bluuebunny/crossref_metadata_2025_split huggingface dataset:
Scottish Identity through National Proverbs and Sayings (A Linguo-Cultural Perspective)
Authors: Gasparyan Naira 
Published: February 2021

The importance of historicity in the construction of national identity is undeniable.
Proverbs and sayings, which are a link with the past, are used by speakers for a variety of purposes. Folklore, literary criticism, stylistics are the main fields interested in the study of proverbs, but scholars from a variety of fields have found ways to profitably incorporate the study of proverbs. The development and maintenance of proverbs and sayings, which is a time-consuming process, cannot go unaffected by inner and outer factors. The aim of this article is to show that proverbs and sayings, formed and established in the course of the development of the nation and its culture, can provide a reasonable basis for establishing a nation’s identity and wisdom (Usman et al 2013: 47-58). It is beyond doubt that in the era of globalization national identity issues necessarily find their multilateral consideration and objective evaluation by scholars of vast assortment of specialties across scientific disciplines.
“Byronic” Phraseological Units and Their Equivalents in the Armenian Translation
Authors: Poghosyan Ofelya , Ghumashyan Varduhi 
Published: February 2021

The article highlights one of the most typical features of G.G. Byron’s individual style, particularly, the use of a great variety of phraseological units in his works. The basic layer of Byron’s literary vocabulary includes phraseological units derived from the Bible and Greek mythology.
The present article focuses on the problem of translatability of the so-called “Byronic” phraseological units in his narrative poem Childe Harold’s Pilgrimage.
It is an acknowledged fact that Byron’s works are translated into numerous languages and the Armenian translations have their special place among them. The eminent Armenian writer H.Tumanyan succeeded in finding the best equivalents of “Byronic” phraseological units that not only sound convincing, truthful and colourful, but also very often enrich both the source and the target languages.
Comparative Analysis of the Category of Diminutiveness in the Russian, English and Armenian Languages
Authors: Abrahamyan Karine 
Published: February 2021

The paper highlights the most typical features of the lexico-grammatical category of diminutiveness from the derivational point of view. The correlation between language and culture, language and national linguistic traditions, language and national mentality is revealed through the category under study.
The results of the research prove that applying cognitive approach to the analysis of the category of diminutiveness on the derivational level enables us to reveal: a) the existing asymmetry of linguistic images of the world in different languages, b) graduality of the lexico-grammatical category of diminutiveness in Modern Russian which brings forth peculiar derivational clusters.
IMPLEMENTASI SISTEMATIKA FILSAFAT BAGI PENGEMBANGAN KURIKULUM PENDIDIKAN KRISTEN
Authors: Bilo Dyulius Thomas 
Published: February 2021

Tulisan ini terdiri dari beberapa rumusan masalah yaitu: (1) bagaimana tinjauan metafisika bagi pengembangan kurikulum pendidikan Kristen, (2) bagaimana tinjauan epistemologi bagi pengembangan kurikulum pendidikan Kristen, (3) bagaimana tinjauan aksiologi bagi pengembangan kurikulum pendidikan Kristen. Tujuan penelitian ini adalah: (1) menjelaskan bagaimana tinjauan metafisika bagi pengembangan kurikulum pendidikan Kristen, (2) menjelaskan bagaimana tinjauan epistemologi bagi pengembangan kurikulum pendidikan Kristen, (3) menjelaskan bagaimana tinjauan aksiologi bagi pengembangan kurikulum pendidikan Kristen. Hipotesis penelitian ini adalah patut diduga sistematika filsafat dapat diimplementasikan dalam pengembangan kurikulum pendidikan Kristen. Hasil penelitian berdasarkan rumusan masalah pertama hasilnya adalah telah dijelaskan tinjauan metafisika bagi pengembangan kurikulum pendidikan Kristen. Rumusan masalah kedua hasilnya bahwa telah dijelaskan tinjauan epistemologi bagi pengembangan kurikulum pendidikan Kristen. Rumusan masalah ketiga hasilnya adalah telah dijelaskan tinjauan aksiologi bagi pengembangan kurikulum pendidikan Kristen. Berdasarkan hipotesis yang diajukan ternyata ditemukan bahwa sistematika filsafat dapat diimplementasikan dalam pengembangan kurikulum pendidikan Kristen. Dari hasil penelitian ini disarankan dan direkomendasi bahwa setiap pelaku pendidikan Kristen perlu mengimplementasikan sistematika filsafat dalam pengembangan kurikulum pendidikan Kristen sehingga metafisika, epistemologi dan aksiologi pendidikan Kristen dapat diwujudkan dalam pengajaran dan kehidupan para pendidik Kristen sehari-hari.
IMPLEMENTASI MENJADI GARAM BAGI DUNIA MENURUT MATIUS 5:13
Authors: Bambangan Malik 
Published: February 2021

Kehidupan zaman yang selalu berubah-ubah menjadikan manusia seringkali lupa apa yang akan mereka lakukan untuk Tuhan dan sesama. Bahkan bagi diri sendiri seringkali tidak dimengerti mengapa melakukan hal tersebut. Pada akhirnya hasil pekerjaan mereka terkadang tidak tepat sasaran, karena bekerja tidak memiliki target. Hidup manusia zaman inipun seringkali dihampiri oleh suatu sifat buruk yang acapkali melakukan kejahatan. Kejahatan yang berdampak buruk tidak saja bagi orang lain, melainkan bagi diri sipelaku kejahatan itu sendiri. Fenomena seperti ini menjadi tantangan tersendiri bagi iman Kristen dan kekristenan itu sendiri seperti apa dan bagaimana menghadapi hal yang demikian. Kembali kepada panggilan para murid Kristus untuk menjadi garam bagi dunia ini adalah merupakan panggilan yang masih relevan bagi gereja Tuhan masa kini untuk berbuat sesuatu yang baik. Implementasi atau pelaksanaan tugas dan fungsi menjadi garam bagi dunia ini adalah hal yang mutlak untuk dilakukan orang percaya sebagai bukti iman kepada Kristus. Menjadi garam bagi dunia pada zaman ini, adalah suatu langkah positif agar dapat memberikan rasa kebaikan bagi dunia ini. Mengapa demikian karena dunia ini sudah penuh dengan kejahatan yang merusak moral dan akhlak manusia.
PENGARUH RASIONALISASI TERHADAP RELASI INTERPERSONAL
Authors: Illu Jonidius 
Published: February 2021

Kejatuhan manusia dalam dosa mengakibatkan rusaknya gambar dan rupa Allah dalam diri manusia kehidupannya telah dikotori oleh dosa sehingga akibatnya manusia memiliki natur dosa dan bertindak berdasarkan kehendak yang sudah tercemar yang memberi dampak yang negatif.[1] Salah satunya adalah manusia tidak mau disalahkan dan cendrung memakai defense mechanism (pertahanan diri) untuk mempertahankan eksistensinya.
Sistem pertahanan diri adalah suatu sikap pertahanan diri yang terjadi karena ia id terlalu tinggi dan superoge tinggi, maka yang terjadi adalah orang tersebut memiliki sistem pertahanan diri. Manufer pertahanan diri biasanya sudah mulai nampak sejak usia dini atau masa kanak-kanak. Ketika mengalami ancaman, konflik dan frustrasi yang merupakan bagian dari pertumbuhan, secara otomatis pertahanan dirinya muncul sebenarnya jika pertahanan diri dapat dioleh dengan baik maka dapat menolong untuk keluar dari rasa sakit akibat kegelisahan, konflik, hanya saja kebanyakan dari kita tidak dapat bertahan dengan baik karena tidak berusaha dengan maksimal.
STRATEGI GURU DALAM MENUMBUHKAN KEPERCAYAAN DIRI PESERTA DIDIK
Authors: Nome Nehemia 
Published: February 2021

Guru memiliki peran penting dalam memberikan pembelajaran bagi setiap orang yang mereka ajar. Oleh sebab itu peran seorang guru sangat diperlukan dalam pembentukan seorang murid yang diajarnya. Demikian juga sebagai guru Agama Kristen sangat berperan penting untuk memperlengkapi setiap nara didiknya selama dalam proses pembelajaran. Tujuan penelitian adalah untuk mengetahui peranan seorang guru Pendidikan Agama Kristen dalam proses pembelajaran. Metode yang digunakan adalah dengan studi pustaka yang berfokus pada pendapat para ahli tentang peranan seorang guru Agama Kristen dalam proses pembelajaran. Sebagai hasil didapatkan bahwa guru memiliki peran sebagai motivator, sebagai tenaga profesional, sebagai pembimbing, sebagai pengelola pembelajaran, sebagai administrasi, sebagai pengajar kebenaran iman. Sebagai kesimpulan adalah guru PAK juga perlu memperhatikan aspek keprofesionalannya. Dia harus memiliki beberapa kompetensi yang ada. Kompetensi pedagogik, kompetensi kepribadian, kompetensi spiritual, kompetensi sosial, dan kompetensi profesional. Apabila guru PAK memiliki potensi-potensi tersebut maka jelas akan memampukan guru untuk mengabdi lebih efektif lagi dalam proses pembelajaran.
El desarrollo y dominio de las competencias científico – profesionales del docente universitario
Authors: Rivadeneira Elmina , Silva Ricardo 
Published: February 2021

La sociedad del conocimiento requiere de un profesional intelectualmente autónomo para decidir por sí mismo, con responsabilidad, empatía, valiéndose del propio conocimiento gestionado y con competencias para someterla críticamente sus aportaciones científicas y académicas de manera argumentada, trasmitiendo modos de actuación y procedimientos de aprendizaje para toda la vida. El docente propicia las relaciones e interacciones entre discente y el docente como organizador, orientador, facilitador; entre aprendientes y de todos estos con la sociedad a través del proceso de aprender a conocer (cognitivo), hacer (cognoscitivo) y ser (meta cognitivo). El cambio de actitud permitirá desarrollar y dominar las competencias: epistemológicas- metodológicas, comunicativas, tecnológicas, socio-profesionales, didáctico- pedagógicas en los docentes para conseguir: Una actitud creativa y respetuosa; fomentar un clima de empatía y de ecuanimidad frente a las diferentes opiniones; defender sus tesis con argumentos y aceptar el cuestionamiento; comprender que existen diferentes enfoques para acercarse al estudio del fenómeno
Comunicación vs Tecnología
Authors: Toscano Darwin 
Published: February 2021

El objetivo de este trabajo está encaminado a profundizar sobre la relación que existe entre la comunicación y la tecnología en los tiempos actuales, teniendo en cuenta su influencia en la educación y en la información. Para esto se consultó una amplia bibliografía publicada en revistas de reconocido prestigio, tesis de doctorados, maestrías, la información recolectada se sometió a un análisis y síntesis, que permitió conformar el artículo. Contiene un análisis conceptual de las principales categorías tratadas, tales como: comunicación y tecnología. Se analizan las dificultades que se presentan con la aplicación de las Tecnologías de la Información y la Comunicación en la educación. Se dispone de una información, donde se pone de manifiesto el rol que han tenido los avances del aprendizaje virtual en el campo educativo y las transformaciones que la misma tecnología ha engendrado en el sistema social.
El Estudio de los significados en los procesos educativos. Un reto metodológico
Authors: Sañudo Lya 
Published: February 2021

La investigación educativa tiene como finalidad comprender las experiencias vividas dentro del contexto de la enseñanza, así como, dotar a los educadores con una estructura del saber que sea teórica, dinámica y compleja para que, a través de esta, los enseñantes informen a la sociedad sobre el fenómeno educativo. En este trabajo se aborda el estudio de los significados y su construcción como resultado de la reflexión-teorización de las experiencias vividas dentro del contexto del saber. Para esto, se presenta a la fenomenología y la hermenéutica como soportes de la investigación educativa en los procesos de descripción y comprensión de las situaciones que empíricamente se viven en los entornos educativos. A lo largo del trabajo, se aborda una amplia discusión sobre los significados: su importancia, conceptualización, la construcción del discurso para su documentación, así como su interpretación por medio de la fenomenología y la hermenéutica.
La Teoría Fundamentada: precisiones epistemológicas, teórico-conceptuales, metodológicas y aportes a las ciencias
Authors: Lúquez de Camacho Petra 
Published: February 2021

El investigador ha de entender que la ciencia y su construcción no son procesos éticamente neutros; pues siempre existen compromisos valorativos tanto en la investigación del conocimiento científico como en su comunicación. Por eso es importante reflexionar ante la intencionalidad de las ciencias al definir sus objetos de estudio, métodos y sus quehaceres, como condiciones para la obtención de sus intereses. Los modos sapienciales del conocer son de tipo pragmático, intuitivo, emocional, afectivo, estético, y ético-moral. En estos el denominador común son los sistemas simbólicos generados de una u otra forma por personas. Tales argumentos dejan ver la relevancia del contenido de este trabajo ante la necesidad ética de fomentar una ciencia con conciencia; deber en el que están comprometidos diversos métodos de investigación cualitativa. Específicamente nos proponemos, en un recorrido bibliográfico, presentar orientaciones epistemológicas, teórico conceptuales y metodológicas a la comunidad de investigadores interesados en el conocimiento y aplicación del método de Teoría Fundamentada, esperando les sirva de apoyo en el diseño de sus proyectos y en la sistematización procedimental de todas sus fases; aclarando que, por la naturaleza de este tipo de estudio, ninguna orientación constituye un modelo rígido e inflexible; todo lo contrario, cada diseño es muestra de la creatividad e ingenio de sus autores. Por lo tanto, les invitamos a dar el paso hacia la incitante y comprometida investigación generadora de teoría; a partir de la interactividad e intersubjetividad de los actores comprometidos en toda una praxología de introspección vivencial.
Driver Rehabilitation Utilization and Need Among Community-Dwelling Older Adults
Authors: Marfeo Elizabeth , Grinnell Meredith , Coffey Amelia , Ward Nathan 
Published: February 2021

Abstract
Importance: Driving is one of the most important instrumental activities of daily living. As adults age, many face challenges with maintaining independent driving, leading to risk for decreased occupational engagement and quality of life. The extent to which occupational therapy services meet the driver rehabilitation needs of older adults is unknown.
Objective: To characterize driver rehabilitation service utilization among a nationally representative sample of community-dwelling older adults.
Design: Exploratory, descriptive cross-sectional study using the National Health and Aging Trends Study 2016 wave.
Participants: Community-dwelling adults age 65 and older who received rehabilitation services in the past year (N = 1,173).
Outcomes and Measures: Sociodemographic information, comorbidities, rehabilitation use, community mobility, and participation restrictions were collected using self-report and performance-based measures.
Results: Of this sample of older adults, 63.0% reported driving as their primary mode of transportation, 25.8% reported limitations in community participation related to transportation, and 9.2% reported having received rehabilitation focused on driving or other transportation goals in the past year. Findings from this study suggest a discrepancy between utilization of driver rehabilitation and self-reported need.
Conclusions and Relevance: Many older adults reported limitations in community participation for transportation-related reasons, yet driver rehabilitation represented only a small proportion of services used. As experts in driver rehabilitation, occupational therapy practitioners should lead the way in advocating for increased utilization of driver rehabilitation and development of innovative, accessible transportation options to promote community mobility and participation among older adults.
What This Article Adds: The results of this study illustrate an important discrepancy between self-reported need for and utilization of driver rehabilitation services. Occupational therapy practitioners can play an important role in meeting older adults’ driving and transportation needs to enable them to fully participate in their community and daily routines.
Cross-Validation of the Factorial Validity of the Stroke Impact Scale 3.0 in Patients With Stroke
Authors: Lee Shih-Chieh , Lin Gong-Hong , Huang Yi-Jing , Huang Sheau-Ling , Chou Chia-Yeh , Chiang Hsin-Yu , Hsieh Ching-Lin 
Published: February 2021

Abstract
Importance: The Stroke Impact Scale 3.0 appears to be a promising outcome measure of health-related quality of life (HRQOL) for clients with stroke. However, because the factorial validity of the Stroke Impact Scale 3.0 remains unclear, its validity is limited.
Objective: To examine the underlying structure of the Stroke Impact Scale 3.0 by comparing the currently available eight- and four-domain structures simultaneously.
Design: Secondary data analysis of responses to the Stroke Impact Scale 3.0 from a previous psychometric validation study.
Setting: Five general hospitals in northern and southern Taiwan.
Participants: Two hundred sixty-three patients with stroke from rehabilitation wards (inpatients) and neurology and rehabilitation clinics (outpatients).
Outcomes and Measures: Confirmatory factor analysis was used to examine the eight- and four-domain structures of the Stroke Impact Scale 3.0. Four fit indices were considered simultaneously to examine the model fits of both structures.
Results: The eight- and four-domain structures of the Stroke Impact Scale 3.0 were not supported by all four indices (χ2/df = 2.7 and 5.0, comparative fit index = .79 and .86, root mean square error of approximation = .08 and .12, standardized root mean square residual = .08 and .08, respectively). The unidimensionality of each domain in the two structures was not supported.
Conclusions and Relevance: Neither the eight- nor the four-domain structure of the Stroke Impact Scale 3.0 was supported, suggesting that scores may not provide valid assessments of HRQOL in clients with stroke. Further modification and validation of the Stroke Impact Scale 3.0 are warranted.
What This Article Adds: Our findings suggest that the eight- and four-domain scores of the Stroke Impact Scale 3.0 may not be valid. Therefore, until more supporting evidence is developed, these scores should be interpreted cautiously in regard to clients’ HRQOL; alternatively, other measures could be used.
Caregiver Perspectives on School Participation Among Students With Craniofacial Microsomia
Authors: Kaelin Vera C. , Wallace Erin R. , Werler Martha M. , Collett Brent R. , Rosenberg Janine , Khetani Mary A. 
Published: February 2021

Abstract
Importance: Knowledge of unmet school participation needs for students with craniofacial microsomia (CFM) can inform decisions regarding intervention support.
Objective: To compare students with and without CFM on school participation (i.e., frequency, involvement, desire for participation to change) and caregivers’ perceptions of environmental support for participation in occupations.
Design: Cross-sectional design using secondary analyses of a subset of data.
Setting: Multisite cohort study.
Participants: Caregivers of students with CFM (n = 120) and of students without CFM (n = 315), stratified by history of education- and health-related service use.
Outcomes and Measures: School participation and environmental support, obtained with the Participation and Environment Measure–Children and Youth.
Results: Significant group differences were found in frequency of school participation (effect size [ES] = −0.38, 95% confidence interval [−0.64, −0.12], p = .005), level of involvement (ES = −0.14, p = .029), and desired change (p = .001), with students with CFM exhibiting greater participation restriction than students without CFM and no history of service use. No statistically significant group differences were found in environmental support for participation in the school setting. Item-level findings showed statistically significant higher desire for participation to change in three of five school occupations (odds ratio = 1.77–2.39, p = .003–.045) for students with CFM compared with students without CFM and no history of service use.
Conclusions and Relevance: The results suggest that students with CFM experience restriction in participation at school.
What This Article Adds: Students with CFM may benefit from targeted school-based interventions to optimize their inclusion.
How Adults With Stroke Conceptualize Physical Activity: An Exploratory Qualitative Study
Authors: Bailey Ryan R. , Stevenson Jennifer L. 
Published: February 2021

Abstract
Importance: Physical activity (PA) is recommended for improving physical and cardiovascular function but can be challenging because of stroke-related impairments. A better understanding of how adults with stroke conceptualize PA could assist in developing effective interventions for increasing poststroke PA.
Objective: To explore how adults with stroke conceptualize PA.
Design: Phenomenological qualitative design.
Setting: Participants’ homes.
Participants: Community-dwelling adults with chronic (&gt;6 mo) stroke (N = 15).
Outcomes and Measures: Semistructured interviews were conducted with participants. Data were analyzed by means of inductive content analysis to identify key themes.
Results: Three key themes emerged: (1) moderate to vigorous PA, which includes exercise-related activities (going to the gym, walking, playing sports); (2) PA necessary for performing daily activities and occupations, which includes basic and instrumental activities of daily living; and (3) avoiding sedentary behavior, which includes not wanting to sit for long periods of time, avoiding boredom, and valuing PA over being sedentary.
Conclusions and Relevance: Participants broadly categorized PA, encompassing multiple activity types, which is encouraging because reducing sedentary behavior and increasing PA of any intensity can improve cardiometabolic health. Interventions that complement and enhance these conceptualizations, alone or in combination with other mechanisms of action, should be explored for their efficacy in increasing PA in adults with stroke.
What This Article Adds: After stroke, perceptions of PA encompass exercise, daily activities and occupations, and avoiding sedentary behavior; these perceptions could be harnessed to promote PA among adults after stroke.