bluuebunny/crossref_metadata_2025_split huggingface dataset:
On the evaluation of climate change impact models
Authors: Wagener Thorsten , Reinecke Robert , Pianosi Francesca 
Published: March 2022

AbstractIn‐depth understanding of the potential implications of climate change is required to guide decision‐ and policy‐makers when developing adaptation strategies and designing infrastructure suitable for future conditions. Impact models that translate potential future climate conditions into variables of interest are needed to create the causal connection between a changing climate and its impact for different sectors. Recent surveys suggest that the primary strategy for validating such models (and hence for justifying their use) heavily relies on assessing the accuracy of model simulations by comparing them against historical observations. We argue that such a comparison is necessary and valuable, but not sufficient to achieve a comprehensive evaluation of climate change impact models. We believe that a complementary, largely observation‐independent, step of model evaluation is needed to ensure more transparency of model behavior and greater robustness of scenario‐based analyses. This step should address the following four questions: (1) Do modeled dominant process controls match our system perception? (2) Is my model's sensitivity to changing forcing as expected? (3) Do modeled decision levers show adequate influence? (4) Can we attribute uncertainty sources throughout the projection horizon? We believe that global sensitivity analysis, with its ability to investigate a model's response to joint variations of multiple inputs in a structured way, offers a coherent approach to address all four questions comprehensively. Such additional model evaluation would strengthen stakeholder confidence in model projections and, therefore, into the adaptation strategies derived with the help of impact models.This article is categorized under:
Climate Models and Modeling > Knowledge Generation with Models
Assessing Impacts of Climate Change > Evaluating Future Impacts of Climate Change
Managing Academic Integrity in Canadian Engineering Schools
Authors: deMontigny David 
Published: March 2022

AbstractThis chapter explores what engineering schools across Canada are doing to address and advance academic integrity amongst their students, including how they are currently promoting academic integrity and managing related academic misconduct issues. Responses from a national survey are compared to identify the approaches and practices that are more widely adopted, as well as unique approaches that may warrant broader use. Input was also received from the twelve provincial and territorial engineering regulators that operate across the country. In addition to identifying areas of success, potential opportunities for additional progress are identified. This work serves as a starting point for dialogue among universities and regulators. All parties have a vested interest in strengthening the integrity of engineering students during their academic training and professional development. It is clear from this study that a collective effort is needed to develop solutions, educate faculty, and mentor students to achieve a higher standard of academic integrity. The successes and opportunities highlighted here may be helpful to other professional programs, such as nursing, medical, dentistry, law, and business schools, where integrity is also of extreme importance.
Student Insight on Academic Integrity
Authors: Packalen Kelley A. , Rowbotham Kate 
Published: March 2022

AbstractPrior researchers have used surveys to identify frequencies and types of academic integrity violations among students and to identify factors correlated with academically dishonest behaviours. Some studies have also explored students’ justifications for their behaviors. Comparatively little work, however, has explored students’ opinions on academic integrity using more nuanced and conversational, but still rigorous, methodologies. To address this gap in the literature, we gathered written and oral comments from 44 Canadian undergraduate business students who participated in one of four year-specific computer-facilitated focus groups. Specifically, we analyzed students’ responses to questions about the general attitudes among themselves and their peers with respect to academic integrity. We also analyzed students’ suggestions of steps that both they and faculty could take to improve the culture of academic integrity in their program. Our contributions to the field of academic integrity were three-fold. First, we gave voice to students in an area in which historically their opinions had been lacking, namely in the generation of specific actions that students and faculty can take to improve academic integrity. Second, we connected students’ opinions and suggestions to the broader literature on academic integrity, classroom pedagogy, and organizational culture to interpret our findings. Third, we introduced readers to an uncommon methodology, computer-facilitated focus groups, which is well suited to gathering rich and diverse insights on sensitive topics.
How to Talk About Academic Integrity so Students Will Listen: Addressing Ethical Decision-Making Using Scenarios
Authors: Penaluna Lee-Ann , Ross Roxanne 
Published: March 2022

AbstractThe field of academic integrity in higher education has made significant gains in exploring the proliferation of integrity issues, the frequency of student misconduct behaviours, and in identifying strategies for embedding academic integrity education more broadly into the curriculum. Regardless of calls for institution-wide approaches which focus on preventing academic misconduct, those of us engaged in the field can attest that there will always be a need to address academic misconduct behaviours and support the development of those students who engage in them. As student affairs practitioners in a Canadian post-secondary institution, we present our approach to creating meaningful teaching and learning experiences that enable students with misconduct violations to critically explore potential misconduct situations and practice the skills needed to make alternative decisions. Utilising existing work that frames academic integrity as ‘standards of practice’, this chapter demonstrates our application of key themes from the academic integrity literature within our teaching and learning practice. Recognizing that mandated academic integrity education can be a challenging learning experience, we discuss our approach to engaging these students in analyzing the common situational factors that post-secondary students face that pose potential academic integrity conflicts and the way ethical decision-making frameworks can support their ability to navigate academic integrity concerns in the future. We conclude the chapter with our key learnings and recommendations for implementing an engaging experience with students who are mandated to attend instruction following an academic integrity violation.
Revisioning Paraphrasing Instruction
Authors: Rossi Silvia Luisa 
Published: March 2022

AbstractAcademic misconduct frequently occurs because developing academic writers lack both knowledge about the conventions for writing from sources and procedural skills for applying this knowledge. Paraphrasing is a particularly underdeveloped skill among students in higher education. This chapter illustrates how findings from existing quality assurance processes are supporting a revised approach to paraphrasing instruction by the writing strategist team at a Canadian undergraduate university. The new approach underlines the interpretive nature of paraphrasing and the agency of the student writer. By focusing less on the technical aspects of paraphrasing and more on its rhetorical purposes, we aim to foster among students a deeper level of engagement with texts, a more nuanced awareness of intertextuality, and recognition of the role disciplinary conventions play in writing from sources. Our vantage point as professionals working with students in a wide range of disciplines affords us unique opportunities to be campus changemakers. If we can encourage recognition that paraphrasing instruction must extend past first year composition courses and one-off workshops, and if we can help instructors seize opportunities to provide students with feedback on their paraphrasing, students will move beyond patchwriting and towards writing from sources with more confidence and integrity.
The Barriers to Faculty Reporting Incidences of Academic Misconduct at Community Colleges
Authors: Hamilton Melanie , Wolsky Karla 
Published: March 2022

AbstractAcademic misconduct is a growing concern within Canadian higher education and around the world. Research suggests that university faculty have an extensive history of addressing academic misconduct, with an increased focus on detection and prevention. There has been little research, however, on faculty teaching in community colleges and their experiences with reporting and prevention, particularly within the Canadian context. As concern with academic misconduct continues to rise, we suggest that there needs to be more focus on these issues, particularly with respect to approaches that support a cultural shift with faculty that encompasses the fundamental values of academic integrity. For this to occur, it is essential for educational institutions to understand the forces that influence potential dishonest behaviors among students, create policies to address and support academic integrity, while creating a culture of academic integrity which supports both faculty and students alike. Faculty play a crucial role in creating environments that expound and uphold the values of academic integrity. Faculty are the frontline contact, espousing the values and expectations of their institution to students, monitoring, and reporting. Our scholarship of teaching and learning (SoTL) research was motivated by the aim to help community college faculty address the issue of academic misconduct within their classrooms and institutional environments. Barriers to reporting academic dishonesty, identified by faculty, include time and workload in reporting, a perceived lack of institutional support from administration and applicable institutional policies, as well as the perceived threat felt by faculty in reporting incidents.
Student Academic Misconduct Through a Canadian Legal Lens
Authors: Morrison Melissa , Zachariah Philip 
Published: March 2022

AbstractThe processes that post-secondary institutions use to detect, investigate, judge and discipline cases of academic misconduct are shaped by legislative and judicial requirements including procedural fairness. This chapter situates post-secondary institutions’ options on addressing allegations of academic misconduct in the broader Canadian legal context. Reviewing leading Court cases, including those where students appealed findings of misconduct, this chapter analyses the key principals that post-secondary institutions should adhere to in order to provide sufficient procedural fairness. We conclude with practical considerations that post-secondary institutions can take to minimize decisions about academic misconduct being overturned by the Courts.
Conclusions and Future Directions for Academic Integrity in Canada
Authors: Eaton Sarah Elaine , Christensen Hughes Julia 
Published: March 2022

AbstractIn the conclusion to this edited volume, we highlight key themes from the book, making reference to the particular chapters that address them. We discuss the symbolic importance of the work by situating previous work and celebrating milestones related to academic integrity in Canada. We acknowledge the limitations of the book and offer recommendations for future directions for research, practice, and policy.
‘Quality Time’ in Nanny Families: Local Care Loops and New Inequalities in Sweden
Authors: Eldén Sara , Anving Terese 
Published: March 2022

AbstractPolitical initiatives such as tax deductions for domestic services including nannies have, together with a growing au pair market, paved the way for new possibilities of organizing child care and parenting in Sweden. This affects everyday ‘local care loops’ for the upper-middle-class families purchasing the services, as the logistics of solving the work-family dilemma change with the possibility of hiring cheap female—and often migrant—care workers (Näre & Isaksen 2019). In this chapter, we analyse how this affects the doing of family in ‘nanny families’. Taking our point of departure in a qualitative study with nannies and au pairs (n = 26), parents (n = 29), and children receiving care (n = 19) (Eldén and Anving 2019), we show how everyday care is experienced and understood from the perspective of different actors involved in the practice, with a special focus on ideas of ‘quality time’. We argue that the new possibilities of organizing care and time in families reproduce inequalities: the new local care loops enable the possibility for some—well-off—parents to realize ideals of ‘good and stress-free parenting’, with quality time with their children, while at the same time not giving up on the idea of gender equality.
Political Governance of Wicked Problems
Authors: Head Brian W. 
Published: March 2022

AbstractWhen difficult problems arise in a democratic political system, government leaders have a range of possible responses. This chapter suggests a repertoire or classification of typical responses that can be observed in practice. On some occasions, leaders retreat into various forms of avoidance, denial or symbolic reassurance. Where difficult problems and urgent threats continue to attract significant attention and public debate, several other strategies are found. When the challenges are portrayed as national security threats, policy responses typically involve centrally imposed executive decisions. However, for many difficult social problems, the standard processes for policy development usually work towards incremental adjustments, informed by the contributions of stakeholders, managers and experts. For large emerging issues with high levels of uncertainty, ongoing engagement with diverse stakeholders is valuable for articulating different perspectives, sharing information, and seeking closer agreement on goals, strategies and cooperative action.
On the Effects of Data Protection on Multi-database Data-Driven Models
Authors: Jiang Lili , Torra Vicenç 
Published: March 2022

AbstractThis paper analyses the effects of masking mechanism for privacy preservation in data-driven models (regression) with respect to database integration. Especially two data masking methods (microaggregation and rank swapping) are applied on two public datasets to evaluate the linear regression model in terms of privacy protection and prediction performance. Our preliminary experimental results show that both methods achieve a good trade-off of privacy protection and information loss. We also show that for some experiments although data integration produces some incorrect links, the linear regression model is still comparable, with respect to prediction error, to the one inferred from the original data.
Outcomes of early versus delayed weight-bearing with intramedullary nailing of tibial shaft fractures: a systematic review and meta-analysis
Authors: Bhanushali Ameya , Kovoor Joshua G. , Stretton Brandon , Kieu James T. , Bright Rebecca A. , Hewitt Joseph N. , Ovenden Christopher D. , Gupta Aashray K. , Afzal Mohamed Z. , Edwards Suzanne , Jaarsma Ruurd L. , Graff Christy 
Published: March 2022

Abstract
Purpose
Early weight bearing (EWB) is often recommended after intramedullary nailing of tibial shaft fractures, however, the risks and benefits have not been critically evaluated in a systematic review or meta-analysis. Therefore, the aims of this study were to perform a systematic review and meta-analysis comparing EWB and delayed weight-bearing (DWB) after intramedullary nailing of tibial shaft fractures and assess the relationship between weight-bearing, fracture union and healing.

Method
This review included studies comparing the effects of EWB, defined as weight-bearing before 6 weeks, and DWB on fracture union and healing. PubMed, Embase, CINAHL, and the Cochrane Library were searched from inception to 9 May 2021. Risk of bias was assessed using the Down’s and Black Checklist and Cochrane Risk of Bias Tool 2.0. Data were synthesised in a meta-analysis, as well as narrative and tabular synthesis.

Results
Eight studies were included for data extraction and meta-analysis. The analysis produced mixed results and found a significant decrease in mean union time (−2.41 weeks, 95% confidence interval: −4.77, −0.05) with EWB and a significant Odd’s Ratio (OR) for complications with DWB (OR: 2.93, 95% CI: 1.40, 6.16). There was no significant difference in rates of delayed union, non-union, re-operation and malunion.

Conclusion
The included studies were of moderate risk of bias and demonstrated shorter union time and fewer complications with EWB. However, current evidence is minimal and has significant limitations. The role of EWB in high-risk patients is yet to be examined. Further well-designed, randomised studies are required on the topic.
Medikamentengabe durch Notfallsanitäter
Authors: Bollinger Matthias , Russo S. G. 
Published: March 2022

Zusammenfassung
Hintergrund
Der Bundesverband der Ärztlichen Leiter Rettungsdienst (BV-ÄLRD) hat einen umfangreichen Katalog an Medikamenten für die Anwendung durch Notfallsanitäter vorgeschlagen. Wir evaluierten, wie oft Auszubildende zum Notfallsanitäter diese in ihrer Ausbildung applizierten.

Methode
Wir befragten 71 Auszubildende zum Notfallsanitäter zur Anwendungshäufigkeit 30 verschiedener Medikamente. Die statistische Auswertung erfolgte mit SOFA (Paton-Simpson and Associates Ltd, USA). Die Ergebnisse sind als Mittelwert (Standardabweichung) dargestellt.

Ergebnisse
Adrenalin i.v. wurde 2,22 (6,67) Mal verabreicht. Atropin wurde bei Bradykardie 1,18 (1,97) Mal verabreicht. Benzodiazepine wurden präklinisch 7,27 (10,28) Mal angewendet. Inhalative Betamimetika wurden präklinisch 8,89 (8,06) Mal, Ipratropiumbromid 3,70 (5,91) Mal, Kortikoide 3,79 (5,32) Mal und Antihistaminika 1,82 (4,34) Mal verabreicht. Ondansetron wurde innerklinisch 14,38 (35,06) Mal angewendet. Präklinisch wurde Dimenhydrinat mit 8,14 (10,14) Anwendungen am häufigsten verabreicht. Furosemid wurde präklinisch 6,06 (9,45) Mal verabreicht. Heparin wurde präklinisch 12,00 (14,32) Mal, ASS 14,32 (14,29) Mal und Glyceroltrinitrat 12,25 (10,87) Mal verabreicht. Metamizol wurde präklinisch 8,59 (12,51) Mal, Ketamin 3,51 (5,23) Mal, Opiate/Opioide 10,72 (16,18) Mal und Naloxon 0,20 (0,67) Mal verabreicht. Glukose wurde präklinisch 7,38 (6,67) Mal verabreicht.

Schlussfolgerung
Die Bewertung, für welche Medikamente eine ausreichende Expertise besteht, kann aufgrund fehlender Daten zu Lernkurven oder konsentierter Mindestzahlen nur vor dem Hintergrund klinischer Erfahrung erfolgen. Aus Sicht der Autoren besteht für die meisten untersuchten Medikamente eine ausreichende Expertise.
On the facets of stable set polytopes of circular interval graphs
Authors: Oriolo Gianpaolo , Stauffer Gautier 
Published: March 2022

AbstractA linear description of the stable set polytope STAB(G) of a quasi-line graph G is given in Eisenbrand et al. (Combinatorica 28(1):45–67, 2008), where the so called Ben Rebea Theorem (Oriolo in Discrete Appl Math 132(3):185–201, 2003) is proved. Such a theorem establishes that, for quasi-line graphs, STAB(G) is completely described by non-negativity constraints, clique inequalities, and clique family inequalities (CFIs). As quasi-line graphs are a superclass of line graphs, Ben Rebea Theorem can be seen as a generalization of Edmonds’ characterization of the matching polytope (Edmonds in J Res Natl Bureau Stand B 69:125–130, 1965), showing that the matching polytope can be described by non-negativity constraints, degree constraints and odd-set inequalities. Unfortunately, the description given by the Ben Rebea Theorem is not minimal, i.e., it is not known which are the (non-rank) clique family inequalities that are facet defining for STAB(G). To the contrary, it would be highly desirable to have a minimal description of STAB(G), pairing that of Edmonds and Pulleyblank (in: Berge, Chuadhuri (eds) Hypergraph seminar, pp 214–242, 1974) for the matching polytope. In this paper, we start the investigation of a minimal linear description for the stable set polytope of quasi-line graphs. We focus on circular interval graphs, a subclass of quasi-line graphs that is central in the proof of the Ben Rebea Theorem. For this class of graphs, we move an important step forward, showing some strong sufficient conditions for a CFI to induce a facet of STAB(G). In particular, such conditions come out to be related to the existence of certain proper circulant graphs as subgraphs of G. These results allows us to settle two conjectures on the structure of facet defining inequalities of the stable set polytope of circulant graphs (Pêcher and Wagler in Math Program 105:311–328, 2006) and of (fuzzy) circular graphs (Oriolo and Stauffer in Math Program 115:291–317, 2008), and to slightly refine the Ben Rebea Theorem itself.
Revitalising embodied community knowledges as leverage for climate change engagement
Authors: Donkers Laura 
Published: March 2022

AbstractHuman survival is threatened by climate breakdown and ecological collapse. This levies huge responsibility on society to address how present modes of living have created these problems. Citizens need to learn about the consequences that have been unleashed and find ways to live more sustainably. Yet, the scale of these crises and lack of wisdom to act can be overwhelming, so how will they become more informed and motivated to act? This paper proposes that cultivatingcommunities of practice(Wenger) around low carbon citizenship can help generate discrete engagement strategies that rouse public attention towards changing attitudes and behaviours. To be effective, these engagements need to be relatable, values-oriented, and framed towards the priorities, knowledges, capacities, and lived experiences of the group who each share a passion for a practice and learn collectively how to do it better. Such an approach is explored in the case study,Grow Your Own Community, that sought to engage marginalised communities with decarbonisation activities through the strategic repositioning of theirembodied community knowledges(ECK). This community of practice helped to motivate and mobilise local participation by integrating carbon literacy with the situated, practical capacities that already lay within the community. Key findings reveal that revitalising a community’s existing body of knowledge to engage people with climate change knowledge creates the conditions for generating community-led mitigative action.