bluuebunny/crossref_metadata_2025_split huggingface dataset:
Predicting soil moisture content over partially vegetation covered surfaces from hyperspectral data with deep learning
Authors: Zhang Fangfang , Wu Shiwen , Liu Jie , Wang Changkun , Guo Zhiying , Xu Aiai , Pan Kai , Pan Xianzhang 
Published: November 2020

AbstractPrevious studies for retrieving soil moisture content (SMC) from visible and near‐infrared hyperspectral data over vegetation‐covered surfaces using spectral unmixing, non‐negative matrix factorization, and albedo/vegetation coverage in trapezoid spaces have required mass spectral preprocessing and offered only limited improvements in prediction accuracy. Recently, deep learning has triggered some improvements in soil properties prediction from hyperspectral data because of its automatic feature extraction and high accuracy. In this study, hyperspectral data in a simulation experiment with different vegetation coverages, SMCs, and soil types were acquired. Deep learning models, one‐dimensional convolutional neural network (1D‐CNN), and long short‐term memory network (LSTM) are proposed to predict SMC. The results showed that two deep learning models achieved excellent predictions (residual prediction deviation [RPD] > 2.5) using the unpreprocessed mixed spectra and partial least squares regression (PLSR) had a good prediction (RPD = 1.88). The 1D‐CNN (R2p = .91) and LSTM (R2p = .90) significantly outperformed PLSR (R2p = .72), which demonstrated that deep learning could improve SMC prediction over partially vegetation‐covered surfaces. However, when only using bare soil spectra, the prediction accuracy was commensurate, whether through the 1D‐CNN, LSTM, or PLSR models; additionally, 1D‐CNN and LSTM had better performance on all mixed spectra than bare soil spectra. These results indicated that deep learning had no advantage on smaller datasets. We also found that SMC prediction with deep learning was affected by vegetation coverage and soil type but was still very good. The 1D‐CNN and LSTM are effective models for predicting SMC with large hyperspectral datasets acquired from complex soil surface conditions.
Fine grinding is needed to maintain the high accuracy of mid‐infrared diffuse reflectance spectroscopy for soil property estimation
Authors: Wijewardane Nuwan K. , Ge Yufeng , Sanderman Jonathan , Ferguson Richard 
Published: November 2020

AbstractIn mid‐infrared diffuse reflectance (MIR) soil spectroscopy, grinding is one major step that can have pronounced effects on spectra and model calibrations. The reported literature on the effects of fine grinding on spectroscopic model performance have been inconsistent, likely in part because of limitations in sample set and model calibrations in previous studies. This study was focused on answering the question whether fine grinding is necessary for MIR spectroscopy in order to minimize model uncertainty. The main goal of this study was to compare model performance with and without fine grinding for eight soil properties using two different modeling techniques: partial least squares regression (PLS) and artificial neural networks (ANN). Approximately 500 soil samples were extracted from a large MIR spectral library in the United States to obtain spectra at non‐fine ground (NG, <2 mm,) and fine‐ground (FG, <0.18 mm,) states. Performance of calibration models built using subsets of the 500 FG and 500 NG spectra were compared with models built using the entire FG spectral library (n > 40,000). All the model calibrations and validations were repeated 100 times to evaluate the uncertainty of the model performances. The results showed that PLS performed similar to ANN for the smaller dataset, but the best model performance was obtained with the FG full spectral library with ANN models. Predictions on the FG spectra always outperformed predictions on the NG spectra in terms of goodness‐of‐fit and variance of statistics. Overall, this study confirmed the importance of fine grinding to ensure the best MIR spectroscopic model performance.
Hierarchical 3D Oxygenated Cobalt Vanadium Selenide Nanosheets as Advanced Electrode for Flexible Zinc–Cobalt and Zinc–Air Batteries
Authors: Nguyen Thanh Tuan , Balamurugan Jayaraman , Kim Do Hwan , Kim Nam Hoon , Lee Joong Hee 
Published: November 2020

AbstractHighly flexible quasi solid‐state batteries are promising in next‐generation energy storage sectors due to their high energy density, power density, and low manufacturing cost. However, poor cycle life seriously limits their application in industrial sectors. Herein, a novel strategy is established to design the oxygenated cobalt vanadium selenide (O‐CoxV1‐xSe2) nanostructures for high‐performance quasi solid‐state (QSS) zinc–cobalt batteries (ZCBs) and zinc–air batteries (ZABs). Density functional theory (DFT) calculation reveals that the doping effect of Co2+ into O‐VSe2 nanostructure could increase the density of states near the edge of the conduction band, demonstrating ultrafast electron transport kinetics. Most interestingly, the optimal O‐Co0.33V0.67Se2 cathode‐based QSS‐ZCB exhibits an ultrahigh specific capacity of 422.7 mAh g−1 at a current density of 1 A g−1, excellent energy density of 186.4 Wh kg−1, tremendous power density of 5.65 kW kg−1, and ultralong cycle life (86.9% capacity retention after 3000 cycles). Furthermore, O‐Co0.33V0.67Se2 air‐cathode based QSS‐ZAB delivers a peak power density of 162 mW cm−2 and ultralong cycle life over 100 h. These experimental and theoretical studies indicate that the electrochemically induced, cobalt stabilizes the vanadium is essential to boost the energy storage properties and cycle life of both ZCBs and ZABs.
Actuating Supramolecular Shape Memorized Hydrogel Toward Programmable Shape Deformation
Authors: Lu Huanhuan , Wu Baoyi , Yang Xuxu , Zhang Jiawei , Jian Yukun , Yan Huizhen , Zhang Dachuan , Xue Qunji , Chen Tao 
Published: November 2020

AbstractInspired by nature, diverse biomimetic hydrogel actuators are fabricated and become one of the most essential components of bionics research. Usually, the anisotropic structure of a hydrogel actuator is generated at the early fabrication process, only a specific shape transformation behavior can be produced under external stimuli, and thus has limited the development of hydrogel actuators toward the biomimetic shape deformation behavior. Herein, a novel bilayer hydrogel having a thermoresponsive actuating layer and a metal ion‐responsive memorizing layer is proposed, therefore, a 2D hydrogel film can be fixed into various 3D shapes via supramolecular metal‐ligand coordination, with further realizing programmable 4D shape deformation under the stimulus of temperature. By manipulating the temporary shapes via shape memory behavior, various temporary anisotropic structures can be obtained via the bilayer hydrogel, thus producing diverse reversible shape deformation performances, which is expected to promote the development of intelligent polymeric materials.
Experimental investigation on the hysteretic behavior of precast concrete walls with energy‐dissipated dry connections
Authors: Zhang Hao , Li Hongnan , Chen Xuanyi , Li Chao 
Published: November 2020

AbstractA new method of assembling precast concrete (PC) wall panels is proposed to establish a stable and reliable earthquake‐resistant system. The dry‐connection method is recommended by welding energy‐absorbing connectors with mild steel plates at the vertical joints between adjacent walls. The connectors replace cast‐in‐place (CIP) constructions to rapidly and efficiently connect wall panels and utilize the deformations occurring due to the vertical relative displacement of the wall panels to dissipate energy and mitigate an excessive seismic response. To evaluate the effectiveness of the new connection approach, CIP and connector‐wall assembly specimens with different aspect ratios were designed and tested under cyclic lateral force‐displacement controlled loading. Evaluation of the measured experimental results indicate that the proposed dry‐connection method can be adopted to achieve proper ductility and energy dissipation levels while maintaining a sufficient level of connection strength and stiffness of the PC wall system.
Tacrines as Therapeutic Agents for Alzheimer's Disease. V. Recent Developments
Authors: Bautista‐Aguilera Óscar M. , Ismaili Lhassane , Iriepa Isabel , Diez‐Iriepa Daniel , Chabchoub Fakher , Marco‐Contelles José , Pérez Marta 
Published: November 2020

AbstractHerein we have reviewed our recent developments for the identification of new tacrine analogues for Alzheimer's disease (AD) therapy. Tacrine, the first cholinesterase inhibitor approved for AD treatment, did not stop the progression of AD, producing only some cognitive improvements, but exhibited secondary effects mainly due to its hepatotoxicity. Thus, the drug was withdrawn from the clinics administration. Since then, many publications have described non‐hepatotoxic tacrines, and in addition, important efforts have been made to design multitarget tacrines by combining their cholinesterase inhibition profile with the modulation of other biological targets involved in AD.
Synthesis and characterization of copper complexes with tripodal ligands bearing amino acid groups
Authors: Gawlig Christopher , Jung Jannis , Mollenhauer Doreen , Schindler Siegfried 
Published: November 2020

AbstractThe tripodal ligand (2‐aminoethyl)bis(2‐pyridylmethyl)amine (uns‐penp), known for its Cu/O2 intermediates, was modified at one side arm by a selection of amino acids. With L‐Tyrosine (Tyr), L‐Histidine (His) and L‐Lysine (Lys) it was possible to introduce chirality into the tripodal ligand system and to investigate the corresponding copper(I) complexes [Cu{L‐His(BPh3)uns‐penp}], [Cu(L‐Lys)uns‐penp]OTf and [Cu(L‐Tyr)uns‐penp]OTf. [Cu{L‐His(BPh3)uns‐penp}] could be structurally characterized and represents the first example of a copper(I) complex with a coordinated imidazole ring of the histidine ligand. Furthermore, these complexes demonstrated catalytic activity for the oxygenation of thioanisole with hydrogen peroxide as an oxidant.
A Multidisciplinary Perspective on Animation Design and Use in Science Education
Authors: Unsworth Len 
Published: November 2020

AbstractThis introductory chapter briefly outlines the factors that motivate this book to provide a catalyst for advancing transdisciplinary research in the use of animation in science education. Fundamental among these is the ongoing development of animation as a resource for scientific investigation and for the representation and communication of knowledge about complex processes in new areas of scientific discovery, which means that science teaching as inducting students into the disciplinary discourse of science necessarily entails developing their competence in the interpretation and creation of science animation. Related to this is the growing recognition by science education researchers of the efficacy of interfacing different disciplinary perspectives, especially those of social semiotics, digital technology and science pedagogy, to investigate the development of innovative approaches to enhancing student engagement and learning. With this orientation, an overview is then provided of the three chapters in each of the four parts of the book, namely (I) Educational Semiotics and the Representation of Knowledge in Science Animation, (II) Learning from Viewing Science Animations, (III) Learning through Creating Science Animations, and (IV) Using Animation in Assessing Students’ Science Learning.
Internationalization of Higher Education, Challenges and Opportunities for the Next Decade
Authors: de Wit Hans , Deca Ligia 
Published: November 2020

AbstractInternationalization has evolved in higher education over the past 30 to 40 years from a marginal aspect to a key aspect of the reform agenda. It also has evolved in different directions and, in that process, some previous values have got lost, and past priorities have been replaced by others. Economic rationales have become more dominant, but as the society is facing extreme challenges, summarized in the Sustainable Development Goals (SDGs) of the United Nations, internationalization needs to respond to these challenges and goals.
The Role of Demographic Policies in the Internationalization of Romanian Higher Education
Authors: Santa Robert , Haj Cezar Mihai 
Published: November 2020

AbstractThe internationalization of higher education has been intensely studied at both national and institutional level. However, in recent years, it has been increasingly influenced by national level policies aimed at losing perceived talent gaps emerging in European economies. Several countries have enhanced facilities allowing international students to become permanent residents, even while tightening immigration requirements for other third country nationals. Such policy changes would imply that the international student has become a public policy target from a demographic policy perspective. As part of an enhanced focus on the internationalization of higher education, Romania enacted significant legal changes to its immigration laws in November 2018, altering the conditions under which international students can become permanent or long-term residents. Deploying the use of interviews, as well as a public policy analysis of recent legal and regulatory changes, this paper aims to explore the degree to which universities are using new legal provisions to enhance their internationalization efforts. This should offer a clearer picture of how regulatory changes shape the implementation of internationalization strategies among Romanian universities.
Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics
Authors: Brooks Rachel , Abrahams Jessie , Lažetić Predrag , Gupta Achala , Jayadeva Sazana 
Published: November 2020

AbstractPolicymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
The Integration of Experiential Learning in Higher Education Institutions—An Assessment of the Romanian Universities
Authors: Cărăuşan Mihaela V. 
Published: November 2020

AbstractThis paper presents how Romanian educational strategies are aligned with the policy statements of international organisations for future generations. The research hypothesis is that Romanian higher education institutions (HEI) are not ready to fulfil the needs of future generations. The paper reviews the educational competences of fourteen faculties of public administration and management from nine universities (state and private). The analysis is based on Kolb’s experiential learning cycle elements, and we identified whether educational competences referred directly to them or not. Our findings concentrate on the lack of recognition of experiential learning methods and the gap between the labour market requirements and the educational competences acquired in Romanian HEI. The methodology used to respond to the research questions mixes qualitative (strategies and literature review, structured interviews) and quantitative approaches (assessment of the curricula and information presented in the admission process by Faculties of Public Administration and Management).
Recognizing Student Activism. Analysing Practices in Recognizing Informal Learning in the EHEA
Authors: Gasteiger Marita , Wulz Janine 
Published: November 2020

AbstractThis paper aims to answer the question of how recognition of student engagement as informal learning takes place in HEIs within the EHEA. It identifies challenges, best practices, and lessons learned for the recognition of informal learning in the EHEA in general. Questions of transparency in recognition of informal learning in student activism, their legal basis and ways of implementation as well as student representatives’ experiences are discussed. Analysis was undertaken based on two surveys in the EHEA. The first survey addressed student representatives at national level in 11 countries, aiming for insights in legal conditions and practices of higher education institutions’ recognition of informal learning of student activists. The second survey focussed on student representatives at institutional level (80 respondents), sharing their experiences on formalities, barriers and practicalities within implemented policies of recognition of prior learning in student activism. Based on the collected data, findings and recommendations are presented in the last part of the paper.
Autonomy, Efficiency and Effectiveness—Opportunities for Higher Education: A Pilot Study
Authors: Kupriyanova Veronika , Bennetot Pruvot Enora , Estermann Thomas 
Published: November 2020

AbstractAutonomy and efficiency are among the key topics that dominate the current higher education agenda and will shape the future of the European higher education landscape in the next decade. The capacity of higher education institutions and systems at large to respond to the rapidly changing needs of the society and economy will largely depend on what they can deliver and how autonomous, effective and efficient they are. The paper presents an analytical framework that connects the concepts of institutional autonomy, efficiency and effectiveness and explores the links between efficiency in university management, autonomy and accountability. It builds on (i) EUA’s work on institutional autonomy and the University Autonomy Scorecard, assessing the main components of institutional autonomy, and (ii) the higher education efficiency framework developed by EUA in the framework of the USTREAM project. This paper explores the following questions: (i) What mechanisms connect regulatory frameworks to efficiency in university management? (ii) How can autonomy be converted into efficiency and effectiveness at universities? (iii) How can efficiency support accountability? Methodologically, this paper will follow the four-pillar structure of the Autonomy Scorecard (organisational, financial, staffing and academic autonomy) and support its argumentation with several case studies.
How Do Romanian Universities Promote Their Educational Offer and What Mechanisms Are Used to Attract International Students?
Authors: Fiţ Cristina Ramona 
Published: November 2020

AbstractOverarching strategies at the European level underline the importance of mobility, thus promoting the higher education offer should be among the key topics that dominate the internationalization agenda in Romania, in the context of a highly competitive market worldwide. The paper highlights the disconnect between the internationalization strategies of Romanian universities and concrete measures undertaken to promote their educational offer. The paper includes a short analysis of how HEIs promote their study offer internationally, using three Romanian universities as case studies. Starting from a review of institutional internationalization strategies, strategic plans for institutional development and methods and instruments used to promote their educational offer, the article also includes the analysis and conclusions of a questionnaire, highlighting the most popular promotional mechanisms used to attract international students. Conclusions show that HEIs perceive as the most effective promotional tools, i.e. the English website, word of mouth, participation at International Education Fairs, promotion via other portals. Despite international trends, social media is still not deemed essential to advertise their educational offer to international students.
Bologna Process in the Global Higher Education Arena. Going Digital?
Authors: Orr Dominic 
Published: November 2020

AbstractThe Bologna Process has always been about seeing higher education within a national and a global context. This accounts for the 48 member countries of the European Higher Education Area (EHEA), which send their ministers responsible for higher education to the ministerial conferences every two to three years and send their high-level civil servants and national representatives into the many working group meetings.
Distant Partners: A Case Study of Global Virtual Teams Between Spain and South Korea
Authors: Planells-Artigot Enrique , Moll-Lopez Santiago 
Published: November 2020

AbstractGlobal Virtual Teams (GVT) among higher education institutions stand as a powerful tool of extending internationalization techniques as well as improving collaborative learning and transversal competencies. This study stems from the belief that using these channels allows students to establish connections and strengthen their confidence in networking for professional purposes. Furthermore, it describes a collaborative project involving undergraduate students of 23 different nationalities in two different business schools located in Spain and South Korea (n = 109; 61 in Spain and 48 in South Korea). The courses in both universities had similar learning objectives focused on the development of written and oral communication skills in a business environment. Through a series of semi-monitored activities and questionnaires, the vast majority of students expressed a strong satisfaction with their own achievements during the course including teamwork, learning how to deal with cultural differences, improving communication skills and problem-solving strategies. This case study contributes to a broader understanding of virtual exchange activities in higher education in different cultural contexts in terms of the types of activities engaged, the perceived value and learning outcomes as well as shared challenges. This understanding will help define common strategies in the practice of virtual exchange and to achieve greater integration within university curricula. Virtual exchange activities contribute not only to the improvement of students’ language and digital skills but to other transversal competencies such as problem-solving and teamwork, which seem to be gaining importance in an increasingly complex and competitive world of global connections.