bluuebunny/crossref_metadata_2025_split huggingface dataset:
Atypical propriospinal myoclonus with possible relationship to α interferon therapy
Authors: Benatru Isabelle , Thobois Stéphane , Andre‐Obadia Nathalie , Gonnaud Pierre‐Marie , Beaugendre Yara , Berger Colette , Gonce Michel , Broussolle Emmanuel 
Published: December 2003

AbstractWe report on a man who received interferon‐α 2a therapy for kidney cancer and who subsequently developed propriospinal myoclonus. The myoclonus was noted at rest and during movement. The jerks were reinforced by cutaneous stimuli and tendon taps and spread to the spinal cord via polysynaptic propriospinal pathways. Cerebrospinal fluid analysis, spinal cord magnetic resonance imaging, electroencephalogram with back‐averaging, and somatosensory‐evoked potentials were normal. No antineuronal antibodies were found. Although the mechanism of interferon neurotoxicity remains unclear, the possible responsibility of interferon was considered, as no focal lesion or paraneoplastic pathology were disclosed. © 2003 Movement Disorder Society
Premonitory sensory phenomenon in Tourette's syndrome
Authors: Kwak Carolyn , Dat Vuong Kevin , Jankovic Joseph 
Published: December 2003

AbstractWe administered a questionnaire designed to probe for premonitory sensations associated with motor tics to 50 patients with Tourette's syndrome (TS). Premonitory sensations were reported by 46 (92%) patients, and the most common sensation was an urge to move and an impulse to tic (“had to do it”). Intensification of premonitory sensations, if prevented from performing a motor tic, was reported also in 37 patients (74%), 36 patients (72%) reported relief of premonitory sensations after performing the tic, and 27 of 40 (68%) described a motor tic as a voluntary motor response to an involuntary sensation, rather than a completely involuntary movement. The “just right” sensation correlated with the presence of co‐morbid obsessive‐compulsive disorder. We conclude that premonitory sensations are an important aspect of motor tics and some patients perceive motor tics as a voluntary movement in response to an involuntary sensation. © 2003 Movement Disorder Society
A three‐phase soil model for simulating stress wave propagation due to blast loading
Authors: Wang Zhongqi , Hao Hong , Lu Yong 
Published: December 2003

AbstractA three‐phase soil model is proposed to simulate stress wave propagation in soil mass to blast loading. The soil is modelled as a three‐phase mass that includes the solid particles, water and air. It is considered as a structure that the solid particles form a skeleton and their voids are filled with water and air. The equation of state (EOS) of the soil is derived. The elastic–plastic theory is adopted to model the constitutive relation of the soil skeleton. The damage of the soil skeleton is also modelled. The Drucker–Prager strength model including the strain rate effect is used to describe the strength of the soil skeleton. The model is implemented into a hydrocode Autodyn. The recorded results obtained by explosion tests in soil are used to validate the proposed model. Copyright © 2004 John Wiley & Sons, Ltd.
Analysis of shield tunnel
Authors: Ding W.Q. , Yue Z.Q. , Tham L.G. , Zhu H.H. , Lee C.F. , Hashimoto T. 
Published: December 2003

AbstractThis paper proposes a two‐dimensional finite element model for the analysis of shield tunnels by taking into account the construction process which is divided into four stages. The soil is assumed to behave as an elasto‐plastic medium whereas the shield is simulated by beam–joint discontinuous model in which curved beam elements and joint elements are used to model the segments and joints, respectively. As grout is usually injected to fill the gap between the lining and the soil, the property parameters of the grout are chosen in such a way that they can reflect the state of the grout at each stage. Furthermore, the contact condition between the soil and lining will change with the construction stage, and therefore, different stress‐releasing coefficients are used to account for the changes. To assess the accuracy that can be attained by the method in solving practical problems, the shield tunnelling in the No. 7 Subway Line Project in Osaka, Japan, is used as a case history for our study. The numerical results are compared with those measured in the field. The results presented in the paper show that the proposed numerical procedure can be used to effectively estimate the deformation, stresses and moments experienced by the surrounding soils and the concrete lining segments. The analysis and method presented in this paper can be considered to be useful for other subway construction projects involving shield tunnelling in soft soils. Copyright © 2004 John Wiley & Sons, Ltd.
Spectral response measurements of monolithic GaInP/Ga(In)As/Ge triple‐junction solar cells: Measurement artifacts and their explanation
Authors: Meusel M. , Baur C. , Létay G. , Bett A.W. , Warta W. , Fernandez E. 
Published: December 2003

AbstractProcedures for measuring the spectral response of multi‐junction cells in general require variation of the bias spectrum and voltage biasing. It is shown that a refined procedure including optimization of bias spectrum and voltage is necessary to minimize a measurement artifact, which appears if the subcell under test has non‐ideal properties, such as a low shunt resistance or a low reverse breakdown voltage.This measurement artifact is often observed on measuring the spectral response of the Ge bottom cell of GaInP/Ga(In)As/Ge triple‐junction cells. The main aspect of the measurement artifact is that the response of another subcell is simultaneously measured, while at the same time the signal of the Ge subcell is too low. Additionally, the shape of the spectral response curve is influenced under certain measurement conditions. In this paper the measurement artifact is thoroughly discussed by measurement results and simulation. Based on this analysis, a detailed procedure for the spectral response measurement of multi‐junction cells is developed, specially designed to minimize such measurement artifacts. Copyright © 2003 John Wiley & Sons, Ltd.
Quantitative evaluation of shunts in solar cells by lock‐in thermography
Authors: Breitenstein O. , Rakotoniaina J. P. , Rifai M. H. Al 
Published: December 2003

AbstractInfrared lock‐in thermography allows to image shunts very sensitively in all kinds of solar cells and also to measure dark currents flowing in certain regions of the cell quantitatively. After a summary of the physical basis of lock‐in thermography and its practical realization, four types of quantitative measurements are described: local I–V characteristics measured thermally up to a constant factor (LIVT); the quantitative measurement of the current through a local shunt; the evaluation of the influence of shunts on the efficiency of a cell as a function of the illumination intensity; and the mapping of the ideality factor n and the saturation current density J0over the whole cell. The investigation of a typical multicrystalline solar cell shows that the shunts are predominantly responsible for deterioration of the low‐light‐level performance of the cell, and that variations of the injection current density related to crystal defects are predominantly determined by variation of J0rather than of n. Copyright © 2003 John Wiley & Sons, Ltd.
Introducing positive psychology: Finding a place within school psychology
Authors: Chafouleas Sandra M. , Bray Melissa A. 
Published: December 2003

AbstractAn introduction to the special issue addressing positive psychology and its “place” in and implications for schools is provided. The articles contained within the issue are described within the context of our perspective regarding positive psychology in schools. As the study of positive psychology continues to evolve, it is likely that its application within other fields (including school psychology) will be more clearly expressed. We contend that the “success” of introducing, implementing, and sustaining positive psychology within schools may be dependent on its early yet also sustained integration across multiple contexts. And, a “positive” school psychology will require attention to the convergence of multiple, diverse areas of literature. The articles within this special issue begin this movement toward finding either a place for positive psychology within school psychology or a place for school psychology within positive psychology. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 1–5, 2004.
RICH theory: The promotion of happiness
Authors: Kehle Thomas J. , Bray Melissa A. 
Published: December 2003

AbstractThe acronym RICH stands for resources, intimacy, competence, and health. These characteristics are purported to define psychological health, which is assumed to be synonymous with happiness. The four characteristics encompass all possible reinforcers, are relatively obtainable by all individuals, are interrelated to the extent they incorporate each other in their definitions, and function to guide both the diagnosis of individual functioning, and the design of interventions. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 43–49, 2004.
A professional development model for the positive practice of school‐based reading consultation
Authors: Truscott Diane M. , Truscott Stephen D. 
Published: December 2003

AbstractThis paper reports on two years of a multiyear consultation/professional development project based on socioconstructivist principles (situated cognition, social context, and scaffolded instruction) that are consistent with key elements of positive psychology. The consultation model used a case analysis framework to engage 12 elementary school teachers in workshops, demonstration lessons, ad hoc inquiry groups, and coaching. Interview, questionnaire, and field note data from the participants identified “control and choice,” “focus on student needs,” “applicability to classroom practices,” “direct instruction of skills,” and “consultant feedback” as key elements of the model. Changes in classroom practices were reported by 78% of the participants with changes in confidence noted from pre‐ to posttests. Better learning for students was mentioned by 89% of the teachers. Discussion focuses on critical theoretical elements associated with positive psychology. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 51–65, 2004.
Positive psychology and externalizing students in a sea of negativity
Authors: Jenson William R. , Olympia Daniel , Farley Megan , Clark Elaine 
Published: December 2003

AbstractStudents with externalizing disorders make up from three to five percent of the population in public school classrooms and are some of the most difficult students to manage in an educational setting. Behavioral excesses and deficits exhibited by these students are a major factor in poor retention rates for new teachers while the students themselves have the highest school drop out rates and experience some of the most restrictive educational settings of any disability. The authors of this article draw upon recent theoretical and applied work in the study of optimism to describe several essential elements of positive psychology and optimal functioning that may be unavailable or lacking in the lives of these students. A variety of factors intrinsic to the nature of these students, as well as environmental and interpersonal factors, are described. These factors often place these students in a “sea of negativity” with minimal opportunities for positive educational experiences or personal relationships. Vigorous debate concerning the effects of positive reinforcement on motivation, academic functioning, and other variables also continues. However, recent advances in proactive behavior management strategies (i.e., positive behavioral support, whole school management/discipline, etc.) are promising, despite a lack of sufficient data to draw firm conclusions. The authors describe several student, teacher, and classroom programs that provide empirically based strategies to promote positive successful experiences and high rates of praise for students with externalizing behavior disorders. Without components of positive psychology it is very likely that schools will continue to lose these students, and at a significant cost to society down the road. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 67–79, 2004.
Current research on the social and emotional development of gifted and talented students: Good news and future possibilities
Authors: Reis Sally M. , Renzulli Joseph S. 
Published: December 2003

AbstractA recent summary of research produced by a task force of psychologists and educational researchers associated with the National Association for Gifted Children and the National Research Center on the Gifted and Talented indicated that high‐ability students are generally at least as well adjusted as any other group of youngsters. This research also found, however, that gifted and talented students can face a number of situations that may constitute sources of risk to their social and emotional development. Some of these issues emerge because of a mismatch with educational environments that are not responsive to the pace and level of gifted students' learning and thinking. Others occur because of unsupportive social, school, or home environments. In this article, current research about the social and emotional development of gifted and talented students is summarized and suggestions are made about strategies to enhance these students' school experiences. Suggestions are provided for assessment and educational programming based on students' strengths and interests that may result in helping talented students realize their potential. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 119–130, 2004.
Wellness promotion as a life‐long endeavor: Promoting and developing life competencies from childhood
Authors: Mcloughlin Caven S. , Kubick Robert J. 
Published: December 2003

AbstractPresented here are arguments for reframing school psychologists as agents‐of‐change for children's entire life spans through creating positive patterns that promote healthy living. Such a focus on children's strengths and the enhancement of wellness, in contrast to the current pathology‐driven model of school psychology, may even develop a cadre of healthier professionals. Wellness begins at home, and the brightest prospect for engaging children in positive activities is a “mental‐health enhancer” role model who has personally addressed the goals of wellness, health improvement, and affiliation with constructive communities of friends, colleagues, and family. We offer some justification for a reformulation to the positive, data why this might be beneficial, and some speculative means for how a school psychologist can “take the high road.” © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 131–141, 2004.
Striving for autonomy in a contingency‐governed world: Another challenge for individuals with developmental disabilities
Authors: Clark Elaine , Olympia Daniel E. , Jensen Jenise , Heathfield Lora Tuesday , Jenson William R. 
Published: December 2003

AbstractThe purpose of this article is to provide the reader with an orientation to the concepts and principles of autonomy and self‐determination and the application of those concepts and principles to working with children and adolescents who have intellectual and developmental disabilities (ID/DD), including autism. Self‐determination is essentially the ability of a person to be autonomous as to meaningful life choices and encompasses activities such as problem solving, decision making, goal setting, self‐observation and evaluation, self‐management and reinforcement, acquiring an internal locus of control, experiencing positive attributions of efficacy and outcome expectancy, developing a realistic and positive self‐image, and self awareness. The lack of opportunities for self‐determination, personal expression and consideration of personal preferences experienced by this population has been associated with increased psychiatric disturbance. Several principles supporting self‐determination, including positive psychology and use of positive alternatives, are discussed by the authors. Further, practices that generate more opportunities for individuals to exercise personal control and autonomy across activities and environments in order to prevent psychological problems are discussed. Finally, the school psychologist's role in promoting the development of autonomy and self initiative among children and adolescents with ID/DD are outlined within the contexts of assessment practices, interventions and curriculums, positive behavior support technology, and continued educational reforms and systems change. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 143–153, 2004.
A preventative model of school consultation: Incorporating perspectives from positive psychology
Authors: Akin‐Little K. Angeleque , Little Steven G. , Delligatti Nina 
Published: December 2003

AbstractUsing the principles of mental health and behavioral consultation, combined with concepts from positive psychology, this paper generates a new preventative model of school consultation. This model has two steps: (1) the school psychologist aids the teacher in the development and use of his/her personal positive psychology (e.g., optimism, objective happiness, etc.); and (2) the teacher is then encouraged to utilize positive psychology in the classroom. In support of this model a brief overview of consultation, a discussion of primary prevention in the schools, and a description of positive psychology is presented. It is the authors' belief that teachers who are taught to develop their own personal positive psychology and practice positive psychology in the classroom will (a) provide a more reinforcing classroom environment which may prevent behavior problems from developing; (b) be more accepting of the use of the behavioral principles in the classroom; and (c) implement interventions with greater integrity. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 155–162, 2004.
Fibroblast growth factor‐1 transcriptionally induces membrane type‐1 matrix metalloproteinase expression in prostate carcinoma cell line
Authors: Udayakumar T.S. , Nagle Raymond B. , Bowden G. Tim 
Published: December 2003

AbstractBACKGROUNDWe and others have shown that the matrix metalloproteinases, MT1‐MMP is overexpressed in human prostate PIN lesions and invasive cancers compared to normal prostate epithelium. However, the mechanism for this overexpression is not understood. Evidence from our laboratory and others has indicated that fibroblast growth factors (FGFs) can regulate the expression of certain matrix metalloproteinase. In addition, human prostate fibroblasts are known to express certain FGFs, including FGF‐1. The purpose of the work in this paper was to determine the mechanism involved in FGF‐1 induced MT1‐MMP expression in prostate carcinoma cells.METHODSWe tested the ability of recombinant FGF‐1 to induce MT1‐MMP expression in prostate carcinoma cell line, LNCaP cells. We measured the MT1‐MMP message by using Northern analyses and protein levels by Western analysis after FGF‐1 treatment. Downstream signaling was investigated using dominant negative constructs for FGFR‐1 and signal transducer and activator of transcription‐3 (STAT3). Transient transfection was performed using reporter plasmids of the MT1‐MMP gene promoter region (7.2 kb) linked to the firefly luciferase gene in the pGL3‐Basic vector. For dominant negative studies FGFR‐1 dominant negative plasmid in PCEP4 vector or STAT3 dominant negative plasmid in pCMV‐1 vector was co‐transfected with the MT1‐MMP reporter plasmid.RESULTSRecombinant FGF‐1 significantly induced MT1‐MMP expression in LNCaP prostate carcinoma cells. MT1‐MMP message increased with FGF‐1 treatment compared to that of untreated control LNCaP cells. Quantitation by digital image analysis revealed that this increase was twofold over untreated LNCaP cells. Treatment of pGL3‐MT1‐MMP‐luciferase transfected cells with FGF‐1 resulted in a twofold to fourfold increase in luciferase enzyme activity compared with untreated cells. Co‐transfection of LNCaP with human MT1‐MMP reporter construct and a dominant negative FGFR1 mutant showed that FGF‐1‐induced MT1‐MMP expression in LNCaP cells was completely inhibited by the mutated FGFR‐1, indicating that FGF receptor (FGFR) activation is necessary for induction of MT1‐MMP. Further, expression of dominant negative STAT3 inhibited the FGF‐1‐induced transactivation of the human MT1‐MMP 7.2‐kb promoter.CONCLUSIONSFrom these data, we conclude that FGF‐1 induces MT1‐MMP expression in prostate carcinoma cells through a transcriptional mechanism mediated through the FGFR and the transcription factor, STAT3. These results confirm earlier data indicating that acidic FGF and STAT3 are involved in the signaling leading to the expression of a MMP. Our findings support the idea that paracrine and autocrine factors play an important role in the regulation of MT1‐MMP in human prostate carcinoma cells. © 2003 Wiley‐Liss, Inc.
Difference of cancer core distribution between first and repeat biopsy: In patients diagnosed by extensive transperineal ultrasound guided template prostate biopsy
Authors: Furuno Tsuyoshi , Demura Takayoshi , Kaneta Tatsuo , Gotoda Hiroko , Muraoka Shunji , Sato Toshihiro , Nagamori Satoshi , Shinohara Nobuo , Koyanagi Tomohiko 
Published: December 2003

AbstractBACKGROUNDWe performed extensive transperineal ultrasound guided template prostate biopsy and evaluated cancer core distribution.METHODSFrom August 2000 to May 2002, 113 men with prostate specific antigen levels between 4.0 and 10.0 ng/ml underwent template biopsy. Eighty‐six had no previous biopsy (first group) and 27 had previous transrectal sextant biopsies (repeat group). A mean of 18.4 biopsy cores were taken. We defined the region over 2 cm from the rectal face of the prostate as the anterior region and the other as the posterior.RESULTSCancer was detected in 49 of 113 (43%) men. Forty‐two were in the first group and seven in the repeat group. In the first group, the cancer core rate (cancer core number/biopsy core number) in the anterior region (7.0%) had no difference from that in the posterior region (8.6%) (P = 0.7111). But in the repeat group, the cancer core rate in the anterior region (4.6%) was higher than in the posterior (1.5%) (P < 0.0001).CONCLUSIONSThese results suggest that transrectal sextant biopsies miss more cancers in the anterior region than in the posterior. We believe template technique has an advantage to be able to detect cancer equally in the anterior and posterior. © 2003 Wiley‐Liss, Inc.