bluuebunny/crossref_metadata_2025_split huggingface dataset:
Intelligenza artificiale e istruzione: tra sperimentazione e prospettive evolutive
Authors: D'Ambrosio Fiorella 
Published: January 2025

ARTIFICIAL INTELLIGENCE AND EDUCATION: BETWEEN EXPERIMENTATION AND EVOLUTIONARY PERSPECTIVES Abstract This article examines the role of artificial intelligence (AI) in education, emphasizing its potential to personalize learning pathways and enhance the quality of education. Particular focus is given to an ongoing research project aimed at improving Italian students’ mathematical skills through the use of AI tools like ChatGPT, integrated into the design of teaching activities employing innovative and inclusive methodologies. The goal is to define a replicable and scalable educational model aligned with the objectives of the European Education Agenda 2030, while addressing the cultural, ethical, and regulatory challenges associated with AI adoption, such as data protection and equitable access. Finally, the article highlights how AI can become a strategic ally in reducing educational inequalities, fostering excellence, and enhancing essential skills.
Una valutazione col pilota automatico? Una riflessione sulle cose che possiamo guadagnare e quelle che rischiamo di perdere impiegando l’intelligenza artificiale nei processi valutativi
Authors: Corsini Cristiano 
Published: January 2025

EVALUATION ON AUTOPILOT? A REFLECTION ON THE THINGS WE CAN GAIN AND THOSE WE RISK LOSING BY USING ARTIFICIAL INTELLIGENCE IN EVALUATION PROCESSES Abstract The paper analyses pros and cons of using generative artificial intelligence in the students’ learning assessment process. In particular, the article focuses on the possibility offered by programs such as ChatGPT to reduce the time devoted to complex operations such as construction of multiple-choice questions or classification of open-ended answers. Thus, it is possible to use the generated content to support a phase of the evaluation process that normally dilutes time and makes the workload difficult to sustain. Although the benefits from this side are significant, the contribution emphasises that it is quite inappropriate to claim that generative artificial intelligence can take over the responsibility for judgement processing. Firstly, since there are no objective evaluations, such a choice would merely conceal the necessarily subjective criteria used to make well-founded value judgements. Secondly, such a choice would imply a deresponsibility with respect to judgements that have relevant practical consequences and a renunciation of the possibility of actively and consciously employing the evaluation process for the enrichment of future experiences.
Progettare e valutare con il supporto dell’intelligenza artificiale: elementi per un approccio critico all’uso dei chatbot
Authors: Marcuccio Massimo , Tassinari Maria Elena , Lo Turco Vanessa 
Published: January 2025

DESIGNING AND ASSESSING WITH THE SUPPORT OF ARTIFICIAL INTELLIGENCE: ELEMENTS FOR A CRITICAL APPROACH TO THE USE OF CHATBOTS Abstract This paper explores the critical integration of artificial intelligence (AI), specifically focusing on using chatbots in training design and learning assessment, aiming to uncover both the potential and challenges in educational and training contexts. Through two exploratory empirical studies – one centered on the use of ChatGPT in training design and the other on its application in school learning assessments – the analysis examines the perceptions of teachers and students. The findings reveal that chatbots, such as ChatGPT, can significantly reduce the workload of teachers and future training designers, improve access to educational resources, and provide timely feedback. However, concerns emerge regarding technological dependency and superficial learning, with ethical and pedagogical implications that warrant a critical examination of the pedagogical effectiveness of AI tools. The paper concludes by proposing strategies for AI’s ethical and thoughtful integration in education, promoting a balance between technology and reflective, critical educational practice.
Indagine esplorativa sulla percezione dei docenti neoassunti circa l’impiego dell’intelligenza artificiale nella didattica: punti di forza, ostacoli e prospettive
Authors: Nirchi Stefania , Mangione Giuseppina Rita Jose , De Vincenzo Conny , Pettenati Maria Chiara 
Published: January 2025

EXPLORATORY SURVEY ON NEWLY RECRUITED TEACHERS’ PERCEPTIONS OF THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING: STRONG POINTS, OBSTACLES AND PERSPECTIVES Abstract This exploratory study investigates teachers’ perceptions regarding the use of artificial intelligence (AI) in education, which many studies view as an opportunity to innovate and enhance teaching practices and to support a more inclusive, student-centered approach. The questionnaire «Teachers’ trust in AI-based EdTech» by Nazaretsky et al. (2022) was administered to newly hired teachers and to in-service teachers who serve as mentors to new hires. The aim was to understand how teachers perceive AI and to identify its benefits and challenges in educational settings. For instance, whether AI can be seen as valuable support for personalized learning and classroom management, or whether its use may be hindered by a lack of adequate teacher training. Exploring teachers’ perceptions of AI can serve as a starting point for developing training programs aimed at fostering teachers’ informed engagement with AI in education.
Il contributo dell’intelligenza artificiale per la qualificazione dei processi di istruzione 1
Authors: Patrizi Nazarena , Girolami Angelo , Crescenzi Claudia 
Published: January 2025

THE CONTRIBUTION OF ARTIFICIAL INTELLIGENCE TO THE QUALIFICATION OF EDUCATION PROCESSES Abstract In the era of digital transformation, artificial intelligence (AI) emerges as an innovation capable of generating large-scale improvement opportunities. Educational institutions, which have enjoyed greater autonomy in managing human, financial, and technological resources since Law No. 59 of 1997, have developed increasingly personalized approaches to address students’ educational needs. Particular attention has been devoted to students with special educational needs, promoting more effective inclusion and integration within the school context. In this scenario, AI stands as a strategic tool to enhance personalized learning, optimize assessment processes, and improve school management efficiency. Simultaneously, there emerges the need to provide essential skills for understanding and using AI, from its everyday applications to its ethical implications.
La teoria dell’Arco Riflesso e l’educazione. L’esperienza come questione didattica nel pensiero di John Dewey
Authors: Pezzano Teodora 
Published: January 2025

THE REFLEX ARC THEORY AND EDUCATION. EXPERIENCE AS DIDACTIC ISSUE IN JOHN DEWEY’S THOUGHT Abstract In this paper I will try to focus in the John Dewey’s thought on the relationship between the centrality of the Reflex Arc theory, developed in the essay «The Reflex Arc concept» of 1896, which derives from the essay Soul and Body of 1886, fundamental to understand Deweyan thought and some aspects of Classical Pragmatism, and the didactic issues as developed in the texts: «My pedagogic creed» of 1897 and «The school and society» of 1899.
The Integration of Artificial Intelligence in Communication Design. Case Studies from the Polytechnic of Milan: from Digital Culture to Sociology of Media
Authors: Di Rosario Giovanna , Ciastellardi Matteo 
Published: January 2025

L’INTEGRAZIONE DELL’INTELLIGENZA ARTIFICIALE NEL DESIGN DELLA COMUNICAZIONE. CASI DI STUDIO DEL POLITECNICO DI MILANO: DALLA CULTURA DIGITALE ALLA SOCIOLOGIA DEI MEDIA Abstract The advent of Artificial Intelligence (AI), particularly Generative AI (GenAI), has catalyzed a transformative shift in educational methodologies, bridging traditional pedagogy with advanced digital technologies. This article presents a comparative analysis of two case studies conducted within the Communication Design Program at Polytechnic of Milan, exploring the integration of GenAI as a collaborative tool in Digital Culture and Sociology of Media courses. By examining the implications, challenges, and outcomes of embedding GenAI within these educational frameworks, we aim to highlight the role of AI as a «co-pilot» in learning processes, offering innovative approaches to knowledge creation and problem-solving. The case studies underscore common themes, such as the democratization of creative tools through AI, the necessity for critical AI literacy, and the exploration of AI as a facilitator of innovative content generation. Simultaneously, the article delves into the differences between the two courses, including participant numbers, course structures, and project aspects, providing a comprehensive understanding of GenAI’s impact on educational experiences and students’ problem-solving skills.
Historizar la nación: descolonización epistemológica y política Frantz Fanon, Ranajit Guha e intelectuales mapuche.
Authors: Alvarez Osses Ingrid 
Published: January 2025

Este ensayo es una parte de mi avance de tesis doctoral que hace un recorrido teórico en autores como Frantz Fanon, Ranajit Guha e intelectuales mapuches sobre la construcción de la historia en contextos colonizados. A pesar del peso de la historia colonialista de los Estado Nación, los sujetos subalternizados por el despojo y la verdad colonial irrumpen desde la sujetividad en perspectiva de la filosofía latinoamericana hacia la descolonización. Se destacan elementos como historizar, la nación, la crítica a la normatividad, la ética moderna, la desregulación de la historia colonial y el disputar la política desde el reconocimiento y la valoración propia que proponen los filósofos Arturo Roig y Enrique Dussel. Asimismo, la relación entre la historicidad y la sujetivación en Fanon, Guha e intelectuales mapuche es ineluctable para la descolonización. Este ensayo trabaja el historizar la nación desde los sujetos que valoran su historia y su cultura para actualizar el presente. Por último, se esbozan desde los parlamentos mapuche, el rakizuam y la sujetivación la posibilidad para la reconstrucción de su nación.
Estimation of Actual Evapotranspiration and Crop Coefficient to Improve Water Use Efficiency of Sesamum (Sesamum indicum L.) in Kharif Season Using Digital Weighing Lysimeter
Authors: Bhosale M. S. , Kadam S.A. , Danwale N J , Mane M.S , Malunjkar V. S. , Joshi J. K. 
Published: January 2025

The study was conducted on Estimation of Actual Evapotranspiration and Crop Coefficient to Improve Water Use Efficiency of Sesamum (Sesamum indicum L.) in Kharif Season Using Digital Weighing Lysimeter,” was conducted during the 2023-24 Kharif season with the aim of enhancing sesamum water use efficiency. For estimation of actual evapotranspiration and crop coefficient following are the objectives were to calculate and compare reference evapotranspiration (ETr) using various methods, measure crop evapotranspiration (ETc) using a digital weighing lysimeter, estimate crop coefficient (Kc) value. ETr was calculated using six different methods: Penman-Monteith, Modified Penman-Monteith, FAO Radiation, Priestly-Taylor, Hargreaves-Samani, and Pan Evaporation. The result obtained from that is the seasonal ETr was found 328.53, 395.47, 369.37, 430.26, 416.04, 372.90 mm respectively. While calculating or estimating reference evapotranspiration it is observed that The Modified Penman Monteith method had the highest correlation (R²=0.98) with the standard Penman-Monteith method, while the FAO Radiation and Pan Evaporation methods also performed well. crop Evapotranspiration (ETc) of Sesamum crop, measured using a digital weighing lysimeter, ranged from 0.61 to 5.65 mm/day, with a total of 244.94 mm for the season and the Crop coefficients (Kc) values were calculated by ratio of crop Evapotranspiration (ETc) with Reference Evapotranspiration (ETr), from that polynomial regression models were developed to estimate daily Kc values based on the crop growth ratio (t/T). The daily Kc values determined by using the best fit polynomial equations were averaged over initial, development, mid-season and end-season stage, the Kc values developed by using different methods i.e (Penman-Monteith method) are 0.58, 0.77, 1.00, and 0.36; Kc values (Modified Penman Monteith method) were 0.48, 0.64, 0.84 and 0.32; Kc values (FAO Radiation method) were 0.61, 0.73, 0.91 and 0.33; Kc values (Priestly Taylor method) were 0.26, 0.61, 0.98 and 0.33; Kc values (Hargreaves Samani method) were 0.36, 0.58, 0.92 and 0.28; and Kc values (Pan Evaporation method) were 0.48, 0.65, 0.93 and 0.32, respectively. On an average Kc determined by Penman Monteith method, Modified Penman Monteith method, FAO Radiation method and Pan Evaporation method overestimated the Kc by 26.17, 7.00, 21.92 and 9.38 per cent, respectively compared to FAO-56 values. However, Priestly-Taylor method and Hargraves-Samani method underestimated Kc by 5.55 and 5.78 per cent, respectively.
Desirability of Reduced Mass Concept, Conflicting CODATA Values of Some Constants: Variants of Fine Structure Constant and Rydberg Constant Equations
Authors: Udema Ikechukwu Iloh 
Published: January 2025

The use of the reduced mass concept as opposed to the rest mass seems to give conflicting results. The objectives were to derive variants of the equation of the Rydberg constant (R∞), fine structure constant, and wave number that relate with the Rydberg constant. The derived R∞ equations are variants of each other and of those known in the literature; this is also applicable to the fine structure constant (a). The values of R∞ range between 10973731.6 and 10973733.89 /m for the rest mass case, while for the reduced mass case, the range is between 10966253.06 and 10967784.63 /m; regarding ‘a’, the derived equations gave results that are the same. The use of rest mass and reduced mass gave conflicting values for physical constants. Other variants of the equation for R∞ may be determined in the future.

Classification numbers: 32.10.Bi; 32.10.Dk
Impact of Exchange Rate Volatility on Sectoral Output in Liberia
Authors: Gayweh Delino 
Published: January 2025

This paper investigates the effects of exchange rate volatility on sectoral output in Liberia, focusing on agriculture, mining, and manufacturing. Using monthly time series data ranging from 2010 to 2022 and estimating the volatility in exchange rate using the ARCH model, the study found a strong sector-specific impact along with an overall economic impact on output with a significant coefficient of (-2.868) at 10%, 5% and 1% level of significance .We found that the agriculture with a coefficient of (-0.2127) and manufacturing sectors (-0.5171) proxy by value-added as % of GDP are negatively affected by exchange rate fluctuations due to their heavy reliance on imported raw material, which increases production costs and reduces output. Conversely, the mining sector, particularly gold production as measured by key output volume, shows a positive relationship with exchange rate volatility with a coefficient of (3.9677) significant at 10% level of significance, as global demand for gold rises in response to currency instability. The findings underline that policy interventions are needed to stabilize the exchange rate, particularly for agriculture and manufacturing. In fact, given the dual currency system of the country and the high level of dollarization, the country needs targeted policies to enhance sectoral resilience in its way to attain economic growth.
Predictors of Academic Anxiety among Secondary School Students
Authors: Rehman Atieq Ul 
Published: January 2025

Background: Academic anxiety is a feeling of worry, tension, or dread that's related to schoolwork, exams, assignments, or subjects. It can also be caused by social pressures from peers or parents, or by feeling uneasy about studying or working in groups. Academic anxiety is a prevalent issue that students must address to achieve academic success. It becomes a critical problem requiring immediate attention when it intensifies to the point where a student can no longer function productively. While feelings of anxiety are not inherently abnormal, they can become so severe in some individuals that they impair day-to-day functioning, potentially leading to the diagnosis of one or more anxiety disorders. This investigation focuses on identifying the factors that trigger academic anxiety among students. The pressure of competition is particularly evident during adolescence, especially when students transition to secondary school. At this stage, streams such as science and non-science are often allocated based on students' preferences and academic performance in previous classes. Science students frequently aspire to pursue engineering or medical courses after secondary schooling, while arts students aim for admission to prestigious colleges and universities. The intense competition for admission to these programs can heighten anxiety levels. Recognizing the impact of this issue, the researcher has sought to explore the various factors contributing to academic anxiety among secondary school students and to identify strategies for reducing it to manageable levels.
Aim: The study aimed to determine the influence of intelligence, study habits, socio economic status and school environment on academic anxiety of total sample, male & female samples.
Method & Procedure: A Descriptive research design was adopted and subsequently stratified random sampling technique was adopted to select 677 students from both science and non-science streams were chosen for the present investigation.
Results: The results of the present investigation have revealed that personal factors like intelligence, study habits familial factors like Socio-Economic Status and institutional factors like school environment have a significant impact on academic anxiety among all sampling groups under study.
Trends in Acute Care Use for Mental Health Conditions Among Youth During the COVID-19 Pandemic
Authors: Overhage Lindsay , Hailu Ruth , Busch Alisa B. , Mehrotra Ateev , Michelson Kenneth A. , Huskamp Haiden A. 
Published: July 2023

ImportanceUnderstanding how children’s utilization of acute mental health care changed during the COVID-19 pandemic is critical for directing resources.ObjectiveTo examine youth acute mental health care use (emergency department [ED], boarding, and subsequent inpatient care) during the second year of the COVID-19 pandemic.Design, Setting, and ParticipantsThis cross-sectional analysis of national, deidentified commercial health insurance claims of youth mental health ED and hospital care took place between March 2019 and February 2022. Among 4.1 million commercial insurance enrollees aged 5 to 17 years, 17 614 and 16 815 youth had at least 1 mental health ED visit in the baseline year (March 2019-February 2020) and pandemic year 2 (March 2021-February 2022), respectively.ExposureThe COVID-19 pandemic.Main outcomes and measuresThe relative change from baseline to pandemic year 2 was determined in (1) fraction of youth with 1 or more mental health ED visits; (2) percentage of mental health ED visits resulting in inpatient psychiatry admission; (3) mean length of inpatient psychiatric stay following ED visit; and (4) frequency of prolonged boarding (≥2 midnights) in the ED or a medical unit before admission to an inpatient psychiatric unit.ResultsOf 4.1 million enrollees, 51% were males and 41% were aged 13 to 17 years (vs 5-12 years) with 88 665 mental health ED visits. Comparing baseline to pandemic year 2, there was a 6.7% increase in youth with any mental health ED visits (95% CI, 4.7%-8.8%). Among adolescent females, there was a larger increase (22.1%; 95% CI, 19.2%-24.9%). The fraction of ED visits that resulted in a psychiatric admission increased by 8.4% (95% CI, 5.5%-11.2%). Mean length of inpatient psychiatric stay increased 3.8% (95% CI, 1.8%-5.7%). The fraction of episodes with prolonged boarding increased 76.4% (95% CI, 71.0%-81.0%).Conclusions and relevanceInto the second year of the pandemic, mental health ED visits increased notably among adolescent females, and there was an increase in prolonged boarding of youth awaiting inpatient psychiatric care. Interventions are needed to increase inpatient child psychiatry capacity and reduce strain on the acute mental health care system.
Identifying social behaviours related to disease transmission in banded mongoose from accelerometer data
Authors: Van de Vuurst Paige , Alexander Kathleen A. 
Published: July 2023

Abstract

Current methods for identifying and predicting infectious disease dynamics in wildlife populations are limited. Pathogen transmission dynamics can be complex, influenced by behavioural interactions between and among hosts, pathogens and their environments. These behaviours may also be influenced directly by observers, with observational research methods being limited to habituated species. Banded mongoose Mungos mungo are social, medium size carnivores infected with the novel tuberculosis pathogen Mycobacterium mungi. This pathogen is principally transmitted during normal olfactory communication behaviours. Banded mongoose behavioural responses to humans change over the landscape, limiting the use of direct observational approaches in areas where mongoose are threatened and flee.

The accelerometers in bio‐logging devices have been used previously to identify distinct behaviours in wildlife species, providing a tool to quantifying specific behaviours in ecological studies. We deployed Axy‐5X model accelerometers (TechnoSmArt) on captive mongoose to determine whether accelerometers could be used to identify key mongoose behavioural activities previously associated with M. mungi transmission.

After two collaring periods, we determined that three distinct behavioural activities could be identified in the accelerometer data: bipedal vertical vigilance, running and scent marking activity; behaviours that have been shown to vary across land type in the banded mongoose.

Results from this work advance current data analytics and provide modifications to data analysis works flows, updating and expanding upon current methodologies. We also provide preliminary evidence of successful mathematical classification of the target behaviours, supporting the future use of these devices. Methods applied here may allow model estimates of M. mungi transmission in free‐ranging mongoose to be refined with possible application to other systems where direct observation approaches have limited application.
Inflection Class Systems
Authors: Beniamine Sacha , Bonami Olivier 
Published: July 2023

AbstractThis entry describes the state of knowledge on how inflection systems are structured in terms of classes. After defining inflection classes as sets of lexemes that share some inflectional behaviour, various points of variation of how inflection classes are conceptualized in the literature are discussed first. Next, the entry shows how inflection classes tend to group lexemes that are otherwise similar in their linguistic properties, for reasons relatable to their diachronic origins. This is followed by the study of the structure of inflection class systems, arguing that it is much richer and intricate than traditional accounts suggest. The entry closes by outlining research on the limits on inflectional variability.