bluuebunny/crossref_metadata_2025_split huggingface dataset:
Alveolar ridge preservation of two‐wall bone defects using mineralized dentin matrix: An experimental pre‐clinical study
Authors: Yan Zi‐Yu , Wang Fei , Han Jian‐Min , Wu Bin‐Zhang , Guo Chuan‐Bin , Cui Nian‐Hui 
Published: January 2024

AbstractObjectivesTo study bone healing of two‐wall bone defects after alveolar ridge preservation using mineralized dentin matrix.Materials and MethodsAfter distal roots extraction of second and fourth premolars (P2, P4) on one lateral mandible in 12 beagles, two‐wall bone defects (5 × 5 × 5 mm) were surgically created distally to the remaining mesial roots of P2 and P4. A total of 24 sites were randomly allocated to three groups (implant material‐ time of execution): mineralized dentin matrix (MDM)‐3 m (MDM + collagen membrane; 3 months), MDM‐6 m (MDM particles + collagen membrane; 6 months), and C‐6 m (collagen membrane only; 6 months). Clinical, radiographic, digital, and histological examinations were performed 3 and 6 months after surgery.ResultsThe bone healing in MDM groups were better compared to Control group (volume of bone regenerated in total: 25.12 mm3 vs. 13.30 mm3, p = .046; trabecular volume/total volume: 58.84% vs. 39.18%, p = .001; new bone formation rate: 44.13% vs. 31.88%, p = .047). Vertically, the radiological bone level of bone defect in MDM‐6 m group was higher than that in C‐6 m group (vertical height of bone defect: 1.55 mm vs. 2.74 mm, p = .018). Horizontally, no significant differences in buccolingual bone width were found between MDM and C groups at any time or at any level below the alveolar ridge. The percentages of remaining MDM were <1% in both MDM‐3 m and MDM‐6 m groups.ConclusionsMDM improved bone healing of two‐wall bone defects and might be considered as a socket fill material used following tooth extraction.
An implementation science focused practice‐based research network for rural community pharmacies: RURAL‐CP
Authors: Carpenter Delesha M. , Kiser Stephanie , Smith Megan , Mashburn Patricia , Westrick Salisa C. , Hastings Tessa J. , Hannings Ashley , Rosenthal Meagen , Baloh Jure , Gamble Abigail , Melton Tyler C. , Curran Geoffrey M. 
Published: January 2024

AbstractPractice‐based research networks (PBRNs) support the translation and evaluation of evidence‐based practices and interventions on a large scale and have primarily been used in primary care settings. Few pharmacy PBRNs exist. Our objective is to describe the composition and characteristics of the Rural Research Alliance of Community Pharmacies (RURAL‐CP), which is the first PBRN exclusively for rural community pharmacies. For each enrolled pharmacy, a pharmacist liaison completed a survey that assessed the pharmacy's operational characteristics, including business operations, human resource management, division of clinical responsibilities, technology and enhanced services, organizational context, and research priorities. Additionally, up to five other pharmacy staff members completed a brief survey on organizational context. Descriptive statistics were calculated. As of May 2023, there were 126 pharmacies across seven southeastern states that were enrolled in RURAL‐CP. Most pharmacies (91%) were independent pharmacies and operated 6 days per week (82%). On average, pharmacies employed 10 staff members and most trained student pharmacists. Pharmacies offered valuable services in their community, including immunizations, naloxone dispensing, and medication delivery. Blood glucose testing was the most common point‐of‐care (POC) test offered, and most pharmacies were interested in expanding POC offerings, particularly A1c testing and cholesterol screening. RURAL‐CP pharmacies have, on average, relatively strong organizational contexts and readiness for change. Pharmacists' top research priorities were expansion of clinical services, reimbursement, patient adherence, and addressing diabetes and hypertension. Although not generalizable to all rural pharmacies, results indicate that rural pharmacies deliver many important services in their communities and are interested in increasing services provided.
A SWOT analysis of integrating cognitive and non‐cognitive learning strategies in education
Authors: Upreti Kamal , Kushwah Virendra Singh , Vats Prashant , Alam Md. Shane , Singhai Rahul , Jain Dhyanendra , Tiwari Akhilesh 
Published: January 2024

AbstractStudents must receive the knowledge and skills they require for succeeding in a constantly changing world. Meeting each student's diverse needs, nevertheless, is difficult. For the purpose to promote student development and improve educational outcomes, this review study attempts to give a thorough conceptual framework for integrating both cognitive and non‐cognitive learning methodologies. While non‐cognitive learning focuses on social and interpersonal skills, emotional intelligence, and resilience, cognitive learning involves the acquisition of intellectual skills and critical thinking. Both types of education are essential for children's holistic development. Integrating non‐cognitive and cognitive approaches in education sector has several advantages. It promotes a well‐rounded education by offering a balanced approach that addresses the intellectual, emotional, and social elements of student progress. To support the suggested conceptual framework, a thorough analysis of recent research on the subject is conducted. The implementation of cognitive and non‐cognitive learning in the present condition is examined through a bibliometric analysis, which identifies research trends and gaps. In addition, a SWOT analysis has been done to assess the advantages, disadvantages, opportunities, and threats related to these strategies. The issues and areas that require additional research and development are better understood due to this analysis. The research's conclusions demonstrate the importance of adopting a well‐rounded educational strategy which considers various demands of students. The education system can encourage academic performance, critical thinking, socio‐emotional well‐being, and prepare students for success in a variety of spheres of life by integrating cognitive and non‐cognitive learning. It also points out the research gaps and underlines the value of further study for enhancing comprehension and cognitive and non‐cognitive learning methodologies' application.
Experimental and numerical investigation of ductile fracture of K418 on in‐situ tensile tests
Authors: Li Bin , Cui Yi , Wang Shinian , Gao Lining , Xu Zhaohui , Hou Xinrong , Li Yafen 
Published: January 2024

AbstractIn this study, the effect of the Lode angle on failure and plasticity is considered, and a new Lode angle function on plasticity is developed. Meanwhile, a new temperature coefficient function is proposed in this model, and the application of the model is extended to the range from room temperature to 650°C. The tensile specimens of different shapes have been designed to calibrate the parameters of the model. The tensile tests are carried out on the in situ micro‐tensile machine. For the notched tensile specimens at room temperature to validate the constitutive model, numerical results are consistent with experimental ones well, with an error of 7%. Then, the calibrated model is applied to FE simulations to numerically study the fracture phenomena observed in the test. The fracture positions and damage initiation positions of the shear specimen and the notched tensile specimen can be predicted by FE simulations well, while the smooth tensile specimen cannot be predicted well due to real specimens' imperfections.
Enameloid‐bound δ15N reveals large trophic separation among Late Cretaceous sharks in the northern Gulf of Mexico
Authors: Comans Chelsea M. , Smart Sandi M. , Kast Emma R. , Lu YueHan , Lüdecke Tina , Leichliter Jennifer N. , Sigman Daniel M. , Ikejiri Takehito , Martínez‐García Alfredo 
Published: January 2024

AbstractThe nitrogen isotopic composition (15N/14N ratio, or δ15N) of enameloid‐bound organic matter (δ15NEB) in shark teeth was recently developed to investigate the biogeochemistry and trophic structures (i.e., food webs) of the ancient ocean. Using δ15NEB, we present the first nitrogen isotopic evidence for trophic differences between shark taxa from a single fossil locality. We analyze the teeth of four taxa (Meristodonoides, Ptychodus, Scapanorhynchus, and Squalicorax) from the Late Cretaceous (83–84 Ma) Trussells Creek site in Alabama, USA, and compare the N isotopic findings with predictions from tooth morphology, the traditional method for inferring shark paleo‐diets. Our δ15NEB data indicate two distinct trophic groups, with averages separated by 6.1 ± 2.1‰. The lower group consists of Meristodonoides and Ptychodus, and the higher group consists of Scapanorhynchus and Squalicorax (i.e., lamniforms). This δ15NEB difference indicates a 1.5 ± 0.5 trophic‐level separation between the two groups, a finding that is in line with paleontological predictions of a higher trophic level for these lamniforms over Meristodonoides and Ptychodus. However, the δ15NEB of Meristodonoides is lower than suggested by tooth morphology, although consistent with mechanical tests suggesting that higher trophic‐level bony fishes were not a major component of their diet. Further, δ15NEB indicates that the two sampled lamniform taxa fed at similar trophic levels despite their different inferred tooth functions. These two findings suggest that tooth morphology alone may not always be a sufficient indicator of dietary niche. The large trophic separation revealed by the δ15NEB offset leaves open the possibility that higher trophic‐level lamniforms, such as those measured here, preyed upon smaller, lower trophic‐level sharks like Meristodonoides.
The ‘woeful’ state of administrative support for online programmes: A critical discourse analysis
Authors: Bodine Al‐Sharif Mary Ann , Earnshaw Yvonne , Corcoran Stephanie 
Published: January 2024

AbstractThis study used critical discourse analysis to explore how higher education administrators in the United States talk about how they assess and support online programmes. Specifically, we hoped to analyse administrators' perceptions of their responsibilities over online programmes, faculty and students, to attain where they may need more training. Therefore, we explored the perspectives of 11 administrators at both the mid‐level administrative and campus senior administrative levels who oversee online programmes in U.S. higher education. Our findings suggest that mid‐level administrators hold pivotal roles in communicating needs, administrators are not viewing their online faculty holistically, current online programmes assessment is insufficient and concern for student engagement is often neglected. Implications for research and practice include additional investigation of the online faculty experience and the development of administrative training specifically focused on the needs of online programming and online faculty support.
Effect of heavy rare‐earth substitution on physical properties of BiFeO3 thin films and their photocatalytic application
Authors: Gholizadeh Ahmad , Hosseini Sakineh 
Published: January 2024

AbstractHerein, heavy rare‐earth substituted bismuth ferrite thin films were prepared using a low‐temperature sol–gel‐assisted spin coating method. The substitution of heavy rare‐earth ions for Bi3+ leads to structural transformation from rhombohedral (R3c) for x = 0.05 to orthorhombic (Pnma) symmetry for x = 0.05, which was found to have a great effect on the surface morphology, optical band‐gap energy, and photocatalytic activity of a BiFeO3(BFO) thin film. Moreover, the optical properties of prepared films were investigated via UV–visible spectroscopy. For all samples, the bandgap energy values were between 1.18 and 1.65 eV. Moreover, the refractive index and extinction coefficient of samples were about 1.14–1.40 and 0.1–0.6, respectively. Photocatalytic properties of the samples were investigated by measuring the degradation of methylene blue dye under simulated solar irradiation. We found that the heavy rare‐earth substituted BFO thin films have better photocatalytic activity compared to pure BiFeO3 thin film. It was observed that prepared thin films could remove between 37.18% and 77.24% of dye after 180 min irradiation. This study confirms that prepared thin films are a suitable candidate for photocatalytic applications.
Unveiling the influence of crystal structure polymorphs on radiation shielding properties: A case study of SiO2
Authors: Khattari Ziad 
Published: January 2024

AbstractMaterial's linear attenuation coefficient (LAC) and atomic packing factor (APF) play a crucial role in shield and protecting against radiations hazardous. This seminal study highlights that changing the crystalline polymorphism structures of a material from orthorhombic at low APF to tetragonal or hexagonal at high APF can lead to rise in both density and LAC. These results demonstrate that altering the material's crystalline structures and the corresponding APF will directly impact these two vital physical parameters. Specifically, for the studied case of SiO2, the findings reveal a 29% increase in the LAC when transitioning from orthorhombic to hexagonal occurs and 118% when undergoes structural changes back to the same symmetry group but with different density and APF. These advancements enhance the material's capacity to be utilized for radiation shielding and prevention applications.
Out‐of‐School Activities in Architectural Education: MUISCARCH International Architecture Students Congress
Authors: Cantürk Akyildiz Emel , Özgüven Yekta 
Published: January 2024

AbstractThis research aims to question the effect of adopting non‐formal and informal learning environments into architectural education on the overall learning experiences of architecture students. In this context, a series of out‐of‐school activities organised within the scope of Maltepe University, Faculty of Architecture and Design, which are based on a variety of different non‐formal and informal learning methods, are discussed. Although there are various out‐of‐school activities, the significance of these comprehensive extracurricular activities relies on being an entire student initiative from planning to execution and consisting of symposiums, workshops and organisation processes that bring non‐formal and informal learning experiences together. Unlike most of the research discussing non‐formal/in‐formal activities through final products, our research focuses on the learning experience of the students and the learning process itself. Based on the participant observation method, we gathered data through observing behaviours and interactions, casual conversations, unstructured and informal interviews, and reviews of the participants' studies. The findings revealed the learning acquisitions and benefits that students gained intentionally or unintentionally throughout the process from integrated learning environments, which are required to compete with the complex challenges of architectural education and the profession, as emerging technologies, materials, design trends and societal conditions. This reality forces architectural education programs to embrace and integrate informal and non‐formal learning experiences into their curricula. Flexible learning models need to be designed and adapted to formal education to provide a well‐rounded educational experience for architecture students, emphasising self‐directed learning and practical experience in real‐world contexts.
Development of the racial and ethnic discrimination stress model
Authors: Wilkins‐Clark Renée E. , Gray Carmen N. , Ferraro Anthony J. 
Published: January 2024

AbstractFamily stress models have been used extensively in family science for decades and have demonstrated utility in the examination of familial responses to stressors. Although these models have been applied to research on Black families and researchers have more recently considered the impact of integrated sociocultural context and reconceptualized models accordingly, current models do not fully explain outcomes associated with mundane extreme environmental stress (MEES) and the simultaneous influence of an iterative meaning‐making process. To address this gap, we extend the contextual model of family stress, by integrating the MEES concept and propositions from symbolic interactionism, family systems theory, and ecological theory. We introduce the racial and ethnic discrimination stress model (RED‐SM), a conceptual framework, to explain how the mundane extreme environment, resources, and socialization messages contribute to a meaning‐making process that influences adjustment outcomes for Black individuals. We conclude by offering suggestions for its usage in family science research.
Intergenerational and digital solidarity: Associations with depressive symptoms during the COVID‐19 pandemic
Authors: Hwang Woosang , Hadi Narges , Brown Maria T. , Silverstein Merril 
Published: January 2024

AbstractObjectiveWe aimed to explore dyadic latent classes of intergenerational solidarity with digital communication (texting, video call, and social media interaction) among older parent and adult child pairs during the COVID‐19 pandemic, and whether derived dyadic latent classes were associated with older parents' and adult children's depressive symptoms.BackgroundPrevious studies have not considered how digital communication fits with the established intergenerational solidarity paradigm. Consequently, we know little about how the use of digital communication creates new types of intergenerational solidarity between older parents and adult children, and how they are associated with their depressive symptoms during the pandemic.MethodsUsing data from the 2022 survey of the Longitudinal Study of Generations (LSOG), the analysis took a dyadic‐centered approach and applied a three‐step latent class analysis with 271 mother–child and 190 father–child dyads.ResultsDyadic partners were consistent in their relationship evaluations for the three latent classes identified in both mother–child and father–child dyads: tight‐knit traditional (strong solidarity with frequent in‐person contact), distant‐but‐digitally connected (geographically distant but frequent digital contact), and detached (low solidarity). In mother–child dyads, mothers reported significantly fewer depressive symptoms when they were in tight‐knit traditional and distant‐but‐digitally connected relationships, than those in detached relationships. In father–child dyads, adult children reported significantly fewer depressive symptoms when they were in tight‐knit traditional and distant‐but‐digitally connected relationships, than those in detached relationships.ConclusionsThese findings suggest that digital communication was beneficial for older parents' and adult children's psychological well‐being, depending on parents' gender and generational position during the pandemic.
Polygonal impact craters on Ganymede
Authors: Baby Namitha Rose , Kenkmann Thomas , Stephan Katrin , Wagner Roland 
Published: January 2024

AbstractPolygonal impact craters (PICs) are unique geological features observed on various planetary bodies and constitute a small percentage of the impact crater population. This study focuses on PICs on Ganymede, where no such craters have been investigated so far. Here we present the distribution of PICs, examine their morphological characteristics, investigate the causes for their polygonal shapes, and discuss the factors that support their formation. We identified and analyzed 459 PICs on Ganymede with complex crater morphologies. They are widely distributed across the Moon and occur on both dark and light terrain. Our analysis revealed that the majority of orientations of straight rim segments align parallel or subparallel to adjacent tectonic linear features. There is at least one tectonic linear orientation adjacent to PICs, even in dark, cratered terrains. Based on the comparison of the number of PICs and tectonic linear features, Ganymede is believed to have undergone more intense tectonic activity than other icy bodies like Ceres and Dione, where PICs were described. The presence of numerous PICs on Ganymede suggests that surface lineations and grooves are expressions of fractures that form zones of weakness in the ice crust that got reactivated during impact cratering.
19th Century Polemic at Shahjahanpur: Muḥammad Qāsim Nānawtawī's Philosophy of Khilāfat‐Allāh and his Response to the Critics of Islam in regard to Kaʿbah
Authors: Siddiqui Atif Suhail 
Published: January 2024

AbstractThis article1 is focused on Muḥammad Qāsim Nānawtawī's two important books Ḥujjat al‐Islām and Qiblah Numā. These books are Nānawtawī's response to Christian missionaries and Hindu critic of Islam. Nānawtawī's polemics led the foundation of neo‐ʿilm al‐kalām (neo‐Islamic scholastic theology) in South Asia. This article is an effort to trace Nānawtawī's corpus in polemics and the dialectics, which he covered in these books. Most of his works include his critiques and strong arguments against Christian and Hindu critics of Islam. However, this article is concise and covers a limited part of Nānawtawī's dialectical discussions. This article focuses on a precise response to a Hindu critic of Islam, man's merits and his status among all creatures and thus, man's selection by God as His khalīfah (vicegerent) on the earth.
The relationship between perceived teacher autonomy support, perceived competence in learning, and academic performance among nursing students
Authors: Almarwani Abdulaziz Mofdy , Alanazi Fadiyah Jadid , Lamphon Hadeel Tayeb , Alsulami Sanaa Awwad 
Published: January 2024

AbstractPerceived teacher autonomy support in nurse education remains understudied in the literature. This study examined the relationship between students' perceived teacher autonomy support, perceived competence in learning, and academic performance. A cross‐sectional correlation descriptive design was used for 225 participants, undergraduate nursing students studying in Saudi Arabia. Perceived teacher autonomy support, perceived competence in learning, and academic performance were measured using the Learning Climate Questionnaire, Perceived Competence Scale for Learning, and student grade point average, respectively. The results revealed a high level of perceived teacher autonomy support and perceived competence in learning among the nursing students, with students in the internship year (final year) reporting higher perceived teacher autonomy support than students in other years. There was a strong positive correlation between perceived teacher autonomy support and perceived competence in learning. Further, students' perceived teacher autonomy support predicted their academic performance, indicating that those with high perceived teacher autonomy support were more likely to have a higher grade point average. Nurse educators must prioritize student autonomy support for better learning and performance, especially upon enrollment in a nursing program.