bluuebunny/crossref_metadata_2025_split huggingface dataset:
The History of Sjogren’s Syndrome
Authors: Talal Norman 
Published: November 2023

Abstract
The First Case Report describing what we now know to be Sjogren’s syndrome appeared in 1882, when the German physician Theodor Leber described filamentary keratitis (mucous strands that attach to and inflame the cornea). In 1888, surgeon Johann Mikulicz presented to the Society for Scientific Medicine at Konigsberg the case of a 42-year-old East Prussian farmer with painless parotid, lacrimal, and submandibular gland swelling. The term Mikulicz’s syndrome was commonly used to describe other conditions associated with parotid gland swelling, such as tuberculosis and lymphoma. Later that year, the London physician W. B. Hadden presented to the Clinical Society the case of a 65-year-old female with dry mouth and inability to tear whose condition responded to tincture of jaborandi (pilocarpine).
Useful Studies:Blood Tests, Imaging, Biopsies, and Beyond
Authors: Vitela Roger A Levy Veronica S , Abreu MD Mirhelen M 
Published: November 2023

Abstract
The Revised European Diagnostic criteria of primary Sjogren’s syndrome includes anti-Ro/SSA and/or anti-La/SSB antibodies as one of the six items. The antinuclear antibody (ANA) test is a commonly performed serologic assay for aiding in the diagnosis of a few systemic autoimmune diseases, such as systemic lupus erythematosus (SLE), scleroderma, mixed connective tissue disease, and Sjogren’s. The test is based on an immune fluorescent technique and is in most instances dependent on a subjective analysis. When ANA is positive, it does not mean that an autoimmune disease is present; it can occur in relatives of patients with a definite diagnosis and in healthy individuals (usually in the lower titer range), and it can also be induced by certain drugs (such as the antihypertension agent hydralazine or the psychiatric drug chlorpromazine). When anti-Ro/SSA and/or anti-La/SSB antibodies are present in the serum, the ANA displays a speckled pattern in the cell nuclei. In addition to anti-Ro/SSA and/or anti-La/SSB antibodies, several other laboratory tests are used in the diagnostic investigation of Sjogren’s. Once the diagnosis is confirmed, laboratory tests are important in the clinical follow-up of Sjogren’s patients and help the rheumatologist and other specialists caring for the Sjogren’s patient to evaluate if the disease is flaring up; in addition, some have prognostic value.
Treatment of Dry Mouth
Authors: Fox Phillp C 
Published: November 2023

Abstract
Dry Mouth is A hallmark symptom of Sjogren’s syndrome. The term xerostomia is used in the medical literature to describe this subjective sensation of dryness of the oral cavity. The cause of dry mouth in Sjogren’s syndrome is a reduction in the amount of saliva produced by the major and minor salivary glands and changes in the composition of the secretions. This is a result of autoimmune-mediated alterations in the salivary glands that lead to a loss of fluid-secreting cells and disruption of normal secretion mechanisms.
Is There Hope for a Cure?
Authors: Grayzel Arthur 
Published: November 2023

Abstract
What Can Patients With Sjogren’s look forward to in the next decade or two? Advances in basic medical science, especially immunology, genetics, and pharmacology, certainly offer hope that Sjogren’s can be conquered, if not cured. This chapter will review some of the most promising current areas of investigation, but the cure may come from research as yet unknown.
Amphibians: Leading a Life of Slime
Authors: Cannatella David , Hillis David M 
Published: November 2023

Abstract
Amphibians have generally not been regarded with much favor. An often-cited paraphrasing of Linnaeus’s Systema Naturae suggests that they are such loathsome, slimy creatures that the Creator saw fit not to make many of them. In fact, the number of living amphibians, about 5300, exceeds that of our own inclusive lineage, Mammalia (Glaw and Köhler 1998). The rate of discovery of new species exceeds that of any other vertebrate group. Since the publication of Amphibian Species of the World (Frost 1985), the number of recognized amphibians has increased by 36%. More than 100 undescribed frog species have been reported in Sri Lanka (Meegaskumbura et al. 2002). Yet, the decline and extinction of amphibian populations are visible signals of environmental degradation (Hanken 1999). Amphibians are named for their two-phased life history: larva and adult. Typically, the larva is aquatic and metamorphoses into a terrestrial adult. In a loose, descriptive sense, amphibians bridge the gap between fishes, which are fully aquatic, and amniotes, which have completely escaped a watery environment and have abandoned metamorphosis. However, amphibians are not in any sense trapped in an evolutionary cul-de-sac, because they exhibit a far greater diversity of life history modes than do amniotes.
Rehabilitation of Impaired Awareness
Authors: Sherer Mark 
Published: November 2023

Abstract
Self-awareness can be defined as “the capacity to perceive the ‘self’ in relatively ‘objective’ terms while maintaining a sense of subjectively” (Prigatano & Schacter, 1991, p. 13). Normal self-awareness represents a synthesis of an objective “third person point of view” of one’s abilities and actions with the personal, emotional impact of these actions and self-perceptions. The appropriate balance of the objective and the subjective allows one to incorporate feedback from others and from one’s own self-perceptions while maintaining a sense of personal identity and positive self-esteem. In patients with neurological disorders, impaired awareness may be manifested as failure to recognize a deficit caused by the disorder, failure to perceive problems in functioning as they are caused by the deficit, and/or failure to anticipate the future occurrence of problems due to the deficit (Crosson et al., 1989).
Social Communication Interventions
Authors: Struchen Margaret A 
Published: November 2023

Abstract
Interventions targeting social communication abilities have been a subject of great interest in the field of traumatic brain injury (TBI) rehabilitation (e.g., Ben -Yishay et al., 1980; Boake, 1991; Hartley, 1995; Marsh, 1999; Snow & Douglas, 1999; Sohlberg et al., 1992). This strong interest among rehabilitationists has likely been due to consistent findings that social isolation is a major consequence following injury, at least among individuals with moderate to severe TBI (Klonoff et al., 1986; Marsh & Knight, 1991; Morton & Wehman, 1995; Rappaport et al., 1989;
Older Adults
Authors: Goldstein Felicia c. 
Published: November 2023

Abstract
Unlike the extensive literature on children and young adults summarized in this volume, little is known about the rehabilitation needs of older persons who sustain traumatic brain injuries (TBI). A search of Medline and PsychInfo from 1996 to the present, using the keywords rehabilitation and elderly or rehabilitation and older adults, revealed a plethora of papers on orthopedic injuries, cardiac disease, and stroke, but no papers that specifically addressed older adults with TBI. A more extensive and broader search dating back to 1966 produced similar results. When the terms head injury and TBI in elderly or older adults were used, the search indicated a handful of papers addressing their neurologic and neuropsychological complications, neuropsychological effects, or functional outcome, but none addressing the topic of rehabilitation per se.
The Barberini Buy a Piece of Paradise While They Descend into Hell
Authors: Castiglione Caroline 
Published: November 2023

Abstract
A little more than a month after the death of his uncle Pope Urban VIII in July 1644, Taddeo Barberinifinalized his purchase of the stato of Monte Libretti from the Orsini family for 1,160,000 scudi. Northeast of Rome on the road to Rieti, its farmland in the gentle valley of the Tiber was dry and deserted in the August heat. September rains would bring it back to life, renew it with natural pasture, and tempt the shepherds and their flocks back down again from the Sabine mountains. The stato’s hilltop villages were encircled by vine-yards, olive groves, and the last remnants of their old and obsolete walls. The fortified towers of their baronial palaces were their most striking feature from afar, but up close, the villages were centers of humble houses, tiny churches, and the new owner’s “vassals,” including a resident hermit, who, no doubt, could no more resist this earthly paradise than could Taddeo Barberini. Monte Libretti was a purchase befitting the dignity and honor to which the papal nephews had been raised during the spectacular twenty-year reign of their uncle. Its six communities and the tenuta of Monte Maggiore had been tied together administratively by the Orsini in the late sixteenth century. All but one of the villages were fortified by walls, around which the Barberini residents gathered at the end of their day: peasants, millers, bakers, guards, brick makers, weavers, and day laborers. The security of those defensive walls would have been especially attractive to the inhabitants since the fragile tranquility of the countryside had been recently shattered by Urban’s disastrous War of Castro. His foreign mercenaries still wandered in the countryside in the summer of 1644, nominally under the command of Taddeo, still General of the Church and Prefect of Rome during the interregnum.
Over Here: The First World War And American Society
Authors: Kennedy David M 
Published: November 2023

Abstract
The Great War of 1914-1918 left a residue of disruption and disillusion that spawned an even more ruinous conflict scarcely a generation later, and it confronted the United States with one of the most wrenching crises in the nation’s history. Over Here is the first full-scale discussion of the impact of World War I on American society. This 25th anniversary edition includes a new afterword from Pulitzer Prize-winning author David M. Kennedy, which explains his reasons for writing the original edition as well as his opinions on the legacy of Wilsonian idealism, most recently reflected in President George W. Bush’s National Security Strategy.
Introduction Colliding and Collaborating: Gender and Civil War Scholarship
Authors: Silber Nina 
Published: November 2023

Abstract
In the past fifteen years, since the initial appearance of Divided Houses, our original volume of essays on gender and the Civil War, scholarship on the sectional conflict has, in its own way, been nudged in new directions. Of course, a quick tour through the bookstore, or a glance at most television documentaries, will reveal that the dominant picture of the Civil War still revolves largely around leading generals, great battles, and famous political leaders. But, even if only occasionally, subtle hints emerge documenting a different kind of Civil War experience: news articles on women who cross-dressed as men and fought like soldiers; an occasional book exploring the exploits of a Civil War heroine; even a Hollywood film that devotes considerable screen time to the trials of women trying to survive on the homefront. And while Hollywood directors may not have always been the most assiduous readers of the latest historical writing, their future artistic creations might be enhanced by turning to the work of a growing number of scholars who have begun to complicate the traditional story-line of the U.S. Civil War by reminding us that significant numbers of Civil War–era Americans were not men. We can now read more carefully about the problems and contributions of a diverse corps of female nurses, the work done by women spies and soldiers in advancing the war’s agenda, and the way that women writers crafted their own critical interpretations of wartime events.
“Oh, I Pass Everywhere” Catholic Nuns in the Gulf South during the Civil War
Authors: Gould Virginia 
Published: November 2023

Abstract
On April 8, 1863, Marie Hyacinth LeConnait, the mother superior of the Daughters of the Cross in Avoyelles Parish, Louisiana, wrote to her mother and father in Plounez, France. Penning her letter in her native French, LeConnait did not offer reassurance to her elderly parents as the Civil War closed in on her and her convent. Instead, she filled her pages with news of the deprivations suffered by her congregation and alerted her parents to the dangers they faced. She reported that she had lost contact with the Daughters of the Cross in Isle Breville and Shreve-port the preceding fall when New Orleans was captured by Union forces. By early May the situation had worsened. The “Federals (Yankees they are called here), our enemy,” she wrote, “have a camp five miles from us.” On May 2, she wrote again, warning her mother and father: “No one knows when this terrible war will be over, but do not worry about us.” Until now, she added, they have “respected the religious communities.” Although the threat had thus far been negligible and manageable, she had heard that thirty thousand Union troops were advancing on the parish. With no other recourse, Mother Hyacinth ordered her religious sisters to sew a French flag and hoist it over the convent. Then she prayed that their declaration of French citizenship, and thus their neutrality, would save them.
The Composer as Intellectual
Authors: Fulcher Jane F 
Published: November 2023

Abstract
In The Composer as Intellectual, musicologist Jane Fulcher reveals the extent to which leading French composers between the world wars were not only aware of, but engaged intellectually and creatively with the central political and ideological issues of the period. Employing recent sociological and historical insights, she demonstrates the extent to which composers, particularly those in Paris since the Dreyfus Affair, considered themselves and were considered to be intellectuals, and interacted closely with intellectuals in other fields. Their consciousness raised by the First World War and the xenophobic nationalism of official culture, some joined parties or movements, allying themselves with and propagating different sets of cultural and political-social goals. Fulcher shows how these composers furthered their ideals through the specific language and means of their art, rejecting the dominant cultural exclusions or constraints of conservative postwar institutions and creatively translating their cultural values into terms of form and style. This was not only the case with Debussy in wartime, but with Ravel in the twenties, when he became a socialist and unequivocally refused to espouse a narrow, exclusionary nationalism. It was also the case with the group called “Les Six,” who responded culturally in the twenties and then politically in the thirties, when most of them supported the programs of the Popular Front. Others could not be enthusiastic about the latter and, largely excluded from official culture, sought out more compatible movements or returned to the Catholic Church. Like many French Catholics, they faced the crisis of Catholicism in the thirties when the church not only supported Franco, but Mussolin’s imperialistic aggression in Ethiopia. While Poulenc embraced traditional Catholicism, Messiaen turned to more progressive Catholic movements that embraced modern art and insisted that religion must cross national and racial boundaries. Fulcher demonstrates how closely music had become a field of clashing ideologies in this period. She shows also how certain French composers responded, and how their responses influenced specific aspects of their professional and stylistic development. She thus argues that, from this perspective, we can not only better understand specific aspects of the stylistic evolution of these composers, but also perceive the role that their art played in the ideological battles and in heightening cultural-political awareness of their time.
Wartime Nationalism, Classicism, and Their Limits
Authors: Fulcher Jane F 
Published: November 2023

Abstract
On 16 December 1915, the director of the recently reopened Paris Opera displayed his political acumen to a government still skeptical of opera’s relevance in wartime. Drawing on innovations in his own private theater, Jacques Rouche mounted a seemingly anodyne work, resembling classic “Opera-ballet” and bearing the pallid title of Mademoiselle de Nantes.1 The production, in reality, was ingenious-a brilliant departure in wartime propaganda-not through blatant “brainwashing” but through means far more powerful for being so insidiously indirect. Central to the work’s scenario is a concert with musicians and audience dressed in period costume; the former are presenting a performance of French music before the grandchildren of Madame de Montespan. More specifically, the eighteenth-century progeny of this famous mistress of Louis XIV are listening to selections of Lully and Charpentier which illustrate the birth and growth of opera in France. The “homology” between the performances here was charged: the audience that was present in the opera was being manipulated astutely toward identification with what was being represented on the stage. The concert depicted historically was instilling national memory as well as cultural identity, creating a sense of its unity and continuity as the patrimony of all future generations. So too was the performance at the Opera: the audience in the theater was witnessing its own past on the stage and, in identifying with the historical audience, imbibing the same lesson of French identity and tradition. Its heritage, it learned, was classic; in addition, since the illustrious days of Louis XIV it has been bound instrumentally to state power, defining the French community and insuring its prestige. In this and similar productions Rouche inserted the Opera into a network of wartime propaganda through clever mediation, or the attempted control of the production of meaning. This included popular culture as well, for, as French cultural officials understood, different levels of culture offered different “modes” of understanding and had to be surveilled in distinctive ways.
Latin for Students with Severe Foreign Language Learning Difficulties
Authors: Hill Barbara 
Published: November 2023

Abstract
“I never thought I could understand a foreign language until I found Latin. Whenever I tried to learn a language, I never knew what the teacher was saying. I couldn’t even figure out when one word she said ended and the next one began. I didn’t get the words on the page either. I would try to study outside of class, but I never knew what to do so I would just come back to class the next day to try to get help, but then I would feel even worse because everyone else seemed to know the answers. First, I would try to keep my eyes down to avoid being called on, but a few days later I would skip class. When I came back, I was totally lost and I knew I had to drop. But Latin is different. I have to work at it, but I can figure it out. I think I’ve found my language.” When words such as these are spoken, chances are good that the speaker is a student who either possesses LDs (variously defined as “learning disabilities,” “learning difficulties,” or “learning differences”) or can be identified as a “high-risk” foreign language learner. Chances are also good that the Latin teacher who hears them has invested much thought and energy into creating the kind of classroom situation, communication structure, course materials, and evaluation processes that allow students at risk of failure in foreign language (FL) classes to succeed along with their more adept peers. Establishing and maintaining such a classroom is a continually challenging endeavor, but experience shows that it is nevertheless possible.
Peer Teaching and Cooperative Learning in the First Year of Latin
Authors: Argetsinger Kathryn 
Published: November 2023

Abstract
My goal in this chapter is to propose two different alternatives to the traditional structure of the first-year college Latin classroom.1 I will be concerned not with deciding which materials or methodologies work best in the first year, but rather with suggesting ways in which we, as teachers, can set up our classrooms to maximize learning for all of our students. Thus, whether you prefer a grammar-translation, reading-based, linguistically based, or some other approach, the classroom designs discussed here may enable you to deliver your chosen material more effectively. The Traditional Latin Classroom and Its Woes In the typical first-year Latin class, students are assigned a certain amount of material from their textbooks each night, generally translations from Latin to English or occasionally from English to Latin, which they are asked to prepare for the next day. The class period itself usually includes some lecture by the teacher on new grammar points, and perhaps some drill on the new items. The largest part of the class time, however, is spent as follows: the teacher calls on individual students to translate the sentences or passages they have prepared; if a student translates correctly, the teacher may or may not ask for some grammatical explanation of the sentence; if a student translates incorrectly, the teacher may offer corrections or may encourage the student to discover his own mistakes. Occasionally, in addition to the prepared work, there might be time for sight-reading. The procedure, however, is the same in either case: individual students are called upon to translate.
Is There a Woman in This Textbook? Feminist Pedagogy and Elementary Latin
Authors: Churchill Laurie J 
Published: November 2023

Abstract
What then is associated with these insistent fringes? Quite simply the label of Romanness. We therefore see here the mainspring of the Spectacle—the sign—operating in the open. The frontal lock [of hair] overwhelms one with evidence, no one can doubt that he is in Ancient Rome. And this certainty is permanent: the actors speak, act, torment themselves, debate “questions of universal import,” without losing, thanks to this little flag displayed on their foreheads, any of their historical plausibility. Their general representativeness can even expand in complete safety, cross the ocean and the centuries, and merge into Yankee mugs of Hollywood extras: no matter, everyone is reassured, installed in the quiet certainty of a universe without duplicity, where Romans are Romans thanks to the most legible of signs: hair on the forehead.
Teaching Writing in Beginning Latin and Greek Logos, Ethos, and Pathos
Authors: Gruber-Miller John 
Published: November 2023

Abstract
Teachers have long felt that composition in the Greek and Latin classroom is beneficial. It helps students master the intricacies of Greek and Latin morphology and, at more advanced levels, provides a way to understand ancient prose styles. Teachers realize too that there is an important, if not completely understood, connection between reading classical languages and writing them. Yet teachers also realize that there are so many subskills to master that they wonder how there will be time to spend writing Latin and Greek. Instead of asking their students to write, they “help” their students out by giving them textbook sentences to compose. Too often, what passes for writing is really another way to say translation. When I was first learning Latin, I was asked to translate into Latin sentences such as “The teacher’s horse is in the field” or “The advice of the teacher having been heard, we shall read the book” (Ullman, Henderson, and Henry 86, 250). From our students’ point of view, this model has little to recommend it. Students are asked to translate individual sentences into Latin or Greek that are not part of any connected narrative or exposition; that have no audience except one, the teacher; and that have as their primary purpose to learn morphology, syntax, and vocabulary. Once students do write, what they remember is the humiliation of going to the blackboard and having their sentences critiqued, erased, and largely rewritten rather than the success of learning Greek or Latin.