bluuebunny/crossref_metadata_2025_split huggingface dataset:
Identification and Analysis of the Impurities for Triethylboron by GC‐MS Method
Authors: Su Pengfei , E Xiu‐tian‐feng , Wang Jingna , Zhu Yanlong , Zhang Gao , Chang Hai , Liu Ke , Meng Zihui 
Published: March 2022

AbstractThe detection and separation of impurities are crucial for the quality control of triethylboron. While the purity of triethylboron is the key factor for ballistic performance, impact accuracy, and storage safety. This work will explore a modified gas chromatography‐mass spectrometer method to detect and separate the impurities in synthesized triethylboron. They are identified as CH3CH2OCH2CH3, (CH3CH2)3B, (CH3CH2O)3B, CH3CH2CH2CH2B(CH3CH2)2 and (CH3CH2)3O3B3. Further, optimized GC conditions are demonstrated to quantify the synthesized triethylboron accurately and determine its purity. The purity of triethylboron is 96.39 % via a normalization method with high accuracy (RSD=0.05 %). The optimized GC conditions were as follows: a hydrogen flame ionization detector, nitrogen as carrier gas whose pathway was installed with a water trap and an oxygen trap, an HP‐5 capillary column (30 m×0.32 mm×0.25 μm) with the column temperature of 60 °C, an inlet temperature of 120 °C, the detector temperature of 150 °C, and an injection volume of 0.6 μL. This work demonstrates a simple and precise method to analyze the synthesized triethylboron and its impurities.
Effect of Block Structure of Copolyether Binder on Slow Cook‐Off Response of Composite Propellant
Authors: Wu Wei , Zhang Ximing , Ding Shanjun , Zhao Fengqi , Luo Yunjun 
Published: March 2022

AbstractAs the typical insensitive propellants, hydroxyl‐terminal block copolyether (HTPE) and hydroxyl‐terminal block copolyether (PET) propellant all belong to copolyether propellants. The two binders of propellants have different arrangements of copolyether structure. But, the effect of copolyether structure arrangement on the slow cook‐off behavior of propellants and its possible mechanism has been unknown. So, in this paper, the slow cook‐off behaviors of HTPE and PET propellants were tested. The result showed PET propellant responded more violently than HTPE propellant. Then, the changes of mass loss, explosion heat, and combustion performance of propellants during the cook‐off test were studied. Combined with the slow cook‐off behavior of AP and binders, the mechanism of block structure effect on slow cook‐off response of propellant was proposed. It expressed that, the binders of HTPE and PET propellant all degraded into liquid products due to the copolyether structure; but the block structure has a significant effect on the chain scission process of copolyether binder, which makes slight degradation and the mild response to slow cook‐off for HTPE propellant. While the binder of PET propellant with the random structure degraded seriously, making more mass loss, bigger explosion heat, and worse combustion performance, the PET propellant responds violently to slow cook‐off.
CRISPR/Cas9 unveils the dynamics of the endogenous µ‐opioid receptors on neuronal cells under continuous opioid stimulation
Authors: Shimizu Satoshi , Shiraki Atsuko 
Published: March 2022

AbstractLong‐term opioid use develops tolerance and attenuates analgesic effects. Upon activation, µ‐opioid receptors (MOPs) are internalized and directed to either recycling or degradation pathway. Ligand stimulation also promotes de novo MOP synthesis. These processes collaboratively regulate MOP expression and play critical roles in tolerance development. However, there is limited understanding of how the endogenous MOP expression changes after prolonged opioid administration because previous analyses have focused on individual processes using overexpression systems, which ignored physiological regulation. Another fundamental problem is the unavailability of commercial antibodies to detect the low expression of endogenous MOP in neuronal systems. Here, we established a neuronal cell line to detect endogenous MOP with sufficient sensitivity using CRISPR/Cas9 technology. We incorporated the hemagglutinin sequence into the MOP gene of the SH‐SY5Y cell. The genome‐editing did not significantly impair MOP functions such as MOP internalization or the downstream signaling. The clone was differentiated into a state similar to the primary culture undergoing treatment with all‐trans retinoic acid, followed by brain‐derived neurotrophic factor. Upon continuous stimulation with MOP ligands, endogenous MOP constantly decreased up to 48 h. The expression level was maintained at a certain level following this period, depending on the ligand properties. DAMGO reduced MOP from the cell surface by about 70%, while morphine did so by 40%. Our results indicate that even a few days of opioid administration could significantly reduce the MOP expression level. Our cell line could be a potential tool to investigate the molecular mechanisms underlying the problems caused by long‐term opioid use.
A simple and rapid chromatographic method for determination of naproxen and nabumetone in tablets
Authors: Puttanapitak Piriyaporn , Chokesinlapasart Suchanun , Suntornsuk Leena , Phechkrajang Chutima , Prutthiwanasan Brompoj 
Published: March 2022

AbstractA simple, rapid, and cost‐effective chromatographic method for determination of naproxen and nabumetone using a guard column was developed. Factors affecting separation (i.e., types of stationary phase and types and compositions of mobile phase) were optimized. Naproxen and nabumetone were completely resolved (Rs > 2.0) on a C18 guard column (10 × 4.0 mm, 5 μm) in 5 min using a mobile phase consisting of 2% v/v acetic acid (in water) and acetonitrile (75:25 v/v). Method validation was performed in terms of specificity, range, linearity, precision, and accuracy. The method showed a linear relationship (r2 > 0.999) in a range of 2–30 μg/mL, good precision (%RSD < 0.97), accuracy (%recovery of 98.8–100.5%), and specificity (peak purity indices >99%) for the determination of naproxen and nabumetone. The method was applied for quantitation of naproxen and nabumetone in tablets. Results were complied with the United State Pharmacopeia 2021 limits (90.0–110.0 and 95.0–105.0% for naproxen and nabumetone, respectively). The use of the guard column proved to be efficient, fast, and economical due to less solvent consumption and waste production. In addition, this approach benefits the quality control of pharmaceuticals in less industrial countries with limited resources.
Angle of progression measured using transperineal ultrasound for prediction of uncomplicated operative vaginal delivery: systematic review and meta‐analysis
Authors: Nassr A. A. , Hessami K. , Berghella V. , Bibbo C. , Shamshirsaz A. A. , Shirdel Abdolmaleki A. , Marsoosi V. , Clark S. L. , Belfort M. A. , Shamshirsaz A. A. 
Published: March 2022

ABSTRACTObjectiveTo determine whether intrapartum transperineal ultrasound measurement of the angle of progression (AoP) during the second stage of labor can predict uncomplicated operative vaginal delivery (OVD) using vacuum or forceps extraction.MethodsA systematic search in PubMed, EMBASE, Scopus, Web of Science and Google Scholar was performed from inception to February 2021. Studies assessing the predictive accuracy of AoP, measured using intrapartum transperineal ultrasound, for uncomplicated OVD, defined as successful vaginal delivery within three pulls using forceps or no more than two detachments of the vacuum extractor cup, were included. Study quality was assessed using the Quality Assessment of Diagnostic Accuracy Studies‐2 (QUADAS‐2) tool. Summary receiver‐operating‐characteristics (ROC) curves, pooled sensitivity and specificity, area under the ROC curve (AUC) and summary likelihood ratios (LRs) were calculated.ResultsSeven studies reporting on a total of 782 patients undergoing OVD were included in this systematic review and meta‐analysis. Second‐stage AoP measured during maternal rest had a pooled sensitivity of 80% (95% CI, 59–92%) and specificity of 89% (95% CI, 76–95%), with a LR+ of 7.3 (95% CI, 3.1–15.8) for uncomplicated OVD. AoP measured during active pushing had a sensitivity of 91% (95% CI, 85–94%) and specificity of 83% (95% CI, 69–92%), with a LR+ of 5.4 (95% CI, 2.7–10.6) for uncomplicated OVD. The performance of AoP measured at rest was particularly high in nulliparous women, with a sensitivity of 87% (95% CI, 75–94%) and specificity of 90% (95% CI, 82–94%) for uncomplicated OVD.ConclusionAoP may be a reliable predictor for uncomplicated OVD when measured during the second stage of labor, especially in nulliparous women. © 2022 International Society of Ultrasound in Obstetrics and Gynecology.
Pay-To-Pass: Evolving Online Systems That Undermine the Integrity of Student Work
Authors: Chibry Nancy , Kurz Ebba U. 
Published: March 2022

AbstractIn an age where information is available at our fingertips, students in the post-secondary environment have equally ready access to resources that can be supportive of their academic development or academically questionable. In this chapter, we describe the pervasiveness of pay-to-pass websites in the Canadian post-secondary context. We distinguish pay-to-pass websites from other forms of contract cheating by defining them as sites encouraging students to share and access course material, assessments, and notes for academic and personal gain, as well as those providing real-time academic support. This chapter is a reflection on the nature and impact of these sites and explores a three-pronged approach to addressing the challenges posed by them on the upholding of academic integrity in post-secondary education.
Academic Integrity in Work-Integrated Learning (WIL) Settings
Authors: Miron Jennifer B. 
Published: March 2022

AbstractThis chapter highlights the imperative for attention to, and action in, the promotion of academic integrity in work-integrated learning (WIL) settings across post-secondary programs. The importance of such efforts are closely tied to the efforts of strengthening ethical comportment with graduates who will go on to contribute to client care, client service, leadership, and research that will directly impact members of the public, hiring organizations, and global systems. WIL settings provide invaluable opportunities for students to learn essential skills and acculturate to professional ethical values through real world experiences. The experiential learning that happens in these settings helps influence the professionalization of students, encouraging safe, ethical practice that benefits those receiving care/service, future employers, and society. Since WIL is offered in both college and university settings and occurs across a number of professional and service programs, it has the potential to significantly influence a vast and varied number of professionals entering numerous career paths around the world. All members of learning communities in post-secondary organizations have a responsibility to understand their roles and opportunities in supporting, maintaining, and promoting academic integrity across WIL settings. While the narrative for the chapter is Canadian, the observations and recommendations may be relevant in other countries, where WIL plays a significant role in the education and development of professionals and service providers across a number of professions and trades.
Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?
Authors: Peters Martine , Fontaine Sylvie , Frenette Eric 
Published: March 2022

AbstractVery little is known about preservice teachers’ actions when it comes to plagiarizing and cheating in their university work. This is particularly the case in Quebec, Canada. It is important to know to what extent these students commit academic misconduct as they will ultimately become the role models who will shape future generations of learners. This chapter reports on a study of this important issue. An online questionnaire was used to survey preservice teachers (n = 573) in five Quebec universities in winter 2018. The majority of participants were between the ages of 18 to 25 and were studying to be kindergarten, primary, special education or high school teachers. The questionnaire contained items about demographic information as well as items on methods of cheating, peers’ influence, perception of control, goal of performance and engaging in studying. Preservice teachers also answered questions that were used to control for social desirability bias. Results showed that some of them reported participating in academic misconduct. Fewer participants reported cheating on exams while studying at university (15.2%) than when they were in high school (34.9%). They believe that the best ways to plagiarise on written assignment are reusing one’s previous work (47.6%), asking somebody else to do the assignment (38.6%), and collaborating with peers (37.2%) while the best ways to cheat on exams would be using hidden material (63%), looking at the neighbour’s copy (55.7%) and using electronic devices (31.9%). Four interpretations for the preservice teacher actions are given: they commit academic misconduct because they want to succeed, because they have poor studying habits which lead them to make poor decisions, because of the cheating culture in which they evolve, and because of the cheating patterns they develop. Recommendations for teacher education programs conclude the article.
Academic Integrity Across Time and Place: Higher Education’s Questionable Moral Calling
Authors: Christensen Hughes Julia 
Published: March 2022

AbstractIn this chapter, I call on Canada’s higher education institutions to embrace Veritas (truth), in every aspect of the academy. Academic integrity must transcend discussions of student misconduct and apply to all that we are—our history, our research, our curriculum, our pedagogy, our purpose. Tracing Western higher education’s development from medieval times in Europe, through to the US and Canada, I make the case that the academy has paradoxically been both a dominating and liberating force since its inception. While imposing Western conceptions of morality and truth that have shifted over time, and supporting the imperialist ambitions of Church, monarchy and state, higher education has also elevated its graduates to positions of influence within society and advanced national aims. Despite credos of truth telling and missions of character development, higher education’s moral calling has been—and remains—highly questionable. Given the complex challenges the world is facing today, and the need for Canadian institutions of higher learning to confront their colonial roots, it is time for us to critically examine this history and explicitly (re)position integrity at the core of Canada’s higher education institutions.
Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity
Authors: McNeill Laurie 
Published: March 2022

AbstractThis chapter shares findings of and recommendations from a three-year initiative at the University of British Columbia to develop and assess enhanced and explicit instruction in academic integrity in first-year writing courses, an enterprise that now involves 42 faculty members teaching up to 5000 students each year. This project began from the appreciation that, as an institution, we needed to close the gap between our expectations of academic integrity and students’ understanding of those expectations, and to make explicit what is often treated as assumed understanding. This approach was intended to help students develop more robust knowledge and appreciation for academic integrity as a core element of the academic community to which they now belong. Drawing on the qualitative and quantitative data we gathered from students and faculty, including surveys, focus groups, misconduct reports, and interviews, I illustrate how what I call “pedagogies of integrity” have led to improved uptake by students (and instructors) of academic integrity as both theory and practice, resulting in a change in the number as well as type of academic misconduct cases, and have led to significant insights about the place of academic integrity in larger conversations about student belonging, wellness, and access. I share not only how the instructors in this project changed the conversation in their own courses, but also how these discussions are resonating across disciplines and faculties of our campus and beyond. Finally, I outline recommendations for next steps in policy and practice that these findings suggest.
Using Quality Assurance Frameworks to Support an Institutional Culture of Academic Integrity at Canadian Universities
Authors: Thacker Emma J. , McKenzie Amanda 
Published: March 2022

AbstractIn Canada, there is a national academic quality assurance framework—the Canadian Degree Qualifications Framework (CDQF) that guides quality assurance standards within universities across the provinces and territories. These standards exist to support the quality and consistency of postsecondary academic programming in Canada, and provide mechanisms for quality enhancement. The CDQF is supported by further quality assurance mechanisms at the provincial level. While the CDQF includes the notion of academic integrity as a learning outcome requirement, the implementation and review of this quality indicator across the sector is nebulous. The ongoing support for a culture of academic integrity requires a holistic approach, which includes the alignment of various policies and processes. It also involves the inclusion of academic integrity best practices into quality assurance processes, such as curriculum development and program review. In this chapter we discuss several quality assurance tools used in Canadian universities, with a focus on Ontario institutions, and discuss opportunities to leverage them to support academic integrity. The CDQF and provincial/territorial quality assurance frameworks should be better utilized for a holistic response to academic misconduct, to strengthen teaching and learning, and develop a culture of integrity in higher education. Opportunities within cyclical program review, curriculum mapping and educational development are discussed to highlight opportunities for academic integrity specialists, quality assurance staff, faculty, and policy makers to raise academic integrity awareness and weave best practices across an institution. Implications for the community college sector are also included. Recommendations can be applied to postsecondary institutions across Canada and integrated with quality assurance practices promoted by the Quality Assurance Agency (QAA) and others academic integrity advocates around the world.
Student Integrity Violations in the Academy: More Than a Decade of Growing Complexity and Concern
Authors: Christensen Hughes Julia , Eaton Sarah Elaine 
Published: March 2022

AbstractAcademic misconduct in Canada is a growing and complex concern, worthy of increased attention and concerted action. Yet, the press appears to be more actively engaged (at least more vocal) in raising concerns about integrity violations than many in our post-secondary institutions. This chapter presents a synopsis of the seminal work by Christensen Hughes and McCabe (in the Canadian Journal of Higher Education 36: 1–21, 2006), followed by an exploration of its treatment by the press—in particularMacLean’smagazine—following its release. We also present select stories of student misconduct as reported by the Canadian press from 2010 to 2020. From a review of these contributions, we suggest that misconduct in the academy appears to be growing in complexity, severity and by the variety of third-party stakeholders involved. Types of cheating identified in this review include: the use of wearable, wireless high-tech devices for communicating with accomplices; paying (bribing) TAs for answers and inflated grades; exam impersonation; plagiarism; and contract cheating (customized essay buying from freelance writers and essay sweatshops). Explanations provided in the press for these behaviours, include increasing numbers of international students, the proliferation of contract cheating services, and increased use of on-line assessment, resulting from the Covid-19 pandemic. The chapter concludes with a call to action, for all post-secondary institutions, to a greater commitment to academic integrity, including stepping up efforts to educate faculty and students as well as to embrace innovation in assessment design and invigilation practice. We also suggest advocacy for introducing laws that will help to deter contract cheating services.
Accountability, Relationality and Indigenous Epistemology: Advancing an Indigenous Perspective on Academic Integrity
Authors: Lindstrom Gabrielle E. 
Published: March 2022

AbstractAlthough the notion of academic integrity is advanced as a Western construct, Indigenous ways of conceptualising and mobilizing this construct represent a vast, diverse and enduring knowledge system that encompasses not only how sources of knowledge are attributed, but also serves as one of the ontological pillars that upholds honesty and truth-telling within a relationally oriented epistemology. Written from an Indigenous perspective, this chapter invites readers to critically reflect on the ways that academic integrity, as an ethical pillar of the Western academy, relies on institutionalized protocols that privilege a specific methodology of citation and referencing that elevates the written word whilst excluding Indigenous methodologies that are embedded within an ethic of truth-telling and relational accountability. Grounded in the scholarship that surrounds Indigenous knowledge as a participatory way of knowing and utilizing a values-based analysis, I highlight the conceptual parallels between Western understandings of academic integrity and an Indigenous relational epistemology that is rooted in accountability. In today’s social climate of reconciliation, academic institutions across Canada are seeking avenues to decolonize their pedagogies and practices. One such avenue is in the area of academic integrity which is underlain with distinct and established ways of transmitting knowledge that have all too often left Indigenous knowledge systems to exist as alternative, or less rigorous, approaches to knowledge production. Movement towards a more equitable, critical and comprehensive understanding of how we, as scholars, are being accountable to those voices that inform and shape our own requires the consideration of a trans-systemic approach.
Complexity, Crises and Coping Strategies
Authors: Head Brian W. 
Published: March 2022

AbstractWicked problems are shaped through complex system dynamics and involve multiple stakeholders. Public concern about wicked problems is often generated through crises that provoke awareness and intensify a wide sense of urgency. This chapter outlines some key aspects of crises that affect how wicked problems are perceived, debated and managed. Importantly, some ‘creeping’ crises develop gradually over an extended period with slow cumulative impacts, and there is uncertainty about when to accord them high priority. Other crises are immediate and fast-moving, giving rise to general acceptance of the need for rapid responses. In many cases, there will be serious disagreements about policy responses, owing to the complexity of causal factors and the diversity of stakeholder values and opinions. Some crisis-induced challenges can be well managed in the short term, leading to a return towards ‘normal’ life, but most responses do not explicitly tackle the complex underlying causes that generate the crises. Finally, it is suggested that the governance of wicked problems is less about designing elegant science-based solutions and more about implementing ‘coping’ strategies, which manage uncertainties, strengthen community capabilities and build resilience across all sectors—social, economic and environmental.