhood intelligence by season of birth is weak and largely explained by age at school entry and age relative to class peers.
Teachers' and pupils' definitions of bullying
Authors: Naylor Paul , Cowie Helen , Cossin Fabienne , de Bettencourt Rita , Lemme Francesca 
Published: August 2006

Background. Comparison of teachers' and pupils' definitions of bullying is important for considering the implications for reports of its incidence in schools, for the study of developmental trends in children's and adolescents' perceptions of the phenomenon and for evaluating the effectiveness of interventions designed to combat bullying.Aims. To investigate the effects of gender, teacher/pupil status and, for pupils, bullied/non‐bullied (target/non‐target) status and age on the definition of bullying.Samples. Teachers (N = 225: 158 women, 67 men) and pupils (N = 1,820: 466 boys, 460 girls were 11–12 years old, year 7, and 415 boys, 479 girls were 13–14 years, year 9) in 51 UK secondary schools participated in a questionnaire survey. A total of 557 of the pupils (117 girls and 117 boys aged 11–12 years, and 197 girls and 126 boys aged 13–14 years) reported that they had been bullied at some time in their present school.Methods. Written questionnaire responses to the question, ‘Say what you think bullying is’ have been content analysed to derive two sets of categories, one of bullying behaviour and the other of effects of bullying on the target.Results. Regarding both bullying behaviour and the effects of bullying on the target, teachers – by comparison with pupils – have been found to express more comprehensive ideas in their definitions. Specifically, pupils compared with teachers are more likely to restrict their definitions to direct bullying (verbal and/or physical abuse) and are less likely to refer to social exclusion, a power imbalance in the bully's favour and the bully's intention to cause the target hurt or harm and to feel threatened. Analysis of definitions on the bases of sex, pupil age and target/non‐target status show that: targets are more likely than non‐targets are to refer to the bully's physically and verbally abusive behaviour, and for Year 7 compared with Year 9 pupils, to suggest that bullies socially exclude targets; girls are more likely than boys are to mention verbal abuse and the effects on the target of ‘Feels hurt/harm’, but boys are more likely than girls are to construe bullying as involving repetition; older pupils are more likely than younger ones are to refer to a power imbalance in the bully's favour but, for bully targets, younger ones compared with older ones are more likely to invoke the idea of social exclusion in their definitions.Conclusions. The most important implication of the findings of this study that there are important differences between teachers' and pupils' definitions of bullying is that teachers need to listen carefully to what pupils have to say about bullying and work with and help them to develop their conceptions of the phenomenon. Some teachers, too, need to develop their conceptions of bullying.
Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement
Authors: Butler Ruth 
Published: August 2006

Aims. The aims of this research were to examine the predictions that (a) the kind of evaluation pupils anticipate will influence their initial achievement goals and, as a result, the quality and consequences of task engagement; and (b) initial mastery goals will promote new learning and intrinsic motivation and initial ability goals will promote entity beliefs that ability is fixed.Sample. Participants were 312 secondary school pupils at ages 13–15.Methods. Pupils expected to receive normative evaluation, temporal evaluation (scores over time) or no evaluation. Mastery and ability goals were measured before pupils worked on challenging problems; intrinsic motivation and entity beliefs were measured after task completion.Results. Anticipation of temporal evaluation enhanced initial mastery goals, anticipation of normative evaluation enhanced ability goals and the no‐evaluation condition undermined both. Anticipation of temporal evaluation enhanced new learning (strategy acquisition and performance gains) and intrinsic motivation both directly and by enhancing initial mastery goals; anticipation of normative evaluation enhanced entity beliefs by enhancing ability goals.Conclusions. Results confirmed that evaluation conveys potent cues as to the goals of activity. They also challenged claims that both mastery and ability goals can be adaptive by demonstrating that these were differentially associated with positive versus negative processes and outcomes. Results have theoretical and applied implications for understanding and improving evaluative practices and student motivation.
Influences on cognitive engagement: Epistemological beliefs and need for closure
Authors: DeBacker Teresa K. , Crowson H. Michael 
Published: August 2006

Background. Research indicates that achievement goals influence cognitive engagement, which, in turn, influences academic achievement. We believe that there are other individual difference variables in the realm of personal epistemology that may also directly or indirectly influence cognitive engagement; specifically, epistemological beliefs and epistemological motives (e.g. need for closure).Aims. This study proposed and tested a conceptual model of relationships among epistemological variables (epistemological beliefs and need for closure), achievement goals (mastery, performance‐approach, performance‐avoidance) and cognitive engagement.Sample. Two hundred and fifty‐nine students attending university in the US volunteered to participate in the study. Students represented a variety of academic disciplines and ranged from 18 to 58 years.Methods. The participants completed three paper‐and‐pencil surveys: the Epistemological Beliefs Inventory; the Attitudes, Beliefs, and Experiences Inventory (a measure of need for closure); and the Approaches to Learning Survey (a measure of achievement goals and cognitive engagement).Results. Structural equation modelling supported the model in general, although not all proposed paths were significant. Correlational analyses further indicated that epistemological beliefs and need for closure are both potentially important variables for understanding learners' treatment of knowledge in instructional settings.Conclusions. There are individual differences in epistemological beliefs and motives that may influence the goals students pursue in learning settings and the nature of their cognitive engagement.
Expecting the best for students: Teacher expectations and academic outcomes
Authors: Rubie‐Davies Christine , Hattie John , Hamilton Richard 
Published: August 2006

Background. Research into teacher expectations has shown that these have an effect on student achievement. Some researchers have explored the impact of various student characteristics on teachers' expectations. One attribute of interest is ethnicity.Aims. This study aimed to explore differences in teachers' expectations and judgments of student reading performance for Maori, Pacific Island, Asian and New Zealand European students. A further objective was to compare teacher expectations and judgments with actual student achievement.Sample. The participants were 540 students of 21 primary teachers in Auckland schools. Of these students, 261 were New Zealand European, 88 were Maori, 97 were Pacific Island and 94 were Asian.Methods. At the beginning of the year, the teachers completed a survey related to their expectations for their students' achievement in reading and, at the end of the year, they judged the reading levels their students had actually achieved. The survey data were compared with running record data.Results. Teachers' expectations for students in reading were significantly higher than actual achievement for all ethnic groups other than Maori. Maori students' achievement was similar to that of the other groups at the beginning of the year but, by the end of the year, they had made the least gains of all groups.Conclusions. Sustaining expectation effects are one explanation for Maori students' limited progress. For Pacific Island, Asian and New Zealand European students, positive self‐fulfilling prophecies may be operating. Future research could investigate the learning opportunities provided to these ethnic groups and the relationship of these to teachers' expectations.
Effects of cueing and collaboration on the acquisition of complex legal skills
Authors: Hummel Hans G. K. , Paas Fred , Koper Rob 
Published: August 2006

Background. To overcome the teacher bandwidth problem in supporting large groups of students, both automated process support (cueing) and face‐to‐face feedback by peers during small group work (collaboration) can be provided to students.Aim. The purpose of this experimental study was to examine whether a multimedia practical containing cueing could be effectively combined with peer feedback to support the acquisition of the complex skill of preparing a plea in court.Sample. In the context of a regular court practical, 50 junior law students at a Dutch university individually studied a multimedia practical and participated in small group discussions about intermediate learning outcomes of the practical.Method. The study examined the effects of cueing and collaboration on training outcomes and transfer pleas, and on cognitive activity during collaboration, by combining the multimedia practical and small group collaboration to support the complex task of preparing a plea in court.Results. Both cueing and collaboration positively influence training outcomes, with participants without cueing benefiting most from additional collaboration. Transfer plea scores reveal a positive effect of collaboration but a negative effect of cueing. Analysis of discussions during small group collaboration reveals a negative effect of cueing on the level of cognitive activity.Conclusion. Peer feedback during small group work indeed appears to be a feasible option to be combined with or (partially) substitute individualized cueing when training complex learning tasks.
Resolving threats to the therapeutic alliance in cognitive analytic therapy of borderline personality disorder: A task analysis
Authors: Bennett Dawn , Parry Glenys , Ryle Anthony 
Published: August 2006

Background. Alliance ruptures and premature drop out from psychotherapy are very common with patients who have a diagnosis of borderline personality disorder, limiting the clinical effectiveness of treatment.Aim. To test and refine a model of how therapists successfully resolve threats to the therapeutic alliance involving enactment of problematic relationship patterns in the cognitive analytic therapy of borderline personality disorder.Method. Task analysis (Greenberg, 1984a) of 107 enactments from 66 sessions in four good outcome cases, compared with 35 enactments from 16 sessions in two poor outcome cases. This systematically compares a rational model of process with empirically coded transcripts of therapy sessions where independent raters have identified an alliance threat event.Results. The process stages of the rational model were observed, and 20 refinements were made, including a new process stage, heuristic principles and ‘when–then’ steps. Therapists were found to cycle between stages. Therapists in good outcome cases recognized the majority of these enactments and focused attention to them in contrast to poor outcome cases where therapists usually failed to notice or draw attention to the alliance threat and did not adhere to the model.Conclusion. Competent resolution of alliance‐threatening events is crucially dependent on therapists' ability to recognize them, and secondarily on their adherence to the principles in the refined model. The model is consistent with prior research and can be used in supervision and quality improvement strategies.
Repetitive skin‐cutting: Parental bonding, personality and gender
Authors: Marchetto M. J. 
Published: August 2006

Objectives. This study examines (a) the extent to which repetitive skin‐cutting is most prevalent among women and those with a history of trauma; and (b) among those skin‐cutters without a history of trauma, the extent to which borderline personality disorder (BPD) features as a primary diagnosis and whether disturbed parental bonding might be associated with this form of self‐harm.Method. Details of gender and reported experiences of trauma were recorded for a large, consecutive sample of skin‐cutters (N =517) who attended a general hospital. Psychiatric diagnoses and parental bonding instrument (PBI) scores were obtained for a subsample of skin‐cutters (N =81) and comparison group participants without experiences of trauma.Results. No gender differences were observed among skin‐cutters, most of whom reported experiences of trauma. BPD was recorded for a minority of those skin‐cutters without a history of trauma. PBI scores discriminated between non‐BPD skin cutters and non‐BPD comparison participants without a history of trauma.Conclusions. Although these results provide further confirmation of a potential association between prior trauma and repetitive skin‐cutting, they rigorously challenge the validity of reported gender differences for this behaviour. Further, this study has identified that repetitive skin‐cutting can arise independently of BPD and prior trauma. Clinical implications of these results and suggested directions for future research are discussed.
Borderline personality disorder features: The role of self‐discrepancies and self‐complexity
Authors: Parker Alexandra G. , Boldero Jennifer M. , Bell Richard C. 
Published: August 2006

Objectives  Borderline personality disorder (BPD) involves disordered self‐conceptions, along with dysphoria and anxiety. The present study examined the role of actual‐ideal (AI) and actual‐ought (AO) self‐discrepancies, and self‐complexity as predictors of borderline personality features in a student population.Method  AI and AO self‐discrepancy magnitudes across all self‐domains were assessed, along with self‐complexity, idiographically and nomothetically. Borderline personality features were assessed using subscales of the Minnesota Multiphasic Personality Inventory (MMPI‐2).Results  Both AI and AO self‐discrepancies were directly related to BPD personality features, in that those with larger self‐discrepancies of both types reported more features. Self‐complexity had no direct relationship to BPD personality features; rather, it moderated the relationship between AI, but not AO, self‐discrepancies and BPD personality features. For individuals low in self‐complexity, a stronger relationship between AI self‐discrepancies and BPD personality features existed.Conclusions  This study is novel in its consideration of the impact of features of the self‐system on BPD personality features. It highlights the important role that AO self‐discrepancies, and the combined role of AI self‐discrepancies and self‐complexity, have in increasing vulnerability to BPD. The findings suggest that different pathways might be involved in the vulnerability to BPD, depending on self‐discrepancy type and level of self‐complexity.
A Simulator Study of TKR Kinematics Using Modeled Soft-Tissue Constraint: Virtual Soft-Tissue Control for Knee Simulation
Authors: White BF , D'Lima D , Drueding AC , Cox J , Carignan FJ 
Published: August 2006

Abstract
The clinical relevance of knee simulation relies on the accurate reproduction of in vivo TKR kinematics. Current generation force-control knee simulators use mechanical springs to simulate the knee's soft-tissue constraint. Because the constraint provided by the soft tissue is complex in nature, with nonlinear force displacement characteristics and axis coupled behavior, it is difficult or impossible to model this behavior with mechanical springs. This paper describes a virtual soft-tissue control methodology, which provides enhanced modeling of the knee's soft tissue. TKR kinematics were evaluated for a posteriorly stabilized prosthetic device using a range of plausible soft-tissue models derived from the literature. The device was exercised with the standard ISO force-control waveforms while varying the constraint model to compare several different soft-tissue models. Kinematic and kinetic data were taken and tracking performance analyzed for several different constraint models.