bluuebunny/crossref_metadata_2025_split huggingface dataset:
Atypical Cartilaginous Tumors: Trends in Management
Authors: Wells Matthew E. , Childs Benjamin R. , Eckhoff Michael D. , Rajani Rajiv , Potter Benjamin K. , Polfer Elizabeth M. 
Published: December 2021

Introduction:
Chondrosarcomas are the most common primary bone malignancy in adults within the United States. Low-grade chondrosarcomas of the long bones, now referred to as atypical cartilaginous tumors (ACTs), have undergone considerable changes in recommended management over the past 20 years, although controversy remains. Diagnostic needle biopsy is recommended only in ambiguous lesions that cannot be clinically diagnosed with a multidisciplinary team. Local excision is preferred due to better functional and equivalent oncologic outcomes. We sought to determine whether these changes are reflected in reported management of ACTs.

Methods:
The National Cancer Database (NCDB) 2004 to 2016 was queried for ACTs of the long bones. Reported patient demographics and tumor clinicopathologic findings were extracted and compared between patients who underwent local excision versus wide resection.

Results:
We identified 1174 ACT patients in the NCDB. Of these, 586 underwent local excision and 588 underwent wide resection. No significant differences were found in patient demographics. No significant change was found in the reported percentage of diagnostic biopsies or wide resections performed over time. After multivariate regression, the single greatest predictor of performing wide resection on an ACTs was presenting tumor size.

Discussion:
Evaluation of the NCDB demonstrated that despite changes in the recommended management of ACTs, there has not been a significant change in surgical treatment over time. Surgeons have been performing diagnostic biopsies and wide resections at similar to historical rates. Persistency of these practices may be due to presenting tumor size, complex anatomic location, uncertainty of underlying tumor grade, or patient choice as part of clinical shared decision making. The authors anticipate that the rate of biopsies and wide resections performed will decrease over time as a result of improvements in advanced imaging and the implementation of recently updated clinical practice guidelines.
Pembelajaran Berbasis Teknologi Model Drill and Practice untuk Meningkatkan Hasil Belajar pada Pelajaran Matematika di Sekolah Dasar
Authors: Khoirunisa Khoirunisa , Prastowo Andi , Fatimah Siti 
Published: December 2021

Penelitian ini bertujuan untuk melihat: 1) apakah penggunaan pembelajaran berbasis teknologi model drill and practice ini mampu meningkatkan hasil belajar serta 2) bagaimana implementasi model drill and practice pada pembelajaran matematika dalam proes pembelajaran. metode penelitian yang digunakan dalam penelitian ini merupakan metode kualitatif dan pendekatan yang digunakan yaitu studi kepustakaan atau library research. Data yang didapatkan dalam penelitian ini menggunakan teknik pengumuplan data dengan dokumentasi yaitu mencari data dalam bentuk artikel dari jurnal tentang pembelajaran berbasis teknologi model drill and practice dalam pembelajaran matematika maupun di sekolah dasar. dengan menggunakan beberapa referensi artikel ilmiah yang menunjang penelitian kepustakaan ini, hasil dari penelitian ini menjelaskan bahwa dari analisis 6 artikel yang peneliti analisis menunjukkan yaitu penggunaan model drill and practice ini mampu memberikan dampak positif terlihat dari hasil belajar matematika yang meningkat pada pengunaan model ini dalam pembelajaran.
Programy zlepšování kvality ovzduší – právní forma v průběhu času
Authors: Mrlina Matěj , Jančářová Ilona 
Published: December 2021

Tento příspěvek se zabývá programy zlepšování kvality ovzduší jakožto koncepčními nástroji v oblasti ochrany ovzduší. Tento příspěvek má ambici rozebrat právní úpravu programů zlepšování kvality ovzduší v současně platné a předcházející legislativě upravující ochranu ovzduší, a to s ohledem na právní formy těchto koncepčních nástrojů stanovené jednotlivými právními předpisy, které v průběhu času programy zlepšování kvality ovzduší upravovaly. Cílem příspěvku je poukázat na některé problematické aspekty související s volbou právní formy pro tyto nástroje a jejich legislativní úpravou. Současně má také poukázat na možná interpretační a aplikační úskalí současně platné legislativy, a to na základě relevantní evropské legislativy, vývoje právní úpravy programů zlepšování kvality ovzduší a též relevantní judikatury českých soudů i Soudního dvora Evropské unie.
Desenvolvimento de porta-enxerto de videira em consórcio com plantas de cobertura do solo
Authors: Queiroz Gustavo Reis Silva dos Santos , Vendruscolo Eduardo Pradi , Seron Cássio de Castro , Martins Murilo Battistuzi , Campos Luiz Fernandes Cardoso , Polo Gabriel Furlan , Zoz Tiago 
Published: December 2021

A utilização de plantas de cobertura do solo, no cultivo da videira é uma técnica importante, principalmente para regiões de clima tropical devido às elevadas temperaturas do ar e do solo. Objetivou-se com este trabalho avaliar o desenvolvimento do cultivar de porta-enxerto de videira IAC 572 ‘Jales’, consorciado com diferentes plantas de cobertura do solo. O experimento foi conduzido em área experimental da Universidade Estadual do Mato Grosso do Sul - Unidade Universitária de Cassilândia. O delineamento experimental foi em blocos ao acaso, com cinco repetições de duas plantas do porta-enxerto, totalizando dez plantas úteis por tratamento. Os tratamentos foram definidos pelas plantas de cobertura: milheto (Pennisetum glaucum); crotolária (Crotalaria juncea); e mamona (Ricinus communis). Foram avaliadas a altura das plantas, diâmetro de caule, número de ramos e teor relativo de clorofila. O desenvolvimento de porta-enxerto IAC 572 ‘Jales’, é favorecido pelo cultivo consorciado com crotalária e milheto na entrelinha de plantio, pois contribui para maior altura de plantas e maior teor relativo de clorofila. A utilização da cultura da mamona, em consórcio com o porta-enxerto, deve ser evitada. Tais resultados demonstram a importância de se conhecer a interação entre e espécie cultivada e as plantas de cobertura do solo.
Judgment day: Activating computational thinking activities with popular culture
Authors: Dousay Tonia 
Published: December 2021

El interés como construcción de aprendizaje proporciona más que inspiración para la innovación. Dewey reconoció el papel del interés como una herramienta poderosa para involucrar a los estudiantes. Sin embargo, a pesar de los esfuerzos contemporáneos por estudiar el fenómeno, pocos diseños de aprendizaje reconocen este potencial. El presente artículo presenta un marco conceptual para la integración de la cultura popular en STEM, utilizando las competencias de pensamiento computacional como un mecanismo crítico y un contexto para la aplicación y las pruebas. El interés contribuye a la motivación a través de la autorregulación, y la autorregulación tiene el poder de mejorar el ciclo de logro e interés en el aprendizaje. A través de este marco, el Principio de activación de Merrill brinda orientación sobre por qué y cómo debemos atender este ciclo. Al evocar recuerdos positivos relacionados con los intereses del alumno, podemos mejorar otras etapas del aprendizaje desconectadas de la experiencia de aprendizaje inicial. Los educadores y académicos de STEM pueden usar este marco y diseñar y evaluar con confianza actividades de aprendizaje dirigidas al desarrollo del pensamiento computacional utilizando los medios y la cultura populares.
Finding a foundation in Dewey, interest is an underestimated and often overlooked aspect of learning design. Yet, situational interest in a learning experience has the power to contribute to motivation through self-regulation. Self-regulation, a learning metaskill, has the power to aid the cyclical cycle of learning achievement and interest, especially in STEM learning. Additionally, Merrill’s Activation Principle provides guidance on why and how we should attend to this cycle. Though interest appears occasionally as a consideration in learning design, two aspects of such an approach are lacking in the literature. First, few STEM-learning designs evaluate activation strategies. Second, sparse examples of attention on designing for interest in STEM learning reference using popular culture as a specific trigger. The current paper explores a conceptual framework for integrating popular culture into STEM, using computational thinking competencies as a critical mechanism and context for application and testing.
Considering How to Use First Principles of Instruction and Video Technologies to Support Teachers’ Professional Learning in Mathematics Education
Authors: Polly Drew , Recesso Art , Hannafin Michael J. 
Published: December 2021

Los principales principios de instrucción de Merrill proporcionan un marco para el diseño de instrucción centrada en el alumno. En este artículo examinamos cómo esos Principios de Instrucción proporcionan un marco para examinar formas efectivas de aprovechar el uso de tecnologías de video para mejorar el diseño e implementar el aprendizaje profesional para los profesores de matemáticas. Sintetizamos los Primeros Principios de la Instrucción, el ciclo de lecciones Launch-Explore-Discuss en matemáticas (Polly, 2017b; Tools4NCTeachers, s.f.), y los principios del aprendizaje profesional centrado en el alumno (Polly y Hannafin, 2010). Luego describimos viñetas sobre cómo las tecnologías de video pueden mejorar las experiencias de aprendizaje profesional que se alinean con los Primeros Principios de Instrucción y el aprendizaje profesional centrado en el alumno. Cerramos con implicaciones y recomendaciones para la investigación y la práctica para futuros esfuerzos.
Merrill’s First Principles of Instruction provide a framework for the design of learner-centered instruction. In this article we examine how those Principles of Instruction provide a framework to examine effective ways to leverage the use of video technologies to enhance the design and implement professional learning for mathematics teachers. We synthesize the First Principles of Instruction, the Launch-Explore-Discuss lesson cycle in mathematics (Polly, 2017b; Tools4NCTeachers, n.d.), and principles of learner-centered professional learning (Polly & Hannafin, 2010). We then describe vignettes about how video technologies can enhance professional learning experiences that align to the First Principles of Instruction and learner-centered professional learning. We close with implications and recommendations for research and practice for future endeavors.
Evidenze, miti e prassi didattiche: il caso dell’insegnamento della lettura nella scuola italiana
Authors: Calvani Antonio , Damiani Paola , Ventriglia Luciana 
Published: December 2021

This paper aims to take stock of the acquisitions achieved by evidence-based research on teaching to read, to compare them with the teaching practices, as they emerge from the school textbooks proposed by the publishing houses in Italy. Moving from the importance recently assumed by scientific research on effective teaching and the need to avoid risks and misunderstandings that can be generated for its use in practice, the evidence acquired about the teaching of reading and writing is presented, recalling the need to focus on the grapheme-phoneme correspondence to be acquired by children in a progressive, systematic and explicit way. It is then pointed out that the textbooks in use propose approaches in clear contrast with this finding. The second part focuses on the experimental researches conducted in Italy in recent years, congruent with the framework previously indicated, which achieve better effectiveness and high motivation in all pupils. Particular attention is paid to the national research conducted recently by the Association S.Ap.I.E.
Conflicts in Schools: Causative Factors and Resolution Strategies
Authors: Rai Kathryn , Singh Rajinder 
Published: December 2021

This paper is an effort in reviewing and assembling the research findings of different researchers on the factors that cause conflicts in schools and the strategies adopted by schools for conflict resolution. The research is limited to certain databases only. The basis for selecting relevant literature for this study is their accessibility, language (English) and relevancy to the topic and only those research papers that highlight teacher-teacher conflicts and teacher-administration conflicts have been selected. The several factors that emerged from the study were classified as Structural and Personal factors only. The originality of this paper rests in an attempt to attract the attention of the research community towards the factors that lead to conflicts in schools and an insight into the strategies used by the school administration to resolve them. This study also recommends that school administrators be trained to identify at least some factors responsible for conflicts among their staff, even among the students of the school so that they can resolve it in a better way.
L’affidamento familiare: le strategie educative elaborate dagli affidatari
Authors: Ricchiardi Paola , Coggi Cristina 
Published: December 2021

Foster care is a condition of welcoming children with families in serious difficulty, legally regulated, aimed at guaranteeing to minors a suitable space for growth, and to families of origin the possibility of overcoming the problems so as to consent the return of the children. It is a challenging educational condition, to be deepened with research. The complexity of the backgrounds of origin and the co-presence of multiple risk factors in fact generate in children and young people in foster care, important difficulties in development, which foster families have to cope with, also with the support of specialists, services and associations. However, the skills that caregivers come to build over the years are valuable, deserving of pedagogical insights, so that good practices of positive parenting can be valued and shared. In this paper we will report the results of a survey, carried out with a national sample of 323 foster families. The study makes it possible to investigate the reasons for the custody prevision, the relationships with families of origin, the difficult life trajectories of the children in foster care (transitions, placements, discontinuities, years of foster care, continuation of relationships after foster care). In this way it is possible to identify the needs highlighted by the minors, the relevant problems that emerge and the promising strategies adopted by the foster families.
Criterion Validation of the Scales of Autonomy, Collaboration, Empathy, Problem-solving and Self-confidence of the 3SQ. Soft Skills Self-evaluation Questionnaire Adapted for Lower Secondary School
Authors: Scippo Stefano , Rubat du Mérac Emiliane 
Published: December 2021

The Soft Skills Self-evaluation Questionnaire (3SQ, 41 items) was validated using the responses of 1216 Italian students attending the fourth and the fifth grade of upper secondary school (Lucisano & du Mérac, 2019a), demonstrating good psychometric properties (du Mérac & De Santis, 2020; du Mérac, Livi, & Lucisano, 2020). The adaptation of the 3SQ (40 items) for 8th-grade students was validated in Rome using the responses of 507 students, confirming the factorial structure, sufficient independence, and a good internal consistency (Cronbach alpha between .75 and .92 and 52.23% of the total variance explained). Here, we present the criterion-related validity of the five scales of the adapted 3SQ: Self-confidence, Autonomy, Problem-solving, Cooperation, Empathy. During a PhD research project (Scippo, 2021), these dimensions were also measured in Rome with other instruments, using a sample of 403 8th grade students. The analysis of the data confirms good reliability of the five scales (between .79 and .92), shows good indices of the confirmatory factor analysis of all the scales (RMSEA = .05, SRMR = .08), and reveals significant correlations (between .38 and .68) between the scales of the adapted 3SQ and the other scales measuring the same dimensions. In conclusion, this concurrent validity check reinforces the validity of the adapted 3SQ construct and, consequently, its usefulness for both research and guidance.
A user experience case study: two embodied cognition user interface solutions for a math learning game
Authors: Lindstedt Antero , Kiili Kristian , Tuomi Pauliina , Perttula Arttu 
Published: December 2021

Game-based learning solutions provide possibilities to teach conceptual number knowledge in engaging ways. The evaluation of user experience and error-proneness of the user interface are crucial in the educational game development process and game-based assessment. In the present study, we investigated how two different user interfaces of the rational number game, Semideus, influenced the game character controlling accuracy and user experience. Two user interfaces varying in the intensity of physical activities needed for controlling the game character were compared. Thirty-six university students played both Semideus game versions for 20 minutes in randomized order. In order to compare the tilting (low physical intensity) and walking (high physical intensity) user interfaces we used stealth assessment as an objective measure of controlling accuracy as well as flow experience and playability questionnaires as subjective measures of user experience. The results revealed that there was no significant difference in game controlling accuracy between the user interface solutions, suggesting that the intensity of the physical activities did not influence the error-proneness. However, the subjective measures indicated that students appreciated the tilting user interface significantly more than the walking user interface. Implications of the findings for future research and further development of the Semideus game are discussed.
STORIES OF TECHNOLOGY-ENHANCEMENT IN HIGHER EDUCATION – A CRITICAL APPROACH
Authors: Fossland Trine 
Published: December 2021

There is a large body of research on technology-enhanced learning, but questions related to the educational effectiveness of technology use still needs to be questioned. In this paper, I argue that digital innovators’ stories about technology enhancement may constitute a rich source for understanding this complex educational phenomenon both in relation to teachers’ daily practices and the implementation of ICT in higher education at large. Based on biographical interviews with “digital innovators”, the aim of this paper is to investigate how [their] digital competence is used to enhance teaching and learning in higher education. This paper asks; how do digital innovators approach the use of ICT to enhance students’ learning and what are the organisational conditions for this approach? The findings suggests that technology-enhancement is linked to nine key characteristics: different educational models, authenticity, pedagogical added values, meaningful student activities, changing approaches to feedback, assessment and connection with the outside world, as well as holistic planning, supportive leaders and strong micro-cultures. This paper proposes a more nuanced understanding of the term technology enhanced learning and suggests strategies for educational development and further investigations related to this phenomenon in higher education.
At Home with Students – Observing Online and Offline Contexts
Authors: Lyngsø Anita 
Published: December 2021

This article reflects the methodological challenges presented in the research process, where the principle of 'following the field’ means that the researcher must also follow students engaged in online activities in their own homes. The ethnographic studies are a part of a PhD project on “NETeducation,” a full-scale development project in nursing education (Lyngsø, 2014). With a focus on online professional education as the starting point, the process of research will follow the shifting learning process, through phases in the virtual classroom and in the students’ own homes.Research in online contexts demands a rethinking of the traditional ethnographic approach (Hammersley, 2006; Hine, 2005), sharpening the focus on the online and offline contexts, and the shifting between them (Webster, da Silva, 2013). The methodological reflections in the first part of this article can relate to this division due to the “netstudents” activities in studying online at home. On the other hand, the dichotomy between online and offline contexts is found to be inadequate, during the observations conducted. In light of some preliminary findings, the challenges of observing online and offline activities almost simultaneously are considered, despite a dearth of literature existing on this subject.
EFA in Pakistan: Struggle for Upgrading Literacy
Authors: Ahmad Mumtaz 
Published: December 2021

Literacy is an instrument of stability within and among countries and thus may prove an indispensable means of effective participation in the societies and (the) economies of today’s world. Eradication of illiteracy from the world is an important agenda of UNESCO, and one of the six goals of Dakar Framework of Action on Education for All. Illiteracy is also a major problem in Pakistan. The picture of illiteracy in Pakistan is grim, and although successive governments have announced various programmes to promote literacy the situation is still poor because of various political, social, economic and cultural obstacles. To sum up, it can be said that literacy is a skill necessary to acquire or transmit (information) to others. It is a means not an end in itself. Keeping in view the gravity of the situation of literacy and basic education in the country, Pakistan has completed/implemented a number of actions/activities for broad-based consultations with principal actors of EFA. Furthermore, the Government of Pakistan has accomplished the preparation of provincial and national plans of action and resource mobilization for EFA planning. This paper therefore examines the efforts to decrease illiteracy in Pakistan, a signatory of the worldwide EFA movement.
Technocultural education
Authors: Løvlie Lars 
Published: December 2021

In this essay I try to describe the development of a traditional liberal education into a technological liberal one. I propose that we start by dropping the classical oppositions between man and animal, and man and machine; that we stop pitting morality against technology and rhetoric; and that we do away with the idea that ICT in our schools will necessarily tear the fabric of education apart. We should rather try and re-describe the idea of an unencumbered and independent self in terms of relational concepts, like the cyborg or more radically: like the self as interface. John Dewey led the way to this view a century ago, by coining the word intelligence as the name of educative interactions between man, animal and machine. The self as interface is a self of differences rather than identities. But that idea does not do away with our emplaced body, or our personal sense of self and identity. In the postmodern world, the cyborg is a migrant with the ability to interpret signs, understand symbols of power, see through rhetorical games, engage in argumentation, and in these activities partake in his or her own political education. The Internet nomad does not bode anarchy. He or she is the radically decentred subject that may well participate in Kant’s cosmopolitanism, Jürgen Habermas’ discourse ethics and Jacques Derrida’s deconstruction. – But this is to go slightly beyond the text submitted here …