bluuebunny/crossref_metadata_2025_split huggingface dataset:
A New Strategy for Highly Efficient Separation between Monovalent Cations by Applying Opposite‐Oriented Pressure and Electric Fields
Authors: Zhang Gehui , Lin Lingxin , Shen Wenhao , Wang Xue , Wang Yugang , Cao Liuxuan , Liu Feng 
Published: July 2022

AbstractBiological ion channels exhibit excellent ion selectivity, but it has been challenging to design their artificial counterparts, especially for highly efficient separation of similar ions. Here, a new strategy to achieve high selectivity between alkali metal ions with artificial nanostructures is reported. Molecular dynamics (MD) simulations and experiments are combined to study the transportation of monovalent cations through graphene oxide (GO) nanoslits by applying pressure or/and electric fields. It is found that the ionic transport selectivity under the pressure driving reverses compared with that under the electric field driving. Moreover, MD simulations show that different monovalent cations can be separated with unprecedentedly high selectivity by applying opposite‐oriented pressure and electric fields. This highly efficient separation originates from two distinctive ionic transporting modes, that is, hydration shells drive ions under pressure, but drag ions under the electric field. Hence, ions with different hydration strengths can be efficiently separated by tuning the net mobility induced by the two types of driving forces when the selected ions are kept moving while the other ones are immobilized. And nanoconfinement is confirmed to enhance the separation efficacy. This discovery paves a new avenue for separating similar ions without elaborately designing biomimetic nanostructures.
WIFLF: An approach independent of the target project for cross‐project defect prediction
Authors: Cui Can , Liu Bin , Wang Shihai 
Published: July 2022

AbstractCross‐project defect prediction (CPDP) is used to build defect prediction models when data from the target project are not enough. There has been several approaches to improve the performance of CPDP, such as feature transformation and instance selection methods. However, existing techniques are strongly dependent on the target data to reduce the distribution discrepancy between source and target projects. That is, the performance of these methods is determined by the effectiveness of feature transformation or the similarity between two projects. Additionally, when there is a large amount of source data that needs to be matched with target data, it will take much time and reduce the efficiency of model construction. Therefore, it is vital to explore a target project‐agnostic approach to build CPDP models. This paper presents a Weighted Isolation Forest with class Label information Filter (WIFLF) to relieve the issues above. Four groups of datasets from AEEEM, Relink and PROMISE Data Repository are used to conduct CPDP models. Besides, WIFLF is compared with 12 approaches. The experimental results indicate that WIFLF significantly outperforms all the baselines. Specifically, WIFLF with random forest significantly improves the performance over the baselines on average by at least 14.64% and 4.90% with respect to Skewed F‐Measure and G‐Measure, respectively.
Dipterocarps used India as a raft from Gondwana to Eurasia
Authors: Sanil Madambi Sankarankutty , Balakrishnan Swathi , Sreekumar Vadakkethil Balakrishnan , Dev Suma Arun 
Published: July 2022

AbstractIt has been hypothesized that most Asian tropical lineages have originated in Gondwana with the Indian subcontinent playing a crucial role in the dispersal of ancestral Gondwanan taxa. The disjunct distribution of dipterocarps and the fossil record in India support the Gondwana hypothesis. This is the first comprehensive study addressing the evolutionary and biogeographic relationships of dipterocarps in the Indian subcontinent to test the Gondwana hypothesis. A Bayesian phylogenetic tree of the Dipterocarpaceae family including the Indian counterparts corroborates the monophyly of subfamilies/tribes and shows new biogeographic affinities. Molecular dating reveals the Cretaceous origin of Dipterocarpaceae. Diversification of major lineages occurred during the Pliocene‐Miocene epochs. The DEC analysis ascertains the Gondwanan origin and dispersal route from the Madagascar (Africa)‐India‐Sri Lanka‐Seychelles block to Eurasia. The biogeographic analysis suggests early vicariance followed by an out‐of‐India dispersal of Dipterocarpaceae. Three dispersal events from India to the remainder of Asia at 47.6 Ma, 42.53 Ma and 37.6 Ma are identified. There probably was a biotic interchange between India and mainland Asia via Sumatra following the collision of the Indian plate with Eurasia. Molecular dating and dispersal events coincide with the geological events. During the Miocene, uplift of the Himalayan‐Tibetian plateau induced climatic variation, which seems to have resulted in the extinction of major Indian dipterocarp lineages and reverse dispersal into India.Hopea‐Shorea, one of the earliest diverged lineages, originated in Southeast Asia. The establishment of Southeast Asian monsoon climate may have favoured allopatric speciation and diversification of Southeast Asian lineages also resulting in further dispersal into India.
Prediction of subsequent osteoporotic vertebral compression fracture on CT radiography via deep learning
Authors: Hu Xiao , Zhu Yanjing , Qian Yadong , Huang Ruiqi , Yin Shuai , Zeng Zhili , Xie Ning , Ma Bin , Yu Yan , Zhao Qing , Wu Zhourui , Wang Jianjie , Xu Wei , Ren Yilong , Li Chen , Zhu Rongrong , Cheng Liming 
Published: July 2022

AbstractCombination of computed tomography (CT) radiography and deep learning to predict subsequent osteoporotic vertebral compression fracture (OVCF) has not been reported. To do so, we analyzed retrospectively CT images from 103 patients who experienced twice OVCF in Tongji Hospital from 2011 to 2022. Meanwhile, CT images from 70 age‐matched osteoporotic patients without vertebral fracture were used as the negative control. Convolutional neural network was used for classification and the Adam optimizer combining the momentum and exponentially weighted moving average gradients methods were used to update the weights of the networks. In the prediction model, we split 80% data of each type of the patient as the training group, while the other 20% was held as the independent testing group. We found that the number of subsequent fracture in women is higher than that in men (81 vs. 22). Additionally, the incidence rate of adjacent vertebral fracture is higher than that of remote vertebral fracture (64.1 vs. 35.9%), while the onset time of the former was 11.9 ± 12.8 months, significantly less than 22.3 ± 18.2 months of the latter (p < .001). For the prediction of subsequent fracture, our model attained .839 of accuracy and .883 of receiver operating characteristic–area under curve on the whole testing dataset. Furthermore, our model gained .867 and .719 of accuracy on the single‐class testing dataset separated from the former, .817 of accuracy on the independent test. In conclusion, we managed to generate a deep learning‐based model, which is able to predict subsequent OVCF in a precise and unbiased way just using CT images.
Outdoor Learning and Children’s Eyesight
Authors: Hobday Richard 
Published: July 2022

AbstractOver the last three decades, the incidence of short sight among school children has risen markedly. So much so, the condition has become a global health issue. It is estimated that if current trends continue, by 2050 half the world’s population will be short-sighted. Of these, one billion will be at high risk of sight-threatening conditions. From the late 19th century to the 1960s, outdoor activities were thought to protect children’s eyesight. Playgrounds and open spaces around schools were put there, in part, to try to prevent myopia. The way in which children were taught was another consideration. Prolonged near work was believed to be harmful to children’s sight and was discouraged in some schools. Alternative methods of teaching were proposed. Then, during the 1960s, medical thinking changed and these ideas became unfashionable. Yet current research now supports some of them. In particular, outdoor activity is now proven to protect against the onset of myopia. Taken together new and older research—and past experience—suggest teaching children outdoors might be an effective way to protect their vision as they go through school. Outdoor education could be key to halting the rise of this harmful condition.
Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies
Authors: Mann Jeff , Gray Tonia , Truong Son 
Published: July 2022

AbstractIn this century characterised by rapid change and unprecedented challenges, most education systems have acknowledged the importance of developing interpersonal and intrapersonal skills alongside technical knowledge. This chapter describes how two approaches to outdoor learning develop these 21st century competencies, through the lens of experiential education. Outdoor Adventure Education is an established pedagogical vehicle for developing psycho-social skills. Learning Outside the Classroom is a rising movement of teaching subject content while simultaneously promoting interpersonal, communication, teamwork, critical thinking, and conflict resolution skills, creativity and connection with nature. The chapter concludes with a discussion of the potential of outdoor environments to foster transformative competencies, and the inherent challenges for integration into regular school experiences.
Fostering 21st Century Skills Through Autonomy Supportive Science Education Outside the Classroom
Authors: Dettweiler Ulrich , Lauterbach Gabriele , Mall Christoph , Kermish-Allen Ruth 
Published: July 2022

AbstractThe development of 21st century skills in or rather through science teaching is on the agenda of many national and international school reforms aiming at creating so-called 21st century classrooms. In this context autonomous learning and practical relevance of science classes have been identified as important features, and education outside the classroom (EOtC) has been described as one way of providing such enriched classroom settings. We explore the relative importance of the four basic psychological needs (BPN), “perceived autonomy support”, “perceived competence support”, “student-teacher relatedness” and “student-student relatedness”, for the perceived practical relevance of the content (PRC) in science class in secondary school. We applied the same measures in normal and EOtC science classes, both in a short-term cross-sectional within-subject design study (A) and in a longitudinal between-subject design study (B). In order to account for the theoretical and empirical non-independence of the four BPN-explanatory variables, we used Bayesian ridge regression techniques. Our findings suggest that PRC in EOtC contexts is perceived higher than in normal classroom settings, both in the short-term as well as in the long-term designs. This can be best explained by the degree of perceived autonomy support by the students. In the short-term design, this holds true for both, the normal and the EOtC teaching contexts. In the long-term design, the relative importance of autonomy support can only be deemed statistically credible in the EOtC context. Perceived competence support and relatedness have no relative importance in the EOtC context. This suggests that science classes outside the classroom are less contingent on teacher-reliant or peer-related basic needs satisfaction. Thus, we can conclude that science teaching in EOtC fosters 21st century skills through more flexible, autonomous and collaborative settings and by being less teacher-centred.
International Views on School-Based Outdoor Learning
Authors: Waite Sue 
Published: July 2022

AbstractWhile school-based outdoor learning is growing in many parts of the world, there is still relatively little use of international comparisons to inform the development of this growth. In this chapter, diverse motivations for providing outdoor learning across countries are reported and some commonalities explored, based on an online survey of eighty expert commentators from 19 countries. The survey was designed using a conceptual framework of student outcomes from outdoor learning derived from policy analysis and five major reviews of the field. Among identified motivations for outdoor learning provision within schooling, supporting environmental awareness and action and pupil health and well-being were the most common. Some alignment of methods of outdoor learning and desired outcomes are discussed and implications for the direction of future policy, practice, and research are considered. Through understanding how different purposes are being approached internationally, we may learn how outdoor learning can contribute to high quality educational outcomes.
Outdoor School in Germany. Theoretical Considerations and Empirical Findings
Authors: Armbrüster Christian , Witte Matthias D. 
Published: July 2022

AbstractThis article presents for the first time in a systematic summary the key theoretical considerations and empirical findings from a three-year-long longitudinal research project which examined ‘outdoor school’ in Germany from multiple perspectives. The study uses the following four parameters to discuss the merits and shortcomings of outdoor school: the structural characteristics of the approach (1), social, material and temporal changes (2), pedagogical thought and action (3), and children’s agency (4). The findings indicate that outdoor school deserves to occupy a rightful place among teaching and learning methods in schools—provided that the challenges posed by dissolving the children’s socio-material and real-world boundaries between school and learning are given sufficient consideration in teaching methodology.
A Coordinated Research Agenda for Nature-Based Learning
Authors: Jordan Cathy , Chawla Louise 
Published: July 2022

AbstractEvidence is mounting that nature-based learning (NBL) enhances children’s educational and developmental outcomes, making this an opportune time to identify promising questions to carry research and practice in this field forward. We present the outcomes of a process to set a research agenda for NBL, undertaken by the Science of Nature-Based Learning Collaborative Research Network, with funding from the National Science Foundation. A literature review and several approaches to gathering input from researchers, practitioners and funders resulted in recommendations for research questions and methodological improvements to increase the relevance and rigor of research in this field. Some questions seek to understand how learning in nature affects what children learn, how they learn, and how it varies based on age, gender, socioeconomic status, ethnic background, special needs and individual differences. Outcomes of interest cover academic performance, practical skills, personal development, and environmental stewardship. Other questions seek to find causal explanations for observed outcomes. To create optimal conditions for NBL, the research agenda includes practical questions about how to prepare teachers to work successfully in nature and how to support their adoption of this approach. Not least, the research agenda asks whether learning in nature can address major societal issues by moderating the effect of socioeconomic disadvantage on children’s academic achievement, personal development and wellbeing, and how these benefits might be attained at reasonable costs. A deeper understanding of how, why and for whom different forms of nature contact enhance learning and development is needed to guide practice and policy decision-making.
Investigating Experiences of Nature: Challenges and Case-Analytical Approaches
Authors: Schumann Svantje 
Published: July 2022

AbstractBased on methodological considerations with regard to the challenges which arise with the analysis of the potentials of nature experience, a case study is examined: the excursion of a teacher with her second grade class to an industrial wasteland. The aim is to learn about plants there. The case study shows that the teacher basically has a positive attitude towards research, has a good perception of the children’s learning processes and is very clearly aware of the educational value of emotional, social and aesthetic experiences. In addition, she succeeds in responding to the needs of the children and the external circumstances in a spontaneous and appropriate, context-dependent manner. Interestingly, however, she ‘hides’ behind ‘common’ constructs (e.g. the ‘increase in knowledge’) in her argumentation regarding the format of nature experience. The most plausible assumption and thus hypothesis is that the teacher doubts the acceptance or the significance of her conception of learning. Finally, I present the arguments for the potentials of nature experiences for personal development. In addition, I show how important it is that the schools promote real-life encounters with natural phenomena. This enables authentic personal development and counteracts forces currently at work that lead to a decline in real-life experiences in nature.
Creating a Forest for Learning
Authors: Rowntree Jones Carol , Scothern Caroline , Gilbert Heather , Anderson Sue 
Published: July 2022

AbstractThe National Forest in the English Midlands has developed a model based on a five-point outdoor learning plan, to enable every schoolchild within the Forest area to regularly experience outdoor-based learning within their school curriculum. The Forest began in the early 1990s, with the aim of transforming a post-industrial landscape and its communities through the planting of trees. Extending over 200 square miles and with a population of around 200,000, the National Forest’s project ‘Creating a Forest for Learning’ has developed from three decades of environmental education work with rural, urban and nearby inner city schools. The project funds staff training and grounds work, to make it easier to embed the practice in the school improvement plan. The chapter discusses the drive behind developing the project, to embed a love for and understanding of trees and woodlands in the generation of children growing up in a young forest, and to realise one of the original ambitions in creating a forest near where people live and work: to transform lives as well as the landscape, and to offer children a range of high-quality learning experiences, where 21st-century skills such as resilience, communication and adaptability come to the fore. By improving their connection to nature, the young people are building resources for their own health and wellbeing. This can only help them become active citizens as society moves to a green recovery from Covid-19, and equip them to take a positive standpoint in addressing the climate crisis. The chapter presents the progress, obstacles and successes experienced by this unique project, where education underpins aspirations to embed sustainable living.
Udeskole—Pupils’ Physical Activity and Gender Perspectives
Authors: Mygind Erik 
Published: July 2022

AbstractIn a Danish context regular (weekly or biweekly) education outside the classroom (EOtC), school-based outdoor learning or learning outside the classroom (LOtC) is calledudeskoleand aims to enhance both health and education. The purpose of this chapter is to present two Danish research projects; the Søndermark School and TEACHOUT studies. It highlights the impact and potentials of physical activity (PA) in primary school based on results from pupils (grade 3–6 grade—year 9–12), taught weekly outside the classroom and school buildings. The chapter summarises how teaching in nature, green areas or using cultural institutions like museums, factories, cemeteries etc. has an impact on PA levels. The Søndermark School study in Copenhagen investigated whetherudeskolein urban nature or cultural institutions helps to increase children’s PA in four classes. 44 girls and 40 boys (grade 4–6) participated in this study, where the PA was measured for seven consecutive days. For all 84 pupils, the average PA was significantly higher onudeskoledays compared to traditional school days without PE lessons. The average PA levels among boys were significantly higher than among girls in all mentioned settings, except on days with PE lessons, where both sexes’ PA levels were equal. As part of the TEACHOUT research project, PA of 663 children was measured 24 h a day for 9–10 consecutive days.Udeskoleclasses were compared with control classes, i.e. their parallel classes, from 12 schools located in different parts of Denmark, in a quasi-experimental design. A gender comparison was made on a weekly basis, i.e. days with more than 150 min ofudeskolewere compared with traditional school days and days with physical education (PE) classes. Measured over a whole week, boys havingudeskolewere more physically active than boys in control classes and girls in both settings. No difference was found between girls inudeskoleand the comparison classes during a week, but girls onudeskoledays were associated with a greater proportion of PA at light intensity than on traditional school days and days with PE lessons. In general, the children were far less sedentary duringudeskolecompared to traditional classroom teaching.
Pupils’ Well-Being, Mental and Social Health
Authors: Mygind Erik , Bølling Mads 
Published: July 2022

AbstractThe purpose of this chapter is to present research results on pupils’ well-being and health when integrating regular education outside the classroom (i.e. udeskole) into teaching. We believe that this chapter may be of particular interest to government employees (consultants), municipalities, school principals and teachers, teacher trainers and educators seeking arguments for and against outdoor teaching and learning. The argument is based on both empirical studies of pupils’ well-being, mental and social health, and theoretical assumptions (mainly the so-called Self-Determination Theory). Three key questions will be the focal points of the chapter:

Is udeskole a viable approach to strengthen pupils’ well-being, mental and social health?

Does udeskole have a demonstrable impact on pupils’ well-being, mental and social health?

Should education outside the classroom be a regular applied practice in schools?

In schools in several western countries, but especially in Scandinavia, udeskole is a teaching method, which is increasingly used both for its learning and health potentials. In this chapter, we focus on the importance of udeskole, based on relevant results from the Danish TEACHOUT research study. Although Danish children generally thrive and have high levels of mental and social health, initiatives are still needed to promote an even more positive school experience for every child. Early prevention of psychosocial illness is on the political agenda and school is considered a major arena for initiatives aimed at promoting mental and social health. The results of the TEACHOUT study show that if teaching outside the classroom is made a regular component of the annual plan, it can be expected to have a positive impact on pupils’ social well-being and intrinsic school motivation. It is still too early to determine whether udeskole has a real effect on the formation of friendships in the classroom community. However, the TEACHOUT study shows a small but significant increase in the number of new in-class friendships. Based on the Self-Determination Theory, we provide an understanding of the reasons why udeskole can have a positive effect on pupil well-being, mental and social health.