bluuebunny/crossref_metadata_2025_split huggingface dataset:
Intersectionality and Compromise: Enacting Government Policies in the Caribbean
Authors: Dickson-Deane Camille , Bristol Laurette , McNeil Dauran , Esnard Talia , Leacock Lorraine 
Published: July 2022

AbstractThe Caribbean as a region managed the education delivery response to COVID-19 through policy that emphasised a holistic government approach. Though each State maintains its sovereign right, throughout the various phases of the COVID-19 pandemic, locally governed Ministries of Education (Carrington, 1993) created guidance for what and how education was to continue in this region. This approach produced unique ways of continuing primary and secondary school education in the region. It also inevitably had unintended outcomes that many other regions experienced but few could quantify and qualify as to its impact on education as we knew it. Some of the unintended outcomes included how ministerial mandates were translated into actionable activities by teachers, parents and students given the challenges to financial, technological, and teaching resources. This chapter uses the pandemic as the landscape within which the stories of a variety of stakeholders (i.e., teachers, principals, parents) from the pre-tertiary sectors, in select countries outline points of intersectionality and compromise. This thus illustrates how solutions were formalised and actioned, as well as drawing on similarities and differences to extrapolate into a regional and international view.
All Hands on Deck: Faculty Collaboration in Transforming to Remote Teaching
Authors: Huang Wanju , Richardson Jennifer C. 
Published: July 2022

AbstractOn the eve of spring break March 2020, we received an emergency email from Purdue University’s Office of Teaching and Learning. We were invited to be part of the University’s contingency team planning for and developing resources to assist faculty with transitioning from face-to-face to emergency remote teaching and learning. Using the experience and expertise we have in the online learning realm, we were tasked to develop resources covering the most essential topics faculty needed for emergency remote teaching. Seven topics were selected based on the Community of Inquiry framework and the needs shared by our colleagues: (1) Availability and Communication, (2) Discussion Board Tips, (3) Setting Student Expectations, (4) Building Community, (5) Delivering Course Materials, (6) Adding Technology to Your Toolkit, and (7) Checking for Student Understanding. Recognizing the recommended resources and strategies needed to be relatable and replicable to earn faculty’s buy-in, we used the snowball sampling method to identify faculty from across campus who could help achieve this goal. This process gave us the opportunity to get to know our colleagues, uncover their talents, and create a new platform for shared expertise in teaching and learning. This book chapter will discuss how we structured and developed the resources for faculty by including them in the process. Further, it will show how faculty driven approach can augment the collaboration between the administration and faculty to enhance teaching and learning.
Virtual Making: Transforming Maker Education in a Teacher Education Program During the COVID-19 Pandemic
Authors: Jin Yi , Harron Jason , Maddox Helen 
Published: July 2022

AbstractPromoting educational innovations through maker-centered learning in teacher education programs has been substantially disrupted due to the emergency situations resulting from the COVID-19 pandemic. This chapter illustrates the transformation of a maker education initiative, led by an instructional technology coach at a southeastern university. Through a process of curating resources, documenting new and existing practices, and creating multimedia-rich online materials, the coach designed, developed, and implemented two virtual makerspace tours in addition to virtual and hyflex making sessions. In this chapter, the authors share the transformation process and multiple artifacts. This chapter intends to guide future practices of promoting educational innovations during emergency situations through sharing these innovative methods, strategies, and examples. Meanwhile, the authors share their perspectives on the advantages and disadvantages of virtual making and potential opportunities and barriers for teacher educators’ professional development and pre-service teachers’ preparation.
A Reflection on Online Teaching and Learning Through the Pandemic: Revisiting Creativity
Authors: Mao Jin 
Published: July 2022

AbstractTeaching through the pandemic has revealed critical educational issues related to online learning as well as the importance of considering contextual influences and creative solutions. The purpose of this chapter is to reflect on those issues and discuss creative alternatives in response to the changing social, cultural, and technological systems. The reflection centers around three themes with a focus on recommendations for the future based on what we can learn from the emergency remote teaching and learning (ERTL) experience. The ideas proposed in the reflection themes can help establish the needed mindsets and generate creative approaches to ERTL during crisis times. Creativity is discussed and redefined within the context of ERTL during the pandemic. We should develop creative thinking, creative mindset, and creative design in re-conceptualizing assessment activities and the assessment culture for online learning as well. Recommendations to help sustain the impact of creative solutions include the need for solid network infrastructure, an innovative mindset for assessment, and a need for educational design research on creative solutions to online learning problems.
Online Higher Education in the Wake of COVID-19: A Systems Thinking Perspective
Authors: Sadiq Fawad , Malik Muhammad Sadiq 
Published: July 2022

AbstractCOVID-19 has adversely affected almost all the spheres of life across the globe. As a result of subsequent lockdowns, Higher Education Institutes (HEIs) face the challenge of continuing educational services and overcoming related barriers. Developed countries have an upper edge in transitioning to remote learning models with systems in place for online HE. On the contrary, in several developing countries like Pakistan, HEIs had to step into the uncharted waters of online education. This paper adopts a systems thinking perspective and reviews the complex nature of online education by looking it from three levels i.e., micro, meso, and macro while discussing the response of HEIs in Pakistan during the COVID-19. It is imperative to understand the interactions of the various components and devise a tailored solution that works within the local context and aligns all three levels for online education solutions.
Distance Learning and the Influence of Schools’ Organizational Characteristics on the Students Perceived Learning Success
Authors: Delcker Jan , Ifenthaler Dirk 
Published: July 2022

AbstractThe project Check-up Distance Learning pursues the goal of developing a tool for school leaders to help them identify strengths and challenges of distance learning processes at their schools. The fast provision of an evaluation tool was imminent when school leaders were forced to make ad-hoc decisions during the COVID-19 pandemic. Additionally, the relationship between the organizational structure (flow and accessibility of information, rules for digital tools, regulations for assessment) and students’ learner success (perceived motivation, perceived ease of learning, task achievement) is analyzed based on data collected from N = 3872 stakeholders at German vocational schools. Hierarchical linear modelling shows small effects for eight items characterizing a school’s organizational structure, underlining the importance of school leaders’ managerial decisions during times of crisis.
From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India
Authors: Raina Ashutosh , Rane Archana , Ngeze Lucian , Murthy Sahana , Iyer Sridhar 
Published: July 2022

AbstractThis chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.
Impact of the COVID-19 Pandemic on Education in Japan and the Role of the Japan Society for Educational Technology
Authors: Goda Yoshiko , Takabayashi Tomomi , Suzuki Katsuaki 
Published: July 2022

AbstractThis chapter provides an overview of the strategies and responses to the educational challenges in Japan caused by the coronavirus disease (COVID-19). Systematic content analyses revealed an increase in the frequency of keywords (1) Global and Innovation Gateway for All (GIGA) school and (2) online education/online classroom in Japanese academic journals when the years 2019 and 2020 were compared. The GIGA School is a government-led project aiming to digitize education in primary and secondary education, and the promotion of the GIGA school project with infrastructure development as well as shifts to online education at all levels of education during the pandemic in Japan were found. Furthermore, the National Institute of Informatics has been hosting weekly online webinars to share the information pertaining to strategies and tips for effective online education, especially for higher education, since March 2020. In addition to government-led reactions, professional academic societies of educational technology have played an important role in maintaining effective education and learning, even during the pandemic. The case of the Japan Society for Educational Technology (JSET) has been presented to show the background of online education in Japan. The experiences of all researchers, practitioners, and students during the pandemic can provide an opportunity to upgrade our educational system for learning to be more effective and resistant to emergencies, regardless of the in-person or online application of the technology.
China’s Experience of Online Education during the COVID-19 Pandemic: Policies, Lessons and Challenges
Authors: Gu Xiaoqing , Li Ling 
Published: July 2022

AbstractThe COVID-19 pandemic brought severe, widespread disruptions to education worldwide. As the first country to encounter the COVID-19 outbreak, China has taken fast and decisive steps to mitigate the impact of the pandemic on education. Shortly after the outbreak, the Chinese government launched the “Classes Suspended but Learning Continues” emergency plan, which urged all schools to close and shift their teaching and learning activities entirely online. This chapter provides a critical account of the collective efforts made by different sectors across the country to maintain the continuation of education at all levels. These include: (1) a survey of the policies and measures introduced to facilitate the emergent transition to online delivery modes; (2) a reflection on the country’s experience of successfully maintaining the provision of education for over 200 million students; and (3) an elaboration of the challenges encountered that suggest directions for future research. We hope that sharing China’s experience in this chapter can contribute to the ongoing global conversations on how to better prepare education in times of crisis.
Responsive Online Course Design: Microcredentials and Non-Linear Pathways in Higher Education
Authors: Heggart Keith 
Published: July 2022

AbstractCOVID-19 required educators to rapidly change their course programs and structures. Many courses in higher education moved from face to face or blended models to entirely online approaches, and educators were required to grapple with new technologies and, more importantly, new pedagogies to engage students through novel mediums. One key aspect of these emergency pedagogies is the need to embrace responsive approaches to teaching and learning, especially considering program and course structure, assessment and participation. This chapter will outline the pandemic-motivated development of the Graduate Certificate in Learning Design at UTS that made use of both the principles of a Hyflex approach within individual courses as well as microcredentialling and non-linear pathways within the program structure to encourage a self-curated, student directed learning experience. A crucial outcome of this approach is that such a model of course and program structure fits well with the principles of socially-just learning design. Students have more control over what they learn, but also how and where they learn it. This means that the course is more accessible and inclusive of diverse communities.
APE1 controls DICER1 expression in NSCLC through miR-33a and miR-130b
Authors: Antoniali Giulia , Dalla Emiliano , Mangiapane Giovanna , Zhao Xiaolong , Jing Xinming , Cheng Yi , De Sanctis Veronica , Ayyildiz Dilara , Piazza Silvano , Li Mengxia , Tell Gianluca 
Published: July 2022

AbstractIncreasing evidence suggests different, not completely understood roles of microRNA biogenesis in the development and progression of lung cancer. The overexpression of the DNA repair protein apurinic/apyrimidinic endodeoxyribonuclease 1 (APE1) is an important cause of poor chemotherapeutic response in lung cancer and its involvement in onco-miRNAs biogenesis has been recently described. Whether APE1 regulates miRNAs acting as prognostic biomarkers of lung cancer has not been investigated, yet. In this study, we analyzed miRNAs differential expression upon APE1 depletion in the A549 lung cancer cell line using high-throughput methods. We defined a signature of 13 miRNAs that strongly correlate with APE1 expression in human lung cancer: miR-1246, miR-4488, miR-24, miR-183, miR-660, miR-130b, miR-543, miR-200c, miR-376c, miR-218, miR-146a, miR-92b and miR-33a. Functional enrichment analysis of this signature revealed its biological relevance in cancer cell proliferation and survival. We validated DICER1 as a direct functional target of the APE1-regulated miRNA-33a-5p and miR-130b-3p. Importantly, IHC analyses of different human tumors confirmed a negative correlation existing between APE1 and Dicer1 protein levels. DICER1 downregulation represents a prognostic marker of cancer development but the mechanisms at the basis of this phenomenon are still completely unknown. Our findings, suggesting that APE1 modulates DICER1 expression via miR-33a and miR-130b, reveal new mechanistic insights on DICER1 regulation, which are of relevance in lung cancer chemoresistance and cancer invasiveness.
Combining unsupervised and supervised learning techniques for enhancing the performance of functional data classifiers
Authors: Maturo Fabrizio , Verde Rosanna 
Published: July 2022

AbstractThis paper offers a supervised classification strategy that combines functional data analysis with unsupervised and supervised classification methods. Specifically, a two-steps classification technique for high-dimensional time series treated as functional data is suggested. The first stage is based on extracting additional knowledge from the data using unsupervised classification employing suitable metrics. The second phase applies functional supervised classification of the new patterns learned via appropriate basis representations. The experiments on ECG data and comparison with the classical approaches show the effectiveness of the proposed technique and exciting refinement in terms of accuracy. A simulation study with six scenarios is also offered to demonstrate the efficacy of the suggested strategy. The results reveal that this line of investigation is compelling and worthy of further development.
Blast wave kinematics: theory, experiments, and applications
Authors: Díaz J. S. , Rigby S. E. 
Published: July 2022

AbstractMeasurements of the time of arrival of shock waves from explosions can serve as powerful markers of the evolution of the shock front for determining crucial parameters driving the blast. Using standard theoretical tools and a simple ansatz for solving the hydrodynamics equations, a general expression for the Mach number of the shock front is derived. Dimensionless coordinates are introduced allowing a straightforward visualization and direct comparison of blast waves produced by a variety of explosions, including chemical, nuclear, and laser-induced plasmas. The results are validated by determining the yield of a wide range of explosions, using data from gram-size charges to thermonuclear tests.
Thresholds, critical levels, and generalized sufficientarian principles
Authors: Bossert Walter , Cato Susumu , Kamaga Kohei 
Published: July 2022

AbstractThis paper provides an axiomatic analysis of sufficientarian social evaluation. Sufficientarianism has emerged as an increasingly important notion of distributive justice. We propose a class of principles that we label generalized critical-level sufficientarian orderings. The distinguishing feature of our new class is that its members exhibit constant critical levels of well-being that are allowed to differ from the threshold of sufficiency. Our basic axiom assigns priority to those below the threshold, a property that is shared by numerous other sufficientarian approaches. When combined with the well-known strong Pareto principle and the assumption that there be a constant critical level, the axiom implies that the critical level cannot be below the threshold. The main results of the paper are characterizations of our new class and an important subclass. As a final observation, we identify the generalized critical-level sufficientarian orderings that permit us to avoid the repugnant conclusion and the sadistic conclusion, which are known as two fundamental challenges in population ethics.
Reoptimization of parameterized problems
Authors: Böckenhauer Hans-Joachim , Burjons Elisabet , Raszyk Martin , Rossmanith Peter 
Published: July 2022

AbstractParameterized complexity allows us to analyze the time complexity of problems with respect to a natural parameter depending on the problem. Reoptimization looks for solutions or approximations for problem instances when given solutions to neighboring instances. We combine both techniques, in order to better classify the complexity of problems in the parameterized setting. Specifically, we see that some problems in the class of compositional problems, which do not have polynomial kernels under standard complexity-theoretic assumptions, do have polynomial kernels under the reoptimization model for some local modifications. We also observe that, for some other local modifications, these same problems do not have polynomial kernels unless $$\mathbf{NP}\subseteq \mathbf{coNP/poly}$$

NP
⊆

coNP
/
poly

. We find examples of compositional problems, whose reoptimization versions do not have polynomial kernels under any of the considered local modifications. Finally, in another negative result, we prove that the reoptimization version of Connected Vertex Cover does not have a polynomial kernel unless Set Cover has a polynomial compression. In a different direction, looking at problems with polynomial kernels, we find that the reoptimization version of Vertex Cover has a polynomial kernel of size $$\varvec{2k+1}$$

2
k
+
1

using crown decompositions only, which improves the size of the kernel achievable with this technique in the classic problem.
Comparison of Two‐Port and Three‐Port Approaches in Robotic Lobectomy for Non‐Small Cell Lung Cancer
Authors: Han Kook Nam , Lee Jun Hee , Hong Jeong In , Kim Hyun Koo 
Published: July 2022

AbstractBackgroundRobot‐assisted lobectomy has been used to treat non‐small cell lung cancer and usually uses 3 or 4 ports and 3 or 4 robotic arms. We recently developed a two‐port approach for robotic lobectomy using three robotic arms and performed a propensity score‐matched analysis to compare the feasibility of the two‐port and three‐port techniques.MethodsData on robotic lobectomy for non‐small cell lung cancer were retrospectively reviewed. Patients were matched using propensity score based on age, sex, smoking, diabetes, hypertension, forced expiratory volume per 1 s, neoadjuvant chemotherapy, clinical stage, lobe involved, tumor size, and cell types. Overall, 53 and 89 patients who underwent the two‐port and three‐port approaches, respectively, were matched (1:1 ratio; caliper distance, 0.2). We analyzed the perioperative outcomes and postoperative pain to evaluate the feasibility and safety.ResultsThe matched group included 37 patients each who underwent two‐port and three‐port robotic lobectomy. The operation time was shorter in the two‐port group (P = .01). The number of lymph nodes resected (P = .70), conversion to multiport or thoracotomy (P > .99), morbidity and mortality (P = .31), drain indwelling time (P = .32), and hospital stay (P = .11) were not significantly different between the groups. The postoperative pain was less at 0–3 postoperative days (P < .01) in the two‐port group. The total medical cost was not markedly increased after transitioning to the two‐port technique.ConclusionsTwo‐port approach in robotic lobectomy is a safe and feasible alternative approach for treating non‐small cell lung cancer.