bluuebunny/crossref_metadata_2025_split huggingface dataset:
An Introduction to Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heart of Learning
Authors: Maine Fiona , Vrikki Maria 
Published: March 2021

AbstractThis book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people’s cultural literacy and what it means to be European in the twenty-first century, prioritizing intercultural dialogue and mutual understanding. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. This chapter sets the context for the book by introducing the DIALLS project (Dialogue and Argumentation for cultural Literacy Learning in Schools) and its core aims and themes. It sets the tone of interdisciplinarity and its importance for an educational future where issues of living together, social responsibility and sustainable development transcend traditional categories of learning. DIALLS is seen as an opportunity for a synthesis of thinking, but our book allows each author to explore the goals of the project from their own interdisciplinary angle.
Educating Cultural Literacy with Open Educational Resources: Opportunities and Obstacles of Digital Teacher Collaborations
Authors: Mayweg-Paus Elisabeth , Zimmermann Maria 
Published: March 2021

AbstractIn this chapter, we set the context for how teachers can use the CLLP and its resources sustainably by introducing why it is important for teachers to engage in long-term collaboration to implement the core aims and themes of DIALLS in a meaningful way. In the following chapter, we will introduce research on the opportunities and obstacles of online collaboration among teachers. Considering that the goals of DIALLS deal with issues of living together, social responsibility, and sustainable development, we will emphasize how effective online collaboration not only among students but also among teachers can help make DIALLS have a long-lasting impact that shapes the educational future of Europe. Thus, we will emphasize how to promote a long-lasting community of practice for DIALLS teachers and how this community may enable them to become professional DIALLS teachers.
Intercultural Education for the Twenty-First Century: A Comparative Review of Research
Authors: Rapanta Chrysi , Trovão Susana 
Published: March 2021

AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of National Education Policy Documentation
Authors: Kairė Sandra , Duoblienė Lilija , Zaleskienė Irena 
Published: March 2021

AbstractThe contemporary world is marked by numerous new challenges: growth of inequality, migration, development of new technologies, climate change. All of them create tensions among nations, social groups or cultures. In the face of growing multiculturalism and need for dialogue, social responsibility as a concept in the educational field has received due attention. For instance, Berman (Educational Leadership, November:75–80, 1990; Children’s social consciousness and the development of social responsibility, University of New York Press, New York,1997; Leadership for social justice and democracy in our schools, Corwin Press, Thousand Oaks, CA, pp. 123–144, 2011) emphasized the importance of education for social responsibility in school and classroom and defined it as personal investment in the well-being of others. Vallaeys (GUNI Report of Higher Education in the World 5:88–96, 2014) discussed social responsibility as a matter of university mission and function. Berman (Leadership for social justice and democracy in our schools, Corwin Press, Thousand Oaks, CA, pp. 123–144, 2011) related the concept of social responsibility to the development of social consciousness that meant balancing on personal self-realization and personal achievement with equal focus on social self-realization and collective achievement. In particular, a person becomes conscious that personal development (i.e. How will I lead my life?) is interrelated with the development of others (i.e. What does the way I lead my life mean for the life of others?). In this case, social responsibility embraces cultural values and creates empowerment, cooperation, compassion, and respect.
Using Wordless Picturebooks as Stimuli for Dialogic Engagement
Authors: Maine Fiona , McCaughran Beci 
Published: March 2021

AbstractIn this chapter we explore how collaborative meanings can be made as teachers and young children (six-year-olds) engage together in reading wordless picturebooks. The activity of talking about these visual texts was a central part of the DIALLS project as children joined together not only to make meaning from them, but also use them as stimuli for deeper philosophical thinking about themes around living together and social responsibility. The discussions gave children the opportunity to engage in ‘genuine dialogue’ (Buber in Between man and man, trans. R.G. Smith. Routledge, London, 1947), as they co-constructed meaning from the narratives and as they then related the themes within them to their own lives, values and identities.
The DIALLS Platform: Supporting Cultural Literacy and Understanding of European Values Over the Internet
Authors: Bietti Lucas M. , Slakmon Ben Zion , Baker Michael J. , Détienne Françoise , Safin Stéphane , Schwarz Baruch B. 
Published: March 2021

AbstractIn this chapter we present the process of designing and developing a novel online platform for supporting cultural literacy learning, involving the elaboration and understanding of European values in collaborative dialogue between students, with teacher-led reflection on wordless texts. Wordless texts are books or videos that comprise sequences of pictures which stimulate student readers to reconstruct the attendant narratives (see Chapters 10.1007/978-3-030-71778-0_5 and 10.1007/978-3-030-71778-0_6, this volume). The narratives in question, available publicly, are designed to stimulate discussions relating to European values, notably tolerance, empathy and inclusion (Lähdesmäki et al. in Intercultural dialogue in European education policies: A conceptual approach. Palgrave Macmillan, New York, 2020). The main questions for platform design were therefore how to facilitate productive discussions involving European values, on or around such wordless texts, and to structure such discussions in a way that is closely anchored in the texts.
Being (Un)safe Together: Student Group Dynamics, Facework and Argumentation
Authors: Brummernhenrich Benjamin , Baker Michael J. , Bietti Lucas M. , Détienne Françoise , Jucks Regina 
Published: March 2021

AbstractSmall group work offers the opportunity for students to engage in many-sided discussions. Students can learn how to argue standpoints and develop argumentative competence (i.e.learning to argue) but may also, by using argumentative structures, learn about and tease apart relevant facets of the topic at hand (i.e.arguing to learn). Although these processes can be beneficial for both arguing to learn as well as learning to argue, their success is predicated on the characteristics of the group enacting them. Discussions happen in a social, interpersonal context. Especially in small group collaborative learning, the social relationships between students should have a stronger and more direct impact on the form and content of their contributions than in more direct, teacher-led instruction. In this chapter, we will seek to specify the relations between cognitive and social aspects of collaborative argumentation and illustrate them with an example from the DIALLS lesson recordings.
Review of Haptic and Computerized (Simulation) Games on Climate Change
Authors: Gerber Andreas , Ulrich Markus , Wäger Patrick 
Published: March 2021

AbstractClimate change imposes tremendous, complex challenges on humanity. Thoughtfully designed games can support solving them. This article presents a review of climate games and thereby updates the review conducted by Reckien and Eisenack in 2011. It provides an overview of published climate games and reveals the development of the field over the last years. A total of 119 climate games were found whereof 52 were already part of the review of 2011. The broad variety of discovered games indicates a lively community and different settings where such tools are being applied. A substantial number of games addressed topics such as international climate conferences, global impacts of global decisions, and effects of individual decisions on their local environment. Other topics, however, were largely absent. They included - amongst others - the connection between climate change and health, and games that bride local and global levels. Furthermore, the game types “video games” and “alternate reality games” were not applied frequently. Both, the absent topics and the scarcely used game types open up possibilities to develop the field. Forty-six per cent of the games listed by Reckien and Eisenack seem to have disappeared and could not be found for this review, an observation that may need further attention.
Island in charged black holes
Authors: Ling Yi , Liu Yuxuan , Xian Zhuo-Yu 
Published: March 2021

Abstract
We study the information paradox for the eternal black hole with charges on a doubly-holographic model in general dimensions, where the charged black hole on a Planck brane is coupled to the baths on the conformal boundaries. In the case of weak tension, the brane can be treated as a probe such that its backreaction to the bulk is negligible. We analytically calculate the entanglement entropy of the radiation and obtain the Page curve with the presence of an island on the brane. For the near-extremal black holes, the growth rate is linear in the temperature. Taking both Dvali-Gabadadze-Porrati term and nonzero tension into account, we obtain the numerical solution with backreaction in four-dimensional spacetime and find the quantum extremal surface at t = 0. To guarantee that a Page curve can be obtained in general cases, we propose two strategies to impose enough degrees of freedom on the brane such that the black hole information paradox can be properly described by the doubly-holographic setup.
Finite Sequentiality of Unambiguous Max-Plus Tree Automata
Authors: Paul Erik 
Published: March 2021

AbstractWe show the decidability of the finite sequentiality problem for unambiguous max-plus tree automata. A max-plus tree automaton is called unambiguous if there is at most one accepting run on every tree. The finite sequentiality problem asks whether for a given max-plus tree automaton, there exist finitely many deterministic max-plus tree automata whose pointwise maximum is equivalent to the given automaton.
The rigid hybrid number for two phylogenetic trees
Authors: Huber Katharina T. , Linz Simone , Moulton Vincent 
Published: March 2021

AbstractRecently there has been considerable interest in the problem of finding a phylogenetic network with a minimum number of reticulation vertices which displays a given set of phylogenetic trees, that is, a network with minimum hybrid number. Such networks are useful for representing the evolution of species whose genomes have undergone processes such as lateral gene transfer and recombination that cannot be represented appropriately by a phylogenetic tree. Even so, as was recently pointed out in the literature, insisting that a network displays the set of trees can be an overly restrictive assumption when modeling certain evolutionary phenomena such as incomplete lineage sorting. In this paper, we thus consider the less restrictive notion of rigidly displaying which we introduce and study here. More specifically, we characterize when two trees can be rigidly displayed by a certain type of phylogenetic network called a temporal tree-child network in terms of fork-picking sequences. These are sequences of special subconfigurations of the two trees related to the well-studied cherry-picking sequences. We also show that, in case it exists, the rigid hybrid number for two phylogenetic trees is given by a minimum weight fork-picking sequence for the trees. Finally, we consider the relationship between the rigid hybrid number and three closely related numbers; the weak, beaded, and temporal hybrid numbers. In particular, we show that these numbers can all be different even for a fixed pair of trees, and also present an infinite family of pairs of trees which demonstrates that the difference between the rigid hybrid number and the temporal-hybrid number for two phylogenetic trees on the same set of n leaves can grow at least linearly with n.
Assessment of Xpert Bladder Cancer Monitor test performance for the detection of recurrence during non-muscle invasive bladder cancer follow-up
Authors: Cancel-Tassin G. , Roupret M. , Pinar U. , Gaffory C. , Vanie F. , Ondet V. , Compérat E. , Cussenot Olivier 
Published: March 2021

Abstract
Purpose
To assess the performance of the Xpert Bladder Cancer (BC) Monitor during the follow-up of patients with non-muscle invasive bladder cancer (NMIBC).

Methods
Patients with previously diagnosed NMIBC and followed up in clinical practice settings in two French urology departments between September 2017 and July 2019 were consecutively enrolled in this prospective observational study. Patients with a positive cystoscopy or computed tomography urogram underwent subsequent transurethral resection of the bladder, and/or biopsy, and the specimens were pathologically assessed. Cytology and Xpert BC Monitor tests were performed on urine samples. Xpert BC Monitor performance was assessed versus cystoscopy for disease-negative patients or versus histology for disease-positive patients, and was compared to that of cytology.

Results
Overall, 500 patients with a median age of 70.0 years were included. NMIBC recurrence was diagnosed in 44 cases (8.8%). Overall sensitivity, specificity, and negative predictive values (NPVs) were 72.7% (32/44), 73.7% (330/448) and 96.5% (330/342) for the Xpert BC Monitor, and 7.7% (2/26), 97.8% (310/317) and 92.8% (310/334) for cytology, respectively. The Xpert BC Monitor detected 92.3% (12/13) of the high-grade tumours and ruled out their presence in 99.7% (330/331) of cases. Analysis of the areas under the receiver operating characteristic curves demonstrated the superior performance of the Xpert BC Monitor over that of cytology.

Conclusion
Xpert BC Monitor performance was superior to that of cytology in the follow-up of NMIBC. The exclusion of aggressive tumours with a very high NPV (99.7%) supports the use of this urinary test in daily practice.
Dermoscopy of early melanomas: variation according to the anatomic site
Authors: Tognetti Linda , Cartocci Alessandra , Cinotti Elisa , Moscarella Elvira , Farnetani Francesca , Carrera Cristina , Lallas Aimilios , Tiodorovic Danica , Longo Caterina , Puig Susana , Perrot Jean Luc , Argenziano Giuseppe , Pellacani Giovanni , Cataldo Gennaro , Balistreri Alberto , Cevenini Gabriele , Rubegni Pietro 
Published: March 2021

AbstractTo date, is yet to be elucidated whether the body location of cutaneous melanoma can significantly affect an early dermoscopic diagnosis and, consequently, if it can be regarded as a prognostic factor. To investigate the dermoscopic appearance of early melanomas (EMs) at different body sites; to test the ability of dermoscopists in recognizing specific dermoscopic features in EMs. A pool of 106 experienced dermoscopists evaluated the presence of 10 dermoscopic features assumed as suggestive of malignancy among 268 images of EMs with ambiguous appearance located at 16 body sites. According to 720 evaluations, EMs of the “upper extremities” showed a prevalence of early atypical lentiginous features. EMs of the “anterior trunk” exhibited the lower rate of recognition for all features. EMs of the “rear trunk” can be regarded as an intermediate area, showing high recognition rates of regression-related and chronic-traumatism-related features.
Gremlin-1 for the Differential Diagnosis of Idiopathic Pulmonary Fibrosis Versus Other Interstitial Lung Diseases: A Clinical and Pathophysiological Analysis
Authors: Aoshima Yoichiro , Enomoto Yasunori , Muto Shigeki , Meguro Shiori , Kawasaki Hideya , Kosugi Isao , Fujisawa Tomoyuki , Enomoto Noriyuki , Inui Naoki , Nakamura Yutaro , Suda Takafumi , Iwashita Toshihide 
Published: March 2021

Abstract
Purpose
The differential diagnosis of interstitial lung diseases (ILDs), particularly idiopathic pulmonary fibrosis (IPF) versus other non-IPF ILDs, is important for selecting the appropriate treatment. This retrospective study aimed to explore the utility of gremlin-1 for the differential diagnosis.

Methods
Serum gremlin-1 concentrations were measured using an ELISA in 50 patients with IPF, 42 patients with non-IPF ILD, and 30 healthy controls. The baseline clinical data, including pulmonary functions, prognosis, and three serum biomarkers (Krebs von den Lungen-6 [KL6], surfactant protein-D [SP-D], and lactate dehydrogenase [LDH]), were obtained through a medical record review for analyzing their associations with serum gremlin-1 concentrations. To evaluate the origin of gremlin-1, we performed immunostaining on lung sections.

Results
Serum gremlin-1 concentrations were significantly higher in patients with IPF (mean concentration, 14.4 ng/mL), followed by those with non-IPF ILD (8.8 ng/mL) and healthy controls (1.6 ng/mL). The area under the curve for IPF versus non-IPF ILDs was 0.759 (95% confidence interval, 0.661–0.857), which was superior to that of KL6/SP-D/LDH. The sensitivity and specificity for gremlin-1 (cutoff, 10.4 ng/mL) was 72 and 69%, respectively. By contrast, serum gremlin-1 concentrations were not associated with the pulmonary functions nor the prognosis in all patients with ILDs. In immunostaining, the gremlin-1 was broadly upregulated in IPF lungs, particularly at myofibroblasts, bronchiolar/alveolar epithelium, and CD163-positive M2-like macrophages.

Conclusions
Gremlin-1 may be a useful biomarker to improve the diagnostic accuracy for IPF compared to non-IPF ILDs, suggesting a role of this molecule in the pathogenesis of IPF.
Gestational hypertension and childhood atopy: a Millennium Cohort Study analysis
Authors: Henderson Ian , Quenby Siobhan 
Published: March 2021

AbstractGestational hypertension may confer risk of atopic disease in offspring through a direct biological mechanism, but another possibility is that risk is mediated through complications of pregnancy. To explore these associations, we conducted an analysis of a nationally representative birth cohort based in the UK involving children born 2000–2002. We included 12,450 mother-child pairs. We used logistic regression to estimate the association between hypertensive disease and asthma, hay fever, or eczema by age 5, and parentally reported early wheeze and severe wheeze. Mediation by gestation at delivery and caesarean delivery was explored using causal mediation analysis. Odds ratios (95% CI) for gestational hypertension and childhood asthma, hay fever, and eczema were 1.32 (1.09, 1.59), 1.22 (0.97, 1.55), and 1.12 (0.96, 1.32) respectively, adjusted for confounding. The population attributable fractions were 2.4% (1.0–3.8%), 0.9% (−0.3% to 2.1%), and 1.8% (0.0–3.7%), respectively. Accounting for mediation by gestational age and caesarean delivery, odds ratios (95% CI) for the potential direct effects of gestational hypertension were 1.21 (0.97, 1.50), 1.17 (0.91, 1.49), and 1.11 (0.94, 1.31) for the same.Conclusion: Gestational hypertension was weakly positively associated with asthma and this was partly mediated by earlier delivery. Only a small proportion of early childhood asthma was attributable to gestational hypertensive disease in this representative UK-based birth cohort.

What is known:• Gestational hypertension has been shown to be an inconsistent risk factor for the atopic diseases.• The in utero immune environment may modify the risk of atopy in offspring; alternatively, complications of pregnancy including caesarean delivery and prematurity may explain an association between hypertensive disease and atopy.

What is new:• Self-reported gestational hypertension was a weak risk factor for asthma and wheeze in the Millennium Cohort Study.• Part of the association between gestational hypertensive disease and asthma was explained by earlier delivery.
Obtaining a Proportional Allocation by Deleting Items
Authors: Dorn Britta , de Haan Ronald , Schlotter Ildikó 
Published: March 2021

AbstractWe consider the following control problem on fair allocation of indivisible goods. Given a set I of items and a set of agents, each having strict linear preferences over the items, we ask for a minimum subset of the items whose deletion guarantees the existence of a proportional allocation in the remaining instance; we call this problem Proportionality by Item Deletion (PID). Our main result is a polynomial-time algorithm that solves PID for three agents. By contrast, we prove that PID is computationally intractable when the number of agents is unbounded, even if the number k of item deletions allowed is small—we show that the problem is $${\mathsf {W}}[3]$$

W
[
3
]

-hard with respect to the parameter k. Additionally, we provide some tight lower and upper bounds on the complexity of PID when regarded as a function of |I| and k. Considering the possibilities for approximation, we prove a strong inapproximability result for PID. Finally, we also study a variant of the problem where we are given an allocation $$\pi $$
π
in advance as part of the input, and our aim is to delete a minimum number of items such that $$\pi $$
π
is proportional in the remainder; this variant turns out to be $${{\mathsf {N}}}{{\mathsf {P}}}$$

N
P

-hard for six agents, but polynomial-time solvable for two agents, and we show that it is $$\mathsf {W[2]}$$

W
[
2
]

-hard when parameterized by the number k of