bluuebunny/crossref_metadata_2025_split huggingface dataset:
The moral character of emotion work in adult-child interactions
Authors: Cekaite Asta , Evaldsson Ann-Carita 
Published: August 2020

AbstractThis special issue furthers a view in which affective stances are seen as indexical of culturally specific structures of feeling and norms concerning what counts as appropriate conduct in particular settings. The link between affect and everyday morality in the development and negotiations of moral personhood, identities and character work is demonstrated in the empirical studies that examine how affective stances are mobilized by drawing social boundaries, and by criticizing or sanctioning what counts as morally appropriate behaviors in adult-child socializing encounters embedded in time and space. The contributions highlight how socialization into particular forms of moral orders engages issues of affect, and how socialization into affect is permeated with moral work. The special issue draws on two major theoretical perspectives: the interactional perspective involving multimodal interaction analysis and the linguistic anthropologic view on language socialization that considers language use and cultural re-production to be interrelated. The socializing potentials of adult-child interactions, particularly in episodes involving the handling of normative transgressions and practices revolving around moral issues (conflicts, disciplining, non-compliance, negative affect and regulation of emotions), provide a fruitful site for uncovering otherwise rarely articulated normative socio-cultural assumptions of how to perform actions, display knowledge, express emotions and maintain relationships.
Dissociation mechanism from highly charged bromophenol: ab initio molecular dynamics simulations
Authors: Ohmura Satoshi , Nagaya Kiyonobu , Shimojo Fuyuki , Yao Makoto 
Published: August 2020

Abstract
Dissociation mechanisms are studied by ab initio molecular dynamics simulations based on density functional theory for the highly charged bromophenol (C6H4OHBr)n+ (n ≤ 10) in the ground electronic state and in an electronic state which has a high electronic temperature Te characterized by Fermi–Dirac distribution. In the case of the ground state, the dissociation occurs through a sequential multi-stage process. At times shorter than 20 fs after the molecule is charged, hydrogens are dissociated from the molecule and, subsequently, the carbon ring breaks at about 150 fs In the case of an electronic state with high Te, the mechanism changes from a sequential dissociation process to a simultaneous process occurring at Te > 5 eV. To estimate the charge transfer time in a molecular bromide parent ion with +6 charge, which is generated through Auger cascades, we also performed nonadiabatic quantum-mechanical molecular dynamics (NAQMD) simulations that include the effects of nonadiabatic electronic transition with a surface-hopping approach.
Comparison of detailed reaction mechanisms for homogeneous ammonia combustion
Authors: Kawka L. , Juhász G. , Papp M. , Nagy T. , Zsély I. Gy. , Turányi T. 
Published: August 2020

Abstract
Ammonia is a potential fuel for the storage of thermal energy. Experimental data were collected for homogeneous ammonia combustion: ignition delay times measured in shock tubes (247 data points in 28 datasets from four publications) and species concentration measurements from flow reactors (194/22/4). The measurements cover wide ranges of temperature T, pressure p, equivalence ratio φ and dilution. The experimental data were encoded in ReSpecTh Kinetics Data Format version 2.2 XML files. The standard deviations of the experimental datasets used were determined based on the experimental errors reported in the publications and also on error estimations obtained using program MinimalSplineFit. Simulations were carried out with eight recently published mechanisms at the conditions of these experiments using the Optima++ framework code, and the FlameMaster and OpenSmoke++ solver packages. The performance of the mechanisms was compared using a sum-of-square error function to quantify the agreement between the simulations and the experimental data. Ignition delay times were well reproduced by five mechanisms, the best ones were Glarborg-2018 and Shrestha-2018. None of the mechanisms were able to reproduce well the profiles of NO, N2O and NH3 concentrations measured in flow reactors.
Resourcefulness in higher education in the context of lifelong learning in a situation of a change
Authors: Szerląg Alicja 
Published: August 2020

Europeanisation, demanded by the civilization progress, locates the educational discourse within the IT society, which in turn formulates expectations towards the quality of the human capital strengthened by higher education. As a result, it is expected from the graduates to possess competences basing on innovativeness and creativeness, hence – resourcefulness. However, traditionally accomplished process of educating students does not orient towards such competences. Therefore, it is necessary to change the model of academic education. The aim of this article is to indicate the conditions of shaping European model of education in higher education, and in consequence – the range and quality of competences acquired by students. The learning outcomes corresponding with the European directives, particularly in the context of lifelong learning were relevant in these reflections.
Lernkompetenz: Sicht der Erwachsenen
Authors: Lukošūnienė Vilija , Barkauskaitė Marijona 
Published: August 2020

In diesem Artikel wird die Problematik der Auswertung der Lernkompetenz aus der Sicht der lernenden Erwachsenen analysiert. Das Ziel der Analyse ist der Ueberblick der theoretischen Ansaetzen und die Presentation der Ergebnisse einer Umfragung, was Lernen lernen fuer die Erwachsenen bedeutet.
Die Analyse der wissenschaftlichen Literatur hat gezeigt, dass die Lernkompetenz eine wichtige Charakteristik der Fortbildung der Erwachsnen ist. Bei der Umfragung der lernenden Erwachsenen wurde festgestellt, dass die Erwachsenen grundsaetzlich die Lernkompetenz besitzen, die Bedeutung von Lernfaehigkeiten und – Fertigkeiten fuer die Ergebnisse ihres erfolgreichen Lernen verstehen. Es wurde aber auch geklaert, dass die Lernkompetenz unter Erwachsenen meistens als kognitive Kompetenz anerkannt ist. Diese Tatsache bringt auf den Gedanke, dass die Bedeutung der Lernkompetenz als Metakompetenz mehr unter den Erwachsenen kommuniziert werden muesste.
Es wurde auch festgestellt, dass die Erwachsenen bereit sind Lernfaehigkeiten und – Fertigkeiten weiterzuentwickeln. Die Angaben der Umfrage zeigen, dass fuer die Mehrheit der Erwachsenen die Subkompetenz der Zeitplanung problematisch ist und insbesondere geuebt sein soll.
Die Umfrage hat endeckt, dass etliche demografische Faktoren die Auswirkung auf die Auspraegung der Lernkompetenz ausueben. Es wurde festgestellt, dass die Lernkompetenz bei den Erwachsenen, die hoehere Ausbildung haben und die in den Staedten leben, besser entwickelt ist als in den anderen sozialen Gruppen.
Peculiarities of Preschool Age Children’s Formation of National Identity in Emigration
Authors: Mazolevskienė Aldona , Montvilaitė Sigita 
Published: August 2020

The article discusses the importance of fostering national identity in preschoolers living abroad and difficulties related to it, also, there is disclosed national identity’s expression of Lithuanian children living in foreign countries. Moreover, the article seeks to substantiate the problem of national identity formation in emigration with reference to research carried out abroad.
The aim of this research is to expose the peculiarities of preschool children’s formation of national identity in emigration. The objectives of the research are the following: to ascertain ethnic consciousness of emigrants’ preschool age children; to explore aspects of identification with Lithuanians nation; to learn about the attitude of the parents growing up preschool age children towards Lithuanian identity’s nurturance in emigration.
In 2010 there was carried out research which proved that children and their parents quite positively think about possibilities of ethnic identity formation in emigration. The research carried out in 2012 highlighted pretty skeptic attitude of emigrant parents towards Lithuania and Lithuanian identity considering the formation of their children’s ethnic identity.
The Styles of Coping with Stress at Work among High School Teachers and Secondary School Lecturers
Authors: Loikienė Olga , Pileckaitė - Markovienė Margarita 
Published: August 2020

Carried out investigations proved that teachers’ stress experience is more often noticeable than among other professionals [28] and threat of a professional burning out for the teachers is higher. This investigation is quite new because there is not much research, which would compare the styles of coping with stress at work by secondary school teachers and high schools lecturers. It could be important for further psychological investigations either in Lithuania as well as in other countries.
This article presents the results of investigation about the styles to coping with stress at work. There were paid attention to such factors as age, gender, place of work (secondary or higher school) and teaching experience. The study sample consisted of 245 teachers from Vilnius city and Vilnius area, 157 (64.1 percent) secondary school teachers and 88 (35.9 percent) high schools lecturers. The investigation revealed that a younger group of the teachers (21–39 years old) was more than the elder teachers’ group (40-67 years old) incline to use the avoidance style of coping with stress at work than the teachers belonging to an elder group (40–67 years old) (p = 0.0001). Female teachers were more than male teachers inclined to use an emotions oriented styles of coping with stress (p = 0.0001). The teachers with more teaching experience inclined to use the avoidance and emotions oriented styles of coping with stress (p < 0.05). It also appeared that the secondary school teachers were more than the higher school teachers inclined to use the emotional style of coping with stress (p = 0.028) and were less inclined to employ a problem solving oriented style of coping with stress (p = 0.017) at work. A separate examination of statistically material research results for the secondary school teachers and higher school teachers allows stating that the younger secondary school teachers more often that the older teachers use the avoidance style in stressful situations at work (p = 0.0001); higher school female teachers are more often inclined to use the emotional coping style in stressful situations (p = 0.001). Taking into consideration that there were identified a few important differences between the groups of teachers, the subsequent researches should be justified in order to determine causal relations of these differences.
Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography
Authors: Kontvainas Rimantas , Radčenko Marina 
Published: August 2020

XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools.
We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software that provides the proper functioning of various e-measures. This program is called open source virtual environments development software (usually just a “virtual learning environment” or in short VLE). In the period of 1996–2000 virtual learning environment has been created for distance education.
In Lithuania the use of the virtual learning environment is growing. Almost all high schools have their own virtual environment. The interesting of VLE is growing and in the secondary schools. That is why it is important to find out what motivates teachers to use or not to use VLE. This article aims to analyze the geography teachers‘ attitudes towards education by using a VLE. The survey revealed that most of teachers, which are working with the VLE, indicates that virtual learning environment is useful, unlike teachers, who do not use VLE. They guess that virtual learning environment is useful only partly. Many teachers began using VLE to improve their classification and to make their traditional way of teaching more interesting. Teachers indicate that the VLE is improving learning process and its results, because teaching becomes interactive and therefore more interesting, resulting in increased motivation for learning.
Characteristics of Clients Seeking Yoga Therapy in a University-Based Student Clinic
Authors: Moonaz Steffany , Sullivan Marlysa , Nault Daryl , Bright-Dumm Irene , Bradley Ryan 
Published: August 2020

Abstract
Yoga therapy is an emerging profession with recent development of educational competencies, training program accreditation, and practitioner certification. In the United States, most yoga therapy training programs are studio-based and data on mentored clinical encounters are lacking. This study aimed to characterize the client population in a university-based mentored student clinic. As part of a larger feasibility study, data were collected at all clinic visits for 70 consenting clients. Data collected included demographic characteristics, reasons for pursuing care, use of other healthcare approaches, and the Patient-Reported Outcomes Measurement Information System (PROMIS) for physical and mental health. Participants were mostly middle-aged, White, and highly educated. Common reasons for pursuing care were pain and mental health. Most used multiple healthcare approaches. Average scores for most patient-reported outcomes fell within normal range at baseline. Future studies are needed to better characterize yoga therapy users and to expand access for populations in whom the modality is underutilized despite emerging evidence of relevance.
Greenprint for a Climate Justice Clinic: law schools' most significant access to justice challenge
Authors: Evans Adrian 
Published: August 2020

Seeking climate justice is not straightforward. Larger private law firm engagement with climate defence is often conflicted out because the short-term profit interests of their large corporate clients often dominate the thinking of both lawyer and client. Even those few private lawyers who do want to take action are intimidated by the need for considerable funding for disbursements and likely defendant arguments about the supposed need for security for costs. So far, no one in Australia has been able to locate a wealthy benefactor, foundation or not-for-profit prepared to meet these costs.Some law schools are nevertheless in a position to fill this access to justice void and assist in the effort to combat climate change by designing and developing a climate defence or climate justice clinic. There are potential causes of action in the areas of nuisance, negligence and public trust, as well as specific statutory and general regulatory arguments that can be developed in some jurisdictions.This paper discusses and proposes a greenprint for such a clinic, not just to assist access to justice and climate defence, but to play a part in strengthening the political and social consciousness of the law students who pass through it. The discussion draws on the clinic design principles set out in Australian Clinical Legal Education and proposes a specific partnership model that leverages existing private lawyer goodwill and harnesses law school alumni beneficence.
Disability Human Rights Clinics as a model for teaching Participatory International Human Rights Lawyering
Authors: Maker Yvette , Offergeld Jana , Arstein-Kerslake Anna 
Published: August 2020

The Disability Human Rights Clinic (DHRC) was established at Melbourne Law School, the University of Melbourne, in 2015. Its supervisors and students conduct legislative and policy reform projects as well as strategic litigation. The DHRC was created by Anna Arstein-Kerslake to address a significant lack of resources in community-based organisations to undertake in-depth legal analysis. It uses an innovative model of clinical legal education to harness the skills of law students to fill that gap and to expose a new generation of lawyers to the emerging field of disability human rights law. In this article, we draw on our experiences running the DHRC to argue that the model it establishes can create significant scholarly output in the human rights field, direct engagement with the community, and rich doctrinal and experiential learning for students.
Evolving Jurisprudence in Clinical Legal Education - A Contemporary Study in Theory and Practice
Authors: Akuffo Kwame 
Published: August 2020

In concept and practice, clinical legal education is widely affirmed by its global success. As R.J. Wilson puts it, clinical legal education is an “…ongoing and growing revolution that is assaulting the deepest traditions of the legal academy.” It is also asserted by others that “the trend across the globe has shifted from traditional legal education to justice education which is inspired by justice education campaigns.” This success is however marked by the absence of a coherent and articulate jurisprudence that unifies the essence of clinical legal education. This may be largely due to the sheer diversity of forms, conceptualisations and justifications of what has become a movement in recent decades. This globalised movement presents as a complexity of diverse thinking and practice. Nevertheless, upon careful examination, it becomes evident that there are many unifying strands of thinking underpinning clinical legal education that make it possible to theorise clinical legal education whether as pedagogy or legal philosophy. The ambition of this article therefore is to seek to give jurisprudential expression to clinical legal education as an articulate but integral category of legal philosophy. The author will draw on a unique clinical project based in the London Borough of Ealing that has successfully partnered the local law school and the principal human rights and equalities body in the borough to create the Community Advice Programme (CAP) as a substantial expression of the essence of clinical legal education in a modern globalised world. The essay will firstly offer a brief contemporary contextual framework of analysis which reveals a significant level of intersectionality in many parts of the world between clinical legal education and practice and other social, economic, political and cultural developments that challenge traditional models of clinical legal education. The article will then examine clinical legal education in theory and practice and conclude with reflections on an evolving clinical jurisprudence.
Promoting Gender Justice within the Clinical Curriculum: Evaluating Student Participation in the 16 Days of Activism against Gender-Based Violence Campaign
Authors: Richardson Kayliegh , Speed Ana 
Published: August 2020

The 16 Days of Activism against Gender-Based Violence is an international campaign which runs annually from 25 November (The International Day for the Elimination of Violence against Women) to 10 December (Human Rights Day). The campaign aims to raise awareness of and stimulate action to end violence against women and girls globally. The issue of gender violence has gained worldwide prominence in the last few decades with the emergence of legislative frameworks including the Convention on the Elimination of all Forms of Discrimination against Women and the Istanbul Convention. More recently, there has been a policy focus on education as a tool for raising awareness of gender-based violence. The recent public unrest regarding sexual harassment, epitomised by the ‘#Me too’ and ‘Times Up’ movements, demonstrate that gender-based violence remains an everyday reality for many women and girls. In England and Wales, there has been an increase in applications to the Family Court for domestic abuse protection, however this has come at a time where cuts to the availability of legal aid have led to concerns about the ability of survivors to seek access to justice. During the 2017-2018 academic year the authors designed and delivered a range of teaching activities for clinical students as part of the 16 Days of Activism against Gender-Based Violence campaign. The aims were to increase student engagement with issues of gender justice and develop their understanding of the different forms of gender violence, the domestic and international frameworks for protecting victims and the roles that different organisations play in achieving this. It was hoped that this would better prepare students for the realities of family practice in England and Wales. Surveys and a semistructured interview were used to gain insights into the student experience of participating in the campaign. This article will address how their participation went some way to meeting the objectives set out above in that students demonstrated increased knowledge of civil and criminal law relating to gender-based violence, developed their critical lawyering skills and competency in working with vulnerable clients and contributed to wider efforts to advance gender justice. Further the article will draw on the ancillary advantages of participating in the campaign, including improved client outcomes and reputational benefit. The limitations of the 16 Days campaign will also be acknowledged along with ideas for developing the programme in the future.
Networking: A (Un)Necessary Evil in an Unsettled Market?
Authors: Trewern Kerry , McNair Rhona 
Published: August 2020

Networking can be an unpopular concept, and an anxious prospect for many of our students. Yet the very act of working with peers under the guidance of legal practitioners as part of CLE is, technically, networking. Student engagement with our various workshops, competitions, pro bono offerings and social events fall into the same category. Since so much of CLE therefore involves networking, and since it is highly valued by employers, is networking any different from the other vital skills taught in CLE, such as drafting or advocacy? Seen in this light, are we doing our students a disservice if we don’t teach them how to network properly? And if networking is something that ought to be taught, what teaching methodology/ies should we employ in doing so?
Designing and Implementing an Enhanced Clinical Program in the Age of Disruption. Part Two: Clinical Activities
Authors: Horrigan Bryan 
Published: August 2020

Part One1 of this article addressed key institutional challenges in designing and implementing an enhanced clinical program, informed by a law dean’s perspective on the various institutional and individual interests involved. Part Two of this article engages with some of the key controversies and disruptions with which an enhanced clinical program needs to engage in the 21st century, one way or another. The underlying theme in this concluding part of the article is the repositioning of legal clinical programs and legal clinicians within their broader and fluid surrounding environments. [1] For Part One: see Horrigan, B. ‘Designing and Implementing an Enhanced Clinical Program in the Age of Disruption. Part One: The Environment for Clinic.’ International Journal of Clinical Legal Education 26.2 (2019): 75-104.