bluuebunny/crossref_metadata_2025_split huggingface dataset:
The successful surgical removal of a massive maxillary palatine osteoma in a dog
Authors: Davey Jack Stewart , Chong Wye Li , Iversen James , Jermyn Kieri 
Published: November 2022

AbstractA 1.5‐year‐old, spayed, female labrador x kelpie presented with a massive solitary palatine osteoma. En bloc excision required excision of palatine, maxillary and ventral vomer bone. The subsequent defect was closed with a combination of a left angularis oris buccal mucosal interpolation flap, right buccal mucosal rotational flap and rostral advancement of the remaining soft palate. The procedure was tolerated by the patient, with no major complications from the surgery. Histopathological examination of the excised tissue indicated complete excision of the osteoma. At the time of the publication, no recurrence had occurred, and the owners considered the procedure to provide excellent post‐operative results. The use of these soft tissue techniques allowed complete excision of the neoplasia from this difficult anatomic location in a single procedure without the need for revision surgery.
Behavioral responses of Canada geese to winter harassment in the context of human‐wildlife conflicts
Authors: Askren Ryan J. , Eichholz Mike W. , Sharp Christopher M. , Washburn Brian E. , Beckerman Scott F. , Pullins Craig K. , Fournier Auriel M. V. , Vonbank Jay A. , Weegman Mitch D. , Hagy Heath M. , Ward Michael P. 
Published: November 2022

AbstractWildlife harassment (i.e., intentional disturbance by humans) is a common nonlethal management approach employed to reduce human‐wildlife conflicts, but effectiveness is often undocumented or uncertain. We evaluated the effect of harassment on Canada goose (Branta canadensis) behavior in an urban area during winter. Winter can be a challenging period for waterfowl given limited food availability and greater thermoregulatory costs; thus, we expected that harassment in winter may be more effective than during other portions of the year. We used GPS transmitters equipped with accelerometers to evaluate the effects of harassment, weather conditions, and breeding origin location on goose movements, land cover use, emigration, survival, and behavior. Harassment caused geese to leave the harassment site more often (3.5 times) than on days when not harassed, but geese returned quickly after harassment (1.9 times) than without harassment. Harassment of geese affected specific goose behaviors (foraging, resting, flying, and alert), but effects of harassment were relatively small compared to the effects of weather conditions. Changes in land cover use were impacted by weather conditions, independent of harassment. Our findings suggest that harassment was ineffective at significantly changing site use or behaviors of geese and repeated harassment had diminishing returns. Geese moved to specific land cover resources that serve as sanctuaries (e.g., open waterbodies) during periods of extreme cold to engage in energetically conservative behaviors (i.e., resting). Harassing geese in areas that provide sanctuary during extreme cold periods or the use of lethal management in coordination with targeted harassment may be more effective than harassment alone in urban areas.
Youth Engagement and the Water–Energy–Land Nexus in Costa Rica
Authors: Mora-Mussio Jasson 
Published: November 2022

AbstractThe water–energy–land nexus methodology proposes land management treatment based on watershed areas, considering the Sustainable Development Goals (SDG) objectives of SDG 6 Clean Water and Sanitation and SDG 7 Affordable and Clean Energy, and the evolution of governance. This framework was applied in two volcanic watersheds using open-source geodata methods. The results explain the governance evolution by stakeholder’s types and their activities around the water, land, and energy distribution and land evolution.
Mapping Access to Electricity in Urban and Rural Nigeria
Authors: Jolaiya Emmanuel , Akintola Mercy , Nafiu Opeyemi 
Published: November 2022

AbstractYouthMappers use OpenStreetMap and IoT tools to help map where rural communities have good, poor, or no access to electricity throughout Nigeria, contributing to efforts that bring stable power across West Africa. An ongoing energy crisis is hampering other efforts to make sustainable cities and communities, so assessing and locating the reality of power access are critical not only to address SDGs related to affordable and clean energy but also as a fundamental element that serves as an engine for sustainable development. Through these efforts, we students have built our technology capacity and community networks, while also advancing practices about how to build inclusive, sustainable cities and communities in both urban and rural places where we live and study.
Mapping Invisible and Inaccessible Areas of Brazilian Cities to Reduce Inequalities
Authors: Elias Elias Nasr Naim , Bortolini Everton , Pisetta Jaqueline Alves , de Moraes Vestena Kauê , da Silva Maurielle Felix , Damas Nathan , Camboim Silvana Philippi 
Published: November 2022

AbstractThis account of the experiences of the first YouthMappers chapter in Brazil aims to present the work done by Mapeadores Livres UFPR focusing on the themes of accessibility (SDG 10 Reduced Inequalities) and favela mapping (SDG 11 Sustainable Cities and Communities), bringing as a transversal discussion of the quality of the geospatial data obtained collaboratively. Mapeadores Livres UFPR proposes to be a formative space in collaborative mapping, and the theme of favela mapping reinforces our character as an extension and research group and as a teaching group with the inclusion of this topic in the course developed. YouthMappers functions as an outreach project at the Universidade Federal do Paraná and is an interface between the universe of social organizations and their humanitarian projects and that of universities and their research topics.
Sustainable Development in Asia Pacific and the Role of Mapping for Women
Authors: Agaton Celina 
Published: November 2022

AbstractIn the archipelago of the Philippines, surrounded by the Pacific Ocean, sustainable development takes many forms, but livelihoods are always shaped by our ocean surroundings. This chapter explores a collection of research that addresses concerns that emerge when advancing SDG 14, to conserve and sustainably use the oceans, seas, and marine resources for sustainable development, with an eye toward the particular role of women in the creation of development, SDG 5. This includes their household contributions, as well as what they give to promote knowledge, policy, and programming and how the household and enterprise needs of women are critical to life in this region. The use of free and open-source tools through the Open Knowledge Kit Regeneration Program presents universal benefits to address the combined devastation of the pandemic, climate change, and of marginalized communities, especially women. Easy to use data collection, analyses, and modeling tools remove barriers to participation and the creation of knowledge.
Understanding YouthMappers’ Contributions to Building Resilient Communities in Asia
Authors: Andal Feye , Islam Manjurul , Shaheen Ataur Rahman , Anderson Jennings 
Published: November 2022

AbstractThis chapter considers the contributions of YouthMappers chapters in Asia. In addition to a regional overview, we highlight actions of students in Bangladesh and the Philippines to fill critical data gaps that support community access to information during emergencies, natural disasters, and pandemics. Lack of data leads to poor decision-making at any time, but in the context of shocks and hazards, it can have an especially profound impact on local communities. By creating open geospatial data and by advancing the geospatial capacity of university students and local community members, local governing bodies will be able to plan for the well-being of their constituents and community members will have access to the information necessary to keep their families safe. This contributes to better health and well-being (SDG 3) and a more resilient society in the face of impacts of climate change (SDG 13).
Seeing the World Through Maps: An Inclusive and Youth-Oriented Approach
Authors: Sharma Shraddha , Clark Courtney , Dhakal Sandhya , Nepal Saugat 
Published: November 2022

AbstractThrough YouthMappers, young women students are able to design and participate in activities that collect, create, and disseminate spatial data and information to prepare spatial databases and maps for visualization, analysis, planning, and decision-making in their local communities. Because the field of geography is dominated by men, the contributions, needs, and priorities of women are frequently overshadowed and ignored. We cannot imagine a society labeled as fully mapped if it does not represent all its members. Through its innovation programming, YouthMappers aims to engage future generations of women mappers to reduce inequalities (SDG 10) and support gender equality (SDG 5).
Submarine Eruption of El Hierro, Geotourism and Geoparks
Authors: Hernández Ramos William , Ortega Victor , Przeor Monika , Pérez Nemesio M. , Hernández Pedro A. 
Published: November 2022

AbstractThe year 2011 remained in the memory of the residents of the island of El Hierro (Canary Island, Spain) because of the volcanic episode that originated in its vicinity. From the beginning of the first precursory signs in July 2011, the island’s inhabitants reminded that the islands’ geological origin is volcanic and, what are the consequent threats of living on them. The eruption, however, has occurred in the marine realm leaving the only threats to the population, strong earthquakes, and diffuse emission of volcanic gases. The Tagoro eruption has not caused any loss of human life, however, its major impact indirectly affected the economy of the residents of the village of La Restinga, in whose vicinity the volcano originated. From a scientific point of view, the eruption has provided an enormous field of observation of the volcanic phenomenon. With the information obtained during the monitoring of the volcano, there is more insight into possible future eruptions. A volcanic product that has never been seen before (Restringolites) was found thanks to this eruption, which is why this volcano was so particular from a petrological point of view. The eruption affected the island's economy, and it also had negative consequences on Herreño tourism. The inhabitants of the island, wanting to recover the pre-eruptive economic levels and attract tourists, who, due to the false catastrophic descriptions about the eruption, stopped coming, have taken decisive steps. El Hierro, having peculiar geomorphological and geological characteristics, was the perfect candidate to obtain the Geopark status. In this way, the island of El Hierro, being the Biosphere Reserve since 2000, became also the Geopark since 2014.
Volcanology of Recent Oceanic Active Island
Authors: Ramos William Hernández , Ortega Victor , Przeor Monika , Pérez Nemesio M. , Hernández Pedro A. 
Published: November 2022

AbstractThe island of El Hierro is the youngest of the entire Canary archipelago, with an age of about 1.56 My. However, it has had a rapid growth, which has caused that from its first stages of formation it has had important collapses. Since submarine volcanism, El Hierro has gone through different phases of formation such as the construction of the Tiñor Building, later that of the El Golfo Building, then came the Rifts volcanism and finally the historical volcanism. This is the geological context of an island whose formation process has not yet finished.
The Vegetation Landscapes of a Oceanic Recent Volcanic Island
Authors: Beltrán-Yanes Esther , Esquivel-Sigut Isabel 
Published: November 2022

AbstractThe aim of this chapter is to characterise the vegetation landscapes of El Hierro’s Geopark, highlighting the important role played by the island’s volcanic morphology in the richness and diversity of its landscapes. To this end, some of its most representative vegetation landscapes have been selected at various spatial scales, recognising their main discontinuities and internal organisation, and identifying the integrated combinations of the geographical factors that determine them have been identified, with special interest in the volcanic morphostructural conditioning factors. This work has required photointerpretation of aerial images and consultation of the WMS (Web Map Service) of IdeCanarias, as well as field work for the preparation of vegetation profiles and floristic-physiognomic inventories. Active volcanic areas are distinguished by being some of the most dynamic types of landscape on the planet. In this sense, the study of the vegetation landscapes of the small island of El Hierro allows us to discover how volcanic morphogenesis can extraordinarily diversify island landscapes.
Enabling Knowledge Development Relevant for ECEC
Authors: Wallerstedt Cecilia , Nilsen Malin 
Published: November 2022

AbstractIn this first chapter of the volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume), we will introduce the themes and chapters included. Eight examples of research projects will be given, and even if many denotations are used in the different chapters to describe the methods used, they are all aimed at improving preschool practice and take on social problems in a broader sense. We will discuss how development projects or studies, research projects and innovation, inquiry-based research and professional development programmes, and action research approach relate to praxis-related methodology and its key references. A central aspect is that the focus is on problems that are experienced in preschool, even if the process of formulating these problems differs. Sometimes it is the preschool that initiates contact with academia, while other times it is the researchers who consider it important to collaborate with preschools. Regardless, they are all collaboration projects in which participants from preschools and participants from academia (i.e. researchers) work together, but often in a more explorative way, compared to other studies within the development and praxis-related research tradition.
The Importance of De-reifying Language in Research with Early Childhood Education and Care Professionals: A Critical Feature of Workshop Methodology
Authors: Pramling Niklas , Peterson Louise 
Published: November 2022

AbstractA common observation at workshops in collaborative research between ECEC personnel and researchers is that the educational professionals express an expectation that the research partners should tell them what to do and how something is. This clashes with a foundational premise of research – that research entails generating new knowledge – and thus we cannot say beforehand how it is or what should more specifically be done by teachers. In this chapter, the discussion moves beyond this identified challenge, through theoretical analysis of the language used in interprofessional communication. It is argued that the linguistic process of transforming verbs into nouns (i.e., nominalisation) and its ensuing reification (making-into-things), recontextualised in relation to researcher-ECEC personnel collaboration, needs to be problematised through metacommunicating. This is critical in order to avoid constituting knowledge as objects existing beforehand to simply be transmitted from knower (researcher) to receiver (ECEC personnel). Such a view constitutes the latter group as lacking knowledge. In order to recognise different participating groups’ contributions, more active and dynamic metaphors of knowledge – in this text, the notion ofknowledgingis suggested (cf. languaging and knowing) – are needed in order to promote mutual recognition and agency among participants, an issue at the heart of interprofessional collaborative work.
Terminological and Conceptual Meta-commentaries on Practices-Developing Research
Authors: Pramling Niklas , Wallerstedt Cecilia 
Published: November 2022

AbstractIn this commentary concluding this volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume), we discuss three principal matters: (i) what constitutes problems in research carried out in collaboration between researchers and ECEC personnel, (ii) limitations and ethical dilemmas that we find particular to such research, and finally (iii) the very terminology employed for this kind of research and its participating groups of collaborators.
A Retrospective View on Researchers’ and Preschool Teachers’ Collaboration: The Case of Developing Children’s Learning in Preschool
Authors: Pramling Samuelsson Ingrid 
Published: November 2022

AbstractThis chapter reports on research that is foundational to much of the work carried out by the members of the network responsible for this volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume). The aim of the two studies I will discuss here was to determine whether a metacognitive approach to children’s learning supported children’s sensemaking in preschool. Four preschools were followed, of which two received feedback on their metacognitive dialogues with children from the researcher and two were followed with no feedback, serving as the comparison group. A replication with more groups and teachers was later conducted, with similar results. The development approach consisted of teachers and researchers meeting regularly to jointly discuss the approach to teaching and the content to work with. The content was based on earlier research on how children make sense of different phenomena and content areas. The researchers visited the participating preschools and video-recorded when the teachers carried out activities with children. Afterwards, the recordings were discussed with the teachers. The participants also met once a month to discuss central questions. What development research means in this case will be discussed, as will what contributions the studies made to research (theory) and the development of pedagogy (preschool). There is also a parallel process between teachers and children that will be highlighted. Perhaps one can see this kind of developmental study as the first step towards praxis-oriented research.
Exploring Mixed Roles and Goals in Collaborative Research: The Example of Toddler Mathematics Education
Authors: Björklund Camilla , Palmér Hanna 
Published: November 2022

AbstractThis chapter focuses on the methodological possibilities and challenges arising from the mixed roles and aims between researchers and teachers in a research project aimed at developing educational practices with toddlers. The project was conducted in close collaboration between researchers and preschool teachers in Sweden for three semesters using an iterative design of meetings every 2 weeks to evaluate, develop, and plan teaching activities for toddlers. The key questions concerned deepening the knowledge, both theoretically and empirically, of how children develop numerical skills and how this development can be facilitated in early childhood education. Due to the specific context in which the research and development were undertaken, methodologies previously used in research on early mathematics had to be further developed. During the close collaboration in carrying out the project, unanticipated methodological challenges involving the mixed roles and goals of the collaborators did arise but turned out to enrich the knowledge for all participants. The challenges concerned both the common goal to learn more about early mathematical learning and the diverse approaches with which preschool teachers and researchers entered the project.
Managing the Tension Between the Known and the Unknown in Knowledge-Building: The Example of the Play-Responsive Early Childhood Education and Care (PRECEC) Project
Authors: Wallerstedt Cecilia 
Published: November 2022

AbstractThis project was aimed at taking on the challenge of developing adidaktikfor preschool, through empirical and theoretical work. The design was built on teachers’ own video observations of play activities in preschool, where they themselves were participants. Teachers, their principals, and researchers met regularly at the university to collaboratively discuss the video recordings. On these occasions the researchers also provided further education on theoretical concepts useful for analysing play activities in preschool, such as metacommunication and intersubjectivity. The outcome was the theorisation of Play-Responsive Early Childhood Education and Care (PRECEC), consisting of a coherent conceptualisation of teaching, as a responsive activity, and play, as something participants signal to each other through shifts between communicating and acting as is and as if. A challenge we discuss in this chapter is how to deal with the ‘unknown’ in a practice-based research project, i.e. not only reproducing knowledge (further education) but also, critically and at the same time, developing new knowledge (research).
Integrating Digital Technologies in Teaching and Learning Through Participation: Case Studies from the Xlab – Design, Learning, Innovation Laboratory
Authors: Brooks Eva , Møller Anders Kalsgaard , Schurer Maja Højslet 
Published: November 2022

AbstractTechnology-rich creative and collaborative learning environments are believed to offer powerful settings for children to become acquainted with computational concepts through playful ways of learning. This chapter draws on a body of empirical research grounded in a Living Lab environment at Aalborg University in Denmark (Xlab – Design, Learning, Innovation), which functions as an educational mediator of playful workshops offering hands-on experience of technologies and creative approaches to experiment- and explorative-oriented activities, where children and teachers can play to learn. The chapter offers insights into understanding the tensions and potentials of such technology-rich environments for participatory-driven creative learning, providing information on practice-related possibilities for and constraints to implementing technology-rich educational designs in early years education.
Mutuality in Collaboration: A Development Project for Teaching in Multilingual ECEC
Authors: Kultti Anne 
Published: November 2022

AbstractThe context of this chapter is a long-term collaboration within a development project for decreasing differences in young children’s living conditions. The project aimed to take on this challenge through professional development about teaching and learning, as well as home-preschool collaboration, in multilingual preschool contexts. Participants were preschool teachers, preschool heads, and persons responsible for preschool education in a total of six municipalities, together with a researcher and a local region working for children’s wellbeing. In this chapter, collaboration is seen as a dialogical activity between these actors. Experiences of conditions for and contributions of mutuality in a collaboration are reflected on and discussed from a researcher’s perspective. A lesson learned involves the cruciality of practices of leading, in terms of organizing for ongoing professional development. This includes legitimizing the experiences of participating teachers and distributing leadership. These aspects are understood as adding to the ownership of participating teachers and contributing to the development of content.