bluuebunny/crossref_metadata_2025_split huggingface dataset:
I Pledge Allegiance to… Flexible Citizenship and Shifting Scales of Belonging
Authors: Mitchell Katharyne , Parker Walter C. 
Published: February 2022

Background Cosmopolitans and their critics often imagine a spectrum of affinities—concentric circles of belonging reaching from the self and family to the ethnic group, the nation and, finally, to all humanity. Debates over the role schools should play in educating “world citizens” versus national patriots follow suit: Should educators work to maintain the reputedly natural, warm, and necessary scale of national allegiance, or should they attempt to produce new subjects oriented to Earth and the human family? Purpose In this paper, we critique the spatial assumptions that underlie this discourse. We question the assumption that affinity is attached to particular scales, that these scales are fixed rather than flexible, and that they are received rather than produced. Our examination focuses on Nussbaum's celebrated proposal that civic education be freed from its national tether and allowed to embrace the whole world. Research Design In order to trouble the nation/world binary that is central to both Nussbaum's proposal and the arguments of its many critics, we undertook a qualitative case study of youth in a western metropolitan area in the United States. Working with a theoretical sample of public and private middle and high school teachers who wanted to learn what and how their students were thinking about patriotism, citizenship, and allegiance in the year following the events of September 11, 2001, we conducted focus group interviews in their classrooms in early 2003, as the invasion of Iraq was imminent. Findings These youthful citizens-in-formation generally expressed a historicized affinity— constructed, contingent, and impermanent. Some of them already, in advance of the proposed civic education reform, were imagining and producing allegiances that were multiple, flexible, and relational. These allegiances do not fit neatly into the spatial models of affinity that have been constructed in some contemporary and ancient literatures, especially those that force a choice between nationalism and cosmopolitanism. These young people displayed more flexibility than the linear inner-to-outer concentric-circles model would permit.
Blended Learning for Professional Development: An Evaluation of A Program for Middle School Mathematics and Science Teachers
Authors: Owston Ronald D. , Sinclair Margaret , Wideman Herbert 
Published: February 2022

Background Improving the subject matter knowledge and pedagogical skills of teachers of mathematics and science is a key priority for many jurisdictions. Blended learning is a promising, yet so far seldom used model for supporting teacher professional development. This model combines the advantages of traditional face-to-face interaction with the flexibility of online learning. Purpose In this study, we examine two one-year professional development programs for middle-school mathematics and science/technology teachers that employed blended learning. The goal of our research was to understand how the program affected teacher attitudes toward and pedagogical practices in these subjects and on student perceptions and learning of the subjects. Participants Participants in the study were 68 mathematics and 65 science/technology teachers in grades 6, 7, and 8 in several school districts in a large urban center, along with their students: 477 students from the mathematics teachers’ classes and 551 from the science/technology teachers’ classes. Program The blended learning program, known as the Teacher eLearning Project (TeL), began at the start of the school year with a module that consisted of a daylong face-to-face session followed by an eight-week online session. The first year of TeL focused on the mathematics teachers who had a total of three modules to complete; in the second year, science/technology teachers had two modules. Research design We used Guskey's (2000) five-level evaluation framework to assess the impact of the programs on teachers’ attitudes and knowledge, institutional support for the programs, changes in classroom practices, and student perceptions and learning of the subjects. Data were obtained using a pre-post design that included surveys, classroom observations, and key informant interviews. Findings Overall our results indicate that the program appeared to influence positively teacher attitudes and content knowledge in certain curricular areas and motivated many to transform their classroom practice to varying degrees. Despite this, student responses were mixed: students viewed mathematics less favorably by the end of the program, but became more positively inclined towards science/technology. Conclusions The blended learning model shows potential for teacher professional development, although further research preferably through controlled studies is needed. Aspects that need to be examined further include the nature of the online tasks given to teachers, the role of the online facilitators, the impact on student achievement, and the implications of providing teachers with less release time than was available in this study.
Contrasting Paths to Small-School Reform: Results of a 5-year Evaluation of the Bill & Melinda Gates Foundation's National High Schools Initiative
Authors: Shear Linda , Means Barbara , Mitchell Karen , House Ann , Gorges Torie , Joshi Aasha , Smerdon Becky , Shkolnik Jamie 
Published: February 2022

Background/Context In 2000, the Bill & Melinda Gates Foundation began an ambitious initiative intended to catalyze the fundamental transformation of American high schools. This article summarizes the results of a 5-year national evaluation of the first stage of the foundation's initiative. Purpose/Objective This article focuses on two contrasting strategies to small-school reform: starting new small high schools, and converting large schools into smaller learning communities. For each strategy, it reports on the progress of the reform in its first several years, student outcomes, and key implementation factors that shape progress and outcomes for startup and conversion schools. Research Design The evaluation summarized in this article used a mixed-methods design. Data and analyses in this article come from surveys of teachers, students, and school leaders; case study site visits that collected a range of qualitative data; the collection and analysis of teacher assignments and student work; and district records of attendance and achievement. Findings/Results Results show that although both strategies have the potential to promote learning environments that are more personalized and that encourage students to work to higher standards, start-up schools in their first several years showed positive results in terms of attendance and some indication of student achievement gains, whereas these outcomes did not emerge for conversion schools during the timeframe of the study. Conclusions/Recommendations Results reported by the evaluation must be taken in the context of the typically slow pace of significant educational reform. Despite the many tasks facing start-up schools in their first 3 years and the challenges posed by limited budgets and incompatibilities with district systems, these schools were quickly able to establish strong and supportive school climates without apparent compromise to student academic achievement. Conversion school progress was slowed by an early focus on structural changes and the challenges of equitable reassignment of existing staff and students, with less initial clarity of vision for the learning environment or initial emphasis on instructional change. More evidence is needed concerning the long-term outcomes for students in these schools and the feasibility of creating small schools at scale, and therefore the degree to which either strategy is likely to support the ultimate goal of promoting educational excellence and equity for all high schoolers.
Assessment and Academic Identity: Using Embedded Assessment as an Instrument for Academic Socialization in Science Education
Authors: Brown Bryan A. 
Published: February 2022

Overview This research explores using a teaching approach that attempts to balance test preparation with creating “teachable moments” for students. This approach involves the use of a sequence of assessments to introduce topics through formative assessment in order to identify students’ understanding, and beginning instruction based on an evaluation of students’ knowledge and alternative conceptions. In an attempt to balance classroom instruction and large-scale test preparation, this science teacher attempted to use a teachable moment assessment approach as a teaching tool. Setting The study was conducted at a Northern California high school whose student population (N = 350) was 55% African American, 40% Hispanic, 2% Pacific Islander, 1% Asian, 1% Filipino and White, and 1% nonreporting. The ethnographic study was conducted with 1 teacher working with a classroom of 25 students in their first high school biology class. Method Over the course of 6 weeks of instruction, we documented the teacher's use of teachable moment assessments to promote students’ use of discourse in relation to the teacher's use of this approach to teaching. We videotaped each session over the course of 6 weeks and collected their classroom journals in an effort to conduct post hoc domain analysis of students’ discourse practices. Findings The findings suggest that using assessments as a pedagogical tool provided the teacher with an opportunity to isolate students’ learning in three areas: (1) students’ conceptual understanding, (2) their analysis skills, and (3) their use of science discourse. These results were consistent with the theoretical intent of developing students’ identity across conceptual, analytical, and discursive lines. These findings are indicative of the fact that sound classroom instruction and preparation for testing are not mutually exclusive. Future research must explore ways to promote synergistic relationships between teachable moment instruction and test preparation.
Student Perceptions of Small-Group Learning
Authors: Florez Ida Rose , Mccaslin Mary 
Published: February 2022

Background/Context Elementary school teachers regularly arrange students in small groups for learning activities. A rich literature discusses various types of small-group learning formats and how those formats affect achievement. Few studies, however, have examined students’ perceptions of small-group learning experiences. Our work extends the small-group literature by studying stories written in response to a picture of children in a small group by students who attend Comprehensive School Reform (CSR) schools about learning in small groups. Research Question We examined students’ responses to pictures of small-group situations. Story analysis was guided by the following questions: How do student stories portray small-group experiences? Specifically, do students’ representations focus on achievement or affiliation? Are their representations positive and optimistic, or negative and pessimistic? What motivational systems are attributed to story characters? What are their challenges, behaviors, and goals? What do story characters feel, and how do they manage emotions? Population Students (N = 183) in Grades 3–5 who attended three CSR schools. Research Design Data collection consisted of student stories in response to a picture of three children working in a group in a classroom. Project instruments and procedures are an adaptation of the Thematic Apperception Test (TAT). Conclusions Results suggest that students in these CSR schools held positive beliefs about their small-group learning experiences. The stories portrayed students as active, compliant participants who supported one another's learning, sometimes found their experiences personally meaningful, and were concerned with both achievement and affiliation. Students rarely represented competitive themes and never described rejection, being ignored, or giving up. Students told stories about small-group learning in school that sound like a typical day in most schools: They portray students who work together, support one another, and get the job done.
The Prospects for General Education in University Professional Education
Authors: Mann Lawrence R. , Rhodes Frank H. T. 
Published: February 2022

I am not arguing against professional education; I am arguing against narrow vocational training. The first is large, expansive, having the spirit of the liberal arts, setting skills as means within larger ends; concerned with not “the job,” but with life and with the social goals the profession promotes and the ethical standards it demands. The second is narrow, restrictive, developing specific skills in preparation for routine tasks sometimes very technical or scientific; it involves knowledge for specific ends, raising no questions of larger significance, impervious to social context, oblivious to moral choice. A liberal outlook may be nurtured within the context of professional education. It soon withers in the presence of vocational training. Vital Speeches, 15 June 1984
Describing consumer involvement, recruitment, retention in Australian occupational therapy university education: A cross sectional survey
Authors: Soon Yong En , Murray Carolyn M , Aguilar Alejandra , Boshoff Kobie 
Published: February 2022

Introduction Consumer involvement in occupational therapy programmes is one of the accreditation requirements of the Occupational Therapy Council in Australia. Consumers are direct recipients of occupational therapy services. Current knowledge about consumer involvement within occupational therapy education is minimal and mostly in mental health. This study identifies the trends for involvement and methods for recruitment and retention of consumers in Australian occupational therapy university education programmes. Methods Twenty-one occupational therapy programme directors in Australian universities were directly invited by email to participate in an online questionnaire. Prior to distribution, the questionnaire was piloted and the content validity tested. Analysis of closed-ended questions occurred using frequencies and percentages and content analysis occurred with open-text responses. Results Nine programme directors completed the questionnaire. Consumers were mainly involved in delivering lectures, sharing stories and having discussions in small groups. Consumers were recruited to programmes through collaboration with organisations and/or by direct approach. The main retention strategies included employing consumers as university educators and providing support before/during involvement. Conclusion Consumer involvement in curricula addresses university programme requirements and aims to prepare students for consumer-focussed practice. The findings inform educators about diverse ways of recruiting, retaining and involving consumers in their programmes.
The Longitudinal Association of Late-Life Visual and Hearing Difficulty and Cognitive Function: The Role of Social Isolation
Authors: Yorgason Jeremy B. , Tanner Corinna Trujillo , Richardson Stephanie , Hill Melanie M.Y. Serrao , Stagg Brian , Wettstein Markus , Ehrlich Joshua R. 
Published: February 2022

Objectives Sensory impairments are prevalent among older adults and have been associated with cognitive challenges in later life, yet mechanisms are less well understood. We examined the mediating role of social isolation in the longitudinal relationship between self-reported sensory difficulty and impaired cognitive functioning among older adults. Methods Data were taken from the NHATS Study, an annual survey of Medicare beneficiaries’ age ≥ 65. Participants ( N = 6,338) provided data at Rounds 5, 6, and 7 (2015, 2016, 2017). Structural equation models were estimated to test longitudinal direct and indirect associations. Results All sensory difficulties were negatively associated with all cognitive functioning measures cross-sectionally through social isolation. Longitudinally, vision difficulty and dual sensory difficulty were indirectly associated with cognitive functioning across time. Hearing difficulty had no longitudinal indirect associations with cognitive functioning through social isolation. Discussion Social isolation is an important pathway through which late-life vision difficulty is associated with decreased cognitive function.
Upper limb infections: A comparison between diabetic and non-diabetic patients
Authors: Lim Shan Hua , Tunku Ahmad Tunku Sara , Devarajooh Cassidy , Gunasagaran Jayaletchumi 
Published: February 2022

Background Upper limb infections are common among patients with diabetes mellitus and their sequelae can be debilitating. They tend to present with severe infections but minimal symptoms probably due to neuropathy and vasculopathy among diabetics. The study aims to compare the demographic characteristics, clinical presentations and outcomes of upper limb infections between diabetic and non-diabetic patients. Methods All patients with upper limb infections who were admitted in a tertiary hospital from June 2017 to December 2020 were included in this study. Demographic data, clinical presentations, investigations and outcomes were obtained retrospectively from electronic medical record. There were 117 patients with diabetes mellitus and 127 with no diabetes mellitus. Comparisons were made between these two groups, and statistical analysis was done with SPSS. Results There were 244 patients included; 117 were diabetic and 127 were non-diabetic. Diabetic patients were more likely to present with emergent scenarios, especially necrotizing fasciitis and infective tenosynovitis ( p < .05) with higher erythrocyte sedimentation rate (ESR) and C-reactive protein (CRP) readings ( p < .05). Their microbiological cultures were less likely to be negative ( p < .05). Diabetic patients also had poorer clinical outcomes with higher risk of amputation, re-operation and longer duration of hospital stay ( p < .05). Conclusion Upper limb infections among diabetic patients should be treated aggressively. Early diagnosis and surgical intervention might decrease the morbidity and mortality in this group. Prevention of infections should be emphasized.
Does tranexamic acid affect intraventricular hemorrhage growth in acute ICH? An analysis of the STOP-AUST trial
Authors: Yogendrakumar Vignan , Wu Teddy Y , Churilov Leonid , Tatlisumak Turgut , Strbian Daniel , Jeng Jiann-Shing , Kleinig Timothy J , Sharma Gagan , Campbell Bruce CV , Zhao Henry , Hsu Chung Y , Meretoja Atte , Donnan Geoffrey A , Davis Stephen M , Yassi Nawaf 
Published: February 2022

Background Trials of tranexamic acid (TXA) in acute intracerebral hemorrhage (ICH) have focused on the imaging outcomes of intraparenchymal hematoma growth. However, intraventricular hemorrhage (IVH) growth is also strongly associated with outcome after ICH. Revised definitions of hematoma expansion incorporating IVH growth have been proposed. Aims We sought to evaluate the effect of TXA on IVH growth. Methods We analyzed data from the STOP-AUST trial, a prospective randomized trial comparing TXA to placebo in ICH patients presenting ≤ 4.5 h from symptom onset with a CT-angiography spot sign. New IVH development at follow-up, any interval IVH growth, and IVH growth ≥ 1 mL were compared between the treatment groups using logistic regression. The treatment effect of TXA against placebo using conventional (> 6 mL or 33%), and revised definitions of hematoma expansion (> 6 mL or 33% or IVH expansion ≥ 1 mL, > 6 mL or 33%, or any IVH expansion, and > 6 mL or 33% or new IVH development) were also assessed. Treatment effects were adjusted for baseline ICH volume. Results The analysis population consisted of 99 patients (50 placebo, 49 TXA). New IVH development at follow-up was observed in 6/49 (12%) who received TXA and 13/50 (26%) who received placebo (aOR: 0.38 [95% CI: 0.13–1.13]). Any interval IVH growth was observed in 12/49 (25%) who received TXA versus 26/50 (32%) receiving placebo (aOR: 0.69 [95% CI: 0.28–1.66]). IVH growth ≥ 1 mL did not differ between the two groups. Using revised definitions of hematoma expansion, no significant difference in treatment effect was observed between TXA and placebo. Conclusions IVH may be attenuated by TXA following ICH; however, studies with larger cohorts are required to investigate this further. Registration http://www.clinicaltrials.gov ; Unique identifier: NCT01702636.
Biosystematics studies on Elymus breviaristatus and Elymus sinosubmuticus (Poaceae: Triticeae)
Authors: Tan Lu , Huang Qing-Xiang , Song Yang , Wu Dan-Dan , Cheng Yi-Ran , Zhang Chang-Bin , Sha Li-Na , Fan Xing , Kang Hou-Yang , Wang Yi , Zhang Hai-Qin , Zhou Yong-Hong 
Published: February 2022

AbstractBackgroundElymus breviaristatusandElymus sinosubmuticusare perennial herbs, not only morphologically similar but also sympatric distribution. The genome composition ofE. sinosubmuticushas not been reported, and the relationship betweenE. sinosubmuticusandE. breviaristatusis still controversial. We performed artificial hybridization, genomic in situ hybridization, and phylogenetic analyses to clarify whether the two taxa were the same species.ResultsThe high frequency bivalent (with an average of 20.62 bivalents per cell) at metaphase I of pollen mother cells of the artificial hybrids ofE. breviaristatus(StYH) × E. sinosubmuticuswas observed. It illustrated thatE. sinosubmuticuswas closely related toE. breviaristatus. Based on genomic in situ hybridization results, we confirmed thatE. sinosubmuticuswas an allohexaploid, and the genomic constitution wasStYH. Phylogenetic analysis results also supported that this species containedSt,Y, andHgenomes. In their F1hybrids, pollen activity was 53.90%, and the seed setting rate was 22.46%. Those indicated that the relationship betweenE. sinosubmuticusandE. breviaristatusis intersubspecific rather than interspecific, and it is reasonable to treatedE. sinosubmuticusas the subspecies ofE. breviaristatus.ConclusionsIn all, the genomic constitutions ofE. sinosubmuticusandE. breviaristatuswereStYH, and they are species in the genusCampeiostachys.BecauseE. breviaristatuswas treated asCampeistachys breviaristata,Elymus sinosubmuticusshould be renamedCampeiostachys breviaristata(Keng) Y. H. Zhou, H. Q. Zhang et C. R. Yang subsp.sinosubmuticus(S. L. Chen) Y. H. Zhou, H. Q. Zhang et L. Tan.
A brief gestalt intervention changes ultrasound measures of tongue movement during breastfeeding: case series
Authors: Douglas Pamela Sylvia , Perrella Sharon Lisa , Geddes Donna Tracy 
Published: February 2022

Abstract
Background
Lactation consultants frequently advise adjustments to fit and hold (or positioning and attachment) with the aim of optimising intra-oral nipple placement. However, approaches to fit and hold vary widely, with limited evidence of benefits, and effects of fit and hold on infant tongue movement have not been examined. The aim of this preliminary study was to investigate whether a gestalt breastfeeding intervention alters tongue movement, using measurements from ultrasound imaging to determine nipple placement and intra-oral nipple and breast tissue dimensions.

Methods
Ultrasound measurements were conducted in five breastfeeding dyads, infants aged 4–20 weeks, while feeding in their usual or ‘standard’ position and again after brief application of gestalt principles of fit and hold. Four of the mother-baby pairs, who had received comprehensive lactation support, reported persisting nipple pain. Three of these infants had difficulty latching and fussed at the breast; three had been diagnosed with oral ties. A fifth pair was breastfeeding successfully.

Results
Ultrasound demonstrated that the distance from nipple tip to junction of the hard and soft palate decreased, intra-oral nipple and breast tissue dimensions increased, and nipple slide decreased after a brief gestalt intervention.

Conclusion
These preliminary findings suggest that changes in fit and hold impact on infant tongue movement and contour. Further research investigating short- and long-term outcomes of a gestalt breastfeeding intervention in larger cohorts is required.