bluuebunny/crossref_metadata_2025_split huggingface dataset:
Scaled concrete beams containing maximum levels of coarse recycled aggregate: Structural verifications for precast‐concrete building applications
Authors: Fiol Francisco , Revilla‐Cuesta Víctor , Skaf Marta , Thomas Carlos , Manso Juan M. 
Published: April 2023

AbstractThe use of Recycled aggregate (RA) enhances concrete sustainability. If used on an industrial‐scale, structural verification, and testing will be required to confirm that RA concrete can meet relevant industrial standards and the requirements of manufacturers, especially in the precast‐concrete industry. In this paper, an experimental campaign with the participation of a precast‐concrete manufacturer is reported. The objective is to test a self‐compacting concrete (SCC) mix, designed for structural applications, that contains maximum amounts of 100% coarse RA, in order to establish its compliance with the habitual requirements of precast‐concrete manufacturers. Thus, scaled beams (12 × 24 × 180 and 24 × 24 × 130 cm) were subjected to bending, shear‐bending, shear, and long‐term‐deflection tests. In addition, the performance of that SCC mix in the bending and shear‐bending tests was compared with the performance of an SCC mix of similar compressive strength containing 0% coarse RA. In the failure tests, the experimental results were between 1.5 and 3 times higher than the required values. The elastic behavior of both SCC mixes was also very similar in those tests, regardless of the amount of coarse RA, due to the robust design of the water and superplasticizer content of the SCC, which balanced the decreased flowability and the lower compressive strength of SCC that resulted from the additions of coarse RA. The SCC mix with 100% RA showed a lower load‐bearing capacity after failure and narrow compliance margins with the deflection limits of the long‐term‐deflection test. Even though the SCC mix with 100% RA met all the standard technical specifications of the precast‐concrete manufacturer, reference should always be made to the serviceability limit states that are applicable at the time of the structural design phase.
Recent Advanced Applications of Ionic Liquid for Future Iontronics
Authors: Ono Shimpei 
Published: April 2023

AbstractRecently, electronic devices that make use of a state called the electric double layers (EDL) of ion have opened up a wide range of research opportunities, from novel physical phenomena in solid‐state materials to next‐generation low‐power consumption devices. They are considered to be the future iontronics devices. EDLs behave as nanogap capacitors, resulting the high density of charge carriers is induced at semiconductor/electrolyte by applying only a few volts of the bias voltage. This enables the low‐power operation of electronic devices as well as new functional devices. Furthermore, by controlling the motion of ions, ions can be used as semi‐permanent charge to form electrets. In this article, we are going to introduce the recent advanced application of iontronics devices as well as energy harvesters making use of ion‐based electrets, leading to the future iontronics research.
Versatile Synthesis of Carbon Materials using Protic Ionic Liquids and Salts as Precursors
Authors: Zhang Wei , Zhang Yan , Ni Wenpeng , Zhang Shiguo 
Published: April 2023

AbstractCarbon materials (CMs) hold immense potential for applications across a wide range of fields. However, current precursors often confront limitations such as low heteroatom content, poor solubility, or complicated preparation and post‐treatment procedures. Our research has unveiled that protic ionic liquids and salts (PILs/PSs), generated from the neutralization of organic bases with protonic acids, can function as economical and versatile small‐molecule carbon precursors. The resultant CMs display attractive features, including elevated carbon yield, heightened nitrogen content, improved graphitic structure, robust thermal stability against oxidation, and superior conductivity, even surpassing that of graphite. These properties can be elaborate modulated by varying the molecular structure of PILs/PSs. In this Personal Account, we summarize recent developments in PILs/PSs‐derived CMs, with a particular focus on the correlations between precursor structure and the physicochemical properties of CMs. We aim to impart insights into the foreseeable controlled synthesis of advanced CMs.
The fate and movements of aquarium‐released giant trevally Caranx ignobilis inferred from acoustic telemetry
Authors: Mann Bruce Quintin , Daly Ryan , Dixon Russell Bruce , Filmalter John David , Murray Taryn Sara , Cowley Paul Denfer , Kyle Robert , Chater Simon , Mann‐Lang Judy Brenda 
Published: April 2023

AbstractMovements of four adult giant trevally Caranx ignobilis were tracked using passive acoustic telemetry after being released from uShaka Sea World Aquarium in Durban, South Africa, where they had been kept on display for a period of 8 years. All four individuals were detected on a large network of deployed acoustic receivers for a minimum of 3 months to a maximum of over 6 years. Their movements were compared to 43 wild‐caught and tagged C. ignobilis over a similar period and two individuals adopted movement behavior similar to that of their conspecifics, including repeated annual seasonal migrations to a known spawning aggregation site. This study shows that with good animal husbandry, indigenous fish kept in captivity can be released back into the wild and not only survive but adopt natural movement behavior and contribute to future generations of their species.
Argentina: Minority Indigenous Teachers of Bilingual Intercultural Education
Authors: Hecht Ana Carolina 
Published: April 2023

AbstractIn the province of Chaco (northeastern Argentina) bilingual and intercultural school models emerged to help meet the educational needs of indigenous children. Bilingual intercultural education schools implemented a system in which two teachers coexist in the same classroom: a non-indigenous teacher and a minority indigenous teacher. However, in recent decades, indigenous languages are being displaced by Spanish, which is becoming widespread as a means of daily communication for indigenous families. In this scenario, the role of indigenous teachers is currently focused on linguistic revitalization and the teaching of the indigenous language as a second language. Considering this complex sociolinguistic panorama, this chapter analyzes specific aspects of these new practices among the Toba/Qom teachers whose pedagogical tasks have shifted from teaching the indigenous language to reversing language shift. Additionally, it examines the experiences and knowledge of the native tongue among these minority teachers, who range from fluid bilingual speakers to less competent ones. As a consequence, from an anthropological perspective, the question of Bilingual Intercultural Education is raised because one of its principal objectives (bilingualism) is blurred. The findings are drawn from observations and ethnographic records from fieldwork conducted in 2016/2017 in a school in a Toba/Qom neighborhood in Chaco, and in-depth interviews with thirty-six teachers who identify as Toba/Qom.
Foster Child of the Family: An Autoethnography of an International Minority Teacher Educator in a U.S. University
Authors: Chu Yiting 
Published: April 2023

AbstractIn this chapter, I used critical autoethnography to document my experiences as a minority teacher educator in a predominantly White institution (PWI) of higher education in the United States and examined how my intersectional identities as a foreign-born, non-White, non-native English speaking, teacher educator of Asian descent had influenced my practices as a multicultural educator and researcher. I used tenets of the critical race theory (CRT) and Asian critical theory (AsianCrit), in particular counterstorytelling and intersectionality, as analytic lens to frame my explorations of what it meant to be a minority educator in a foreign cultural and institutional context. Data in the form of reflective narratives drawn from my lived experiences and documents were analyzed and presented as counternarratives to explicate my intersectional identities and navigational strategies used to negotiate my position and practices in the often-limiting, PWI academic space. I ended the chapter with a call for more inclusive CRT and AsianCrit frameworks to understand the unique transnational lives and identities of minority educators in an increasingly global world. By sharing my autoethnographic recollections and counternarratives, I hope this chapter will serve as an empowering invitation for international minority scholars to join the collective endeavor to advance the conversation and transform higher education towards a more diverse, inclusive, and equitable space.
Pedagogical Challenges of Immigrant Minority Teacher Educators: A Collaborative Autoethnography Study
Authors: Yang Xuexue , Pak Byungeun 
Published: April 2023

AbstractOftentimes, novice teacher educators need to navigate social and institutional context when they transitioned from teachers to teacher educators. This is particularly true for minority teacher educators. To date, studies on pedagogical challenges that minority teacher educators encountered when teaching in a dominating foreign culture are understudied. This paper concerns pedagogical challenges of two novice teacher educators teaching in a transcultural context where their home languages and cultures are marginalized relative to the U.S. mainstream culture. Using collaborative autoethnography, we investigated our own pedagogical challenges related to language, culture, and power structure through the notion of third space. In a teacher preparation program at a mid-western university, we as doctoral students taught white teacher candidates in courses of world language and elementary mathematics methods, respectively. We position ourselves as immigrant MTEs from China and South Korea. The study focuses our reflection on teaching practices as novice teacher educators in the U.S. and the relationships of these practices to personal and professional life experiences in home countries. We collected the data by interviewing each other with topics, such as our teaching practices and pedagogical challenges. We analyzed the data by coding inductively and deductively. To increase the reliability and creditability of our analysis process, we did a cross check by examining each other’s selected interview excerpts and codes that we labeled. We presented three findings on pedagogical challenges pertaining to language, culture, and sociopolitical dimensions and how we negotiated our perspectives of teaching and learning. This study has implications on supporting minority teacher educators and the pedagogy of teacher education.
Kurdish Teachers in Turkey Within the Context of History Education
Authors: Yazıcı Fatih 
Published: April 2023

AbstractThe relationship between Turks and Kurds, two peoples who have lived together for nearly a thousand years, has become tense with the nation-building policies that have been implemented in Turkey for over a century. The imposition of a singular identity based on Turkishness on a wide range of national/ethnic differences ranging from the constitution to educational policies has caused limitations in Kurds’ living their own identities along with other minority communities. Due to its close relationship with national identity, history courses are among the areas of education that tend to ignore ethnic/cultural differences in Turkey. Kurdish teachers of history, who have to teach a content organized with such an understanding, are trapped between the truths of official history and the truths of their own identities, as well as the identity problems they face in the social and political field. In this study, interviews were conducted with Kurdish teachers of history of different religious/sectarian, political and sexual identities and their relations with their students, colleagues and educational bureaucracy and the meaning of history lessons for them were revealed. Thus, it was tried to understand what it means to be a Kurdish teacher of history in Turkey.
South Africa: Desegregated Teaching, Democratic Citizenship Education and Integrating of Ethnic Minority Teachers
Authors: Davids Nuraan 
Published: April 2023

AbstractMuch of the debates on South Africa’s recently desegregated schools centre on intersectional tensions between access/participation; external inclusion/internal exclusion; and assimilation/integration – as it pertains to minority-group learners. Limited attention has been given to the experiences of minority group teachers, as they struggle to find professional and personal inclusion in historically prohibited schools. Yet, not only do minority group teachers experience untold professional undermining within majoritarian schools, but they are often subjected to prejudicial scrutiny by parents and learners, as will be highlighted in this chapter. Leaning on a narrative inquiry, this chapter centres on the experiences of a first year, ‘black’ female teacher, Slindile, at a historically advantaged (‘white’) school in South Africa. The narrative inquiry brings to the fore her dialectical experiences, while simultaneously revealing the normative discourses which have thus far remained intact at the school. Underscored by a discursive synchronicity between presumptions of privilege and prejudice, the findings reveal a powerful, yet painful social reality. Firstly, a construction of ‘black incompetence’ is necessary for the preservation of ‘white competence’. Secondly, perceptions of Sindile’s ‘black’ body lends itself to an intersectional tension, which provides for deep considerations on how whiteness reduces the other to the extent of erasure. Thirdly, assigning blame for racism and discrimination to institutional cultures ensures the avoidance of individual accountability. Lastly, minority group teachers are not the only ones at risk. The less diverse a teacher corps is, the less capacitated schools are in advancing democratic citizenship education.
China: Decolonization and Teaching: An American Professor’s Experience at Yunnan University
Authors: Lee MaryJo Benton 
Published: April 2023

AbstractThis chapter describes the experiences of an American Sociology professor who taught Chinese Education students at Yunnan University, People’s Republic of China, in 2017. The author explains how she structured the teaching of two classes, Qualitative Research Methods and Writing for the Social Sciences, to show respect for the collective history and cultures of her Chinese graduate students. The chapter illustrates how curriculum (what is taught) and instruction (how it is taught) can be rethought to avoid overreliance on Western examples to the neglect of local context. The methodology used is autoethnography, which has been described as research and writing that connects the autobiographical and personal to the cultural and social. The author discusses how an understanding of Southern theory, as it has been developed by Australian sociologist Raewyn Connell, shaped her work. Connell makes a distinction between two types of theorizing. The first, Northern theory, privileges the perspectives of metropolitan society (the former imperial powers) while presenting itself as universal knowledge. The second, Southern theory, is an alternative way of thinking about the world from the viewpoints of the global periphery (the former colonized world). The chapter concludes with three concrete pedagogical tips—on experiential education, on cooperative learning and on mutual learning—for academics considering a teaching experience beyond their own national borders.
Ethnic Identity as a Cultural Mediator in Teaching: An Autoethnography of a Latinx Teacher
Authors: Barreto Jennifer M. 
Published: April 2023

AbstractIn this chapter, the author examines her experience of education as a Latinx in the United States, first as a student, and then as a teacher, through the intersectionality of language bias, racism, and elitism. Producing autoethnographic research acknowledges and validates her Latinx presence and draws attention to her marginal position inside the dominant structures of education. This autoethnography puts the critical focus on her experiences within the broader context of education (Denzin NK, Interpretive ethnography: ethnographic practices for the 21st century. Sage, 1997). This personal narrative (Bochner AP, Narrat Inq 22:155–164, 2012) employs the theoretical frameworks of critical race theory and Latinx critical race theory (CRT; Delgado R, Stefancic J, Critical race theory: an introduction. University Press, 2001) to explore the tensions of being Latinx in the United States education system. This cultural analysis considers personal, social, and culturally constructed identities. The author discusses the everyday negotiations between Latinx culture and teaching in an elementary school. Centering the critical framework, the author interrogates how society shapes our narratives, identities, and lives (Kehly MJ, Gend Educ 7:23–31, 1995) through culture, power, and language.
Sweden and Germany: Top-Down and Bottom-Up Policy Making in the Re-professionalization of International Teachers
Authors: Putjata Galina , Economou Catarina , Ennerberg Elin , Arnold Jana 
Published: April 2023

AbstractFlight has developed into a new research focus worldwide, but, only a few projects are concerned with newly immigrated teachers. Meanwhile, increasing importance is politically assigned to them and their linguistic resources. Despite these expectations, there are hardly any studies that address language diversity in the professional training of immigrant teachers. As a reaction to this lacuna, we have conducted a qualitative study in two countries: Sweden and Germany. These cases are particularly interesting to compare as they approach the re-professionalization of immigrant teachers in very different ways. In Sweden the introductory programs are the result of a political measure (top-down-policy making) and hold no language requirement in Swedish, whereas in Germany these programs are the result of bottom-up initiatives on behalf of universities and academics, which consequently result in a varying dealing with linguistic diversity. The difference in approach is of extreme interest with regard to top-down- and bottom-up processes of language education policy making, as the chapter will explicate with a specific focus on research review thus far. It will then present a qualitative study that focuses on multilingual practices in teacher training. To access this level, interviews were conducted with the respective actors – programme coordinators and lecturers. The results allow deep insights into the process of language policy making and their implementation on the institutional level. Finally, we will discuss the potentials of top-down- and bottom-up approaches and formulate implications for international teacher education.
“After Building Relationships, Language Is No Longer a Barrier”: Two Bilingual Mathematics Teachers’ Growth Through Student Teaching Experiences
Authors: I Ji Yeong , Bahng EunJin 
Published: April 2023

AbstractWe followed the journeys of two bilingual mathematics teachers during their student teaching experiences. Both bilingual teachers initially expressed the high anxiety they experienced when speaking English as a Second Language speakers during their student teaching. As they interacted with supportive co-operating teachers, along with culturally and linguistically diverse students, both teachers showed how they underwent a crucial shift in their thinking from deficit views to asset-rich views in terms of their own cultural and linguistic identities. The results of this case study suggest that teacher preparation programs should integrate ways of supporting bilingual teachers to help foster a positive cultural identity and to bring enriching linguistic backgrounds into future classrooms.
Digital Work in East Asia
Authors: Yan Min-Ren , Shajek Alexandra , Hartmann Ernst Andreas 
Published: April 2023

AbstractRecent developments and the actual status regarding Digital Work are described for the East Asia/Pacific region, based on data and analyses available for the region. This includes aspects like decent work, the effects of digital technologies on tasks, competences, labor market opportunities, the effects of digital work and labor platforms, and issues of gender (in)equality. Challenges and political actions taken by national governments are described by looking at the example of Taiwan, one of the most advanced economies in East Asia and worldwide.
Participation in Work of People with Disabilities by Means of Technical Assistance
Authors: Bächler Liane , Behrendt Hauke 
Published: April 2023

AbstractThe comprehensive realization of social participation for all individuals is a particular challenge in which the working world proves to be an important sphere. Despite normative reference points through socio-political innovations, people with intellectual disabilities and a high need for support are particularly excluded. Even in sheltered workshops, this group of people is excluded from participating in work as the challenges of life and labor in the 21st century are becoming ever more complex and the demands of production and business stricter. As a result, people with intellectual disabilities and a high need for support often fall off the radar in current inclusion efforts and – despite legal obligations – do not receive adequate support to participate in work. To counteract the negligence and tacit acceptance of the deprivation of a large part of the sheltered workshop employees – in the sense of social affiliation by work participation – design options for promoting work participation require careful consideration. This paper analyses the use and impact of technical assistance to promote work participation for people with intellectual disabilities and high support needs and reports the results of a field study on the use of technical assistance in a sheltered workshop.
Digital Work – Transforming the Higher Education Landscape in South Africa
Authors: Kanyane Modimowabarwa 
Published: April 2023

AbstractThere are twenty-six public universities in South Africa. Yet, there is no digital transformation in most higher education workplaces. In some universities, digital technologies are advanced, and in others, they are not. The education landscape is partially transformed, and in others, it is a work in progress. Therefore, the study explored the digital environment in the twenty-six public universities in South Africa by using qualitative methods and found that the digital environment in higher education poses digital inequalities that make it difficult for academic staff to work smarter across the board. The playfield is not seamless and given the digital society of a new normal, digital work deserves close attention. The study concludes that digital work in South African higher education requires digital transformation to enable the academic staff to optimally work from everywhere in any educational environment to maximize productivity in the advancement of the academic project and to produce globally competitive and locally relevant graduates.
The Influence of the Rake Angle on the Cutting of Low-Lead and Lead-Free Brass Alloys
Authors: Müller Magdalena S. , Sørby Knut 
Published: April 2023

AbstractComponents manufactured from brass alloys are widely used in plumbing systems. Traditionally, lead is added to the alloy to improve the machinability. In recent years, the use of lead has been restricted due to health and environmental concerns. New lead-free and low-lead alloys were developed. These alloys usually show a higher cutting force compared to traditional lead-containing brasses. This paper investigates the influence of different rake angles and tool coating on cutting force and chip formation. The two lead-free brass alloys, CW511L and CW724R, are compared to the low-lead brass CW625N.