bluuebunny/crossref_metadata_2025_split huggingface dataset:
From Populism to Neoliberalism: The Political Economy of Latin American Import-Substitution Industrialization: Argentina, Brazil, Mexico and Colombia in Comparative Perspective
Authors: Grinberg Nicolás 
Published: February 2022

Traditional views on Latin American political development agree that its distinctive characteristics are in some way related to the region’s pattern of import-substitution industrialization. All of them share a key theoretical perspective that limits their understanding of this development: they consider capital accumulation to be structured at the national level. Instead, import-substitution industrialization should be seen as the state-mediated form of recovery by global industrial capital invested in manufacturing of a portion of the ground rent flowing into the region because of its role in the production of surplus value on a global scale. The differences in the political economy of import-substitution industrialization between Argentina, Brazil, Mexico, and Colombia may be explained in terms of the historical and natural conditions of the specific form taken by capitalism in Latin America. Las opiniones tradicionales sobre el desarrollo político latinoamericano coinciden en que sus peculiaridades están de alguna manera relacionadas con el patrón de industrialización por sustitución de importaciones de la región. Se comparte una perspectiva teórica clave que limita la comprensión de dicho desarrollo: la acumulación de capital se presenta como estructurada a nivel nacional. Sin embargo, la industrialización por sustitución de importaciones debe verse como la forma mediada por el estado que toma la recuperación, por parte del capital industrial global invertido en el sector manufacturero, de una porcion de la renta del suelo que fluye hacia la región debido a su papel en la producción de plusvalía a escala mundial, y va mediada por el Estado. Las diferencias en la economía política de la industrialización por sustitución de importaciones entre Argentina, Brasil, México y Colombia pueden explicarse en términos de las condiciones históricas y naturales en que se realiza la forma específica que toma el capitalismo en América Latina.
Student Engagement and Learning in a Community-Based Arts Classroom
Authors: Thomas Elizabeth 
Published: February 2022

Background/Context Young people are often limited in the range of roles and the dialogue routinely scripted for them, and then enacted with them, in schools and other learning settings. Community-based arts classrooms may offer young people access to a valuable alternative resource for learning and development, yet these programs have rarely been examined in empirical research. Greater understanding is needed of the community-based activities and learning experiences afforded adolescents situated in a range of economic, social, and cultural contexts. Focus of study This article examines a community-based arts classroom that represents practices and relationships not often found in schools to understand more about the possibilities of learning and identity for disenfranchised students. Setting The community-based arts classroom examined in this article was a printmaking workshop located in a working-class neighborhood of a large Midwestern city of the United States. The workshop was facilitated by a mainstream arts institution as part of its community-based education program. Working artists served as instructors. Research design Qualitative methods were used to privilege students’ and teachers’ perspectives and to describe complex, dynamic teaching and learning practices. Data sources included field notes based on participant observation, interview transcripts, and transcripts of audiotaped recordings of workshop dialogue. I used interpretive and discourse analysis procedures to develop appropriate units of analysis and categories of learning and engagement practices. Findings Participation in the workshop provided at least three sets of resources for students. First, it promoted routine ways of speaking with instructors and with one another about being an artist and doing creative work. Workshop participation also facilitated entry into a second pattern of dialogue and activity related directly to the process of printmaking itself. These practices allowed students to demonstrate growing confidence and competence in the classroom. A third set of resources was provided in the form of rituals that promoted ownership and membership in a community of artists. Conclusions The workshop practices described in this study provide conceptual tools and strategies for educators interested in developing student competence and membership in a classroom setting. The practices in this alternative educational context illustrate how a group of young people, about whom there are few positive expectations, and their teachers engage and learn in ways that are thoughtful, creative, and supportive of one another. These practices are critically important as they suggest strategies for (re)engaging students in a variety of contexts including school classrooms as well as community-based settings.
Assessing the Effects of Small School Size on Mathematics Achievement: A Propensity Score-Matching Approach
Authors: Wyse Adam E. , Keesler Venessa , Schneider Barbara 
Published: February 2022

Background Small schools have been promoted as an educational reform that is capable of improving student outcomes. However, a survey of the research on small schools indicates that much of the movement for decreasing school size is based primarily on correlational methods that do not control for selection effects in the data. In addition, several recent studies have suggested that smaller schools may be able to increase student attendance and graduation rates but that these gains might not necessarily translate into gains in student achievement. Purpose This study investigates the potential effect of attending smaller schools on student mathematics achievement using propensity score matching techniques. Research Design Data in the study are from the Educational Longitudinal Study of 2002 and represent over 12,000 high school students. Observed student responses from 10th and 12th grade are used in the analyses. Data Collection and Analysis An estimate of the potential effect of attending smaller schools is determined by matching students in the largest schools to smaller schools of four different sizes using propensity score matching techniques. These methods are used to attempt to account for selection effects present in these data and to approximate what the effect of attending a smaller school would be in each case. Results Results from the study suggest that simply switching students to smaller school environments does not necessarily raise the mathematics achievement of students in the largest schools. Further analysis indicated that there did not appear to be an optimal range of school sizes that would provide maximum levels of student mathematics achievement. Conclusion This study suggests that creating smaller schools might not be the best mechanism to raise student achievement. It is suggested that policy makers make careful deliberations before deciding to invest in small schools as an educational reform, because it is hard to establish when they will or will not be successful. Further research is needed into what makes some small schools effective.
“What Happened to Their Pets?”: Third Graders Encounter the Holocaust
Authors: Schweber Simone 
Published: February 2022

Background/Context Though widely believed to contain moral lessons of import for audiences of all ages, the Holocaust is often considered too complex, too appalling, too impenetrable, or too emotionally disturbing a subject to be taught to young children, even if taught only in its most “preparatory version,” to use Jerome Bruner's famous phrasing. The subject matter, after all, deals at its core with human brutality, barbarous indifference, and industrialized mass murder. Nonetheless, a burgeoning market in materials designed to expose young children to the Holocaust implies that students are learning about the topic in earlier and earlier grades, a phenomenon that may be referred to as “curricular creep.” Such a trend raises the question of whether students should be exposed, purposefully and formally, to the horrors of the Holocaust, or, conversely, whether curricular creep should be somehow corralled. Although authors have weighed in on the ethics of Holocaust education, its history, practices, and materials, few have discussed its rightful place in the elementary school curriculum. Fewer still have empirically examined what the Holocaust looks like when taught to a young audience. Focus of Study To propose a policy answer to the question of how old is old enough to teach students about the Holocaust, this study attempted to determine what aspects of Holocaust history were taught in the third-grade classroom of a very experienced and well-respected teacher. Importantly, the study also proposed to examine how such teaching affected students, emotionally and intellectually. Research Design/Data Generation Data for the qualitative case study were generated through observations of this teacher's class sessions on the Holocaust, interviews with the teacher and a select group of students and their parents, and the collection of all class materials and student work. The interviews were transcribed, the field notes were doctored, and all the documents were coded iteratively and written up as a portrait of the unit. Conclusions/Recommendations The article concludes by considering third graders to be too young, as a group, to be taught about the Holocaust, thus recommending that curricular creep be reigned in for this topic. That said, the competing interpretations of the teacher, parents, and some of the students are included for consideration as well.
Correlation Between a Diagnosis of Anxiety or Depression and Initial VHI‐10 Scores in Benign Dysphonia
Authors: Enin Kwasi , Parikh Ayush , Kallogjeri Dorina , Naunheim Matthew R. , Huston Molly N. 
Published: February 2022

ObjectiveAnxiety and depression have demonstrated a positive correlation with vocal handicap among patients with benign causes of dysphonia. Our objective is to explore differences in initial Vocal Handicap Index–10 (VHI‐10) scores between patients with a mental health history of anxiety or depression and those without.Study DesignRetrospective cohort study.SettingDemographic data, diagnoses, and initial VHI‐10 scores were collected for patients presenting with dysphonia to 2 tertiary laryngology clinics.MethodsA Kruskal‐Wallis test and subsequent Mann‐Whitney U test for pairwise comparisons were used to compare distribution of VHI‐10 scores among patients with anxiety, depression, anxiety and depression, and no such conditions. Bonferroni correction was used to control for multiple comparisons. Robust regression was used for multivariable analysis.ResultsA total of 620 cases of benign dysphonia were analyzed. Forty‐two percent of the patient cohort had a preexisting diagnosis of anxiety (n = 121, 20%), depression (n = 64, 10%), or anxiety and depression (n = 74, 12%). VHI‐10 scores were higher in patients with depression than in those without anxiety or depression (median difference, 4 [95% CI, 1‐8]; P =. 005) but did not differ significantly among the other groups. The effects of depression and anxiety status on initial VHI‐10 scores among the causes of benign dysphonia varied.ConclusionsPatients with a history of depression who presented with dysphonia had worse vocal handicap than those without anxiety/depression history. Future studies may clarify how optimization of anxiety and depression can affect patient‐reported vocal handicap.
Quantifying Quality of Reaching Movements Longitudinally Post-Stroke: A Systematic Review
Authors: Saes M. , Mohamed Refai M. I. , van Beijnum B. J. F. , Bussmann J. B. J. , Jansma E. P. , Veltink P. H. , Buurke J. H. , van Wegen E. E. H. , Meskers C. G. M. , Krakauer J. W. , Kwakkel G. 
Published: February 2022

Background Disambiguation of behavioral restitution from compensation is important to better understand recovery of upper limb motor control post-stroke and subsequently design better interventions. Measuring quality of movement (QoM) during standardized performance assays and functional tasks using kinematic and kinetic metrics potentially allows for this disambiguation. Objectives To identify longitudinal studies that used kinematic and/or kinetic metrics to investigate post-stroke recovery of reaching and assess whether these studies distinguish behavioral restitution from compensation. Methods A systematic literature search was conducted using the databases PubMed, Embase, Scopus, and Wiley/Cochrane Library up to July 1st, 2020. Studies were identified if they performed longitudinal kinematic and/or kinetic measurements during reaching, starting within the first 6 months post-stroke. Results Thirty-two longitudinal studies were identified, which reported a total of forty-six different kinematic metrics. Although the majority investigated improvements in kinetics or kinematics to quantify recovery of QoM, none of these studies explicitly addressed the distinction between behavioral restitution and compensation. One study obtained kinematic metrics for both performance assays and a functional task. Conclusions Despite the growing number of kinematic and kinetic studies on post-stroke recovery, longitudinal studies that explicitly seek to delineate between behavioral restitution and compensation are still lacking in the literature. To rectify this situation, future studies should measure kinematics and/or kinetics during performance assays to isolate restitution and during a standardized functional task to determine the contributions of restitution and compensation.
Constructing and evaluating a validity argument for a performance outcome measure for clinical trials: An example using the Multi-luminance Mobility Test
Authors: Weinfurt Kevin P 
Published: February 2022

Background Clinical trials that evaluate new medical products often use clinical outcome assessments to measure how patients feel or function. Determining the evidentiary support needed for clinical outcome assessments is challenging but necessary to ensure scores from a clinical outcome assessment reflect the relevant aspects of patients’ health. Modern validity theory—from educational and psychological testing—addresses the challenge by requiring that investigators state key assumptions underlying the proposed use of a clinical outcome assessment and collect evidence for or against those assumptions. Methods This article describes the argument-based approach to validity using an example of a performance outcome measure—the Multi-luminance Mobility Test—designed to assess patients with inherited retinal dystrophy that causes progressive loss of night vision. For the proposed interpretation and use of a performance outcome measure to be reasonable, several key assumptions need to be plausible. I describe the assumptions along with examples of supporting evidence from the published literature to evaluate each assumption within the rationale. Results This article provides an example of a validity rationale to evaluate a clinical outcome assessment using the Multi-luminance Mobility Test as an example. Conclusion The demonstration illustrates the use of the argument-based approach to validity evaluation and the challenges in supporting parts of a validity rationale for clinical outcome assessments that measure how patients feel and function in a more indirect way. By making clinical outcome assessment validation practices consistent with modern validity theory, investigators, sponsors, and regulators should be able to communicate more clearly and direct resources more efficiently to support the creation of patient-centered endpoints in clinical trials.
Medial and Lateral Combined Ligament Arthroscopic Repair for Multidirectional Ankle Instability: Case Series
Authors: Mansur Nacime S. , Lemos Andre Vitor , Baumfeld Daniel , Baumfeld Tiago S. , Prado Marcelo P. , Raduan Fernando C. , Nery Caio A. 
Published: February 2022

Category: Arthroscopy; Sports Introduction/Purpose: The high prevalence of ankle sprains in the population produces a significant number of patients with lateral instability. Maintenance of this condition may lead to the progressive involvement of medial structures, causing a multidirectional rotational instability. Methods: This is a retrospective study with patients diagnosed with multidirectional instability, submitted to an ankle arthroscopy with medial (arthroscopic tensioning) and lateral repair (arthroscopic Bröstrom) between January 2018 and January 2020. All patients were evaluated for pain and function according to the VAS and the AOFAS Score at a mean of 14.8 months (5-27 months) in follow-up. Results: A total of 30 ankles (29 patients) were included in the study. AOFAS score increase from a 49.7 (CI 5.8) to a 91.9 (CI 2.4) mean (p=0.001) and was followed by significant improvement in the mean VAS (6.83; CI 0.37 to 0.95; CI 0.31). The majority of patients had associated procedures (53.3%) and a low complication rate was found (16.6%). Conclusion: Combined medial and lateral arthroscopic repair might be an effective and safe alternative in the treatment of multidirectional instability. Inclusion of the deltoid ligament complex and the low invasiveness of the arthroscopic technique can improve the clinical outcomes of these patients.
Mode of delivery, perinatal outcome and neurodevelopment in uncomplicated monochorionic diamniotic twins: a single-center retrospective cohort study
Authors: Chimenea Angel , García-Díaz Lutgardo , Antiñolo Guillermo 
Published: February 2022

Abstract
Background
There is no agreement on the effect of planned mode of delivery in the perinatal morbidity and neurodevelopment in uncomplicated monochorionic diamniotic as well as regarding the safest mode of delivery. In this paper we have aimed to analyze the impact of the mode of delivery in uncomplicated monochorionic diamniotic twins ≥ 32 weeks of gestation.

Material and methods
This study included 72 women, followed and attended at our department, with uncomplicated monochorionic diamniotic pregnancies who had a birth between 32.0 and 37.6 weeks of gestation from January 2012 to December 2018. Outcomes were recorded in women who underwent planned vaginal delivery (induced or spontaneous onset of labor), and women who underwent a planned cesarean section for any reason that excluded vaginal delivery. Primary outcomes included: (1) A composite of any of the following: neonatal death, 5-min Apgar score < 4, respiratory distress syndrome, bronchopulmonary dysplasia, sepsis, periventricular leukomalacia, intraventricular hemorrhage, and necrotizing enterocolitis. (2) Neurodevelopmental status at 2 years of corrected age.

Results
In this period, 42 women (58.3%) had a planned vaginal delivery, and 30 women (41.7%) had a planned cesarean section. In the first group, 64.3% had a vaginal delivery. The rate of successful vaginal delivery was similar regardless the onset of labor. We did not find a higher composite perinatal morbidity in the planned vaginal delivery group (planned vaginal delivery: 3.6% vs. planned cesarean section: 8.3%, aOR 1.36, 95% CI 0.24–7.81). Considering the onset of labor, it was more frequent in the spontaneous subgroup (8.3% vs. 0%). The rate of neurodevelopmental impairment was higher in the planned cesarean section group, without reaching statistical significance [10.2% vs. 4.9%, aOR 1.53 (95% CI 0.37–6.29)].

Conclusions
In uncomplicated monochorionic diamniotic twins at ≥ 32 weeks of gestation, when the first twin is in vertex presentation, our results suggest that planned vaginal delivery is safe, with a successful outcome as well as high vaginal delivery rate.
Feasibility and potential efficacy of a guided internet- and mobile-based CBT for adolescents and young adults with chronic medical conditions and comorbid depression or anxiety symptoms (youthCOACHCD): a randomized controlled pilot trial
Authors: Geirhos A. , Domhardt M. , Lunkenheimer F. , Temming S. , Holl R. W. , Minden K. , Warschburger P. , Meissner T. , Mueller-Stierlin A. S. , Baumeister H. 
Published: February 2022

Abstract
Background
Adolescents and young adults (AYA) with a chronic medical condition show an increased risk for developing mental comorbidities compared to their healthy peers. Internet- and mobile-based cognitive behavioral therapy (iCBT) might be a low-threshold treatment to support affected AYA. In this randomized controlled pilot trial, the feasibility and potential efficacy of youthCOACHCD, an iCBT targeting symptoms of anxiety and depression in AYA with chronic medical conditions, was evaluated.

Methods
A total of 30 AYA (Mage 16.13; SD= 2.34; 73% female), aged 12-21 years either suffering from cystic fibrosis, juvenile idiopathic arthritis or type 1 diabetes, were randomly assigned to either a guided version of the iCBT youthCOACHCD (IG, n=15) or to a waitlist control group (CG, n=15), receiving an unguided version of the iCBT six months post-randomization. Participants of the IG and the CG were assessed before (t0), twelve weeks after (t1) and six months after (t2) randomization. Primary outcome was the feasibility of the iCBT. Different parameters of feasibility e.g. acceptance, client satisfaction or potential side effects were evaluated. First indications of the possible efficacy with regard to the primary efficacy outcome, the Patient Health Questionnaire Anxiety and Depression Scale, and further outcome variables were evaluated using linear regression models, adjusting for baseline values.

Results
Regarding feasibility, intervention completion was 60%; intervention satisfaction (M = 25.42, SD = 5.85) and perceived therapeutic alliance (M = 2.83, SD = 1.25) were moderate and comparable to other iCBTs. No patterns emerged regarding subjective and objective negative side effects due to participation in youthCOACHCD. Estimates of potential efficacy showed between group differences, with a potential medium-term benefit of youthCOACHCD (β = -0.55, 95%CI: -1.17; 0.07), but probably not short-term (β = 0.20, 95%CI: -0.47; 0.88).

Conclusions
Our results point to the feasibility of youthCOACHCD and the implementation of a future definitive randomized controlled trial addressing its effectiveness and cost-effectiveness. Due to the small sample size, conclusions are premature, however, further strategies to foster treatment adherence should be considered.

Trial registration
The trial was registered at the WHO International Clinical Trials Registry Platform via the German Clinical Trials Register (ID: DRKS00016714, 25/03/2019).