bluuebunny/crossref_metadata_2025_split huggingface dataset:
Interaction between amyloid β‐protein aggregates and membranes
Authors: Kakio Atsuko , Yano Yoshiaki , Takai Denshi , Kuroda Yukihiro , Matsumoto Osamu , Kozutsumi Yasunori , Matsuzaki Katsumi 
Published: April 2004

AbstractThe conversion of soluble, nontoxic amyloid β‐protein (Aβ) to aggregated, toxic Aβ rich in β‐sheet structures is considered to be the key step in the development of Alzheimer's disease. Therefore, extensive studies have been carried out on the mechanisms involved in Aβ aggregation and the characterization of Aβ aggregates formed in aqueous solutions mimicking biological fluids. On the other hand, several investigators pointed out that membranes play an important role in Aβ aggregation. However, it remains unclear whether Aβ aggregates formed in solution and membranes are identical and whether the former can bind to membranes. In this study, using a dye‐labeled Aβ‐(1–40) as well as native Aβ‐(1–40), the properties of Aβ aggregates formed in buffer and raft‐like membranes composed of monosialoganglioside GM1/cholesterol/sphingomyelin were compared. Fourier transform infrared spectroscopic measurements suggested that Aβ aggregates formed in buffer and in membranes have different β‐sheet structures. Fluorescence experiments revealed that Aβ aggregated in buffer did not show any affinity for membranes. Copyright © 2004 European Peptide Society and John Wiley & Sons, Ltd.
NMR studies of peptide T, an inhibitor of HIV infectivity, in an aqueous environment
Authors: De Dios Angel C. , Sears Devin N. , Tycko Robert 
Published: April 2004

AbstractThe synthetic octapeptide peptide T (ASTTTNYT) has been shown to interfere with binding of the HIV‐1 envelope glycoprotein gp120 to the chemokine receptor R5, thus preventing viral infection. This study investigated the degree of conformational order of two analogs of peptide T, one biologically active (D‐Ala peptide T amide) and one inactive (D‐Ala, D‐Tyr peptide T amide) using nuclear magnetic resonance (NMR) spectroscopy in an aqueous environment, both in solution and in the frozen solid state. Standard solution NMR techniques such as DQFCOSY, HMQC, ROESY and inversion recovery measurements have been utilized to characterize these peptides. Solid state NMR experiments were likewise employed to study the peptides in a frozen glycerol:water mixture. The NMR results indicate that the monomeric form of both peptide T analogs have considerable conformational heterogeneity. Solid state NMR studies indicate aggregation of D‐Ala peptide T, possibly into a β‐sheet structure, at concentrations higher than 10 mM. Copyright © 2004 European Peptide Society and John Wiley & Sons, Ltd.
Effects of the dipole moments behavior on a vibronic coupling model for the four‐wave mixing signal
Authors: Cusati T. , Paz J. L. , Hernández A. J. 
Published: April 2004

AbstractIn the present work, we have studied modifications in the transition and permanent dipole moments of states in a coupled basis (including vibronic coupling) due to variations in the transition dipole moment between the uncoupled states, m12, as a function of the parameter δ = $\tilde{\omega}$0/ω0 (relative aperture) of the potential‐energy curves of the states involved. Modifications in the slopes of the transition and permanent dipole moments of the coupled states and changes in the magnitude of maximal intensity of the four‐wave mixing (FWM) signal are observed due to variations in these parameters. © 2004 Wiley Periodicals, Inc. Int J Quantum Chem, 2004
Theoretical investigation of the structures and properties of fluoromethyl peroxyl radicals
Authors: El‐Taher S. , El‐Azhary Adel A. 
Published: April 2004

AbstractThe equilibrium geometries, harmonic vibrational frequencies, charge distributions, spin density distributions, dipole moments, electron affinities (EAs), and CO bond dissociation energies (BDEs) of HO, CH3O, CH2FO, CHF2O, and CF3O peroxyl radicals have been calculated using ab initio molecular orbital theory and density functional theory (DFT) at the B3LYP level. The CH bond dissociation energies of the parent fluoromethanes have been calculated using the same levels of theory. Both the MP2(full) and B3LYP methods, using the 6‐31G(d,p) basis set, are found to be capable of accurately predicting the geometries of peroxyl radicals. Electron correlation accounts for ∼25% of the CH BDE of fluoromethanes and for ∼50% of the CO BDE of the corresponding peroxyl radicals. The B3LYP/6‐31G(d,p) method is found to be comparable to high ab initio levels in predicting CO BDEs of studied peroxyl radicals and CH BDEs of the parent alkanes. The progressive fluorine substitution of hydrogen atoms in methyl peroxyl radicals results in shortening of the CO bond, lengthening of the OO bond, an increase (decrease) of the spin density on the terminal (inner) oxygen, a decrease in the dipole moments, and an increase in electron affinities. Both CO BDEs and EAs of peroxyl radicals (RO) correlate well with Taft σ* substituent constants for the R group in peroxyl radicals. © 2004 Wiley Periodicals, Inc. Int J Quantum Chem, 2004
Emotion metaphors and emotional labor in science teaching
Authors: Zembylas Michalinos 
Published: April 2004

AbstractAn understanding of the importance of metaphors and beliefs in the development of teachers' practical knowledge has already been explored in science education research. However, the significance of emotion metaphors and the consequences of emotional labor as part of being a science teacher have been little addressed. This study describes the findings from a 3‐year ethnographic case study of an elementary‐school teacher who participated in a research project investigating the role of teacher emotion in science teaching and student learning. This research demonstrates how the performance of emotional labor is an important aspect of reality in science teaching. The teacher in this study is willing to do the emotional labor that involves some suffering because the emotional rewards are gratifying. A perspective on emotion in science education may focus, at least in part, on the functions of emotion in creating inspiring emotional cultures in science teaching and learning. Recognizing that teachers and students are agents in constructing such cultures, educators, teachers, and administrators are more likely to grasp the complexities and possibilities of emotional labor in the context of science education. © 2004 Wiley Periodicals, Inc. Sci Ed 88:301–324, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/.sce10116
Inquiry in science education: International perspectives
Authors: Abd‐El‐Khalick Fouad , BouJaoude Saouma , Duschl Richard , Lederman Norman G. , Mamlok‐Naaman Rachel , Hofstein Avi , Niaz Mansoor , Treagust David , Tuan Hsiao‐lin 
Published: April 2004

AbstractThis paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from their countries on the following major themes: (a) philosophical and practical conceptions of inquiry in the science curriculum; (b) images of the enactment of inquiry in the curriculum, curricular materials, classroom instruction, and assessment practices; and (c) factors and conditions, internal and external to the educational setting, which facilitate or impede inquiry‐based science education. Another major theme that emerged from the symposium was related to the very conceptions of inquiry teaching. The individual contributions and synthesizing commentaries demonstrate that despite their situatedness and diversity, many themes and issues cut across the represented locales, and serve to show the significance and potential fruitfulness of any discourse regarding inquiry in science education that this paper set might, and we hope will, trigger in the near future. © 2003 Wiley Periodicals, Inc. Sci Ed 88:397–419, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10118
Exploring visuospatial thinking in chemistry learning
Authors: Wu Hsin‐Kai , Shah Priti 
Published: April 2004

AbstractIn this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome these limitations. On the basis of our review, we conclude that visuospatial abilities and more general reasoning skills are relevant to chemistry learning, some of students' conceptual errors in chemistry are due to difficulties in operating on the internal and external visuospatial representations, and some visualization tools have been effective in helping students overcome the kinds of conceptual errors that may arise through difficulties in using visuospatial representations. To help students understand chemistry concepts and develop representational skills through supporting their visuospatial thinking, we suggest five principles for designing chemistry visualization tools: (1) providing multiple representations and descriptions, (2) making linked referential connections visible, (3) presenting the dynamic and interactive nature of chemistry, (4) promoting the transformation between 2D and 3D, and (5) reducing cognitive load by making information explicit and integrating information for students. © 2004 Wiley Periodicals, Inc. Sci Ed 88:465–492, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/.sce10126
The practical epistemologies of the classroom: A study of laboratory work
Authors: Wickman Per‐Olof 
Published: April 2004

AbstractThe practical epistemologies of university students during laboratory work in chemistry are analyzed to enhance understanding of how teaching practices interact with learners. The purpose is to develop a theoretical framework of learning as action that can be used by educational researchers to examine meaning‐making, but also by teachers in close association with their daily work to understand the course learning takes in their own classrooms. Here this framework is adopted to demonstrate how the sequence of learning may affect the subject content learnt. It is also demonstrated how learning can be understood in terms of habits, and how observations of such habits could be used by a teacher to inform her/his teaching. The theory of practical epistemologies is based on the later Wittgenstein, pragmatics, and sociocultural approaches identifying learning with talk, action, and habits situated in practices. © 2004 Wiley Periodicals, Inc. Sci Ed 88:325–344, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/.sce10129
Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry
Authors: Sandoval William A. , Reiser Brian J. 
Published: April 2004

AbstractScience education reforms consistently maintain the goal that students develop an understanding of the nature of science, including both the nature of scientific knowledge and methods for making it. This paper articulates a framework for scaffolding epistemic aspects of inquiry that can help students understand inquiry processes in relation to the kinds of knowledge such processes can produce. This framework underlies the design of a technology‐supported inquiry curriculum for evolution and natural selection that focuses students on constructing and evaluating scientific explanations for natural phenomena. The design has been refined through cycles of implementation, analysis, and revision that have documented the epistemic practices students engage in during inquiry, indicate ways in which designed tools support students' work, and suggest necessary additional social scaffolds. These findings suggest that epistemic tools can play a unique role in supporting students' inquiry, and a fruitful means for studying students' scientific epistemologies. © 2004 Wiley Periodicals, Inc. Sci Ed 88:345–372, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/.sce10130
Improving heuristic function of cost‐based abduction system using real‐time heuristic search
Authors: Koshino Makoto , Okamine Tadashi , Kimura Haruhiko , Hirose Sadaki 
Published: April 2004

AbstractCost‐based abduction, which can find a best explanation for a given observation by assuming some hypothesis, is an important framework of inference because it is applied to diagnosis, design, planning, natural language understanding, and so on. However, slow reasoning speed is a crucial drawback. In order to overcome this problem, previous work achieved an efficient system, and a search control technique of A* search was introduced into cost‐based abduction. However, the system has the problem that space complexity is very large because it has to store all of the many nodes. In this paper, we introduced real‐time heuristic search by which the user can set up look‐ahead depth and store only the best node. We also introduced a new heuristic function in order to inference successfully and speed up inconsistency processing. We examined the validity of our proposed method with a diagnostic problem of a logic circuit. © 2004 Wiley Periodicals, Inc. Syst Comp Jpn, 35(6): 89–97, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/scj.10254
LiveWatch: The interactive live casting system
Authors: Tanaka Kiyoshi , Taura Takahisa , Akutsu Akihito , Jinzenji Hiroshi , Tonomura Yoshinobu 
Published: April 2004

AbstractThis paper proposes a viewer support service in which user‐initiative value is added to livecasting programs, including livecasting with real‐time properties such as sportscasting. For example, a viewer support service in which the desired scene is provided on the basis of user settings is realized by using live information, consisting of the scene descriptions in livecasting, corresponding to the meta‐data of the video. In the LiveWatch system, the live information is input quickly and precisely by a manual procedure using an input support tool. The user application service is realized by aligning the video distribution to the live information, which involves delaying the distribution slightly. User applications, which differ for each type of casting and service, can be constructed in a simple way by using a newly developed authoring system. This paper describes the architecture of the LiveWatch system and reports the results of testing of a notification service using LiveWatch in an Internet netcasting experiment. © 2004 Wiley Periodicals, Inc. Syst Comp Jpn, 35(6): 31–41, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/scj.10595
Constructing a system for finger‐position determination and tablature generation for playing melodies on guitars
Authors: Miura Masanobu , Hirota Isao , Hama Nobuhiko , Yanagida Masazo 
Published: April 2004

AbstractThis paper describes the determination of optimal finger position for guitar performance for melodies. In general, when performing a given melody with a guitar, several finger positions are possible, and when beginners are playing, often it is difficult to determine a fingering position. In this paper, the authors propose a method to determine finger positions that minimize the burden on performance and remove a burden on novice guitar players, and then describe “S2T,” a system which outputs these results as tablature. The authors then confirm based on the results of a performance evaluation of S2T that it requires less burden than commercially available systems. © 2004 Wiley Periodicals, Inc. Syst Comp Jpn, 35(6): 10–19, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/scj.10609
Evaluation of salivary cortisol as a biomarker of self‐reported mental stress in field studies
Authors: Hjortskov Nis , Garde Anne Helene , Ørbæk Palle , Hansen Åse Marie 
Published: April 2004

AbstractThis study examines the association between self‐reported mental stress and the salivary cortisol response via a systematic literature review by using recommendations from the Cochrane Collaboration. Literature in different databases was screened and articles were selected on the basis of a set of inclusion criteria. Each article was assigned a total score on the basis of a rating system including objective and design of the studies, description of possible confounders, sampling strategy, description of psychosocial factors, and statistical analysis. The findings of the studies were considered to be inconsistent if less than 75 per cent of the high and medium quality studies reported the same conclusion. The literature search revealed a total of 73 studies. According to the inclusion criteria 14 field studies were selected for further evaluation. According to the rating system, seven studies were considered to be of high quality and seven studies of medium quality. No studies were considered to be of low quality. Four studies reported a positive association; two studies reported negative association and eight reported no association between self‐reported mental stress and the cortisol response. Accordingly, the evaluation of the studies in this paper showed insufficient evidence for an association between self‐reported mental stress and the cortisol response in field studies. Possibly the large diversity in study designs, the types and measures of mental stress, and the various salivary cortisol sampling strategies obscure any potential relationship. Copyright © 2004 John Wiley & Sons, Ltd.
Validation of a single‐item measure of burnout against the Maslach Burnout Inventory among physicians
Authors: Rohland Barbara M. , Kruse Gina R. , Rohrer James E. 
Published: April 2004

AbstractThe measurement of burnout among physicians is important because physician well‐being has the potential to affect workforce stability and quality of care. In this study, a single‐item measure of burnout was validated against the sub‐scales of the Maslach Burnout Inventory (emotional exhaustion, depersonalization, and personal accomplishment). Survey items included the 22‐item Maslach Burnout Inventory, a single‐item measure of burnout, and other questions regarding demographics, practice characteristics, and occupational satisfaction. The surveys were mailed to Texas Tech University School of Medicine Alumni classes of 1980–1989. The response rate was 43 per cent (n = 307). Pearson correlation coefficients and ANOVA were used to determine the association between the Maslach Burnout Inventory scores and the single‐item burnout question. The single‐item was correlated at r = 0.64 (p < 0.0001) with emotional exhaustion and the ANOVA yielded an R2 of 0.5 (p < 0.0001). Hence, in surveys of physicians where emotional exhaustion is the primary sub‐scale of interest, a single‐item measure of burnout may be used as an alternative to the Maslach Burnout Inventory in order to abbreviate survey material and potentially increase response rates among physicians. Copyright © 2004 John Wiley & Sons, Ltd.
Stress, symptoms of depression and anxiety, and cortisol patterns in working parents
Authors: Kurina Lianne M. , Schneider Barbara , Waite Linda J. 
Published: April 2004

AbstractWhether stress or psychological distress is associated with alterations in diurnal cortisol secretion patterns in healthy adults is still uncertain. In this study, the authors tested for associations between stress or symptoms of depression or anxiety and changes in diurnal cortisol patterns in 91 working parents (57 women and 34 men) across the United States. Saliva samples were collected for cortisol analysis at six timepoints over 2 days. The diurnal cortisol slope and time‐weighted average cortisol levels were analysed in relation to (1) two survey measures of stress, (2) diary reports of stress during cortisol sampling, and (3) self‐reported depression and anxiety. Cortisol slopes and average cortisol levels varied widely across individuals and within individuals across days. Only two of the 24 associations between stress or psychological symptoms and cortisol were significant at the p < 0.05 level; men with more severe symptoms of anxiety had significantly higher average cortisol levels and women who reported that work was more frequently stressful had significantly lower average cortisol levels. These results highlight the variability of diurnal cortisol secretion patterns in healthy adults and suggest that neither stress nor psychological symptomatology is a strong determinant of differences in diurnal cortisol patterns in healthy individuals. Copyright © 2004 John Wiley & Sons, Ltd.
The flooding of Hat Yai: predictors of adverse emotional responses to a natural disaster
Authors: Assanangkornchai Sawitri , Tangboonngam Sa‐nguansri , Edwards J. Guy 
Published: April 2004

AbstractBackground: A severe flood occurred in Hat Yai following a torrential downpour of rain in November 2000, killing at least 32 people, injuring about 1700, and causing severe damage to property. We have assessed the effect of this disaster on the mental health of the community and investigated predictors of adverse emotional responses.Method: A cross‐sectional survey using a structured questionnaire was carried out and Thai versions of the General Health Questionnaire (GHQ) and Impact of Event Scale (IES) were administered. Data on 590 respondents residing in four areas of the city and its environs were obtained.Results: Two hundred and thirty‐three (40 per cent) respondents had a positive GHQ score suggesting a mental health problem. There were significant associations between a positive GHQ and the subjects' perception of the severity of loss, the ability to collect possessions, and showing a ‘negative’ response to the flood. High IES scores were associated with indices of the severity of loss, lower socio‐economic status and minority religion.Conclusions: Natural disasters, such as floods, have a major impact on the mental health of a community. The impact is related to the perception of severity and loss, and is greater in lower socio‐economic and minority religious sub‐groups. Copyright © 2004 John Wiley & Sons, Ltd.
Latinas: The new Latino majority in college
Authors: González Kenneth P. , Jovel Jennifer E. , Stoner Carla 
Published: April 2004

AbstractThe numbers of Latinas who attend college, stay in college, graduate, and attend graduate school escalated in the 1990s, surpassing gains made by any other underrepresented group of students in higher education. However, their achievements come at a personal cost, as the high‐achieving Latinas profiled in this chapter demonstrate.
Hispanic‐serving institutions through the eyes of students and administrators
Authors: Dayton Boualoy , Gonzalez‐Vasquez Nancy , Martinez Carla R. , Plum Caryn 
Published: April 2004

AbstractEvery year, more colleges and universities become Hispanic‐serving institutions. These institutions, whether public or private, two‐year or four‐year, find themselves in the position of serving high numbers of Latino students. They encounter opportunities for unique learning environments, access to special funding, and the potential to be instrumental in Latino educational attainment.
Support programs that work
Authors: Mina Liliana , Cabrales José A. , Juarez Cynthia M. , Rodriguez‐Vasquez Fernando 
Published: April 2004

AbstractResearch shows that Latino students are grossly underrepresented in higher education. In this chapter, however, we show how family, community, and institutional partnerships can be an evidence‐based practice for faculty and student affairs professionals who wish to increase Latino participation and graduation rates.