bluuebunny/crossref_metadata_2025_split huggingface dataset:
Hereditary cancer risk assessment and genetic testing in the community urology practice setting
Authors: Shore Neal D. , Lenz Lauren , Cogan Elizabeth S. , Iliev Diana , Spencer Lizzie , Flake Darl D. , Meek Stephanie , Davis Thaylon , Copeland Karen , Finch Robert , Schiff William , Korman Howard , Rao Manoj , Belkoff Laurence , Jalkut Mark , Mariados Neil , D'Anna Richard , Mehlhaff Bryan , Slavin Thomas P. , Cohen Todd D. 
Published: March 2022

AbstractObjectivesTo evaluate the feasibility of integrating a hereditary cancer risk assessment (HCRA) process in the community urology practice setting for patients with prostate cancer (PCa).MethodsIn this prospective intervention, an HCRA process was implemented across six different community urology clinics between May 2019 and April 2020. The intervention included a process integration during which the workflow at each site was refined, a post‐integration period during which HCRA was conducted in all patients with PCa, and a follow‐up period during which healthcare providers and patients reported their satisfaction with the HCRA and genetic testing process.ResultsAmong patients who completed a family history assessment during the post‐integration period, 23.6% met guideline criteria for genetic testing. Of all patients seen at the clinic during the post‐integration period, 8.7% completed genetic testing; this was a twofold increase over the period immediately preceding process integration (4.2%), and a sevenfold increase over the same period 1 year prior (1.2%). The majority of providers reported that the HCRA was as important as other regularly performed assessments (61.0%) and planned to continue using the process in their practice (68.3%). Most patients believed that the genetic test results were important for their future cancer care (84.7%) and had already shared their test results with at least one family member (63.2%).ConclusionsThis study demonstrated that implementing an HCRA process in the community urology practice setting was feasible, generally favored by providers and patients, and resulted in an increase in the number of patients with PCa who completed genetic testing.
SARS‐CoV‐2 and dengue virus co‐infection: Epidemiology, pathogenesis, diagnosis, treatment, and management
Authors: Prapty Chowdhury Nusaiba Binte Sayed , Rahmat Raad , Araf Yusha , Shounak Samiha Kamal , Noor‐A‐Afrin  , Rahaman Tanjim Ishraq , Hosen Mohammad Jakir , Zheng Chunfu , Hossain Md. Golzar 
Published: March 2022

AbstractSARS‐CoV‐2 and dengue virus co‐infection cases have been on the rise in dengue‐endemic regions as coronavirus disease 2019 (COVID‐19) spreads over the world, posing a threat of a co‐epidemic. The risk of comorbidity in co‐infection cases is greater than that of a single viral infection, which is a cause of concern. Although the pathophysiologies of the two infections are different, the viruses have comparable effects within the body, resulting in identical clinical symptoms in the case of co‐infection, which adds to the complexity. Overlapping symptoms and laboratory features make proper differentiation of the infections important. However, specific biomarkers provide precise results that can be utilised to diagnose and treat a co‐infection, whether it is simply COVID‐19, dengue, or a co‐infection. Though their treatment is distinguished, it becomes more complicated in circumstances of co‐infection. As a result, regardless of whatever infection the first symptom points to, confirmation diagnosis of both COVID‐19 and dengue should be mandatory, particularly in dengue‐endemic regions, to prevent health deterioration in individuals treated for a single infection. There is still a scarcity of concise literature on the epidemiology, pathophysiology, diagnosis, therapy, and management of SARS‐CoV‐2 and dengue virus co‐infection. The epidemiology of SARS‐CoV‐2 and dengue virus co‐infection, the mechanism of pathogenesis, and the potential impact on patients are summarised in this review. The possible diagnosis with biomarkers, treatment, and management of the SARS‐CoV‐2 and dengue viruses are also discussed. This review will shed light on the appropriate diagnosis, treatment, and management of the patients suffering from SARS‐CoV‐2 and dengue virus co‐infection.
Impacts of work‐at‐home policies on systems engineers and the general population
Authors: Perez‐Pereda Maria Jose , Babvey Pouria , Ramirez‐Marquez Jose , Pepe Kara , Verma Dinesh 
Published: March 2022

AbstractThe COVID‐19 pandemic presented many challenges, one of them being the imposition of “work‐at‐home” policies in March 2020. The Systems Engineering Research Center (SERC) and the International Council on Systems Engineering (INCOSE) conducted two online surveys—one during the first months of the pandemic in 2020 and the second survey 1 year after, in March 2021—to understand the impact of these policies within the systems engineering community. The surveys' format consisted of multiple‐choice questions and open‐answer questions, which were analyzed using LDA for topic modeling. Data were also collected from social media during the same timeframes to compare the feelings and experiences of systems engineers with those of the general population.
Progressive tension pneumomediastinum in an adult miniature schnauzer
Authors: Osipova Iulia , Cassel Nicky , Biller David 
Published: March 2022

AbstractA 1.5‐year‐old, female, spayed miniature schnauzer presented for a 1‐month history of progressive tachypnoea, exercise intolerance, weight loss and lethargy. Radiographs identified progressive pneumomediastinum and subcutaneous emphysema. Thoracic computed tomography confirmed the radiographic findings and did not show any underlying inciting aetiology. No oesophageal or tracheal lesions were identified during oesophagoscopy and tracheoscopy. No gross pathological lesions were visualised during the exploratory thoracotomy. The patient died 7 days following surgery. The final diagnosis was tension pneumomediastinum of uncertain aetiology. This case report highlights the imaging features of canine tension pneumomediastinum and the first documentation of the computed tomography imaging features.
Academic Integrity in Canada: Historical Perspectives and Current Trends
Authors: Eaton Sarah Elaine , Christensen Hughes Julia 
Published: March 2022

AbstractIn this chapter we discuss the development of academic integrity in Canada. We begin by offering insights into how provincial and territorial educational governance and policy structures have affected academic integrity in Canada, compared to other countries, such as the United States. In particular, we discuss why it may not make sense for Canadian schools to try to adopt the American honour code model. We explore the evolution of higher education in Canada, highlighting the earliest incidents of academic misconduct on record as well as the development of academic integrity scholarship, focusing on significant contributions and its impact over time. In particular, we draw attention to the emergence of policies, practices, associations, and networks intended to help Canada’s higher educational institutions develop and strengthen cultures of integrity. Following, we discuss how the academic integrity landscape has shifted, noting recent trends such as the rise of contract cheating. We conclude with a call to action for more enhanced support for academic integrity scholarship to support advocacy, policy, and practice.
Education as a Financial Transaction: Contract Employment and Contract Cheating
Authors: Crossman Katherine 
Published: March 2022

AbstractOver the last decade, high-profile cases of academic misconduct have surfaced across Canada (Eaton, 2020a). I argue that it is systemic issues that contribute to their ubiquity: knowledge is seen as a commodity, transcripts and credentials as products, and students as consumers. As provincial governments in Ontario and Alberta introduce funding models tied to graduate earnings and employment (Anderson, 2020; Weingarten et al., 2019), education becomes a financial transaction and academic integrity is threatened. Credentials hold more value than the process of learning, and when students pay for credentials, it is more palatable to pay for grades. This is exacerbated by a supply and demand for academically dishonest practices. File sharing websites that facilitate cheating are ubiquitous; coursehero.com alone is worth over one billion dollars (Schubarth, 2020). Targeted advertisements for essay mills abound. Meanwhile, academia increasingly relies on the labour of sessionals (Shaker & Pasma, 2018), who tend to underestimate the scope of misconduct (Hudd et al., 2009) and are less likely to report infractions (Blau et al., 2018). Furthermore, those with graduate degrees are increasing (Wall et al., 2018) while stable academic jobs are fewer (Kezar, 2013). Academics faced with precarious employment often supplement income in what Kezar et al. (2019) refer to as the “gig academy”. They are well-positioned to meet the demand for ghost-written papers (Sivasubramaniam et al., 2016). Although many institutions have responded with well-articulated policies and procedures, when entrenched in a system that incentivises and facilitates dishonest practices, they are not lasting solutions to chronic problems.
Helping Students Resolve the Ambiguous Expectations of Academic Integrity
Authors: Bens Susan L. 
Published: March 2022

AbstractStudents find matters of academic integrity to be ambiguous. Many educators do not understand how this, and self-reported incidence of academic misconduct, can persist. Across Canadian higher education, students are alerted to policy via syllabus statements and awareness campaigns. Many faculty provide guidance and referrals to supports and resources. Yet, students report mixed messages that leave them unclear as to the real expectations. In this chapter, I offer an educational developer’s perspective on how matters of academic integrity confuse students. I make the point, through story and review of selected research, that students encounter wide-ranging teaching and learning contexts and approaches, especially in early years of study. Next, I examine the practical limits of initiatives like standardized syllabus statements and campus awareness campaigns. I recommend contextualized course-based instruction approaches that occupy a teaching and learning space between policy awareness and general academic skill building. I conclude that instructors ought to target and reinforce areas of greatest concern with more explicit instruction in their courses.
Supporting Academic Integrity in the Writing Centre: Perspectives of Student Consultants
Authors: Garwood Kim 
Published: March 2022

AbstractWriting centres are often described as safe spaces where students can explore their ideas and concerns, including questions about how to use and cite sources without plagiarizing. In many Canadian writing centres, these issues are addressed by student consultants who provide effective and influential peer-to-peer support in individual consultations. Little research, however, has directly examined the perspectives of student consultants in providing academic integrity support. This chapter provides a synthesis of what literature currently exists on the role of student consultants in supporting academic integrity before describing a case study with student writing consultants at the University of Guelph. Using data gathered through a survey, this chapter examines the experience and perceptions of student consultants in providing academic integrity support. The findings suggest that academic integrity conversations often arise indirectly, through conversations about referencing or paraphrasing. Student writing consultants consistently position themselves as intermediaries, helping protect students from academic misconduct by using a range of directive and non-directive strategies.
Promotion of Academic Integrity Through a Marketing Lens for Canadian Post-secondary Institutions
Authors: Teymouri Nazanin , Boisvert Sheryl , John-West Katrina 
Published: March 2022

AbstractAlthough the study of academic integrity has addressed numerous perspectives on how to encourage, teach, and manage student behaviour, little has appeared on how to promote it beyond an educational or cultural lens. Though emphasis in the classroom through teaching is important to an overall understanding of academic integrity, the promotion—specifically through marketing tactics—may offer an entirely new and applicable approach to communication between academic institutions and students. Specific suggestions include gathering data on academic misconduct on a consistent basis, using data for institutional analysis of trends in misconduct so that a tailored approach to addressing specific challenges may be planned, and engaging students through relevant mediums and methods familiar to them.
Building a Culture of Restorative Practice and Restorative Responses to Academic Misconduct
Authors: Sopcak Paul , Hood Kevin 
Published: March 2022

AbstractTheUniversal Declaration of Human Rights’Article 26 on education and more recently UNESCO’s “World Declaration on Higher Education for the Twenty-First Century: Mission and Action” have called for civic and ethical education alongside academic education in postsecondary settings. Many post-secondary institutions have made fostering civic responsibility, engaged citizenship, and ethical decision making in students a strategic priority. What often remains ambiguous is how these priorities translate into action. A growing body of scholarly literature and research establishes the role Restorative Practice (RP) can play in pursuing these strategic priorities surrounding moral development, emotional intelligence, and engaged citizenship. Specifically, RP has been shown to prevent conflict and misconduct, while empowering marginalized individuals. Restorative practices demonstrate fairness; and foster empathy, compassion and accountability; through experiential learning opportunities. In light of these developments, MacEwan University, in Alberta, Canada, has been actively building a restorative culture. One aspect of this endeavour was the revision of its Academic Integrity Policy and Academic Misconduct Procedures to include the possibility of alternative resolutions to academic misconduct, based on restorative practices and principles. In our chapter, we will (a) provide a brief introduction to restorative practices that makes explicit its connection to universities’ civic education mandate, integrity, and specifically, academic integrity; (b) describe the restorative practices model that is being established at MacEwan University; (c) discuss in detail the application of restorative practices to academic misconduct cases, including training of facilitators, as well as successes and challenges experienced in the first year since it became available; and, finally, (d) share feedback regarding its effectiveness received from students, staff, and faculty who participated in restorative resolutions.
Re-Defining Academic Integrity: Embracing Indigenous Truths
Authors: Poitras Pratt Yvonne , Gladue Keeta 
Published: March 2022

AbstractDespite historical and ongoing challenges, Canada has been making promising strides towards reconciliation prompted in large part by the work of the Truth and Reconciliation Commission of Canada (2015). We honour our Indigenous Elders and Ancestors who have led social and educational movements that named and resisted the negative outcomes created and continued by a Canadian colonial history. The authors point to current institutional projects of decolonizing and Indigenizing the academy as holding the potential to re-define what academic integrity means. As a hopeful point of entry into how teaching and learning scholars might reconsider current conceptions of integrity, we see Indigenizing efforts across a number of Canadian universities as the basis from which to speak to a more inclusive and wholistic definition of academic integrity. The authors seek to problematize the current neoliberal and commercialized approaches to education where different forms of academic misconduct arise as inevitable outcomes. If education is viewed as the pursuit of truth, or more appropriately truths, then it is essential to nuance the scope of academic integrity to include Indigenous perspectives such aswholismandinterconnectedness. In this chapter, we discuss these truths, challenging current conceptions, to propose a more inclusive definition of academic integrity by drawing upon Indigenous scholarship as well as dynamic forms of ancestral language to situate our work. In sum, sharing truths through the inclusion of Indigenous perspectives grounds the scholarly discussion in an equitable understanding of truth-telling as foundational to academic integrity.
Ethics, EdTech, and the Rise of Contract Cheating
Authors: Gray Brenna Clarke 
Published: March 2022

AbstractThis chapter argues that establishing a “culture of academic integrity,” in the era of digitally-situated plagiarism like contract cheating, begins with an institutional approach to student data and student work that is rooted in ethics. If “students cheat when they feel cheated” (Christensen Hughes, 2017, p. 57), then the ethical failures inherent in a system-wide move toward for-profit homework systems and plagiarism checkers sets a dangerous model for students to follow. We are responsible for modelling for our students what it looks like to be a contributing member of an academic community, and we do so by taking seriously our students, their data, and their work, and not only when it comes time to run it through a plagiarism detector or check their IDs against a proctoring software. This chapter argues that a more responsible relationship to student data, and a less cozy relationship with for-profit educational technologies, is required if our institutions are serious about fostering a culture of academic integrity.
The Rise of ‘Wicked Problems’—Uncertainty, Complexity and Divergence
Authors: Head Brian W. 
Published: March 2022

AbstractRittel and Webber argued that scientific and technocratic approaches for tackling the difficult issues of social policy and urban planning were bound to be inadequate. A ‘scientific’ approach to understanding the nature of these problems necessarily overlooks the significance of different stakeholder perspectives in the framing or constituting of social problems. Recognising these differences is thus crucial for developing acceptable solutions to the policy challenges. Science and engineering approaches produce reliable knowledge but are appropriate only for technical issues where the key variables are measurable, and optimal solutions can be agreed. These are the ‘tame’ or ‘benign’ problems, with clear boundaries and agreed solutions. By contrast, modern social problems are ‘wicked’ problems, because stakeholders disagree about the nature of these problems, about possible solutions, and about the values or principles that should guide improvements. Hence, policies addressing social problems can never be optimal in the engineering sense, but robust policies could incorporate insights from stakeholder engagement. With the growing popularity of ‘wicked’ terminology, recent scholarly analysts have worried it has become a catchword rather than a critical concept. They have also wished to reconsider the stark contrast between ‘tame’ and ‘wicked’ problems, calling for refinement of the ‘either/or’ dichotomy. And other writers have raised epistemological issues about the respective contributions of scientific, political and stakeholder knowledge for understanding and resolving difficult issues.
KK-like relations of α′ corrections to disk amplitudes
Authors: Mafra Carlos R. 
Published: March 2022

AbstractInspired by the definition of color-dressed amplitudes in string theory, we define analogouscolor-dressed permutationsreplacing the color-ordered string amplitudes by their corresponding permutations. Decomposing the color traces into symmetrized traces and structure constants, the color-dressed permutations defineBRST-invariant permutations, which we show are elements of the inverse Solomon descent algebra and we find a closed formula for them. We then present evidence that these permutations encode KK-like relations among the differentα′ corrections to the disk amplitudes refined by their MZV content. In particular, the number of linearly independent amplitudes at a givenα′ order and MZV content is given by (sums of) Stirling cycle numbers. In addition, we show how the superfield expansion of BRST invariants of the pure spinor formalism corresponding toα′2ζ2corrections is encoded in the descent algebra.
Unruh-DeWitt detector in dimensionally-reduced static spherically symmetric spacetimes
Authors: Tjoa Erickson , Mann Robert B. 
Published: March 2022

Abstract
We study the dynamics of an Unruh-DeWitt detector interacting with a massless scalar field in an arbitrary static spherically symmetric spacetimes whose metric is characterised by a single metric function f(r). In order to obtain clean physical insights, we employ the derivative coupling variant of the Unruh-DeWitt model in (1+1) dimensions where powerful conformal techniques enable closed-form expressions for the vacuum two-point functions. Due to the generality of the formalism, we will be able to study a very general class of static spherically symmetric (SSS) background. We pick three examples to illustrate our method: (1) non-singular Hayward black holes, (2) the recently discovered D → 4 limit of Gauss-Bonnet black holes, and (3) the “black bounce” metric that interpolates Schwarzschild black holes and traversable wormholes. We also show that the derivative coupling Wightman function associated with the generalized Hartle-Hawking vacuum satisfies the KMS property with the well-known temperature f′(rH)/(4π), where rH is the horizon radius.
Pseudo-spontaneous U(1) symmetry breaking in hydrodynamics and holography
Authors: Ammon Martin , Areán Daniel , Baggioli Matteo , Gray Seán , Grieninger Sebastian 
Published: March 2022

Abstract
We investigate the low-energy dynamics of systems with pseudo-spontaneously broken U(1) symmetry and Goldstone phase relaxation. We construct a hydrodynamic framework which is able to capture these, in principle independent, effects. We consider two generalisations of the standard holographic superfluid model by adding an explicit breaking of the U(1) symmetry by either sourcing the charged bulk scalar or by introducing an explicit mass term for the bulk gauge field. We find agreement between the hydrodynamic dispersion relations and the quasi-normal modes of both holographic models. We verify that phase relaxation arises only due to the breaking of the inherent Goldstone shift symmetry. The interplay of a weak explicit breaking of the U(1) and phase relaxation renders the DC electric conductivity finite but does not result in a Drude-like peak. In this scenario we show the validity of a universal relation, found in the context of translational symmetry breaking, between the phase relaxation rate, the mass of the pseudo-Goldstone and the Goldstone diffusivity.
Spontaneously broken subsystem symmetries
Authors: Distler Jacques , Karch Andreas , Raz Amir 
Published: March 2022

Abstract
We investigate the spontaneous breaking of subsystem symmetries directly in the context of continuum field theories by calculating the correlation function of charged operators. Our methods confirm the lack of spontaneous symmetry breaking in some of the existing continuum field theories with subsystem symmetries, as had previously been established based on a careful analysis of the spectrum. We present some novel continuum field theory constructions that do exhibit spontaneous symmetry breaking whenever allowed by general principles. These interesting patterns of symmetry breaking occur despite the fact that all the theories we study are non-interacting.