bluuebunny/crossref_metadata_2025_split huggingface dataset:
Nonlinear finite element analysis of reinforced concrete columns: Evaluation of different modeling approaches for considering stirrup confinement effects
Authors: Amirkhani Saeed , Lezgy‐Nazargah Mojtaba 
Published: December 2021

AbstractThe present study aimed to introduce an accurate modeling strategy for the three‐dimensional (3D) nonlinear finite element analysis of reinforced concrete (RC) columns considering the effects of the stirrup confinement. For this purpose, concrete columns with different geometric characteristics and various reinforcement details whose experimental test data are available, were analyzed using the finite element method. The concrete damaged plasticity (CDP) was used to model the nonlinear behavior of the concrete material in the compression and the tension. The ideal elastic–plastic constitutive law was utilized for modeling the behavior of longitudinal and transverse rebars. Through comparing the experimental data and numerical results, the effect of various parameters, such as the type of stress–strain relationships used for modeling the behavior of confined concrete and the type of element used to model the stirrups, were evaluated. Additionally, the sensitivity of numerical results against the CDP model parameters (i.e., the viscosity parameter, the flow potential eccentricity, the dilation angle, the ratio of biaxial compressive strength to its uniaxial compressive strength, and the ratio of the second stress invariant on the tensile meridian) were investigated. The results show that the presence and modeling of stirrups in the RC columns alone are not enough for capturing the effects of concrete confinement. The use of beam elements instead of truss elements for modeling the stirrups as well as the use of Vallenas stress–strain relations for modeling the uniaxial behavior confined concrete, leads to numerical results that are more close to the experimental data.
A survey on federated learning in data mining
Authors: Yu Bin , Mao Wenjie , Lv Yihan , Zhang Chen , Xie Yu 
Published: December 2021

AbstractData mining is a process to extract unknown, hidden, and potentially useful information from data. But the problem of data island makes it arduous for people to collect and analyze scattered data, and there is also a privacy security issue when mining data. A collaboratively decentralized approach called federated learning unites multiple participants to generate a shareable global optimal model and keeps privacy‐sensitive data on local devices, which may bring great hope to us for solving the problems of decentralized data and privacy protection. Though federated learning has been widely used, few systematic studies have been conducted on the subject of federated learning in data mining. Hence, different from prior reviews in this field, we make a comprehensive summary and provide a novel taxonomy of the application of federated learning in data mining. This article starts by providing a thorough description of the relevant definitions and concepts, followed by an in‐depth investigation on the challenges faced by federated learning. In this context, we elaborate four taxonomies of major applications of federated learning in data mining, including education, healthcare, IoT, and intelligent transportation, and discuss them comprehensively. Finally, we discuss four promising research directions for further research, that is, privacy enhancement, improvement of communication efficiency, heterogeneous system processing, and reducing economic costs.This article is categorized under:
Technologies > Machine Learning
Fundamental Concepts of Data and Knowledge > Big Data Mining
Technologies > Artificial Intelligence
The Game of Thinking. Interactions Between Children and Robots in Educational Environments
Authors: Zecca Luisa 
Published: December 2021

AbstractEducational robotics (ER) fits into a constructivist perspective that aims to overcome the dichotomy between researchers and practitioners through collaborative research. This sparks reflection on how to develop professional training for teachers. The laboratory is the privileged setting of ER activities. It is an educational space for training and research alike, and is suitable for learning to do, whereby children can handle robots and develop scientific skills. The Laboratory of Robotics for the Cognitive and Social Sciences of the University of Milano-Bicocca, directed by Professor Edoardo Datteri, conducted a series of activities within this framework. Using an ethnographic approach informed by grounded theory, where the teacher acts as a mediator rather than an instructor, the project included: labs in primary schools involving a Lego Mindstorms robot assembled as a small vehicle; labs in lower secondary schools to study the different approaches of teachers; a robot programming activity with preschool children at “Bambini Bicocca.” These research activities give children the opportunity to develop scientific and thinking skills, and show that ER can engage students in metacognitive reflection. Moreover, thanks to a well thought-out laboratory approach, robotics can cut across several educational skills, such as learning to learn, acting autonomously, solving problems. An in-depth study of the interactions between adults, children and robots also plays an important role in advancing the research with new knowledge for action: it sheds light on the problem-solving strategies of students and the behaviors of children and teachers.
Makerspaces for Innovation in Teaching Practices
Authors: Alberghina Giuseppe 
Published: December 2021

Abstract“MakIN Teach—MAKerspaces for INnovation in TEACHing practices” is a two-year project recently funded by the Erasmus + program. It aims to promote the exchange of good practices in the use of rapid prototyping techniques, tools and spaces in the fields of education and training. The project supports teachers/educators working with students/learners showing poor educational results in theoretical subjects (e.g., mathematics, biology, geography, history, language, communication etc.). The project will conduct three short-term joint staff training activities and one student learning event, which will provide teachers/educators and students/learners with practical experience in makerspaces/fab labs. The materials and ideas developed during these transnational activities will be collected into an interactive e-book containing information about rapid prototyping technology, as well as tools for innovating the educational system and integrating fab labs and makerspaces into traditional teaching practices. All the partners involved in this project will have the opportunity to be part of a fruitful and durable network of educational institutions and makerspaces/fab labs at local and European level.
The Maker Movement: From the Development of a Theoretical Reference Framework to the Experience of DENSA Coop. Soc
Authors: Costa Valentina 
Published: December 2021

AbstractThe Maker Movement, which has for years received much attention, still presents many economic, social and educational implications that are ripe for investigation. The movement’s community of practice can be defined as “a knowledge-building community” (Scardamalia and Bereiter, The Cambridge handbook of the learning sciences, pp 97–115, 2006) as cited in Martin (Martin, J Pre-Coll Eng Educ Res (J-PEER) 5(1):4, 36 2015). This apt definition, which refers to the hyper complex, connected society that engendered it, opens up new possibilities in the field of education. The main goal of this reflective paper is linked to the creation of a theoretical framework that could explain and support the movement’s background. This will lead to an analysis of three different pedagogical models (Célestin Freinet, Loris Malaguzzi, Bruno Munari) that have much in common with the Maker Movement. We focused our study on the most positive traits of makers: social inclusion, democracy and the failure-positive/collaborative approach. Considering the importance of the European Union’s Key Competences, our aim was to create a bridge between the “maker mindset” (Dougherty, Design, make, play, pp 9, 25–29, 2013) and these competences, in order to consider the possibility of introducing the movement into the national curriculum. The point of contact between the two can be the basis for promoting active citizenship, grounded, naturally, in the Key Competences. Subsequently, to test our analysis in the first part of our reflection, we look at the experience of DENSA (Developing Edutainment for New Skills and Attitudes) Coop. Soc.
Officina Degli Errori: An Extended Experiment to Bring Constructionist Approaches to Public Schools in Bologna
Authors: Ricciardi Sara , Rini Stefano , Villa Fabrizio 
Published: December 2021

AbstractIn this contribution we describe an extended experiment to bring constructionist approaches to public schools in Bologna. Specifically, we focus on our latest project called Officina degli Errori, which is an extended teacher training program for primary school teachers based on tinkering. We highlight our motivation, the structure of Officina degli Errori and the lessons learned co-designing the activities and implementing them in the reality of public schools in Bologna. We also interviewed teachers to understand the critical issues affecting implementation of constructionist approaches in public primary schools.
Learning by Making. 3D Printing Guidelines for Teachers
Authors: Di Tore Stefano , De Simone Giuseppe , Todino Michele Domenico 
Published: December 2021

AbstractFor many years now, and particularly since the 1930s, educational research has focused on the idea that all authentic education comes from experience. Nowadays, activism has found a natural affinity with the maker movement. Fab labs and creative ateliers have become more popular, especially for educational purposes, suggesting the coming of new types of “learning by doing.” However, these new forms of “learning by doing” must take account of the technologies already present in a particular creative space used by makers. These technologies are mainly: 3D printers, CNC milling machines, 3D scanners, laser cutters, etc. This short paper begins with a premise of educational ergonomics, to introduce teachers, media educators and animatori digitali (digital coordinators) to the didactic implications of introducing different human–machine interfaces (HMI) into their practices. In particular we describe the main features of SLA and SLS 3D printing. The impacts we discuss of 3D printing are resolution, types of printing materials, average printing times, post-processing, and cost. We have selected these criteria because it has been documented that their impact is very heavy in certain school subjects. For example, an FDM 3D printer can be useful in terms of the ease of printing an object, but it may not reach the necessary level of detail for a meticulous reproduction of art objects or precision mechanisms that an SLA 3D printer can achieve.
Learning Platforms in the Context of the Digitization of Education: A Strong Methodological Innovation. The Experience of Latvia
Authors: Rūdolfa Arta , Daniela Linda 
Published: December 2021

AbstractThe modernization of the education system, the digitalization of the educational environment and learning management systems (LMS), where one of the solutions is learning platforms, are the most urgent directions today’s pedagogical work is taking to reap the benefits of the digital environment. Education quality can be improved in different ways: by changing the content of learning, forms of learning, learning methods and teaching aids; promoting the use of learning platforms in schools; introducing programming and robotics; using learning management systems and other systems. Technologies and digital solutions are transforming the educational landscape in technology-enhanced learning environments. On one hand, there are many possible solutions that provide technology-enhanced learning; while on the other, there is a need to transform educational processes, to transform competence in teaching, to analyze learning outcomes so that technology-enhanced environments can support knowledge construction. The authors of this paper analyze the results of research on learning platforms, in which several research methods were used: systematic literature analyses; development of learning platform evaluation tools; analyses of learning platforms; and surveys on teachers’ attitudes to learning platforms. Altogether 705 teachers expressed their opinion on using learning platforms as a tool for enhancing knowledge construction, providing feedback and analyzing students’ learning results. In this paper, the authors will discuss the results of analyses on nine learning platforms developed in Latvia, conducted using an evaluation tool with 22 criteria and 43 sub-criteria.
Educational Robotics: From Structured Game to Curricular Activity in Lower Secondary Schools
Authors: Parola Alberto , Vitti Elena Liliana , Sacco Margherita Maria , Trafeli Ilio 
Published: December 2021

AbstractMany attempts have been made to introduce robotics into curricular activities, although these have largely been occasional and discontinuous experiences. These experiments are often organized to teach specific know-how, enormously devaluating the technology’s potential. Furthermore, they might be placed in the hands of experts who are not on the school’s staff, and who conduct the entire project mostly without the involvement of teachers. Our research project is directed at lower secondary schools. Our aim is to try to move past the dictates of “teaching robotics” towards the less controversial vision of “teaching with robotics”. Following the lead of Datteri and Zecca (Metodi e tecnologie per l’uso educativo e didattico dei robot. Mondo digitale 75, editorial (2018)) we propose robots as a mediation instrument for normal learning and for transversal competencies in the school setting. The proposed research is a three-year program within the host school’s normal curricular subjects and timetable, in which our approach facilitates the learning process. The topics extend beyond coding, robotics, and STEAM in general, and aim to improve experiences in liberal arts subjects such as language, literature, and geohistory.
Buzzati Robots
Authors: Torre Matteo 
Published: December 2021

AbstractThis paper describes didactic and methodological choices on a course inspired by the story “The Seven Messengers” by Dino Buzzati. The aim is to investigate and introduce basic mathematics and physics skills. The project involves 35 students in the first year of the experimental “Liceo Matematico” school, promoted by the “G. Peano” Department of Mathematics of the University of Turin.
Educational Robotics at Primary School with Nintendo Labo
Authors: Gagliardi Mauro , Bartolucci Veronica , Scaradozzi David 
Published: December 2021

AbstractIn the last five years, the Italian Ministry of Education has focused on digital skills, recognizing them as fundamental and indispensable for the growth of the future citizens of the information age. Numerous requests have come from the European Commission, the Italian Ministry of Education and the employment world regarding the introduction of new technologies in schools, whether or not this is part of curricular activities. National guidelines for kindergarten and primary school curricula promote the introduction of new tools and new multimedia languages as fundamental for all disciplines. The idea of the National Operational Programme (PON) and the National Plan for Digital Education (PNSD) is to boost digital knowledge and participation in STEM subjects. The project presented in this article was launched in this context and was a collaboration with the Nintendo company to evaluate the “Nintendo Labo” product at educational level. This trial was conducted in a third-grade class at the “Allegretto di Nuzio” primary school in Fabriano (AN). The kit, an evolution of the Nintendo Switch console, was initially created for recreational purposes. The advantages and limitations of the product came to light during the few months of the experiment. The “Nintendo Labo: assembly—play—discover” educational project allowed students to merge theoretical and practical aspects of their knowledge, and understand complex systems through design and simulation.
Weturtle.Org: A Web Community for Teacher Training and Sharing Resources in Educational Technologies
Authors: Storti Michele , Mazzieri Elisa , Cesaretti Lorenzo 
Published: December 2021

AbstractIn recent years, there has been a stronger than ever need in Italy for teacher training in digital skills and pedagogical and teaching innovations. This is also due to an increase in national funds and European resources available for innovation in the field of education. This paper first describes the main innovations in learning that are made possible by web-based and other technologies, and how they currently meet teacher training needs. Next, the authors present Weturtle.org, a practical example of a “Community of Practice” and the TPCK model, which enables an integrative view at the subject, pedagogical and technological levels, to face the challenge of learning innovation. In the middle section, Weturtle.org is described with a focus on the opportunities for teacher training and validation, not only as an active user of the community, but also as a trainer him or herself. Finally, the authors present browsing data from October 2018 to September 2019, final considerations and future developments for the platform.
UP School: Motion, Perception, Learning
Authors: Cabras Lino , Pusceddu Fabrizio 
Published: December 2021

AbstractThe design strategy common to the educational spaces for the “Up School” based in the metropolitan area of Cagliari aims to frame a flexible learning space open to experimentation and the active exploration of places. Indeed, learning does not merely mean collecting and memorizing information; it also requires the ability to select, connect, understand and integrate, first by acquiring self-awareness and by developing perceptual abilities. Space—as experienced in its dynamic dimension—plays a crucial role in this process. The principles of the dynamic perception of space established by the most important investigations in neuroscience of recent years, were declared by the experimentations of the Bauhaus workshops, ahead of their time, as being strongly related to space, body and mind. Beginning with this premise, the “Up School” project—nursery, preschool and primary school—integrates an innovative educational program with the spatial layout of its environments. These spaces are conceived as a fluid sequence of “affordances” where, from an early age, children can shape their world within a perspective guided by good sustainability practices, enabling technologies and psychomotor equilibrium. Thus, the school system changes by being more conscious of its fulcrum: namely, the psychosomatic dimension of the individual.
Models of Capitalism, Institutions and Corporate Social Responsibility
Authors: Kudłak Robert 
Published: December 2021

AbstractThe purpose of the paper is to show that the differences in the level of CSR involvement between countries result from the distinct institutional environments characteristic for the different models of welfare capitalism. These models vary in terms of how the institutional arrangements determine the form and level of public provision of social services such as health care, pensions, education and social assistance. It is argued that companies operating under stronger institutional pressure occurring in countries with an extensive welfare state model are less likely to engage in voluntary provision of social services. In contrast, when companies operate in countries with a relatively minor role of the state in creating and redistributing well-being and a relatively low institutional pressure in this regard, their chances of involvement in socially responsible activities are greater.
The Rise of Biometric Identification: Fingerprints and Applied Ethics
Authors: Smith Marcus , Miller Seumas 
Published: December 2021

AbstractIn the late nineteenth century, it became understood that the patterns on the skin of the fingers were unique and could be used for identification purposes, leading to the development of biometric identification (Smith M, Mann M, Urbas G. Biometrics, crime and security. Routledge, 2018). The ease with which fingerprints can be accessed and recorded, and the ease with which they transfer to surfaces and objects, made them ideal for law enforcement purposes. Today, in digital form, fingerprints and other biometric identification techniques, notably DNA profiles and facial recognition technology, are a widely used means of identification across a range of applications, from accessing personal devices, to banking, border security and law enforcement. However, these uses have raised a raft of ethical or moral (we use these terms interchangeably) concerns, some of the more important of which we discuss in this work.In the first chapter, we discuss general aspects of biometric identification, before focusing on fingerprint identification, including its reliability as form of evidence. Secondly, we provide an overview of applied ethics; and outline a key theoretical notion, relevant to many of the issues discussed throughout the later chapters: collective responsibility. Finally, we analyse the ethical risks and benefits associated with the technique of fingerprint identification.
DNA Identification, Joint Rights and Collective Responsibility
Authors: Smith Marcus , Miller Seumas 
Published: December 2021

AbstractDNA identification developed late in the twentieth century and has surpassed fingerprinting as the leading technique for forensic human identification. It differs from the other biometrics discussed in that it is based on principles of biological, rather than physical sciences. Another difference is the time taken to convert a biological sample into a DNA profile; however, this is becoming less significant as technology progresses. DNA is also more accurate and revealing in comparison with other biometrics because it can provide information about a person’s physical appearance and health status, as well as link an individual to, and in association with further investigations, identify, their biological relatives. This chapter examines DNA identification in law enforcement, related developments associated with commercial genomic health and ancestry databases, and the potential impact of population wide DNA collection. The ethical analysis considers privacy and autonomy, self-incrimination, joint rights and collective responsibility.