bluuebunny/crossref_metadata_2025_split huggingface dataset:
Tracking the spread of a passive tracer through Southern Ocean water masses
Authors: Zika Jan D. , Sallée Jean-Baptiste , Meijers Andrew J. S. , Naveira-Garabato Alberto C. , Watson Andrew J. , Messias Marie-Jose , King Brian A. 
Published: March 2020

Abstract. A dynamically passive inert tracer was released in the interior South Pacific Ocean at latitudes of the Antarctic Circumpolar Current. Observational cross sections of the tracer were taken over 4 consecutive years as it drifted through Drake Passage and into the Atlantic Ocean. The tracer was released within a region of high salinity relative to surrounding waters at the same density. In the absence of irreversible mixing a tracer remains at constant salinity and temperature on an isopycnal surface. To investigate the process of irreversible mixing we analysed the tracer in potential density-versus-salinity-anomaly coordinates. Observations of high tracer concentration tended to be collocated with isopycnal salinity anomalies. With time, an initially narrow peak in tracer concentration as a function of salinity at constant density broadened with the tracer being found at ever fresher salinities, consistent with diffusion-like behaviour in that coordinate system. The second moment of the tracer as a function of salinity suggested an initial period of slow spreading for approximately 2 years in the Pacific, followed by more rapid spreading as the tracer entered Drake Passage and the Scotia Sea. Analysis of isopycnal salinity gradients based on the Argo programme suggests that part of this apparent change can be explained by changes in background salinity gradients while part may be explained by the evolution of the tracer patch from a slowly growing phase where the tracer forms filaments to a more rapid phase where the tracer mixes at 240–550 m2 s−1.
Soil nitrogen sequestration in a long-term fertilizer experiment in central China
Authors: Han Xuemei , Hu Cheng , Chen Yunfeng , Qiao Yan , Liu Donghai , Fan Jun , Li Shuanglai , Zhang Zhi 
Published: March 2020

Aim of study: To evaluate the effects of a long-term manuring and fertilization experiment on the soil total N concentration and its storage and sequestration rates in the rice-wheat cropping system.Area of study: A rice-wheat rotation area in central China.Material and methods: A 35-yr long-term fertilizer experiment was conducted with 9 treatments: unfertilized (Control), N, P, and K fertilizers, manure (M) and M combined with N, P, and K fertilizers treatments. Soil total N input amount, total N concentration, total N storage amount and N sequestration rate in soil were calculated.Main results: The soil total N input amount, N concentration, N storage amount and N sequestration rate were significantly influenced by M and chemical fertilizers. In total, 0.017-0.021 g N/kg soil accumulated in the organic M plots, whereas only 0.005-0.007 g in chemical fertilizer alone plots. The highest soil total N storage amount was 6.09 t/hain the M alone plot, and the lowest value was 4.46 tN/ha in the N fertilizer alone plot. The highest N sequestration rate in soil was 0.061 t N/ha/yr in the high amount M plus NPK fertilizers plot, and the lowest value was 0.002 tN/ha/yr in the N fertilizer alone plot. A significant nonlinear regression relationship existed between the total N sequestration rate in soil and annual total N input amount. Moreover, the average soil total N concentration was significantly positively correlated with the average grain yield of crop and soil organic C concentration. The soil total N sequestration rate in M alone or M combined with inorganic fertilizer treatments were increased compared with inorganic fertilizer alone treatments.Research highlights: Considering crop yields and total N sequestration rate in soil, the use of manure combined with inorganic fertilizer should be recommended in the rice-wheat cropping system.
Exploring various models of hospice care worldwide that can be used and adapted to the context of Qatar: A review of the literature
Authors: Khan Aisha Noor Mohammad​ , Johnson Jessie , Al Bulushi Asma 
Published: March 2020

Background: Hospice care is an alternative for those patients who wish to die at home. Most clients who have a terminal illness would rather choose the services provided by healthcare workers who deliver hospice care in the client’s home. For some, it is important to have the ability to spend time with friends, family and to die with dignity and respect at their preferable place of death. Qatar has established end of life care services for patients with advanced stages of cancer, however these services are delivered on palliative care units housed within the National Center for Cancer Care and Research (NCCCR). Having the ability to provide at home hospice care is a necessity in order to carry out the wish of clients who wish to die at home, fulfil the gap in these facilities, and achieve the goal of Qatar’s national health strategy, which is to improve cancer services.Aim: To explore the literature for different models of at-home hospice care worldwide then find a model that can be adapted to the context of Qatar.Methods: A literature review approach was used. Nine scholarly articles were found that focused on and evaluated different at-home hospice models of care worldwide published between 2007 and 2018. Articles were critically appraised using the Mixed Method Appraisal Tool. The data were analysed by categorizing the included articles in a spreadsheet based on study design.Results: The most significant components of at-home models of hospice care were multidimensional care, staff competent in delivering end of life care services, and the ability to provide twenty-four-hour care in the home. These components had a positive impact on providing safe effective end of life care services at home.Conclusions: Taken together, all the necessary components identified in this literature review will go a long way in the successful development of hospice care in Qatar.
A Study on Knowledge, Attitude and Practice Regarding Fami-ly Planning Methods among Women Residing in Peri-Urban Area of Bangalore City
Authors: Devaru Jagadish S , Jabeen Bushra , Puttaswmy M 
Published: March 2020

Introduction: India is currently facing problems with pre-fix of ‘P’. They are “population explosion”, poverty, and pollution. Population explosion is directly perpetuating the other two problems. Family planning is the only safest and cost effective strategies to have impact on health of women. In many studies it was found that though people were aware of contraceptives but its usage was limited. To know the various factors influencing usage of family planning methods this study was conducted. The study was conducted to assess knowledge, attitude and practice of various family planning methods.
Methodology: Cross–sectional study conducted by face to face interview of selected women using a questionnaire.
Results: Total of 80% of women were aware that family planning is about limitation of births but, 208 (64.8%) women had ever used contraceptive. And 22 (10.58%) of them have faced minor complications, which has either self-resolved or on medication. The most common reason for not using contraceptive was being uncomfortable (81.42%) to use them.
Conclusions: Women had good knowledge regarding contraceptives, but most of the women followed methods suggested by their elders. Advertisement regarding newer methods has to be strengthened.
Post-Transfusion Haemolytic Reactions
Authors: Korsak Jolanta , Piotrowska Anna 
Published: March 2020

Haemolytic post-transfusion reaction is caused by accelerated destruction of erythrocytes by immunological incompatibility between the donor and the recipient. It also occurs for non-immunological reasons: thermal, osmotic or mechanical damage and bacterial infection. Haemolysis can be endogenous (usually acute) and exogenous with macrophages in the reticuloendothelial system of spleen or liver (delayed). The pathophysiology: antibody binding erythrocyte antigens, antibody-coated erythrocytes interaction with monocytes/macrophages activating phagocytosis or antibody-dependent cytotoxicity and the production of inflammatory mediators. Antibodies destroying transfused blood cells are called clinically relevant antibodies that are active in vitro at 37°C. An interesting mechanism is the “bystander immune cytolysis”.
Roman à clés et écriture du réel : La constellation du Lynx de Louis Hamelin et Forêt contraire d’Hélène Frédérick
Authors: Dion Robert 
Published: March 2020

Le roman à clés a mauvaise presse. Pourtant, il a innervé, tout au long du XXe siècle, des livres fondamentaux comme À la Recherche du temps perdu de Marcel Proust ou certains romans de James Joyce et de Virginia Woolf. Plus largement, de nombreux romans contemporains ont recours à des dispositifs de « floutage » pour faire entrer le réel, et plus particulièrement les personnes réelles, dans la fiction. Ainsi l’enjeu, dans les deux romans québécois qui se voient analysés dans cet article, consiste à trouver une autre manière d’inscrire le réel dans la fiction. Les exemples de « réticences » et d’hésitations vis-à-vis du nom propre correspondent ici à des stratégies diverses d’appréhension de l’histoire ou du rapport intime entre les êtres, qui commandent certes des détours mais qui, en même temps, exigent une certaine transparence de la référence pour laisser percevoir un poids de réalité garant d’une authenticité dont les lecteurs d’aujourd’hui auraient, dit-on, une insatiable faim. Ces stratégies, on le verra, invitent à revoir les rapports entre le réel et la fiction, à remettre en cause les frontières censées les cloisonner.
La confrontation de conventions professionnelles au coeur de la socialisation d’enseignant·e·s formé·e·s à l’étranger travaillant dans l’école montréalaise1
Authors: Morrissette Joëlle , Demazière Didier , Larose Mathieu T. , Diédhiou Serigne Ben Moustapha , Arcand Sébastien 
Published: March 2020

Cet article a pour but de présenter les résultats d’une recherche portant sur la socialisation professionnelle d’enseignant·e·s formé·e·s à l’étranger s’intégrant dans les écoles montréalaises. Une série d’entretiens collectifs a été proposée à certain·e·s d’entre elles·eux et à des pairs mentors afin de co-analyser des évènements concrets ayant marqué leur intégration et de débattre de leurs significations. Les résultats mettent en lumière deux dimensions majeures de leur socialisation : le rapport aux élèves et la régulation des conduites dans les classes, et la participation à la communauté de pairs et la définition de la compétence professionnelle.
Traitement médiatique des MOOC en tant qu’innovation numérique en éducation : analyse du positionnement des chercheurs, des administrations universitaires et des directions des plateformes de MOOC
Authors: Collin Simon , Saffari Hamid , Seck Demba 
Published: March 2020

Entre 2012 et 2014, les MOOC(Massive Open Online Courses),en tant qu’innovation numérique en pédagogie universitaire, ont fait l’objet d’un fort traitement médiatique. Loin d’être une simple courroie de transmission, ce traitement médiatique peut être compris comme une mise en scène de différents acteurs (politiques, administratifs, scientifiques, éducatifs) articulés autour d’un imaginaire des MOOC en tant qu’innovation. Certains aspects de cet imaginaire ont déjà pu être identifiés lors d’une précédente étude (Collin et Saffari, 2015), ainsi que trois types d’intervenants principalement cités ou interviewés par les médias au regard des MOOC : les administrations universitaires, les directions des plateformes de MOOC et les chercheurs étudiant les technologies en éducation. En revanche, la manière dont le traitement médiatique des MOOC a mis en scène ces trois types d’acteurs n’a pas fait l’objet d’analyse. C’est ce que nous nous proposons d’approfondir dans le cadre du présent article, dont l’objectif est de mieux comprendre comment le traitement médiatique des MOOC positionne les chercheurs, les administrations universitaires et les directions de plateformes MOOC au sein de l’imaginaire qu’ils véhiculent. Pour ce faire, nous avons mené une analyse secondaire du même corpus d’articles journalistiques qui a servi à la première étude (voir Collin et Saffari, 2015), en nous focalisant cette fois-ci sur les différents intervenants cités ou interviewés dans les articles journalistiques (p. ex., chercheurs, directions des plateformes MOOC, administrations universitaires). Les résultats de l’analyse de contenu permettent d’identifier, pour chaque type d’intervenant, des positionnements complémentaires au sein du traitement médiatique des MOOC.
Explorer l’ordinaire
Authors: Martinez Ariane 
Published: March 2020

Le dossier examine la manière dont les arts du spectacle vivant (le théâtre physique, le mime, la danse, la performance, les arts de la marionnette et de la rue) mettent en jeu nos gestes ordinaires et, ce faisant, les pensent et les transfigurent. L’interprétation et la mise en scène des gestes élémentaires (marcher, se lever, s’asseoir), mais aussi des gestes de la vie quotidienne, sociale et intime (boire un verre, se serrer la main, s’embrasser), se sont développées au tournant du XIXe siècle et du XXe siècle : si elle a pris son essor avec le naturalisme, elle ne s’est jamais cantonnée à un courant esthétique réaliste. Qu’il soit traité au plus près des sensations corporelles ou qu’il soit transformé de façon virtuose, le geste ordinaire, lorsqu’il est porté à la scène, se révèle être un reflet des attitudes au monde, et un support de reconnaissance et d’empathie.
Scènes de Téhéran : regards sur le 36e Festival Fadjr de théâtre
Authors: Hamon-Sirejols Christine 
Published: March 2020

Le Festival Fadjr de théâtre est tenu annuellement en Iran depuis 1983. Les oeuvres d’artistes locaux et internationaux y sont présentées. Le 36e festival s’est déroulé en janvier 2018, avant que les sanctions américaines n’impactent lourdement l’économie du pays. Plus de 200 spectacles et 500 représentations ont été proposés au public dans des lieux très divers, allant du grand Théâtre de la Ville de Téhéran jusqu’à des maisons particulières ou des garages. Parmi les participants, on retrouvait Jérôme Bel, Rimini Protokoll, Christopher Rüping, Philippe Quesne et un grand nombre de metteurs en scène venus de tout le pays. L’événement a réuni un public enthousiaste ainsi qu’une grande diversité de démarches artistiques. Allant du théâtre visuel aux spectacles in situ, le festival a connu un grand succès et a prouvé à quel point le théâtre occupe aujourd’hui une place importante en Iran.
Les archives « construites » pour collecter, archiver et valoriser l’expérience combattante du XXIe siècle
Authors: Lafaye Christophe 
Published: March 2020

La professionnalisation et les multiples engagements de l’armée française depuis le début du XXIe siècle posent les questions fondamentales de la préservation de la mémoire opérationnelle et de celle de l’expérience combattante des individus dans leur diversité. Quelles traces exploitables par l’historien demeureront à l’ère du tout numérique pour décrire les campagnes contemporaines ou documenter le vécu des soldats ? Cet article présente la construction d’une méthode transdisciplinaire de collecte des matériaux de recherche adaptée aux contraintes du monde la défense, au travers de la réalisation d’un doctorat en histoire et d’une expérimentation menée au Service historique de la Défense (SHD) en France.
New tools for assessing information literacy
Authors: Nierenberg Ellen , Låg Torstein , Dahl Tove I. 
Published: March 2020

There is a need for short and easily administered measures for assessing students’ levels of information literacy, as currently existing measures are long and cumbersome. We have therefore created a suite of tools, the “Tromsø Information Literacy Suite” (TROILS), for information literacy assessment. This suite of tools is freely available on an open platform for others to both use, adapt, and supplement.
In this presentation, we introduce four TROILS assessment tools:  1. a survey for assessing students’ knowledge of key aspects of information literacy  2. a survey for measuring how interested students are in being/becoming information literate individuals  3. an annotated bibliography for assessing students’ abilities to critically evaluate information sources  4. a rubric for assessing students’ use of sources in their written work
Together, these tools measure what students know, feel, and do regarding key facets of information literacy. We will discuss the tools’ development and present preliminary results of tests with students in higher education in Norway.
Both surveys were developed using procedures intended to ensure acceptable psychometric measurement properties. These included expert consultation for content validity, student think-aloud-protocols for readability, item selection based on a pilot sample, exploratory factor analysis, estimates of reliability and criterion validity. The final surveys were deployed during the fall semester and will be used longitudinally to measure students’ progress over three years.
Results from the annotated bibliography (source evaluation) and the rubric (source documentation) were compared with survey results to see whether what the students actually do in their coursework correlates with what they know, based on the survey.
Integrating academic writing in degree programmes in higher education
Authors: Strøm Janine Tessem , Hambro Cathinka Dahl 
Published: March 2020

Students at higher education institutions largely communicate their acquired knowledge through written assignments.The results follow the students through their career as documentation of their competence. A dimension of academic writing is to demonstrate a degree of critical thinking, as an important objective of higher education is to prepare the student for taking active part in society – a society in which the ability of critical thinking is an imperative.
Despite the fact that academic writing constitutes a central part of higher education, there is little systematic follow-up on this topic in most higher education institutions in Norway. From 2018, Department of Language and Culture at UiT decided to remedy this by engaging a writing mentor who offers students support on academic writing. Additionally, the Department has chosen to emphasise the importance of writing by integrating zero-credit obligatory courses within the degree programmes in language and literature. From 2020, students will be required to follow such courses in their first, third and fifth semesters. The courses will follow the students’ progression and emphasise the demands for writing skills at the various levels of the degree.
By integrating academic writing in the degree programmes, the writing mentor has a unique opportunity to develop seminars accommodated for the writing culture within the students’ own discipline in collaboration with the academic staff. The purpose is to make students better equipped to encounter the technical, formal and ethical requirements of writing in the higher education system. Another objective is to make the students aware of how academic writing and communication areconnected to critical, academic thinking. In this paper, we discuss the idea behind the integrated academic writing courses and share our experiences.
Blended learning, Active Learning Classroom and information literacy in higher military education
Authors: Larsson Anna-Karin , Gullberg Sonja , Ekstrand Malin 
Published: March 2020

How the learning environment is designed is an important part of creating good conditions for a professional education. The design of the physical and the online learning environment affects what students are expected to do in these spaces (Leijon 2016). A learning environment designed for student activity creates better conditions for activity, while an environment designed for instruction gives a different signal. A so-called Active Learning Classroom (ALC) can encourage student activity and increased learning. In an ALC environment, students become co-creators of knowledge. (Rands & Gansemer-Topf, 2017) It is impossible to know what competencies needed for the future. Therefor it is important to create a learning environment that support critical reflection, collaboration, creativity and innovation (Barnett, 2004).
Flexible learning or blended learning aims to combine the strengths of online learning activities with those conducted on campus. There is a variety of ways to combine online learning activities with those conducted in the physical classroom (Vaughan, Cleveland & Garrison, 2013). For example, flipped classroom, podcast and peer learning. Adequate ICT pedagogical support can stimulate and find ways to expand the pedagogical palette with various creative online learning activities.
During the round table discussion, we want to discuss the possibilities of using online learning activities, online examination and Active Learning Classroom to promote information literacy. The questions we want to discuss are:

How can we combine online learning with facilitating information literacy and ALC?
In what way do student’s expectations of teaching and learning affect the implementation of online learning and ALC?
How can we collect student experiences of teaching online and in ALC?
How can information literacy support learning and subject knowledge in higher military education?
Source discernment
Authors: Unger Maria , Zisser Miritt 
Published: March 2020

Is source discernment at the root of all information literacy? In today’s media landscape, finding information is easy. Finding information that is scientifically correct and trustworthy is much more difficult. An added problem for students today is that all this available information come in similar formats. When all information is presented as a pdf on the screen, how do you know what you´re reading? How is a first year student with no previous academic experience really supposed to discern between a scholarly article, a book chapter, a conference article, a white paper, a popular science article, a scientific report and a doctoral thesis? And yet the ability to do so is fundamental for the information evaluation process. If you are not sure what you are reading, how are you supposed to be able to evaluate the quality of the information?
In 2019 we switched our approach to information literacy teaching to start with identifying different sources of information and then teach reference writing and information searching from this angle. Preliminary results from student assignments and feedback from teachers show that this seems to improve the quality of the sources the students use in their work as well as their ability to write correct references.
We would like to discuss this with colleagues from other universities with similar or other experiences. The questions we would like to focus on are:
How a first year student with no previous academic experience is really supposed to discern between different types of scholarly and non-scholarly information materials and how we as library instructors can help our students with this?
What are the experience of other librarians and are there any good examples of strategies or classroom exercises?