bluuebunny/crossref_metadata_2025_split huggingface dataset:
Why and how to support students in team assignments
Authors: Stevenson Judith 
Published: August 2016

Once employed, our graduates will be judged on their ability to be effective team players. In some professions, people’s safety and even survival may depend on good teamwork. Yet teamwork assignments in university courses are not generally a popular option. Team projects are often viewed as a difficult and frustrating requirement, by students and faculty alike. Few instructors receive any formal training on how to create effective team assignments or on ways to educate their students about strategies for success in their team activities. In this session, we discuss ways to educate students about the value of team experiences in their courses, so that they are motivated to improve their teamwork skills. We examine the dynamics of both face-to-face and virtual teamwork, in workplace environments and in a college setting, so as to understand the underlying reasons for the challenges inherent in team activities. Then finally we explore some techniques that instructors can use to design and deliver team assignments that support a positive student experience.
Learning assistant program
Authors: Nord Julia Ann , Seshaiyer Padmanabhan , Nelson Mary , Davis Claudette , Ewell Mary , Jones Rebecca , Knight Kelly , Pettigrew Kathy , Schwebach James Reid 
Published: August 2016

Following the model of the University of Colorado at Boulder Learning Assistant (LA) program, the College of Science (COS) at Mason began its own LA program in 2012. The program is a key segment of the STEM Accelerator program, and is a keystone for retaining students in COS and enabling them to graduate in a timely manner. COS STEM Accelerator has now supported over 300 undergraduate LA’s since it's inception through both internal and external funding. The LA program is very successful in increasing grades, engaging students in large lecture classes, enabling faculty to better utilize the ALT classroom, increasing retention in sciences and also increasing confidence and GPA’s for the undergraduate LA’s. The cornerstones of the LA program are student mentoring by the faculty sponsor, a required seminar in pedagogical techniques, and face-to-face time with students in the classroom. This interactive presentation will include information about the program in COS. Faculty and students will demonstrate examples of how LA’s are integrated into different learning environments and across disciplines. Examples will include LA’s in the ALT classroom, in large and small lectures, in lab, in orals, and on-line. Disciplines include Biology, Chemistry, Forensic Science, Geography, Geology, Math and Physics. Attendees will understand the program and it’s key concepts, discuss how an LA could work in their classroom and discipline, and understand how COS is working to enable your students to conquer their MATH and Mason Core Science classes.
Course management strategies for first time online instructors
Authors: Biggs Regina 
Published: August 2016

The presentation examines the practice of teacher presence from students’ perspectives. It is based upon a comparison of student feedback from the first and second fully online deliveries of a required course entitled, Education Law. While a review of the literature reveals that teacher presence is created through degrees of active engagement, instructors new to online teaching may misinterpret learners’ perceptions of what constitutes an acceptable degree of presence. Student feedback, from the first delivery, suggested the expectation for teacher presence was higher because the course design featured a number of collaborative, project based learning activities. Instructional planning that gives balanced attention to content mastery and course management by reframing the functions of the instructor’s role will assure that learners’ enthusiasm and engagement are not casualties of the context. A review of the course evaluations from the Summer 2015 semester revealed that an intentional contemplation of communication variables including timing, interpersonal and inter-group messaging must be purposefully planned to minimize the potential for confusion. This suggests changes for the Summer 2016 semester, including the use of proactive course management strategies to increase student satisfaction, facilitate the display of metacognition, and extend creative problem solving skills to authentic applications. Faculty will learn about how the initiation of these changes in course management impact students’ perceptions of teacher presence.
The freedom to teach: Using open educational resources in your courses
Authors: Holland Claudia 
Published: August 2016

Open educational resources (OER) are “high-quality, openly licensed, online educational materials that offer an extraordinary opportunity for people everywhere to share, use, and reuse knowledge” (William and Flora Hewlett Foundation, n.d.). These materials range from full courses and course materials (including textbooks) to streaming videos and software.Innovative educators recognize that OER offer an exciting alternative to restrictive (and expensive) textbooks by allowing them the freedom to select quality content that better fits their pedagogy. Students benefit from more engaged learning, lower costs, and the ability to revise and remix these materials as assigned by their instructor. The virtual sky is the limit!The 4-VA Collaborative at George Mason University recently announced a competitive grants pilot program (February, 2016) to incentivize Mason instructional faculty to identify existing, or create new, open digital content and incorporate it into their course(s). The proposed interactive presentation session will build on the Mason 4-VA pilot program. A team of four faculty members from Mason and J. Sargeant Reynolds Community College will lead the session. Discussion topics to be covered include defining OER, describing Creative Commons licenses, strategies for integrating OER in courses, and identifying quality materials. Participants should bring a laptop as they will be divided into small groups during the session to familiarize themselves with websites that aggregate OER content applicable to their discipline(s).By the end of this session, participants will be able to:Define OER,Understand Creative Commons licenses,Outline the first steps in planning an OER project, andIdentify some online sources for discipline-specific OER.We anticipate that OER collaborations will emerge from this session. ReferencesMason 4-VA Collaborative. (February, 2016). Course Redesign: Using Open Educational Resources. Retrieved from http://4va.gmu.edu/call-for-proposals William and Flora Hewlett Foundation. (n.d.) Open Educational Resources. Retrieved from http://www.hewlett.org/programs/education/open-educational-resources
Engaging Imagination: How (and why) Creativity and play are essential to university learning
Authors: James Alison 
Published: August 2016

In the higher education sector, the word “creativity” has become increasingly popular in terms of defining how we want people to think, perform their roles, approach challenges, and explore ideas. How we investigate and expand our creativity may be using methods and approaches that originate with the arts or by importing others from various domains: business, sociology, psychology, and many more. There is therefore a multidirectional flow of traffic around and between the disciplines in terms of where pedagogic practices have come from. While creativity and innovation may be terms that we aspire to and are comfortable with in our different subject areas, a closely-allied notion—that of play—appears to be more problematic. Some of us are persuaded that play is vital to human learning and discovery at any age; others believe it to be too trivial or childish for tertiary level-study. In this talk, I will focus on my use of creative, playful, and three-dimensional approaches to wrestle with complex topics presented by learning, teaching, and research issues and professional relationships/structures. Examples will include critical reflection, threshold concepts in the discipline, student exchanges, doctoral research, corporate strategy, team identity, functioning, and many others. I will argue that our conceptions of play within a tertiary setting must be broadened and deepened, while the contribution of creative, imaginative, and playful pedagogies across the disciplines needs to be better understood. This dual goal is essential not only to motivate and engage our students but to re-invigorate our practice as teachers.
Age‐ and sex‐related changes in rat renal function and pathology following neonatal hyperoxia exposure
Authors: Sutherland Megan R. , Béland Chanel , Lukaszewski Marie‐Amélie , Cloutier Anik , Bertagnolli Mariane , Nuyt Anne Monique 
Published: August 2016

AbstractPreterm neonates are prematurely exposed to high oxygen levels at birth which may adversely impact ongoing renal development. The aim of this study was to determine the effects of neonatal hyperoxia exposure on renal function and morphology with aging. Sprague Dawley rat pups were raised in a hyperoxic environment (80% oxygen) from P3 to P10 during ongoing postnatal nephrogenesis. Control litters were kept in room air (n = 6–8 litters/group; one male, one female/litter/age). Kidney function (urine and plasma creatinine, sodium, and protein) and morphology (renal corpuscle size, glomerulosclerosis, fibrosis, and glomerular crescents) were assessed at 1, 5, and 11 months of age. Neonatal hyperoxia exposure had no impact on body or kidney weights. Creatinine clearance was significantly reduced following hyperoxia exposure at 5 months; there was no significant effect on renal function at 1 or 11 months. The percentage of crescentic glomeruli (indicative of glomerular injury) was markedly increased in 11 month hyperoxia‐exposed males. Renal corpuscle size, glomerulosclerosis index, and renal fibrosis were not affected. Findings suggest that exposure to high oxygen levels during development may impact renal functional capacity and increase susceptibility to renal disease in adulthood depending on age and sex.
Cord blood leptin and gains in body weight and fat mass during infancy
Authors: Chaoimh Carol ní , Murray Deirdre M , Kenny Louise C , Irvine Alan D , Hourihane Jonathan O’B , Kiely Mairead 
Published: August 2016

Objectives
Low early-life leptin concentrations may promote faster weight gain in infancy. We aimed to examine the associations between cord blood leptin concentrations and changes in weight and body composition during infancy.

Design and methods
Serum leptin was measured at 15 weeks gestation, in umbilical cord blood collected at delivery and at 2 years in 334 children from the Cork Baseline Birth Cohort Study. Body composition was measured at 2 days and 2 months using air displacement plethysmography. Conditional change in weight standard deviation scores over a number of age intervals in the first 2 years and conditional change in fat mass index (FMI) and fat-free mass index (FFMI) (kg/(length)m2) between birth and 2 months were calculated and associations with cord blood leptin were examined using linear regression.

Results
At birth, cord blood leptin was positively correlated with FMI (r = 0.48, P < 0.001) and showed a weaker correlation with FFMI (r = 0.12, P = 0.05). After adjustment for confounders, higher cord blood leptin (per ng/mL) was associated with slower conditional weight gain between birth and 2 months (β (95% CI): −0.024 (−0.035, −0.013), P < 0.001) but not over subsequent age intervals. Cord blood leptin was also inversely associated with conditional change in FMI (−0.021 (−0.034, −0.007, P = 0.003) but not FFMI between birth and 2 months.

Conclusions
These are the first data to show that associations between higher cord blood leptin and slower weight gain during infancy are driven by lower increases in adiposity, at least in early infancy.
Functional Defecation Disorders and Excessive Body Weight: A Systematic Review
Authors: Koppen Ilan J.N. , Kuizenga-Wessel Sophie , Saps Miguel , Di Lorenzo Carlo , Benninga Marc A. , van Etten–Jamaludin Faridi S. , Tabbers Merit M. 
Published: August 2016

CONTEXT:Several studies have suggested an association between functional defecation disorders (FDDs) and overweight/obesity in children.OBJECTIVE:To synthesize current evidence evaluating the association between FDDs and overweight/obesity in children.DATA SOURCES:PubMed, Medline, and Embase were searched from inception until January 25, 2016.STUDY SELECTION:Prospective and cross-sectional studies investigating the association between FDDs and overweight/obesity in children 0 to 18 years were included.DATA EXTRACTION:Data generation was performed independently by 2 authors and quality was assessed by using quality assessment tools from the National Heart, Lung, and Blood Institute.RESULTS:Eight studies were included: 2 studies evaluating the prevalence of FDDs in obese children, 3 studies evaluating the prevalence of overweight/obesity in children with FDDs, and 3 population-based studies. Both studies in obesity clinics revealed a higher prevalence of functional constipation (21%–23%) compared with the general population (3%–16%). In 3 case-control studies, the prevalence of overweight (12%–33%) and obesity (17%–20%) was found to be higher in FDD patients compared with controls (13%–23% and 0%–12%, respectively), this difference was significant in 2/3 studies. One of 3 population-based studies revealed evidence for an association between FDDs and overweight/obesity. Quality of 7/8 studies was rated fair or poor.LIMITATIONS:Due to heterogeneity of the study designs, we refrained from statistically pooling.CONCLUSIONS:Although several studies have revealed the potential association between FDDs and excessive bodyweight in children, results across included studies in this review differ strongly and are conflicting. Therefore, this systematic review could not confirm or refute this association.
Komplikationen und Prognose von zervikalen Sialozelen beim Hund bei Anwendung des lateralen chirurgischen Zugangs
Authors: Thiel Cetina , Kramer Martin , Peppler Christine , Kaiser Susanne 
Published: August 2016

ZusammenfassungGegenstand und Ziel: Evaluierung von intra- und postoperativen Komplikationen sowie Prognose von zervikalen Sialozelen beim Hund bei Anwendung des lateralen chirurgischen Zugangs zur Exstirpation der Glandula mandibularis und sublingualis monostomatica. Material und Methoden: Die Patientenakten von 16 Hunden mit 19 Sialozelen wurden retrospektiv ausgewertet und die Besitzer bzw. Haustierärzte anhand eines Fragebogens zum Langzeitverlauf telefonisch befragt. Die chirurgische Technik wird in detaillierten Abbildungen darge stellt. Ergebnisse: Es handelte sich um elf Rüden und fünf Hündinnen (jeweils zwei Tiere kastriert) unterschiedlicher Rassen. Ihr mittleres Alter betrug 5,6 Jahre (1–13 Jahre), das mittlere Gewicht 19,1 kg (6,5–33,6 kg). Hauptvorstellungsgrund war eine zervikale Schwellung, die bei drei Tieren ein Jahr oder länger, bei acht Tieren über einen Monat und bei fünf Tieren zwischen einem Tag und einem Monat bestand. Zwölf Patienten waren zum Zeitpunkt der Vorstellung vorbehandelt. Drei Hunde zeigten initial bzw. zeitverzögert eine bilaterale Sialozele. In allen Fällen konnte sonographisch die korrekte Diagnose einer Sialozele gestellt werden. Intraoperativ traten keine Komplikationen auf, postoperativ kam es bei einem Patienten zu einer Blutung und bei zwei Hunden zu einem Serom. Ein Patient entwickelte 14 Wochen nach der Operation eine Ranula. Schlussfolgerung und klinische Relevanz: Der laterale Zugang ist zur chirurgischen Versorgung isolierter zervikaler Sialozelen gut geeignet, komplikationsarm und mit einer sehr guten Prognose verbunden. Die konservative Therapie mittels Punktion oder Drainage eignet sich zur Behandlung von Speicheldrüsenzysten nicht. Sialozelen können bereits initial oder zeitversetzt bilateral auftreten.
Problems of Integration of Family and School’s Educational Powers
Authors: Barkauskaitė Marijona 
Published: August 2016

Education system’s change regulating documents and researches as a main objective for personality development identify intellectual, creative, dignified and happy human’s (self-) education. To realize this objective Lithuanian educational system, which lays a sustainable basis for “ambitious and independent person, who responsibly and solidary generates his own, country and world’s future” (Valstybinė švietimo 2013–2022 metų strategija, 2013), must create certain conditions. The future-oriented (self-) education process organization in the school is exclusively influenced by the student’s family and relatives, who transfer their experiences to the child in all areas: language, culture, economy, etc., which the school continues to develop or correct. However, success of (self-) education is largely dependent on how the school and the family integrate and interact by combining the educational powers of two institutions, while planning and reaching for a mutual goal in all aspects of the educational process.
The research aims to find out the school and family’s collaboration abilities, highlighting the teachers, parents, students and heads of schools’ approach to their cooperation, to identify the factors for successful communication, educational powers’ integration forms, involving parents in active, creative pedagogical process.
The research uses quantitative and qualitative (standardized interview) methods. 315 students (6–10 forms), 134 teachers, 124 parents and 9 heads of schools were surveyed.
The research showed that approach of respondents of all groups to family and school cooperation forms is positive, if it satisfies their main expectations: for the teachers the most important is to convey the information (journals, meetings); for parents – only the mandatory forms (journal); for learners - an electronic journal and meetings, where would be much more pleasant moments and no disclosing of information about them; for heads of schools – as little as possible meetings with parents. It was found in the research that families and schools’ reasons for insufficient amount of communication among the teachers and parents are the same: no one has the time, desire, extra work, negative information, etc. From learners’ point of view, there is a lack of mutual respect and responsibility, meaningful activities, the desire to help each other.
While improving communication and integrating the family and school’s educational powers, the purposeful joint planning of activities, exchange of information and responsibility are necessary.
“Por ser nova de grande alegria para este reino, se pôs nessa Gazeta”: A circulação de notícias e a Gazeta ‘da Restauração’ em Portugal (1641-1647)
Authors: Mendes Caroline Garcia 
Published: August 2016

<p><span>A circulação de notícias no continente europeu tem sido tema de diversos trabalhos nos últimos anos. Para além de produções individuais, criadas e voltadas exclusivamente para determinadas nações, entende-se que o periodismo impresso foi um movimento ocorrido em diferentes partes da Europa que se iniciou em meados do século XVII. Em Portugal isso não foi diferente. Em novembro de 1641, um ano após a Restauração portuguesa e aclamação de Dom João IV, começou a circular em Lisboa a chamada <em>Gazeta da Restauração</em>, periódico considerado o primeiro daquele país, que continha, em sua maioria, notícias relacionadas às batalhas contra Castela nas fronteiras portuguesas. A publicação possuía autorização régia e apresentava constantemente exaltação à nova Coroa. Seu caráter mensal se estendeu de novembro de 1641 a julho de 1642, quando foi suspensa, podendo retornar a circular meses depois, em novo formato. O presente artigo tem o intuito, assim, de discorrer acerca deste periódico e analisar alguns dos temas presentes em suas páginas, pensando em seus impressores e editores e no momento vivido por aquela sociedade, em que a cultura periódica começava a se estabelecer. </span></p>
A Unified Model of Oil/Water Two-Phase Flow in the Horizontal Wellbore
Authors: Wang Zhiming , Zhang Quan , Zeng Quanshu , Wei Jianguang 
Published: August 2016

Summary
In this article, a more-general flow-pattern classification of oil/water two-phase flow in the horizontal wellbore is proposed first according to the theoretical analysis and previous research achievements, on the basis of which a simplification is then performed through reasonable incorporation, and the ultimate flow patterns considered for modeling are reduced to two categories containing only six standard patterns. By use of the classical two-fluid and homogeneous modeling methodologies stemming from oil/water two-phase flow in conventional pipes, combined with the simplified classification, a mechanistic model is developed to predict the flow characteristics including the flow patterns and pressure losses for oil/water two-phase variable-mass flow in the horizontal wellbore. Model implementation is performed on the basis of the universal principle that a system will stabilize to the equilibrium state of minimum energy. Overall performance of the mechanistic model is then validated against the new data sets measured upon a large-scale experimental apparatus at the China University of Petroleum (CUP), which is designed and constructed to simulate the gas/oil/water multiphase flow in horizontal wellbores with wall mass transfer. Results show that the model developed in this paper can not only properly predict the flow patterns of oil/water two-phase flow in the horizontal wellbore, but also has high prediction accuracy for the pressure drops. Compared with the new experimental data for oil/water two-phase variable-mass flow that covers a series of input water-volumetric fractions ranging from 10 to 90%, the highest absolute average percentage error of the new unified model is 12% and the whole error is 9.2%, which demonstrates an acceptable performance. Investigations conducted in this study further enrich and develop the theory of hydrodynamic calculation for oil/water flow in the horizontal wellbore with wall influx.