bluuebunny/crossref_metadata_2025_split huggingface dataset:
No Activity among 13 Centaurs Discovered in the Pan-STARRS1 Detection Database
Authors: Lilly Eva , Hsieh Henry , Bauer James , Steckloff Jordan , Jevčák Peter , Weryk Robert , Wainscoat Richard J. , Schambeau Charles 
Published: August 2021

Abstract
Centaurs are small bodies orbiting in the giant planet region that were scattered inward from their source populations beyond Neptune. Some members of the population display comet-like activity during their transition through the solar system, the source of which is not well understood. The range of heliocentric distances where the active Centaurs have been observed and their median lifetime in the region suggest that this activity is driven neither by water-ice sublimation nor entirely by supervolatiles. Here we present an observational and thermodynamical study of 13 Centaurs discovered in the Pan-STARRS1 detection database aimed at identifying and characterizing active objects beyond the orbit of Jupiter. We find no evidence of activity associated with any of our targets at the time of their observations with the Gemini North telescope in 2017 and 2018, or in archival data from 2013 to 2019. Upper limits on the possible volatile and dust production rates from our targets are 1–2 orders of magnitude lower than production rates in some known comets and are in agreement with values measured for other inactive Centaurs. Our numerical integrations show that the orbits of six of our targets evolved interior to r ∼ 15 au over the past 100,000 yr, where several possible processes could trigger sublimation and outgassing, but their apparent inactivity indicates that either their dust production is below our detection limit or the objects are dormant. Only one Centaur in our sample—2014 PQ70—experienced a sudden decrease in semimajor axis and perihelion distance attributed to the onset of activity for some previously known inactive Centaurs, and therefore it is the most likely candidate for any future outburst. This object should be a target of high interest for any further observational monitoring.
Lead Contamination Differences in the Muscle of Wild Turkeys Harvested with Lead and Copper-Plated Lead Shot
Authors: Tisdale Cody A. , Martin James A. , Beasley James C. 
Published: August 2021

AbstractDespite the known deleterious effects lead exposure can have on humans, lead remains the most common type of ammunition used to harvest big game and upland game birds. We sampled wild turkey Meleagris gallopavo breast muscle shot with standard lead and copper-plated lead pellets to quantify lead residue concentrations within the wound channel, and we sampled multiple adjacent locations to measure the extent lead contamination spreads through tissue of harvested turkeys. We found that samples taken from the wound channel contained more lead (mean = 3.76 μg/g dry weight) than both samples taken adjacent to the wound channel (mean = 0.20 μg/g dry weight) and samples taken from &gt;5 cm away (mean = 0.15 μg/g dry weight). Additionally, we found that birds harvested with standard lead ammunition did not differ in lead concentrations from those shot with copper-plated lead, suggesting that copper plating does not aid in reducing lead exposure. Our findings suggest that wild turkeys harvested with either lead or copper-plated lead shot have the potential to expose consumers, especially children due to their lower tolerance, to low levels of lead that could exceed daily consumption limits set by the Food and Drug Administration and Centers for Disease Control. However, elevated lead levels were confined to the wound channel, and thus proper preparation of game to remove tissue surrounding wound channels may eliminate or substantially reduce lead exposure from harvested game birds.
Role of Mitochondrial Dynamics in Microglial Activation and Metabolic Switch
Authors: Montilla Alejandro , Ruiz Asier , Marquez Mar , Sierra Amanda , Matute Carlos , Domercq Maria 
Published: August 2021

Abstract
Microglia act as sensors of injury in the brain, favoring its homeostasis. Their activation and polarization toward a proinflammatory phenotype are associated with injury and disease. These processes are linked to a metabolic reprogramming of the cells, characterized by high rates of glycolysis and suppressed oxidative phosphorylation. This metabolic switch can be reproduced in vitro by microglial stimulation with LPS plus IFN-γ. To understand the mechanisms regulating mitochondrial respiration abolishment, we examined potential alterations in mitochondrial features during this switch using rat primary microglia. Cells did not show any change in mitochondrial membrane potential, suggesting a limited impact in the mitochondrial viability. We provide evidence that reverse operation of F0F1-ATP synthase contributes to mitochondrial membrane potential. In addition, we studied the possible implication of mitochondrial dynamics in the metabolic switch using the mitochondrial division inhibitor-1 (Mdivi-1), which blocks dynamin-related protein 1 (Drp1)–dependent mitochondrial fission. Mdivi-1 significantly reduced the expression of proinflammatory markers in LPS plus IFN-γ–treated microglia. However, this inhibition did not lead to a recovery of the oxidative phosphorylation ablation by LPS plus IFN-γ or to a microglia repolarization. Altogether, these results suggest that Drp1-dependent mitochondrial fission, although potentially involved in microglial activation, does not play an essential role in metabolic reprogramming and repolarization of microglia.
Formação Omnilateral Docente e a Mercantilização de Eventos Acadêmicos e Científicos da Área de Educação
Authors: Dos Santos Isabelly Raiane Silva 
Published: August 2021

RESUMO
Defende-se que formação de professores, além de ser continuada, deve apresentar um caráter contínuo. Na procura por essa formação, docentes buscam a participação em cursos e eventos acadêmicos e científicos. Entretanto, a partir do avanço do Toyotismo e da aprendizagem flexível, eventos, como congressos, têm sua realização motivada por aspectos do capital. A partir disso, os objetivos dessa pesquisa são investigar a relação estabelecida entre a execução de eventos acadêmicos e científicos e a mercantilização da educação, expor situações que evidenciem a ideologia do capital presente na execução de um evento acadêmico e científico e indicar pontos relevantes do evento que poderiam contribuir para a superação do docente acrítico e fragmentado pelo capitalismo. Dados foram coletados a partir da análise da organização e execução de um congresso. Ao final, foi verificado que, embora guiado por aspirações capitalistas, eventos, como o analisado, podem constituir uma forma de superação do docente unilateral.

ABSTRACT
It is argued that teacher training, besides being continuous, must have an ongoing character. In the search for this training, teachers seek participation in courses and academic and scientific events. However, from the advance of Toyotism and flexible learning, events, such as congresses, have their realization motivated by aspects of capital. From this, this research’s objectives are to investigate the relationship established between the execution of academic and scientific events and the education commodification, to expose situations that show the capital ideology present in the execution of an academic and scientific event, and to indicate relevant points of the event that could contribute to overcoming the uncritical and fragmented teacher by capitalism. Data were collected from the analysis of a congress organization and execution. In the end, it was found that, although guided by capitalist aspirations, events, such as the one analyzed, can constitute a way of overcoming the unilateral teacher.
KNOWLEDGE TRANSFORMING IN WRITING: AN ANALYSIS OF READ-TO-WRITE PROCESS
Authors: Rahmat Noor Hanim 
Published: August 2021

<p>Academic writing depends on critical reading. Writers need to read materials to be used as support and evidence in their writing. The writing process of an academic writer mirrors the knowledge transforming model. The link between reading and writing has been established by past studies. The read-to-write process is the academic writing process that writers go through but focused more on the reading activities to prepare for materials to be included in the essay. This study is done to explore the perception of writers in their reading stage (read-to-write process). 176 undergraduates taking academic writing course were randomly chosen to respond to the instrument. The instrument is a 5 Likert-scale with 34 items on topics pertaining to variables found in the knowledge transforming model. Findings reveal that writers take alternative roles and reader and writer in the writing process. Findings also reveal interesting pedagogical implications in the teaching and learning of both academic reading and writing.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0136/a.php" alt="Hit counter" /></p><a href="https://doi.org/10.5281/zenodo.3883649"><img src="https://zenodo.org/badge/DOI/10.5281/zenodo.3883649.svg" alt="DOI" /></a>
THE EFFECTIVENESS OF A TEACHERS’ PROFESSIONAL DEVELOPMENT PROGRAM TO IMPROVE THE QUALITY OF THE PRESCHOOL ENVIRONMENT
Authors: Gidari Styliani , Kakana Domna - Mika 
Published: August 2021

<p>Research findings suggest that teachers’ education and training is a key factor in improving the preschool quality. Teachers’ qualifications can lead to high-quality preschool education and positive developmental outcomes for the children. This study examines the effectiveness of the teachers’ professional development program “Upgrading the Quality of the Preschool Environment” on improving the quality of the Kindergartens. The research followed a quasi-experimental design and included 26 kindergarten teachers from 23 public Greek kindergartens, who were divided into an Experimental and a Control Group. The quality of the kindergartens was initially assessed using the ECERS-R scale and a five-month professional development program, based on this initial evaluation and on collaborative practices, was designed and implemented to the Experimental Group. Our results show that although the mean scores of quality before the implementation of the program did not differ significantly (t = 6.45, p =.52), the mean scores, for the Experimental Group (M = 4.71, SD = .62) were significantly higher after the intervention (t = 4.30, p &lt;001) than those of the Control Group (M = 3.78, SD = .37). The follow up evaluation one and a half years later showed the maintenance and further improvement of the results of the program in the quality of the kindergartens. Our research provides useful information that can be used in the future for the designing of professional development programs aimed at improving the quality of the preschool environment.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0756/a.php" alt="Hit counter" /></p>
TEST QUALITY AND STUDENTS’ PERFORMANCES: AN APPRAISAL OF THE NATIONAL ACHIEVEMENT TEST IN ENGLISH AND MATHEMATICS FOR CAMEROON PRIMARY SCHOOLS
Authors: Tani Ernestine Wirngo 
Published: August 2021

<p>Evaluation is an essential facet of education and plays a significant role in giving feedbacks to stakeholders. Pedagogy is not complete without learners’ assessment and. Objective tests are used extensively as test format in primary school. However, conception and making remains a challenge to most teachers. This cast doubts over the quality. To mitigate the issues about its quality, each test format should undergo item analysis or task analysis. This study sets out to evaluate item and test quality of a national achievement test of English language using difficulty index (DIF), and discrimination indices (DI); to identify which task were appropriate for the respective levels. The study made use of data collected by the ministry of basic education aimed at measuring the true score of their learners in order to plan new pedagogic tools for improving the quality of reading and mathematics amongst primary school pupils. The Classical Test Theory (CTT) that utilizes two main statistics: the item difficulty index and the discrimination index were employed. Through an ex-post factor analysis results obtained showed that the national achievement test was easy, thus depicting the good performance of pupils’ whereas in reality it is the reverse. About 90% of the pupils got Items that were virtually correct consequently useless for discriminating among pupils. Task like Measurement and size for class three, addition and subtraction and familiar word identification for class five should be completely discarded as their DIF stood at 1.00. Given that, quality control is important for test development. Teachers are recommended to perform item analysis and to synchronize classroom instruction with test items to achieve instructional validity. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0888/a.php" alt="Hit counter" /></p>
A SURVEY OF TEACHERS' OPINIONS ABOUT IMPLEMENTING REALISTIC MATHEMATICS EDUCATION IN TEACHING THE TOPICS OF THE ELLIPSE EQUATION
Authors: Khanh Lam Truong , Tong Duong Huu , Ngan Lu Kim 
Published: August 2021

<p>Realistic Mathematics Education (RME) is an instructional theory that has been implemented in many countries around the world to link mathematics to real-world situations. The effectiveness of implementing RME in mathematics education is highly dependent on the role of teachers. This study was conducted with 64 high school teachers to survey their understanding and perspectives on RME and the status of RME implementation in teaching the topics of ellipse equation. Through qualitative analyzing the survey results, the study found that teachers are interested in RME, although the percentage of teachers formally trained in this theory was not high. Besides, the survey shows that it is necessary to help teachers overcome difficulties and improve the frequency and effectiveness of RME application in teaching mathematics.</p><p> </p><p><strong>Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0841/a.php" alt="Hit counter" /></p>
PRATIQUES D’ENSEIGNEMENT SCIENTIFIQUE À LA PETITE ENFANCE / SCIENCE TEACHING PRACTICES IN EARLY CHILDHOOD EDUCATION
Authors: Arun Zebun 
Published: August 2021

<p>Cet article aborde la question des cadres théoriques des interactions enseignant-élèves pour l'enseignement des sciences physiques et naturelles à l’éducation scientifique pour la petite enfance. Après avoir identifié les tendances internationales en matière d'initiation des jeunes enfants aux sciences, nous présentons quelques approches clés qui étudient cette perspective. Dans ces approches, la question des postures des enseignants et de l'équilibre des relations entre les pratiques de médiation et de tutelle est éclairée sous différents angles.</p><p> </p><p>This article addresses the question of the theoretical frameworks of teacher-student interactions for the teaching of physical and natural sciences in early childhood science education. After identifying international trends in early childhood science literacy, we present some key approaches that explore this perspective. In these approaches, the question of teachers' postures and the balance of relations between mediation and tutelage practices is illuminated from different angles.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0884/a.php" alt="Hit counter" /></p>
THE NIGERIAN UNIVERSITY FRENCH TEACHER AS INNOVATOR: AN INNOVATION IN THE UNIVERSITY OF UYO FRENCH STUDIES CURRICULUM
Authors: Edung Mike T. U. 
Published: August 2021

<p>This paper begins by aligning with the position of some curriculum theorists that curriculum is a set of learning opportunities and experiences organized to enable the learners in an educational system to attain societal aspirations and values, one of these being development which begins at the individual level, with the attainment of self-actualization and fulfilment, including a fulfilling employment. The paper then reviews the University French studies curriculum in Nigeria from its inception, and reveals that from the 1990s, the B.A. (French) curriculum in particular has increasingly produced unemployed graduates because the curriculum has equipped them with unemployable skills and competencies. “Français de spécialités” is proposed as a curriculum content innovation that would give the learner employable skills and competencies. A B.A. degree curriculum which combines the study of French language with that of another discipline whose specialized French language the learner wants to master is proposed as an effective strategy for the pedagogy of “français de spécialités”. Motivated by this researcher’s studies, his Department has adopted and is in the process of implementing this curriculum. The teacher’s innovative disposition is therefore an asset to French studies in Nigeria, especially at the University level where innovative thinking and research are of primary importance.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>
INVESTIGATING THE CYCLE OF FEAR IN FOREIGN LANGUAGE LEARNING
Authors: Rahmat Noor Hanim 
Published: August 2021

<p>Many learn foreign language for personal or job-related reasons. It is cliché to say that learning a foreign language is important for students to join the bandwagon of “globalized learning”; although that is true! Many reported they enjoyed participating in language related activities. However, for some learners, learning a foreign language may not be a pleasant experience. Anxiety for foreign language learning causes other problems for learners. These problems may snowball to effect other performance and achievement in other language related areas; thus, creating a cycle of fear. Two theories are merged to form the cycle of cycle of fear for foreign language learning. This study used the instrument by Horwitz (1986) who developed the Foreign Language Classroom Anxiety Scale. There were 7 items on demographic profile, 8 items for communication apprehension, 5 items for fear of test anxiety. There were also 9 items of fear of negative evaluation, and items on fear of language classes. Findings reveal that the communication apprehension that students portray, can snowball to learners fearing taking test and getting negative evaluation and then this fear may extend to fearing the foreign language classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0621/a.php" alt="Hit counter" /></p>
SECONDARY SCHOOL EDUCATORS’ ENACTMENT STRATEGIES OF THE FRENCH INTEGRATED CURRICULUM CONTENT
Authors: Makumane Makhulu 
Published: August 2021

<p>This article presents an action research on Lesotho educators’ enactment strategies of the French integrated curriculum content. Essentially, the aim of this article was to explore the concept of content in order to establish whether enactment strategies used by educators on content favour successful attainment of goals. Convenience sampling was used in selecting seven participants. Four methods of data generation, namely, one-on-one semi-structured interviews, document analysis, observations, and reflective activities, were used. Action research was effected in two phases: Phase One findings demonstrated educators’ dominant use of savoir (factual enactment strategies) at the expense of savoir-faire (social enactment strategies) and savoir-être (habitual enactment strategies). This seemed to present a hurdle, as content was not aligned with goals. Phase Two results, through the intervention of action research, saw educators maintaining a balance among savoir, savoir-faire and savoir-être, thereby aligning content with goals prescribed in the curriculum and therefore augmenting greatly the chances of attaining these goals. The article consequently recommends a revision of the policy, in which the use of the three propositions of content would be advocated to encourage teaching of schooled knowledge, context-dependent knowledge, as well as knowledge that is deemed essential by the educator as required by the prevailing context.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" /></p>
TEN IMPORTANT ASPECTS OF A 21ST CENTURY FOREIGN LANGUAGE TEACHING APPROACH
Authors: Garcia Maripaz 
Published: August 2021

<p>Foreign language instructors want and need to keep up with the rapid changes in the field of foreign language teaching and learning, but sometimes have a hard time identifying which areas they should focus on (and within each area, what to do) to make their instruction in line with 21st century approaches. The present article describes 10 areas instructors should examine and reflect on (technology, culture, collaboration, interaction with native speakers, communication and grammar, materials, skills, content, motivation, and professional development) to assure they are using innovative techniques that reflect modern philosophies in the field of foreign and second language teaching. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0761/a.php" alt="Hit counter" /></p>
INFLUENCE OF COMPETENCY MANAGEMENT ON EMPLOYEE RETENTION IN SERVICE PROVIDER ORGANIZATIONS IN KENYA
Authors: Rotich Richard 
Published: August 2021

<p>Retaining talented employees is a critical management issue in both private and public organizations. Employees form a key component of any organization. However, as a result of globalization, economic growth and shortage of skilled labor, many organizations including service providers are finding it difficult to retain valued employees. Turnover is even occurring against a background of varied human resource management interventions to improve employee retention. Employee retention is one of the challenges facing many organizations both public and private. Retention of talented employees has become an even greater challenge confronting human resource practitioners due to talented candidates in the global job skills market having the luxury of choice. The objective of this study was to investigate the influence of competency management on Employee Retention in the service provider sector in Kenya. This study was informed by human capital theory. Explanatory research design guided the study. The target population of this study was 519 employees of Mobile service provider organizations. The sample size was 226 respondents. Stratified, purposive and simple random sampling was used to select respondents. The data was collected using self-administered questionnaires. The data was analyzed using both descriptive and inferential statistics to explore the various variables of the study using Statistical Package for Social Sciences Software version 22. From the regression model, (R2 = .630) shows that competency management practices account for 66.3% variation in employee retention at service provider organizations. There was a positive significant relationship between competency management practices and employee retention at service organizations (β1=0.751 and p&lt;0.05). There is a positive and significant relationship between competency management and Employee Retention in the service provider organizations in Kenya. Competency management should always be considered as a key component and outcome of strategic human resource management for enhanced employee retention and performance. Organizations should consider competency management as core human resource practices if they were to retain their employees.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0129/a.php" alt="Hit counter" /></p><a href="https://doi.org/10.5281/zenodo.3872258"><img src="https://zenodo.org/badge/DOI/10.5281/zenodo.3872258.svg" alt="DOI" /></a>