bluuebunny/crossref_metadata_2025_split huggingface dataset:
Endoscopic Transorbital Approaches to Anterior and Middle Cranial Fossa: A Laboratory Investigation on Surgical Anatomy and Potential Routes
Authors: Nannavecchia Beniamino A. , Ganau Mario , Cebula Hélène , Scibilia Antonino , Bozzi Maria T. , Zaed Ismail , Gallinaro Paolo , Boujan Fazel , Dietemann Jean-Louis , Djennaoui Idir , Debry Christian , Ligarotti Gianfranco K.I. , Signorelli Francesco , Proust Francois , Chibbaro Salvatore 
Published: June 2020

Abstract
Background Transorbital neuroendoscopic (TONES) approaches promise to open up new horizons for skull base surgery, offering alternative routes to reach the anterior and middle cranial fossa (ACF and MCF, respectively).
Objective The aim of this anatomical study is to acquire new surgical anatomy knowledge and exploit it for the refinement of TONES approaches, as an alternative to open surgery, to reduce the distance to the target, and the risk of neurovascular lesions in pathological conditions extending beyond the orbital cavity.
Materials and Methods Six head specimens (12 orbits) were studied/dissected. The orbit was approached and divided in a four clockwise quadrants manner to simulate three transconjunctival routes: the precaruncular (PC), preseptal (PS), and lateral retrocanthal (LRC), and one transpalpebral route—the superior eyelid crease (SLC). The boundaries and the most important anatomical landmarks were identified and are herein duly detailed with particular attention to the neurovascular structures encountered in each of those routes.
Results The dissections showed that the PC approach facilitates the treatment of optic nerve and frontal sinus pathologies, whereas LRC appears safer to reach ACF and MCF allowing for a free multiplanar working channel (up to 180 degrees) to the floor, roof, and lateral-to-medial walls.
Conclusion The plane of tendon lateral canthal's insertion and the sphenofrontal suture (SFS) were identified as the key anatomical landmarks for TONES approaches. Further studies are warranted to establish a practical clinical algorithm based on the anatomical four clockwise quadrants herein implemented/proposed, and the key surgical landmarks identified.
Endosomal signaling of delta opioid receptors is an endogenous mechanism and therapeutic target for relief from inflammatory pain
Authors: Jimenez-Vargas Nestor N. , Gong Jing , Wisdom Matthew J. , Jensen Dane D. , Latorre Rocco , Hegron Alan , Teng Shavonne , DiCello Jesse J. , Rajasekhar Pradeep , Veldhuis Nicholas A. , Carbone Simona E. , Yu Yang , Lopez-Lopez Cintya , Jaramillo-Polanco Josue , Canals Meritxell , Reed David E. , Lomax Alan E. , Schmidt Brian L. , Leong Kam W. , Vanner Stephen J. , Halls Michelle L. , Bunnett Nigel W. , Poole Daniel P. 
Published: June 2020

Significance
G protein-coupled receptors are considered to function principally at the cell surface. We present evidence that the δ-opioid receptor (DOPr) signals from endosomes to cause a sustained inhibition of pain. Opioids from the inflamed human and mouse colon, along with selective agonists that evoked DOPr internalization, inhibited the excitability of nociceptors by a mechanism requiring DOPr endocytosis. DOPr in endosomes generated a subset of signals in subcellular compartments that inhibited neuronal excitability. A DOPr agonist that was encapsulated into nanoparticles designed to selectively activate DOPr in endosomes of nociceptors caused a long-lasting inhibition of neuronal excitability and pain. Our results support the hypothesis that endosomal signaling of DOPr is an endogenous mechanism and therapeutic target for relief from inflammatory pain.
Incongruity-resolution humorous strategies in image macro memes
Authors: Yus Francisco 
Published: June 2020

Abstract
In previous research (Yus 2016, 2017), a classification of jokes was proposed depending on how the humorous incongruity-resolution strategy was achieved. Twelve cases were isolated resulting from the combination of several parameters: (1) a differentiation between discourse-based incongruities and frame-based incongruities; (2) the location of the incongruity-triggering element (setup or punchline); and (3) three types of resolution: discourse-, frame- and implication-based. This paper proposes a similar taxonomy of incongruity-resolution patterns for a specific type of internet discourse: the image macro meme. The resulting seven-case taxonomy inherits some of the features of that were proposed for verbal jokes, albeit exhibiting the extent to which the image plays a specific role in the successful meme-centred humorous strategy.
Extracting Earth’s orbital period from atmospheric
CO2 concentrations using the Fourier transform based on
Matlab
Authors: Pili Unofre B , Violanda Renante R 
Published: June 2020

Abstract
The oscillating atmospheric CO2 concentrations at Mauna Loa, on the
island of Hawaii, Hawaii, United States of America, are Fourier transformed in
order to extract the period of oscillations. Also well-known as the Keeling
curve, CO2 concentrations (in time series) at Mauna Loa oscillate in
direct association with seasonal fluctuations in the northern hemisphere. Thus,
the period of oscillations of atmospheric CO2 concentrations is equal
to Earth’s orbital period. In error by only 3.1%, we obtained 11.63
months. With the oscillating and increasing trend of the Keeling curve being
directly associated with Earth’s geography, vegetation, photosynthesis,
the seasons, global warming, and climate change, the current work is perceived
as an enriching activity on the application of Fourier transformation—and
on a non-Newtonian approach to determining an astronomical quantity.
Buquoy’s problem in an introductory physics course
Authors: Kodejška Č , Richterek L , Říha J 
Published: June 2020

Abstract
The Buquoy’s problem represents an interesting example of a one-dimensional motion in which a uniform thin fibre is pulled upwards from a horizontal plane by a constant vertical force exerted against the homogeneous gravitational field. The problem includes several interesting concepts that are developed within the introductory university physics course, like motion with a variable mass, the use of the effective potential and a solution of a non-linear ODE of the second order, which provides an opportunity for some numerical modelling of the motion. It is a specific example of damped oscillations and according to our experience it can be discussed e.g. within a course in classical mechanics. Our contribution concentrates on the correspondence between a theoretical model and the experimental realization of this problem, which can be demonstrated in a standard classroom. In our set, the upward force is represented by buoyancy acting on a helium filled balloon. The experiment helps to develop some other competences of the students and naturally leads to a little bit more general mathematical model with an equation of motion that includes the constant mass of the helium ball and the dumping resistance force.
Imaginary formations of teachers in the initial years of elementary education on physics and their teaching in a continued training program
Authors: Corrêa de Lima S , Nardi R 
Published: June 2020

Abstract
We present here part of outcomes of research that was carried out in a public school, through a partnership with the university which was willing to advise teachers in the initial years of elementary education, acting in the first and second cycles, in matters related to the teaching of Sciences, particularly Physics. The design of the program was determined by the “imaginary formations” presented by the teachers during an Initial Focus Group (IFG), which permitted to ascertain teacher training needs, their conceptions and desires related to Physics and Science Teaching. The study is grounded on theoretical-methodological references in French Discourse Analysis. The main imaginary formations detected with regard to Science Teaching in the context of the course were: “experiments draw student attention and break the routine of the ordinary classes”; “Themes in Science related to the Universe are attractive for the student”; “The advice of a specialist in the area has helped a lot”; “Unlike a lecture given when a specialist shows up at school.” In addition, the IFG allowed us to verify imaginary formations present in the teachers’ discourses, full of discrepancies between what the Curriculum of Sciences proposes in the initial and final cycles of the early years of elementary education in the State of Minas Gerais, and how teachers understand that curriculum for the preparation of lesson plans. Regarding the “imaginary formations” of teachers related to science, we found at the beginning and at the end of the program that aspects of an empirical-inductive vision prevailed (the role of observation and experimentation are highlighted), a rigid view of scientific activities and the scientific method is considered as a set of steps to be followed). And we understand that there were signs of “imaginary formations” of science as the work of geniuses, but scientists do not have to live “in isolation” from the world, for they are ordinary people, like teachers, and research phenomena that do not necessarily have to be investigated in the laboratory. In addition, we have realized at the end of the process that the teachers in the sample show that there is evidence of a constant reconstruction of Science.
Undergraduate students’ difficulties with motion of objects on horizontal and inclined surfaces
Authors: Phage I 
Published: June 2020

Abstract
The purpose of this study was to investigate the conceptual knowledge of the motion of two objects on an inclined and/or horizontal surface, in undergraduate physics students at the Central University of Technology, Free State (CUT), Bloemfontein campus. The study was conducted with 103 introductory to physics students in B.Ed. (FET) Natural Science programme in the faculty of Humanities as respondents. A pre-test was administered to test and investigate the students’ existing knowledge and was based on the concept of problem-solving. The results indicated that the majority (more than 80%) of students had major difficulties with where and how to start in order to solve the problems. They lacked basic knowledge of free-body diagram and vector analysis, as a result, they could not apply or deduce equations to solve. A follow-up remedial intervention was conducted to clear up the confusion and to assist them to acquire necessary and basic skills and knowledge of vector analysis, viz., free-body diagram, finding vertical and horizontal components of vectors, equilibrium conditions as well application of Newton’s Second law of motion. With this skill, they were introduced to deriving equations to calculate the acceleration of the objects and the tension of the wire connecting them (mathematical skills). A post-test was administered and the results indicated a great improvement (more than 70%) in the vector analysis and mathematical application of vectors in problem solving. Follow-up interviews indicated deficiencies and confusion from their previous learning, although some students (about 30% of the 70%) indicated that they need to be taught the concept first before the test. Their reasoning was they forgot the concept.
Thai pre-service physics teachers’ understanding of seeing an object
Authors: Kaewkhong K 
Published: June 2020

Abstract
The important role of Faculty of Education, Chiang Mai University, Thailand, is to prepare smart teachers in the future of Thailand. In 2018, the 50 Thai pre-service physics teachers had been trained by a workshop on active learning in optics and exposed to the concept of light as early as the primary level of training. A set of 4 conceptual questions on seeing objects in different situations was presented to these pre-service physics teachers. They were asked to draw a ray diagram and explain how they see 1) an object which can illuminate light by itself, 2) an object reflecting light from other light sources, 3) an object in a dark room (light cannot pass through) and 4) a beam of LASER.. Pre-service physics teachers’ understandings were classified by determining their explanations and ray diagrams. Misconceptions about light propagation and human eyes were also approached. Surprisingly, we found that most of them confused in using a ray diagram to explain how objects are seen and how light propagate into eyes. Most of them still have some misconceptions about seeing, they believe eyes can adjust to see objects in a completely dark room.
A Classification Scheme for Basic Physics Concepts: Learning and Thinking from Neurodevelopmental Science Perspective
Authors: Chekuri N R 
Published: June 2020

Abstract
Conscious learning begins from the moment the neurosensors act on events in the physical-sociocultural (PSC) environment to create their mental representations. The sensors convert various forms of energies in the events into patterned electric signals; neural pathways carry those signals to the different parts of the brain to form new neural circuits and/or modify the existing circuits by leaving biochemical traces, which serve as memory; and the learning continues until the self-regulating “thought processes” associate new thoughts with the active circuits that contain the event information, in an emotional context. These thoughts, the thought processes, the corresponding neural circuits, and the actions continue to develop non-linearly, by following a set of transformation rules, from reflexes through abstract principles, which are the result of nested reciprocal influences, owing to further life-time experiences in the PSC environment. Using this frame work, the paper analyzes basic physics concepts to classify them into a hierarchically-complex scheme and proposes a mechanism for how a concept is associated with a set of patterns in the event-information, and how simpler concepts develop into more complex concepts using “Concepts Developmental Equations” (CDE).
Alternative approaches in digital era to handle undergraduate physics (mechanics) laboratory: a case study of moment of inertia of a flywheel experiment
Authors: Sharma S , Ahluwalia P K 
Published: June 2020

Abstract
With the invasion of Digital Era on all activities of life, alternative approaches are emerging to explore a single situation in many ways, offering new opportunities and insights about learning behaviour of the student. It is expected that this is going to impact traditional laboratory practices in different ways. The moot question is: can these alternative explorations be used for enhancing learning experiences of the learners, make laboratory a more engaging place and tuning learners’ alternative conceptions with the conceptions of an expert. In this case study, we present three ways to perform an experiment to calculate the moment of inertia of a flywheel in a typical undergraduate Mechanics (Physics) laboratory: (i) the traditional way using a stopwatch and a meter rod as basic measuring tools, (ii) by using a video analyser of a typical setup of the experiment and (iii) a modelling software available in a web-based virtual laboratory. The physics education research strategies are applied to observe the pedagogical value of performing the same experiment in three ways together. To go ahead with this approach, implemented through pre-post-test methodology, a concept inventory has been devised to identify the alternative conceptions around the moment of inertia, theorems of the moment of inertia and flywheel as a mechanical device to control rotational motion in a daily life. An effort has been made to address the alternative conceptions during the performance of the same experiment in three distinct ways. Finally, a perception survey was also carried out to know about this multi-representational approach’s (a) pedagogical effectiveness, (b) effect on laboratory climate, (c) expectations of students, (d) laboratory engagement and (e) instructor-student relationship.
Death of an outcome – consequences of stigmergy in our examinations
Authors: Clerk D P P , Naidoo D 
Published: June 2020

Abstract
This paper reports on an analysis of questions in physics examination papers at matriculation and first-year university level. The intention is to throw light on an on-going concern, sometimes expressed by university level physics instructors, that there is a general weakness in problem-solving ability among their students. This begs several questions; the first and most obvious one being what we mean by ‘problem-solving’. The second is whether this perceived weakness has an objective reality. Evidence supporting this can be found in both the literature and in examination results. The third question asks what might be causing this state of affairs. To attempt to answer this, examination papers at both matriculation and university level (first-year) were analysed with a view to finding what types of questions are typically asked, and to ascertain whether there may perhaps be a bias in favour of - or against - specific types of question. The evidence shows that there is indeed a favoured question-type that can be explicitly taught, and relatively easily mastered - and which typically makes up a sufficiently large fraction of an examination that a candidate can pass the examination without having to demonstrate any real problem-solving ability. What an examination candidate does need to demonstrate is a well-developed ability to expedite routine operations at various levels of complexity, which - depending on one’s espoused definition - does not amount to problem-solving. The bias away from novel (or heuristic) problem-solving is here seen as a stigmergic sign that indicates to candidates, instructors and examiners alike that the ability to deal with novelty, which is the essence of problem-solving, is not needed in order to pass - or even to do well in - these high-stakes examinations. Hence the need either to teach or to learn problem-solving could come to be seen as unnecessary. This state of affairs is repeated - and hence reinforced - at each successive annual iteration.
A study of student teachers’ misconceptions on uniform circular motion
Authors: Mutsvangwa A 
Published: June 2020

Abstract
Uniform circular motion is one of the key mechanics topics in Physics that students fail to comprehend and master. In South Africa, uniform circular motion is currently not taught to Physical Sciences Matriculate learners and thus students are only introduced to it at university level. It is appreciated that poor comprehension of fundamental concepts and tenets of uniform circular motion leads to difficulties in understanding related topics such as Rotational Kinematics and Rotational Dynamics. This study investigated student teachers’ misconceptions about uniform circular motion and its pertinent underlying concepts such as tangential acceleration and centripetal acceleration. The study also attempted to figure out the source(s) of the ensuing misconceptions. The sample of the study consisted of 41 second-year Physical Sciences student teachers at a South African university. A multiple-choice test consisting of 20 questions on uniform circular motion was administered. Simple and explanatory statistical techniques were employed to analyse the data and appropriate intervention methods were proposed to curtail the identified misconceptions. The study revealed that factual misconceptions and conceptual misunderstandings were prevalent amongst the student teachers who took part in the research exercise.
Teaching physics in the discipline of medical radiations in an Australian university
Authors: Deb Pradip 
Published: June 2020

Abstract
Medical radiations and imaging are highly technologically driven professions. Adequate knowledge in physics is the basic requirement for any medical radiation technologists working in medical radiation centres where ionizing radiations are used. The purpose of this paper is to discuss courses of physics we teach and the challenges we face in teaching physics to the undergraduate students in the discipline of medical radiations in our university. Although laws of physics are applied in the development and use of diagnostic and therapeutic medical equipment, the physics is not loved by the students as a subject as it should be. Several medical radiations physics courses are taught in undergraduate medical radiations program in our discipline including radiography, nuclear medicine, radiotherapy, CT, MRI, and Ultrasonography. In this paper teaching methods of medical radiation physics are discussed and students’ approach to learn this subject are analysed. The teaching techniques and initiatives are discussed along with their success and failure.
Schooling Africa: Computational Materials Science education and research
Authors: Chetty N. , Martin R M 
Published: June 2020

Abstract
The African School of Electronic Structure Methods and Applications (ASESMA) [1 – 7] is a series of workshops held every two years in different sub-Saharan countries, designed to foster a collaborative network for research and higher education in Africa. Participants are drawn from across the continent through a competitive process, and the lecturers and mentors are outstanding scientists from across the world including Africa. ASESMA is administered by the International Centre for Theoretical Physics (ICTP), and the primary sponsor is the International Union of Pure and Applied Physics (IUPAP). The core guiding principle is that computation makes it possible for world-class research to be done with modest investment, and it is an essential part of education for the future. The skills acquired are useful for teaching at the university level and are transferable to other disciplines. The participants are the teachers who will educate future generations of African scientists.
Physics education for 21st century graduates
Authors: Grayson D J 
Published: June 2020

Abstract
The 21st century world in which today’s students are growing up is different in a number of important ways from last century. It is characterised by ubiquitous and increasingly sophisticated technology, accelerating climate change, globalisation, and the concentration of the bulk of the world’s wealth in the hands of an ever-decreasing percentage of its population. There was also the great recession of 2008. Taken together, these things are impacting on students’ thinking patterns, behaviours, expectations, constraints and opportunities. Broad global developments, such as the fourth industrial revolution, the United Nations Sustainable Development Goals, as well as the recent rise of so-called fake news and popular rejection of evidence-based thinking, frame the context for what we can and must do in educating our students. What are the implications for physics and physics teaching? Physicists have always maintained that learning physics develops ways of thinking and solving problems that have broad applicability. While that may be true, no human endeavour can ever be divorced from context. How is the teaching of physics being affected by the global context, and how can physics teaching contribute to addressing global challenges? In this paper, I present key characteristics of who we are teaching, and make suggestions, in broad terms, about what and how we should teach in order to equip our students to be successful 21st graduates. That involves being able to navigate the complexities and uncertainties of a turbulent world, today and tomorrow, and, hopefully, contribute to making it a better place for all of its inhabitants.