bluuebunny/crossref_metadata_2025_split huggingface dataset:
Influence of gap size between aluminium radiant sheets on the efficiency of lightweight floor heating
Authors: Werner-Juszczuk Anna Justyna 
Published: May 2022

For environmental and economic reasons, it is necessary to search for heating systems solutions that are efficient and provide thermal comfort at a low investment cost. In this study, the optimum gap between aluminium radiant sheets in lightweight floor heating is determined, ensuring high system efficiency and low material consumption. Numerical calculations were performed using the ANSYS. The structures analysed consist of thermal insulation covered with a 0.3 mm thick aluminium sheet, wood-like board and ceramic tiles or panels. The average surface temperature and the temperature amplitude are determined for the construction with no gap between the sheets and with gaps of 10, 20, 30 and 40 mm. Increasing the gap size results in a decrease in the surface temperature and heat flux and an increase in temperature amplitude. For a 10–20 mm gap, the decrease in temperature (<0.47 K), relative heat flux drop (<4.4%) and increase in surface temperature amplitude (<1K) can be considered negligible at a water temperature of 25–40°C, pipe spacing of 0.075–0.150 m and the thermal resistance of the layers above the pipes ≤0.118 m2K/W. A gap of 10–20 mm compared to no gap reduces aluminium consumption, which is environmentally friendly while ensuring high system efficiency.
Chicana/o/x Educational Pipelines as Critical Race Heuristics: Tools for Pedagogy, Politicization, and Praxis
Authors: Alemán Sonya M. , Bahena Sofia , Alemán Enrique 
Published: May 2022

Background/Context: Since 2005, critical race theory (CRT) scholars have crafted educational pipelines that compare educational attainment across racial groups in the United States. These visual models offer concise pictorial narratives about the discrepancies that fall along racial lines, particularly the underperformance of Chicana/o/x students over the last two decades. Purpose/Objective/Research Question/Focus of Study: This article conceptualizes educational pipelines comparing the educational attainment of Chicana/o/x, White, Black, Asian, and Native students as critical race heuristics, or exegetic visual instruments and pedagogical tools used by CRT scholars to concisely depict structural inequities predicated on racial hierarchies. Critical race heuristics elicit understandings of systemic oppression, foster critical awareness, and inspire action. Population/Participants/Subjects: There were more than 100 participants in 16 focus groups, and 10 individual interviews were conducted. Research Design: This qualitative study relied on a critical race-grounded theory methodology. Data Collection and Analysis: Data were responses to the question, “If you could show this pipeline to anyone, who would it be and why?” Each researcher separately analyzed the data, then compared emerging patterns and observations in several rounds, drawing on tenets of CRT to inform their analysis. Findings/Results: Participant responses revealed how the heuristic prompted: (a) a conscientization about the factors contributing to the disparities, (b) a call for various forms of praxis to remedy the disparities made apparent by the image, and (c) an appreciation for the simplicity of the image to convey educational inequities. Conclusion/Recommendations: The critical race heuristic enabled participants to articulate a keen awareness of the institutional factors predicated along racial lines that result in disparities between Chicana/o/x students and other racial groups. Moreover, it motivated participants’ desire for intervention, as they conceived of various strategies, tactics, and policies that might abate the pressures that limit the educational attainment of Chicana/o/x students. Our findings give insight regarding how the critical race heuristic could teach preservice teachers, teachers, and administrators about entrenched race-based inequities; motivate faculty and administrators to work toward narrowing the gaps between racial groups; or anchor workshops for students of color in bridge programs, college preparatory programs, retention programs, and leadership training programs that would help them chart a course for educational success.
“Side by Side”: Nurturing Local Intercultural Competence in a Professional Development Program for Palestinian and Jewish Teachers
Authors: Muszkat-Barkan Michal 
Published: May 2022

Background: The existence of many conflicted cities like Jerusalem creates a need for intercultural professional development (PD) for teachers. It is important to understand what teachers learn from their participation in such programs and how they are affected personally and professionally by their encounters with the other. The current study examines teachers’ intercultural experiences in Teachers’ Lounge (TL), a Jerusalem-based PD program that deals with the contextual challenges of living and teaching in a conflicted city. Purpose: By examining the learning and experience of teacher participants in a PD program in a conflicted city, this study develops a grounded theory of the “learned curriculum.” It thus fills analytic and theoretical gaps in the existing literature between the stated aims of intercultural PD programs and the “learned curriculum” of such programs. Research Design: The study is a qualitative analysis that triangulates interviews, participant observations, and written materials. It uses several sources of data, which were all analyzed through a process of open coding. Codes were created and then divided into categories and domains according to their areas of learning. A grounded theory of a conceptual framework was developed by generalizing the emerging themes and categories. Findings: The study terms this new conceptual framework Teachers’ Local Intercultural Competence (TLIC). This framework organizes the areas of teachers’ learning around four domains of outcomes: contextual knowledge, self-awareness, pedagogical implications, and professional identity and community. Each domain represents the teachers’ ability to recognize and create links between the larger social and political challenges of living in a conflicted city, and their own values and educational practices. Conclusion: This study demonstrates the potential of PD programs to develop teachers’ sociopolitical awareness of their professional identity and practice in a conflicted city like Jerusalem. It shows the power of the personal encounter, the content of the context, and the connection between the professional and personal for the development of TLIC and for bringing the other into the scope of the educational practice. Future studies can use this framework to explore the pedagogy of such intercultural programs and examine their long-term impact on participants.
Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research
Authors: Chang Wen-Chia , Viesca Kara Mitchell 
Published: May 2022

Context: Proposed more than two decades ago, culturally relevant/responsive teaching or pedagogy (CRP) is one promising approach to transforming the education experience of historically marginalized groups. The development of CRP has since inspired changes in teacher education programs and resulted in considerable research on preparing teachers for CRP. However, critics have argued that much work on CRP has not fulfilled its transformative potential of addressing racism and the white-supremacist foundations underlying teacher education research and practice and have urged CRP research to grow from the existing knowledge base and to innovate. Purpose of Study: This study critically examines the research practices of empirical studies on preparing K-12 preservice teachers for CRP in the United States by merging ideas of research as social practice with critical race theory, critical whiteness studies, and Indigenous epistemologies to argue for research as racialized social practice. The goal is to provide perspectives and lines of research that are true to the radical shifts the original theories called for, yet might not have been fully fulfilled. Research Design: This critical literature review applies the research-as-racialized-social-practice lens to examine how CRP research studies frame problems and research questions, elaborate theoretical frameworks and research methodology, and discuss findings and implications. Our analysis positions CRP research on the research-as-racialized-social-practice continuum, ranging from maintaining the racist status quo to intentionally disrupting it. Findings: Our analysis reveals that dominant research practices—emphasizing the problem of individual deficiencies rather than inequitable systems, employing a research logic focusing on linearity rather than complexity, and lacking in-depth examination of racialized and cultural ways of knowing for both researchers and participants—maintain the inequitable status quo rather than disrupting taken-for-granted assumptions and practices. While we recognize the important work and useful knowledge accumulated by this body of literature over two decades, we urge teacher educators and researchers to stay vigilant and resist research epistemologies and practices that recenter, recycle, and maintain whiteness, perpetuating the racist status quo. Conclusions: We recommend that teacher education researchers can construct research questions capable of generating new knowledge to disrupt racial injustice; utilize and further develop critical theoretical frameworks that sufficiently attend to various aspects of race and racism in teaching, learning, and society, and are meaningfully linked to disruptive research methodologies; and, finally, attend clearly to the ability of research to disrupt the racist status quo within their findings and implications.
Can Teacher Education Save Democracy?
Authors: Westheimer Joel 
Published: May 2022

Background/Context: Social scientists, policymakers, and commentators have long assumed that Western democracies enjoy relative stability because of deep commitments to a culture of democratic governance. But those commitments are quickly fading in almost every developed and developing democracy around the globe. In the same period in which support for democracy has declined, schools and teacher education programs have been pressured by “accountability” measures and economic austerity to focus on math and literacy achievement to the exclusion of nearly every other educational goal. These challenges to social cohesion and democratic governance highlight the need for young people to be exposed early on and throughout their educational pathways to the knowledge, skills, and dispositions consistent with democratic life. The narrowing of curricular goals, therefore, is a threat to the stability of democratic institutions. Purpose: This essay examines the potential of teacher education as a lever for change. How might teacher educators ensure that teachers are prepared to foster education that will sustain and strengthen democratic norms? If schools have an essential role to play in preparing students for informed engagement in civic and political life, how can we best prepare teachers to advance those goals? Research Design: This is an analytical essay drawing on recent empirical research on declining support for democratic values and on teachers’ civic engagement as well as conceptual work on democratic education goals. To illustrate the potential for teacher education to prepare teachers to engage students in political issues discussions, I draw on data from the first large-scale empirical study of what U.S. high school teachers currently do to prepare youth to understand economic inequality and its causes, effects, and possible remedies. The study included a teacher survey and follow-up interviews concerning teachers’ political ideology and civic and political engagement as well as classroom practice. The 2,750 teachers who participated in the survey are representative of U.S. public schools (and an additional segment of U.S. elite independent schools) in terms of student demographics and geographic location. We also conducted 150 follow-up interviews. Conclusions/Recommendations: I suggest that teacher education must move from reactive technocratic concerns for accountability and standardization to broader civic and civil commitments to the foundations of democratic community, pluralism, and relationship. Teacher education programs should consider ways to encourage new and experienced teachers to follow the news, engage in civil discourse with one another about topics of public concern, and participate in civic and political life. Moreover, teacher educators could work toward teaching the knowledge, skills, and dispositions associated with political and civic engagement.
Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution Toward Racially Just Democratic Teacher Education
Authors: Matias Cheryl E. , Hannegan-Martinez Sharim , Heilig Julian Vasquez 
Published: May 2022

Background/Context: Almost 100 years ago, John Dewey advocated for a democratic U.S. educational system, one that echoed the tenets of the U.S. Constitution and achieved an ethical ideal by inviting participation of all students. Yet the U.S. educational system continues to stop short of this goal insofar as students of Color—especially those in urban school districts—disproportionately face obstacles not so encountered by white students. Purpose/Focus of Study: If democracy in the United States is characterized by freedom, equality, and liberty, the inherent question is whether these rights are enjoyed in equivalent degrees among all citizens against the context of white nationalist marches, police brutality, racially targeted mass shootings, and racial bias in education and society. Setting: Despite historical strides in civil rights, today’s United States has become increasingly racialized and—some would argue—indicative of a neo-fascist climate wherein whiteness and white supremacy prevail. Subjects: How does this racial tension manifest in teacher education, a field in which racialized whiteness is already so “overwhelming” and most teacher candidates are white? What is the current state of “democratic” education in the United States given the historical bias against students of Color? Can schools, educators, and advocates achieve Dewey’s democratic ideal? Research Design: Using critical race theory and critical studies of whiteness, we theoretically explore a new “constitution” for the state of education, specifically teacher education, in today’s climate to posit whether democratic education can truly exist in the midst of systemic racism. Conclusion/Recommendations: We consider examples from within both teacher education and U.S. society writ large to show associations among attitudes, dispositions, and ideologies as aligned with racialized whiteness and then offer more just recommendations for educators attempting to resist racism in order to create a more democratic educational space.
“How are You Doing?” on the Healthy Aging of the Community-Dwelling Oldest-Old in the Shadow of the COVID-19 Pandemic
Authors: Lo Shirley K.L. , Liu Justina Y.W. , Cheung Daphne S. K. , Yin Yue-Heng , Ng Siu Ying , P.K. Kor Patrick , Yang Lin , Chan Siu Kay , Kwan Rick Y.C. , Lee Paul H. , Chiang Vico C. L. 
Published: May 2022

Objective Globally, the oldest-old population is growing rapidly. Little is known about the perceived well-being of the community-dwelling oldest-old, especially during the COVID-19 pandemic. This study examined the oldest-old’s perceptions of aging well and the COVID-related impacts on them. Methods Semi-structured in-depth interviews with 22 adults aged 85 or above were conducted with purposive sampling methods. Transcripts were analyzed using thematic analysis. Results Four main themes emerged: 1) sustaining functional ability; 2) staying active with a positive attitude; 3) feeling grateful for support from society and family; 4) COVID-19-related anxieties and policies destabilizing their well-being. Discussion This study provides direct evidence from the oldest-old on how they maintained their well-being. While they valued support from society and family, COVID-19-related measures disturbed their routines and prevented them from self-attaining well-being. The findings should be considered when developing interventions for this vulnerable group.
Compliance Behaviour Amidst Ambiguous Information: An Exploratory Study in the Context of COVID-19
Authors: Aggarwal Divya , Rajasulochana Subramania Raju , Elembilassery Varun 
Published: May 2022

COVID-19 pandemic is an ambiguous situation due to the uncertainty associated with the outcome of the situation. This article aims at exploring the knowledge behaviour gap during a pandemic like COVID-19. The findings of this study indicate that individuals perceive different forms of ambiguity in different ways. Findings also suggest that, during a pandemic, attitude towards ambiguity and confidence in self-health significantly impact compliance behaviour. Interestingly, the findings also indicate that knowledge and perception about the context are not significantly associated with compliance behaviour. This study is one of the earliest attempts to understand the knowledge behaviour gap during a pandemic and contributes to the research literature by attempting a cross-fertilization of concepts from different streams of literature. This study also discusses the practical implications for the health sector, in particular health communication. JEL Codes: C9, D10, D81, D90
Synthesis and properties of foams from a blend of vegetable oil based polyhydroxyurethane and epoxy resin
Authors: Ahmad Zeeshan R , Mahanwar Prakash A 
Published: May 2022

This article aims to highlight the synthesis of foams from a blend of hydroxyurethane of castor oil and epoxy resin. An epoxidized castor oil of 4% oxirane oxygen was first converted to cyclic carbonate of castor oil at 120°C, 1 atm CO2 pressure and then it was reacted with three different aliphatic diamines to yield amine terminated Polyhydroxyurethane (PHU). Foams were prepared in a metal mould from the blend of PHU, epoxy resin, epoxy hardener and polymethylhydrogensiloxane blowing agent which releases hydrogen gas upon reaction with amine. FTIR and 1H NMR of cyclic carbonate of castor oil and PHU of castor oil were done to confirm their chemical structures. Optical microscopy and scanning electron microscopy of foams was done to assess their cellular morphology along with DSC and TGA to evaluate their thermal properties. Both flexible and rigid type of foams were synthesised in this study. Resilience of flexible foams was inspected using a ball rebound test and compression-recovery test while thermal insulation property was checked by measuring thermal conductivity, thermal diffusivity and R-values of rigid foams from heat transfer study using a heat transfer apparatus.
Computational fluid dynamics analysis of endoluminal aortic perfusion
Authors: Malinowski Daniel , Fournier Yvan , Horbach Andreas , Frick Michael , Magliani Mirko , Kalverkamp Sebastian , Hildinger Martin , Spillner Jan , Behbahani Mehdi , Hima Flutura 
Published: May 2022

Introduction In peripheral percutaneous (VA) extracorporeal membrane oxygenation (ECMO) procedures the femoral arteries perfusion route has inherent disadvantages regarding poor upper body perfusion due to watershed. With the advent of new long flexible cannulas an advancement of the tip up to the ascending aorta has become feasible. To investigate the impact of such long endoluminal cannulas on upper body perfusion, a Computational Fluid Dynamics (CFD) study was performed considering different support levels and three cannula positions. Methods An idealized literature-based- and a real patient proximal aortic geometry including an endoluminal cannula were constructed. The blood flow was considered continuous. Oxygen saturation was set to 80% for the blood coming from the heart and to 100% for the blood leaving the cannula. 50% and 90% venoarterial support levels from the total blood flow rate of 6 l/min were investigated for three different positions of the cannula in the aortic arch. Results For both geometries, the placement of the cannula in the ascending aorta led to a superior oxygenation of all aortic blood vessels except for the left coronary artery. Cannula placements at the aortic arch and descending aorta could support supra-aortic arteries, but not the coronary arteries. All positions were able to support all branches with saturated blood at 90% flow volume. Conclusions In accordance with clinical observations CFD analysis reveals, that retrograde advancement of a long endoluminal cannula can considerably improve the oxygenation of the upper body and lead to oxygen saturation distributions similar to those of a central cannulation.
The antidepressant effect and safety of non-intranasal esketamine: A systematic review
Authors: Smith-Apeldoorn Sanne Y , Vischjager Maurice , Veraart Jolien KE , Kamphuis Jeanine , aan het Rot Marije , Schoevers Robert A 
Published: May 2022

Background: The introduction of esketamine into the field of psychiatry comes on the heels of excitement from studies on racemic ketamine. While the intranasal route has been the most studied to date, other modes of administration of esketamine may also be of interest in the management of depression. Aims: To systematically review the literature on non-intranasal esketamine for depression in terms of its antidepressant effect and safety. Methods: We searched PubMed, Embase, the Cochrane Library, and Google Scholar from inception up to February 2021. Search terms included a combination of Medical Subject Headings and text words indicative of esketamine and depression. We selected both controlled and uncontrolled studies examining non-intranasal esketamine for the treatment of depression. Results: We identified four randomized controlled trials (RCTs) on intravenous esketamine and 15 open-label studies on intravenous ( n = 80), subcutaneous ( n = 73), and oral ( n = 5) esketamine. We found intravenous, subcutaneous, and possibly oral administration of esketamine to be effective in reducing depressive symptoms in most patients with major depressive disorder, bipolar depression, and (severe) treatment-resistant depression. Clinical response to repeated administration of esketamine persisted over the course of treatment. Esketamine was well tolerated by most patients, but open-label data indicate marked psychotomimetic symptoms in exceptional cases. The overall quality of the controlled studies was considered high, the overall quality of the uncontrolled studies low to moderate. Conclusions: Intravenous, subcutaneous, and possibly oral esketamine may offer an effective and safe addition to the depression treatment armamentarium. However, as most included studies lacked a control group and had small sample sizes, the quality of our results is limited. Different types and formulations of ketamine remain to be compared directly.