bluuebunny/crossref_metadata_2025_split huggingface dataset:
Boosting Future Skills in Higher Education. Lessons Learned from Funding Programs, Networking, Establishing Standards & Curricular Integration
Authors: Suessenbach Felix , Koeritz Judith , Wormland Andreas , Koch Henning 
Published: April 2024

AbstractFacing challenges at an individual, professional, and global level, individuals need a new set of competencies: Future Skills. Higher education plays a central role in teaching these, but their curricular integration can be challenging. The Stifterverband organization has contributed to Future Skills education in higher educations by providing two Future Skills frameworks and funding programs such as “Entrepreneurial Skills”, “Data Literacy Education”, and “Curriculum 4.0.nrw”. Here we share our experiences from these programs to aid decision makers in higher education when implementing Future Skills education. Working with several institutions tackling a variety of challenges when implementing entrepreneurial education allowed us to distill several guidelines for sustainable entrepreneurship education. Including a wide range of experts in our Data Literacy networks, we developed a mutual understanding of and commitment to Data Literacy education—the Data Literacy Charter—and gained valuable experiences working in these networks. Funded with 7.5 mio. €, the large-scale “Curriculum 4.0.nrw” program has been supporting the curricular integration of a range of Future Skills related to digitization. Here we collected the most common obstacles as well as supporting factors when integrating Future Skills into existing curricula as well as suggested solutions to these obstacles.
May the Code Be with You: The 42 Learning Model in Germany
Authors: Ehlers Ulf-Daniel , Eigbrecht Laura 
Published: April 2024

Abstract42 is a series of software engineering schools in Wolfsburg, Heilbronn, and Berlin that offer humanistic and tech education for 1,800 students. Here, they learn Future Skills for a self-determined life in the digital age—without professors, schedules or grades. For the Global Future Skills initiative, we were able to talk to Dr. Max Senges (Fig. 16.1), director of 42 Wolfsburg/Berlin, about their pedagogy and approach to Future Skills.
Changemaking on Campus
Authors: Costa Judit 
Published: April 2024

AbstractThe world is changing: We live in a fluid and fast-paced world. Societies that were once oceans apart are now completely interconnected; jobs are being created and eliminated at record rates; technical innovation is accompanying our daily lives, as well as an ever faster environmental degradation. In such a world, fundamental questions arise: What does it mean to thrive in this society?
Assessment of Future Skills Learning: Changing Futures in Higher Education
Authors: Geier Nicole , Ehlers Ulf-Daniel 
Published: April 2024

AbstractFuture Skills assessment is currently a hot debated issue. On the one hand it is the only way to move Future Skills into the center of learning in higher education, on the other hand it is difficult to achieve with the usual assessment practices in higher education institutions. In the project presented in this chapter we describe Future Skills modules in form of a concept that accompanies the whole student life-cycle of undergraduates and uses self-assessments and an e-portfolio tool to support students in their Future Skills development. The chapter presents a new vision of assessment based on the need to provide learners with what is called vertical transformation competence (Scharmer, 2018) and to make Future Skills development visible (Ehlers, 2013b, 2020d). Since student self-assessment has proven its potential in higher education, a model is presented that shows how student self-assessments can be integrated into learning and teaching practices at higher education institutions. Those recent concepts highlight the existing attempts to shift assessment culture in higher education from assessment of learning towards a new vision of assessment as learning. It represents a paradigm shift away from what can be measured to what can we learn during and from the assessment to create value for students’ personal growth and professional development.
Developing a More Granular and Equitable Approach to the Learner-Earner Journey. The Role of Badging, Micro-Credentials and Twenty-first Century Skills Within Higher Education to Enable Future Workforce Development
Authors: Barty Grame , Boyer Naomi , Chrysikos Alexandros , Griffith Margo , House Kevin , Laughlin Tara , Ossiannilsson Ebba , Ward Rupert , Zanville Holly 
Published: April 2024

AbstractThis chapter introduces trends within the global skills economy and explores how our learner-earner journeys can best align to these trends. It starts with a discussion of future global workforce skills requirements from higher education courses and discusses emerging Future Skills. It then considers how schools can align with higher education and workforce requirements through a skills-based approach to delivery and how higher education courses can better align to schools, workforce requirements and other potential outputs. The chapter then explores validation models, micro-credentials, and alternative credentials, considering alongside this the role of equity within skills-based education and hiring systems. Finally, it concludes with some key policy and process considerations.
The State of Skills: A Global View from Burning Glass Institute and Wiley
Authors: Ehlers Ulf-Daniel , Eigbrecht Laura 
Published: April 2024

AbstractWhile Future Skills are widely discussed, there is also a profound debate on how to measure and assess skills in order to identify skills gaps and design measures to address them. Job markets are undergoing significant changes due to the constant demand for new skills in almost all industries. One in eight U.S. job postings in 2021 require skills in Artificial Intelligence/Machine Learning, Cloud Computing, Social Media, and Product Management, which are among the fastest-growing and most rapidly spreading skills.
Aiming to Build Future Skills for Society 5.0: Educational DX (Digital Transformation) of University Education in Japan
Authors: Ikeda Keiko 
Published: April 2024

AbstractThis chapter focuses on the concept of Society 5.0, which emerged in response to the current trend of rapid internationalization and globalization in Japan. Society 5.0 aims to improve the quality of people’s daily lives and make all diverse generations members of a “smart society” without leaving them behind. Higher education institutions (HEIs) will further promote close collaboration with industry and provide human resource development and education curricula that place the highest priority on the individual Future Skills needed by the rapidly changing society. In order to realize this new challenge, various urgent efforts are needed, including reform of university governance and introduction of curriculum design specialists into the institutional culture in Japan.
Future Skill Needs for IT Professionals—an Empirical Study
Authors: Brunner Marina , Ehlers Ulf-Daniel 
Published: April 2024

AbstractThe currently EU-wide largest survey on the future of skills for professionals in the IT sector reveals a new configuration in skill demands. The skill study differentiated between three sets of skills: Business, Technical, and Future Skills and surveyed IT and HR professionals from more than 300 organizations in 27 European member states to assess the importance of skills today and within the next three to five years. It took place in the Blockchain sector, which stands exemplary for digital transformation of economies. It turns out that participants attribute high to very high importance to Future Skills over Technical and Business Skills. This brings up questions for new qualification pathways and strategies with a string focus on Future Skills. The study presented here provides an in-depth analysis of surveys and research skill demands for IT professionals and an analysis of skill supply, which has been investigated through a multi-method and multi-stakeholder research design.
Future Skills—Back into the Future? Emerging Trends in Educational Innovation in Higher Education
Authors: Pedró Francesc 
Published: April 2024

AbstractThis chapter begins by revisiting the concept of educational innovation in the context of higher education. It then examines why, for the first time, there is such a broad social consensus on the need to promote educational innovation and why so many higher education institutions are making such an effort to jump on the innovation bandwagon. Second, it discusses some patterns of development that demonstrate that, despite the appearance that the problem that educational innovations should tackle is well-defined, there is no one solution, and efforts are being directed in numerous and diverse avenues. Thirdly, the chapter addresses several of the risks accompanying the growing emphasis on innovation, notably in terms of equality, assessment, and innovation fatigue. Finally, it offers several public policy pathways to facilitate the convergence of discourse and practice toward systemic innovation.
Future Universities as Activating Resonance Spaces. New Roles in Society—Innovative Approaches
Authors: Stark Wolfgang 
Published: April 2024

AbstractThis paper draws on more than five years of intensive debates and explorations with a large number of active and engaged citizens and scholars, teachers, students, staff and university leaders. It will sketch emerging pictures and patterns of the new role of universities as an Activating Resonance Space addressing future societal challenges—beyond teaching and research focused on an industrialized and business-driven world. Based on more than 15 years of engagement in community service learning as a participative and empowering approach of Project-Based Learning and teaching, the paper proposes important steps toward an institutionalization of transformative learning and teaching, which will address current and future societal challenges.
Building a Creative Ecosystem of Intentional Serendipity
Authors: Ehlers Ulf-Daniel , Eigbrecht Laura 
Published: April 2024

AbstractTom Wambeke (Fig. 8.1) is a United Nations Senior Executive with a focus on learning innovation and digital transformation, working with cross-functional teams on innovation projects across more than 50 countries. Wambeke has been the Chief of Learning Innovation of the Training Centre of the International Labour Organization (ILO) since 2015, specializing in providing sustainable learning solutions with the objective to generate impact and organizational change. Change and transformation are also at the core of this conversation—discussing how we can learn from, for and in uncertain times.
Beyond Future Skills in Higher Education: A New Theory of Change
Authors: Chacón Eglis , Harden-Wolfson Emma , Caballero Luz Gamarra , Liu Bosen Lily , Abdrasheva Dana 
Published: April 2024

AbstractThe role of higher education in equipping students for future paths that are being shaped by major global challenges and yet which remain unpredictable is an area of ongoing concern. This chapter proposes a new theory of change that supports efforts to identify the skills needed by future generations that higher education can provide. It extends the conceptualization to focus on how, through higher education, these skills could shape and refine people and societies. The theory of change is based on the findings of a survey conducted by the UNESCO International Institute for Higher Education in Latin America and the Caribbean (UNESCO IESALC) during 2021, which was completed by almost 1,200 respondents in nearly 100 countries. This theory of change identifies the main skills that will be needed in the future, the accelerators that will facilitate the adoption of these skills, and the ways in which these skills and accelerators might lead to transformation at individual, institutional, and societal levels.
Disentangling responses of aquatic and terrestrial invertebrates to drying in saline streams and shallow lakes
Authors: Freixinos Zeus , Gómez Rosa , Alcorlo Paloma , Miñano Jesús , Boadella Judit , Sánchez-Montoya María del Mar 
Published: April 2024

AbstractIn inland aquatic ecosystems, drying and salinity can co-occur as natural stressors, affecting aquatic invertebrate communities. Despite recent appreciation of the importance of temporary waterbodies for terrestrial invertebrates, knowledge about the effects of drying on dynamics of aquatic and terrestrial invertebrate communities is scarce, especially in saline ecosystems. This study analyzed structural and compositional responses of both communities to the coupled effects of drying and salinity in two streams and two shallow lakes in Spain, during three hydrological phases: wet, contraction, and dry. In the two studied saline streams, the contraction phase presented the highest aquatic and terrestrial abundance and richness, and the main compositional changes were mainly due, to an increase in aquatic lentic taxa (e.g., Coleoptera), and Araneae and Formicidae as terrestrial taxa. In shallow lakes, which presented highly variable salinity conditions, the highest abundance and diversity values were found at the wet phase for aquatic invertebrates and at the dry phase for terrestrial invertebrates. Compositional invertebrate community changes were due to a decrease in Rotifera and Anostraca (aquatic taxa) in the contraction phase for aquatic communities, and to an increase of Araneae, Coleoptera, and Formicidae (terrestrial taxa) at the dry phase for the terrestrial. Our study evidences the significant effect of drying on both aquatic and terrestrial invertebrates communities in natural inland saline waters and the need to integrate aquatic and terrestrial perspectives to study temporary inland waters.
Low-Power Energy Harvesting Voltage Doubler Using CTLs Based on Inverse Class-F Configuration Compatible with Fifth Generation
Authors: Mansour Marwa 
Published: April 2024

AbstractThis paper introduces a highly efficient and low-power inverse class-F voltage doubler (VD) designed for radio frequency (RF) energy harvesting systems. Specifically tailored for mid-band 5G technology, the VD is designed for operation within the 1240–1300 MHz satellite band. The innovative design employs an inverse class-F architecture, incorporating a $$\lambda /8$$

λ
/
8

short-ended transmission line (TL) connected to the diode anode and a ($$\lambda /12$$

λ
/
12

) open-ended transmission line linked to the input of the voltage doubler. This configuration aims to reshape voltage and current waveforms, effectively reducing losses and series resistance in the diode. Dual-coupled transmission lines (CTLs) are utilized to provide passive voltage boosting at low-input power levels. The suggested voltage doubler is implemented using RO4003C substrate material with a dielectric relative permittivity ($${\upvarepsilon }_{r}$$

ε
r

) of 3.38 and a thickness of 0.81 mm. Measured results demonstrate a minimum input return loss of − 29.3 dB at 1.25 GHz, operating seamlessly within a frequency band from 1.18 to 1.32 GHz. The measured conversion efficiency is 45.2% at an input power (Pin) of − 4dBm. Furthermore, the peak RF–DC efficiency reaches 50% at an input power of 0dBm. Simulated results predict a remarkable conversion efficiency of 60% and 68.7% at − 4dBm and 0 dBm, respectively. In addition to its exceptional performance, the suggested voltage doubler exhibits an experimental DC output voltage of 0.53 V at $$P_{{{\text{in}}}} = - 10{\text{dBm}}$$

P
in

=
-
10
dBm

and a saturated DC voltage of 3.4 V at an input power of 10dBm under a load terminal resistance of 8 KΩ. Finally, the dimensions of the proposed voltage doubler are $$25.3 \times 10.5 {\text{mm}}^{{2}}$$

25.3
×
10.5

mm

2

.
Socioeconomic inequalities in psychosocial well-being among adolescents under the COVID-19 pandemic: a cross-regional comparative analysis in Hong Kong, mainland China, and the Netherlands
Authors: Chung Gary Ka-Ki , Liu Xiaoting , Massar Karlijn , Schelleman-Offermans Karen , Bosma Hans , Chan Yat-Hang , Chan Siu-Ming , Chen Ji-Kang , Wong Hung , Chung Roger Yat-Nork 
Published: April 2024

Abstract
Background
Despite evidence on socioeconomic inequalities in psychosocial well-being of adolescents under the COVID-19 pandemic, the explanatory factors and their potential variations across contexts remained understudied. Hence, this cross-regional study compared the extent of inequalities and the mediating pathways across Hong Kong, Mainland China, and the Netherlands.

Methods
Between July 2021 and January 2022, 25 secondary schools from diverse socioeconomic background were purposively sampled from Hong Kong, Zhejiang (Mainland China), and Limburg (the Netherlands). 3595 junior students completed an online survey during class about their socioeconomic position, psychosocial factors, and well-being. Socioeconomic inequalities were assessed by multiple linear regressions using the Slope Index of Inequality (SII), whereas the mediating pathways through learning difficulty, overall worry about COVID-19, impact on family’ financial status, resilience, trust in government regarding pandemic management, and adaptation to social distancing were examined by mediation analyses moderated by regions.

Results
The adverse psychosocial impact of COVID-19 was stronger in the Netherlands and Hong Kong compared with Mainland China. The greatest extent of socioeconomic inequalities in the change in psychosocial well-being was observed among students in the Netherlands (SII = 0.59 [95% CI = 0.38–0.80]), followed by Hong Kong (SII = 0.37 [0.21–0.52]) and Mainland China (SII = 0.12 [0.00–0.23]). Learning difficulty and resilience were the major mediators in Mainland China and Hong Kong, but to a lesser extent in the Netherlands.

Conclusion
Socioeconomic inequalities in psychosocial well-being were evident among adolescents under the pandemic, with learning difficulty and resilience of students as the key mediators. Differences in the social contexts should be considered to better understand the variations in inequalities and mediating pathways across regions.
Atraumatisches Knochenmarködem des Kniegelenks
Authors: Münch Lukas N. , Ackermann Jakob , Deichsel Adrian , Eggeling Lena , Günther Daniel , Kopf Sebastian , Laky Brenda , Mathis Dominic , Schüttler Karl-Friedrich , Wafaisade Arasch , Herbst Elmar 
Published: April 2024

ZusammenfassungDas Knochenmarködem (KMÖ) beschreibt ein Phänomen in der Magnetresonanztomographie (MRT), das sich durch eine Hypointensität auf T1-gewichteten Bildern und eine Hyperintensität auf STIR- oder fettunterdrückten T2-gewichteten Bildern auszeichnet. Das KMÖ-Syndrom (KMÖS) ist dabei eine klinisch-radiologische Entität, bei der vorübergehende, unspezifische, subakute oder chronische Gelenkschmerzen in Verbindung mit charakteristischen MRT-Befunden auftreten, jedoch ohne spezifische sekundäre Ursachen. Pathophysiologisch wird angenommen, dass es durch eine venöse Abflussbehinderung zu Ödemen, erhöhtem intraossärem Druck und schließlich zu einer Beeinträchtigung des arteriellen Zuflusses kommt, was konsekutiv zu einer intraossären Ischämie und Nekrose führen kann. In der Regel gilt das KMÖ als selbstlimitierend über einen Zeitraum von 3 bis zu 18 Monaten. Therapeutische Maßnahmen zur Verkürzung des Verlaufs umfassen allen voran die Entlastung des betroffenen Gelenks für 6 bis 8 Wochen abhängig von Symptomen und radiologischen Verlaufskontrollen. Supportiv können Schmerzmittel und entzündungshemmende Medikamente eingenommen werden. Weitere konservative Behandlungsansätze umfassen die Therapie mit extrakorporalen Stoßwellen oder gepulsten elektromagnetischen Feldern sowie pharmakologische Ansätze wie die Off-label-Gabe von Bisphosphonaten, Prostacyclin-Analoga oder Denosumab. Operative Interventionen wie die Core-Dekompression, perkutane Anbohrung oder Subchondroplastik sollten nur in therapierefraktären Fällen nach Versagen konservativer Maßnahmen erwogen werden.
Enhancing the productivity and proliferation of CHO-K1 cells by oncoprotein YAP (Yes-associated protein)
Authors: Roshanmehr Farnaz , Abdoli Shahriyar , Bazi Zahra , Jari Maryam , Shahbazi Majid 
Published: April 2024

Abstract
CHO cells are extensively employed in biological drug industry to manufacture therapeutic proteins. Nevertheless, production of biopharmaceuticals faces obstacles such as limited growth and inadequate productivity. Employing host cell engineering techniques for CHO cells serves as a valuable approach to address the constraints encountered in biologics manufacturing. Despite advancements, most techniques focus on specific genes to address individual cellular challenges. The significance of YAP, transcriptional co-activator, cannot be overstated due to its involvement in regulating organ size and tumor formation. YAP’s influence extends to various cellular processes and is regulated by kinase cascade in the Hippo pathway, which phosphorylates serine residues in specific LATS recognition motifs. Activation of YAP has been observed to impact both the size and quantity of cells. This research investigates the effects of YAP5SA on proliferation, apoptosis, and productivity in CHO-K1 cells. YAP5SA, with mutations in all five LATS-target sites, is selected for its heightened activity and resistance to repression through the Hippo-LATS1/2 kinase signaling pathway. Plasmid harboring YAP5SA was transfected into EPO-CHO and the influence of YAP5SA overexpression was investigated. According to our findings, transfection of EPO-CHO cells with YAP5SA exhibited a substantial enhancement in CHO cell productivity, resulting in a 3-fold increase in total protein and EPO, as well as a 1.5-fold increase in specific productivity. Additionally, it significantly contributes in augmenting viability, size, and proliferation. Overall, the findings of this study exemplify the potential of utilizing YAP5SA to impact particular cellular mechanisms, thereby presenting an avenue for customizing cells to fulfill production demands.

Key points
• YAP5SA in CHO cells boosts growth, reduces apoptosis, and significantly improves productivity.
• YAP5SA regulates genes involved in proliferation, survival, and mTOR activation.
• YAP5SA increases productivity by improving cell cycle, c-MYC expression, and mTOR pathway.
Hopf bifurcation in an age-structured predator–prey system with Beddington–DeAngelis functional response and constant harvesting
Authors: Wu San-Xing , Wang Zhi-Cheng , Ruan Shigui 
Published: April 2024

AbstractIn this paper, an age-structured predator–prey system with Beddington–DeAngelis (B–D) type functional response, prey refuge and harvesting is investigated, where the predator fertility functionf(a) and the maturation function$$\beta (a)$$β(a)are assumed to be piecewise functions related to their maturation period$$\tau $$τ. Firstly, we rewrite the original system as a non-densely defined abstract Cauchy problem and show the existence of solutions. In particular, we discuss the existence and uniqueness of a positive equilibrium of the system. Secondly, we consider the maturation period$$\tau $$τas a bifurcation parameter and show the existence of Hopf bifurcation at the positive equilibrium by applying the integrated semigroup theory and Hopf bifurcation theorem. Moreover, the direction of Hopf bifurcation and the stability of bifurcating periodic solutions are studied by applying the center manifold theorem and normal form theory. Finally, some numerical simulations are given to illustrate of the theoretical results and a brief discussion is presented.