bluuebunny/crossref_metadata_2025_split huggingface dataset:
Cycling and retention of nitrogen in European beech (Fagus sylvatica L.) ecosystems under elevated fructification frequency
Authors: Brumme Rainer , Ahrends Bernd , Block Joachim , Schulz Christoph , Meesenburg Henning , Klinck Uwe , Wagner Markus , Khanna Partap K. 
Published: June 2021

Abstract. Atmospheric deposition of nitrogen (N) has exceeded its
demand for plant increment in forest ecosystems in Germany. High N inputs
increased plant growth, the internal N cycling within the ecosystem, the
retention of N in soil and plant compartments, and the N output by seepage
water. But the processes involved are not fully understood, notably the
effect of fructification in European beech (Fagus sylvatica L.) on N fluxes. The frequency
of fructification has increased together with air temperature and N
deposition, but its impact on N fluxes and the sequestration of carbon (C) and N in
soils have been hardly studied. A field experiment using 15N-labeled leaf
litter exchange was carried out over a 5.5-year period at seven long-term
European beech (Fagus sylvatica L.) monitoring sites to study the impact of current mast
frequency on N cycling. Mean annual leaf litterfall contained 35 kg N ha−1, but about one-half of that was recovered in the soil 5.5 years
after the establishment of the leaf litter 15N exchange experiment. In
these forests, fructification occurred commonly at intervals of 5 to 10 years, which has now changed to every 2 years as observed during this
study period. Seed cupules contributed 51 % to the additional litterfall
in mast years, which creates a high nutrient demand during their decomposition
due to the very high ratios of C to N and C to phosphorus (P).
Retention of leaf litter 15N in the soil was more closely related to
the production of total litterfall than to the leaf litterfall, indicating
the role of seed cupules in the amount of leaf N retained in the soil.
Higher mast frequency increased the mass of mean annual litterfall by about
0.5 Mg ha−1 and of litterfall N by 8.7 kg ha−1. Mean net primary
production (NPP) increased by about 4 %. Mean total N retention in soils
calculated by input and output fluxes was unrelated to total litterfall,
indicating that mast events were not the primary factor controlling total N
retention in soils. Despite reduced N deposition since the 1990s, about 5.7 out of 20.7 kg N ha−1 deposited annually between 1994
and 2008 was retained in soils, notably at acid sites with high N/P and C/P
ratios in the organic layers and mineral soils, indicating P limitation for
litter decomposition. Trees retained twice as much N compared to soils by
biomass increment, particularly in less acidic stands where the mineral soils
had low C/N ratios. These results have major implications for our
understanding of the C and N cycling and N retention in forest ecosystems.
In particular the role of mast products in N retention needs more research in
the future.
River runoff in Switzerland in a changing climate – changes in moderate extremes and their seasonality
Authors: Muelchi Regula , Rössler Ole , Schwanbeck Jan , Weingartner Rolf , Martius Olivia 
Published: June 2021

Abstract. Future changes in river runoff will impact many sectors such as agriculture, energy production, or ecosystems. Here, we study changes in the seasonality, frequency, and magnitude of moderate low and high flows and their time of emergence. The time of emergence indicates the timing of
significant changes in the flow magnitudes. Daily runoff is simulated for 93 Swiss catchments for the period 1981–2099 under Representative Concentration Pathway 8.5 with 20 climate model chains from the most recent
transient Swiss Climate Change Scenarios. In the present climate, annual low flows typically occur in the summer
half-year in lower-lying catchments (<1500 m a.s.l.) and in the winter half-year in Alpine catchments (>1500 m a.s.l.). By the end of the 21st century, annual low flows are projected to occur in late summer and early autumn in most catchments. This indicates that decreasing precipitation and increasing evapotranspiration in summer and autumn exceed the water contributions from other processes such as snowmelt and glacier melt. In lower-lying catchments, the frequency of annual low flows increases, but their magnitude decreases and becomes more severe. In Alpine catchments, annual low flows occur less often and their magnitude increases. The magnitude of seasonal low flows is projected to decrease in the summer half-year in most catchments and to increase in the winter half-year in
Alpine catchments. Early time of emergence is found for annual low flows in
Alpine catchments in the 21st century due to early changes in low flows
in the winter half-year. In lower-lying catchments, significant changes in
low flows emerge later in the century. Annual high flows occur today in lower-lying catchments in the winter
half-year and in Alpine catchments in the summer half-year. Climate change
will change this seasonality mainly in Alpine catchments with a shift
towards earlier seasonality in summer due to the reduced contribution of
snowmelt and glacier melt in summer. Annual high flows tend to occur more
frequent, and their magnitude increases in most catchments except some
Alpine catchments. The magnitude of seasonal high flows in most catchments
is projected to increase in the winter half-year and to decrease in the
summer half-year. However, the climate model agreement on the sign of change in moderate high flows is weak.
Evaluating the post-fire natural regeneration of Mediterranean-type scrublands in Central Spain
Authors: Magaña Ugarte Rosina , Redondo María Manuela , Sánchez-Mata Daniel 
Published: June 2021

We performed a five-year assessment of the natural vegetation restoration capacity following the 2012 fires in Valdemaqueda (Madrid, Spain) via the characterization of the post-fire and residual vegetation and the analysis of soil physico-chemical characteristics. Six pilot-plots were established in the affected site. Forest species, representative of the potential natural vegetation of the area (Juniperus oxycedrus subsp. lagunae and Quercus rotundifolia woodlands) and broom shrubs (Cytisus scoparius, Retama sphaerocarpa) were planted to assess the relationship among the stages of ecological succession, competition, and soil restoration processes following devastating fire events.
The fire-driven alteration of the soil’s physico-chemical properties was evident, given the increased pH and reduced C/N ratio in the first years of the study. However, we observed an increased soil enrichment in the last years of study, accompanied by the propagation of herbaceous species, su[1]pporting our seed bank findings, showing a clear difference in the sprouting rate between burnt and control plots (80% vs. 20%, respectively). The establishment of robust, pyrophyte shrub species (Cistus ladanifer, C. laurifolius, Rosmarinus officinalis) rather than natural succession evidenced the clear conversion of the vegetation in burnt areas. These findings in the pilot-plots allowed evidencing the high vulnerability of the natural vegetation to the settling of pyrophytes, given their low survival rate under the strong competitive pressure of these pyrophytic species. The proliferation of these pyrophytes could translate into changes in soil macro- and microbiota, nutrient dynamics, species diversity, and interaction, added to the alteration of fire regimes in the area. Overall, these results highlight the risk for soil impoverishment and possible erosion of the fire-affected sites. Moreover, they underline the importance of the establishment and regeneration of Genisteae species to outcompete pioneer pyrophytic species, favoring the restoration of the area’s potential natural vegetation
La concordancia del participio pasado de los verbos pronominales
Authors: Iglesias Pruvost Virginia 
Published: June 2021

La gramática francesa es de una complejidad demostrada: nativo o extranjero, uno de los típicos errores cometidos por los aprendientes atañe a la concordancia del participio pasado de los verbos pronominales. Se constata una tendencia a hacer sistemáticamente la concordancia del participio pasado que, en algunos casos, es invariable. El presente estudio se basa en el análisis de un corpus de siete gramáticas del francés, publicadas en España durante los últimos cincuenta años. Las reglas son necesariamente las mismas; sin embargo, estos manuales las formulan de manera diferente: nuestro objetivo es comparar las explicaciones proporcionadas, para ver si su discurso responde realmente a las necesidades concretas del alumnado hispanohablante.
L' Euphorie perpétuelle » Lunes de fiel de Pascal Bruckner et L’échec de la vie à deux
Authors: Ruth Amar 
Published: June 2021

Pascal Bruckner s’interroge sur l'évolution des rapports amoureux, la vie conjugale, le désir et les aspects associés au bonheur selon la conception occidentale. Poursuivant un raisonnement où il met en doute le bonheur des relations conjugales dans son roman Lunes de Fiel, il dresse une critique de la conjugalité des années quatre-vingt. Bruckner examine la conception du bonheur dans la vie conjugale en exposant l'opposé de sa formule: en exhibant la faillite du couple, il y interroge incessamment les rapports de domination, d’humiliation et de destruction dans la monogamie. Y-a-t-il une possibilité d'atteindre le bonheur au sein de la vie conjugale? Le présent article insistera sur ces questions en analysant la manière dont Bruckner manie son texte littéraire déjà en 1981, afin d’élaborer de façon fictionnelle les idées philosophiques qui seront émises quelques vingt années plus tard dans ses essais.
Translation and Psychometric Evaluation of the Health Orientation Scale in a Greek Speaking Sample (Greece-Cyprus)
Authors: Togas Constantinos , Parlalis Stavros 
Published: June 2021

Introduction The examination of the impact of personality on physical health outcomes is valuable in health psychology. Health Orientation Scale (HOS) is a 50-item questionnaire developed to evaluate a persons’ health orientation. Aim To examine the Health Orientation Scale (HOS) psychometric properties in a community Greek-speaking sample in Greece and Cyprus. Methods A cross-sectional study was conducted, which lasted three months. Participants were 358 people between 18-73 years old (Mage = 34, SD = 9.35). There were 86 men (24.1%) and 271 women (75.9%). The first step included the translation of the HOS. Next, a composite questionnaire was distributed to the participants, including demographic data, Health Orientation Scale, Health Locus of Control Scale, Life Orientation Test-Revised, Body Appreciation Scale (BAS), and State-Trait Anxiety Inventory (STAI). Statistical analysis was performed by SPSS v. 25. Results A three-factor structure similar to that found in the original validation was supported. Except for the “External Health Control” subscale (α=.46), the rest nine subscales of the HOS had good/excellent internal consistency, ranging from .76 to .87. Test-retest reliability of the ten subscales of the HOS was also adequate, ranging from r=.69 to .94. Concerning its construct (convergent and discriminant) validity, many significant correlations were found between the ten subscales of the HOS and Health Locus of Control, Life Orientation Test-Revised, Body Appreciation Scale (BAS), and State-Trait Anxiety Inventory (STAI). Conclusion The HOS is a valuable instrument to health psychologists and could be used for research and clinical purposes to assess people’s health orientation.
Sosialisasi Kesantunan Berbahasa di Media Sosial pada Pelajar SMA Islam Al Azhar 5 Cirebon
Authors: Kurnia Maya Dewi , Rosmaya Elin , Rasyad Sobihah 
Published: June 2021

Bahasa menunjukan cerminan diri. Orang yang berbahasa dengan santun maka menunjukan karakter dirinya. Dalam komunikasi lisan maupun tulisan bahasa yang digunakan tentu harus memperhatikan sikap santun. Namun kenyataannya pengguna bahasa tidak acuh dengan kesantunan berbahasa terutama di media sosial. Di era digital ini pengguna media social didominasi kalangan muda yang berada pada rentang usia 18-24 tahun dengan jumlah pria lebih banyak 18 persen dibandingkan wanita. Melalui angket yang sudah disebarkan kepada pelajar di SMA Al Azhar 5 Cirebon sebagian siswa tidak mengetahui tentang kesantunan berbahasa. Ketidaktahuan etika komunikasi di media tersebut yang membuat pengguna bahasa khususnya pelajar dengan mudah memberikan komentar kasar atau penghinaan. Berdasarkan kondisi tersebut kegiatan pengabdian masyarakat bertajuk Sosialisasi Kesantunan Berbahasa Di Media Sosial Pada Pelajar SMA Al Azhar 5 Cirebon dilaksanakan. Solusi yang ditawarkan dari pengabdian ini memberikan sosialisasi kepada pelajar SMA Al Azhar 5 Cirebon tentang kesantunan berbahasa melalui media daring zoom meeting. Tujuan pengabdian ini yakni memberikan pengetahuan tentang kesantunan berbahasa di media social kepada pelajar SMA Al Azhar 5 Cirebon; memberikan pengetahuan etika komunikasi; menyosialisasikan tentang UU ITE Cirebon. Metode pengabdian yang digunakan dalam kegiatan PKM ini adalah ceramah, tanya jawab. Hasil yang diperoleh mahasiswa antusias dan memiliki keinginan untuk bisa menerapkan pengetahuan yang diperoleh dalam keseharian.
The Socratic Method: Silencing Cooperation
Authors: Morgan Jenny 
Published: June 2021

[Extract] Feminist law teachers in North America, as in Australia, have been grappling with the issue of the silencing of women students, and have added their voices to the growing chorus of criticism of the Socratic method. This paper tentatively explores the relationship between teaching styles and the silencing of women students in classrooms. The paper arises out of the experience of becoming a law student after being a law teacher for some eighteen months, and my subsequent return to the front of the classroom. In other words, as with much feminist work, this paper is grounded in my own experience, the experiences of my student colleagues that I observed and shared and in empirical work in and outside law classrooms. In other words, as with much feminist work, this paper is grounded in my own experience, the experiences of my student colleagues that I observed and shared and in empirical work in and outside law classrooms. I aim to explore various teaching styles and pose tentative views on the effect they may have on student behaviour, particularly student cooperation, both in the classroom and outside it. The other related aim of the paper is to raise specific questions about women’s participation in law school classrooms. In order to do this, I set up various ideal types, which may not necessarily reflect actual classroom practices in either North America or Australia, but are used as a shorthand way of exploring the effect of teaching styles.
Teaching Writing In Law: A Model to Improve Student Learning
Authors: Hansche Annette 
Published: June 2021

[Extract] Every year in almost every course, there are students whose work is assigned low grades because it lacks substance, clarity, creativity and sophistication. Why is such poor quality work produced? This familiar problem was raised recently by Shirley Rawson and Alan Tyree. The explanation focussed on by the authors is the failure of students to define or apply criteria for good work. The authors’ aim is accordingly to improve student performance by self and peer assessment which require the definition and application of criteria to evaluate one’s own or a peer student’s work. My own aim in teaching has a slightly broader perspective. My primary concern is to improve students’ approach to learning and in particular to lead students to adopt a deep approach to learning. Whereas a surface approach is characterised by rote learning and a focus on accurate reproduction of knowledge, a deep approach to learning focuses on maximising understanding by reading widely, thinking critically, reflecting and linking new information to previous knowledge. Students’ motivation would lie in learning for its own sake rather than purely in passing the course requirements.
Evaluating Law Teaching: Towards the Improvement of Teaching or Performance Assessment?
Authors: Johnstone Richard 
Published: June 2021

In the last few years there has been a move towards assessing and appraising the quality of teaching in Australian universities. While some law schools have on their own initiative paid more attention to this process, in others the issue has arisen in the context of the move towards staff assessment and appraisal which developed out of the second tier National Wage negotiations in the tertiary education sector in 1988. Until these developments, there had been little or no attempt to scrutinise teaching within law schools. It has been commonly accepted that where teaching has been scrutinised for the purposes of promotion, confirmation and recruitment, scrutiny was often based on rumour, innuendo and hearsay. In this context, then, the move towards more rigorous scrutiny of teaching in law schools should be welcome. Of course, there are arguments for and against more rigorous scrutiny of teaching. Why should teaching be ignored or paid lipservice in selection, confirmation and promotion when it is an important and time consuming component of the work of academics in law schools? If teaching is important, it should be taken seriously in recruitment and promotion. This means scrutinising it carefully and fairly. If, as seems likely, academics working in law schools in the 1990s will become much more accountable for their teaching, we had better get used to the idea of teaching being more rigorously scrutinised. This, however, raises a problem of vertical equity. Why should today’s new teachers have their teaching rigorously examined when in the past teaching was largely ignored and, where it was scrutinised, this was done in a far less rigorous fashion than the assessment of research? It is often argued that scrutinisation of teaching is difficult to do, and therefore should not be attempted. It is this last point that this article seeks partly to address. More particularly, this article examines why and how teaching should be scrutinised. The purpose of the process of scrutinising teaching is often overlooked. It is the purpose of this article to suggest that there are at least three major reasons for these processes: evaluation, assessment and staff appraisal and that they should be separated, with different methods used for each.
Meet MIRAT Legal Reasoning Fragmented Into Learnable Chunks
Authors: Wade John H 
Published: June 2021

The ubiquitous aim of legal education is for students to learn how “to think like lawyers”. It has often been noted that this is a frustratingly imprecise educational goal. Nevertheless, some students stumble upon, or methodically work out, an analytical style of thought, writing and speaking which is rewarded at law school by nods, ticks, high grades, scholarships and envy. “Thinking like a lawyer” is also a depressingly inaccurate goal as we know very little about how the many sub-cultures of lawyers think, speak or behave. In the writer’s limited experience, most lawyers think, speak and write in layers of styles and street cunning which often obscure the foundational analytical style (rightly) emphasised in foundational legal learning. What is this analytical style of expression that is a part of the behaviour of many lawyers? Certainly it is a deviant style as most lawyers tend to stand our so quickly in a meeting (and not only due to their confidence, motor vehicles and dress patterns). In colloquial terms lawyers’ contributions to any discussion tend to be exact, argumentative, insightful, reserved, balanced, evasive, obscurantist, precise and uncommitted. 4 Can the learning process at law school towards these much admired, sometimes despised qualities, be demystified? Behaviourist or task analysis approaches to education are creeping into law schools mainly via the current interest in learning “skills”.
Trial Advocacy Training in Law School: An Australian Perspective
Authors: McCrimmon Les A 
Published: June 2021

Australian law schools are in a unique position. At the end of 1993 less than one-half of the nation’s law schools offered a course in trial advocacy. By way of contrast, in the United States almost all of the accredited law schools offer a basic course in trial advocacy based on the simulation/critique approach pioneered in the 1970s by the National Institute for Trial Advocacy (NITA). Hence, Australian law schools are in the enviable position of instituting, further developing, and refining advocacy courses which suit both the educational objectives of the university and the needs of the legal profession. The following discussion is based on the assumption that advocacy skills can be taught. Mr Justice Hampel, Chairman of the Australian Advocacy Institute and a judge of the Supreme Court of Victoria, has rightly asserted that, … at last, the myth that advocacy cannot be taught has been finally put to rest. The last fifteen years have seen great developments in the United States, Canada, Australia and New Zealand in attempts to analyse what makes good persuasive advocacy and how it can be taught. The argument that effective advocacy skills cannot be taught has run its course. Trial technique has proved to be a highly teachable commodity.5 Whether trial advocacy should be taught at the undergraduate level and, if this question is answered in the affirmative, what should be covered in the course, are questions which remain unanswered. Hence, this article will focus on two issues: the niche a trial advocacy course should occupy in the undergraduate law school curriculum; and the structure and content of such a course.
Our Top 10 Books on Education: For the Educationally-Curious Bibliophile
Authors: Johnstone Richard , Brun Marlene Le 
Published: June 2021

Ever have departmental or faculty money to purchase books on education for the staff library? Ever have time to sit back, read about, and consider issues of educational theory and not know where to begin? In this new section of the Review, we list some of the more interesting books which we have found — or stumbled upon. Some of these books have given us useful teaching tips. Some have offered good introductions to educational theory and practice. Others have raised provocative concerns about the nature and direction of education which have caused us to stop in our tracks. In future editions of the Legal Education Review we hope to include reviews of books, reports, and monographs that address issues of interest to law teachers.
Using Structures to Teach Legal Reasoning
Authors: Bentley Duncan 
Published: June 2021

[Extract] In 1992, The American Bar Association Task Force Report on legal education and professional development was published.1 Part of the central mission of the Task Force was to identify the skills and values required by a competent lawyer.2 Ten skills were identified. The second of these is legal analysis and reasoning.3 Legal reasoning is usually a fundamental element in the teaching and understanding of law in common law countries.4 In most core substantive law courses this takes place at least in part through a study of cases and the use of standard undergraduate problems.5 These problems are generally fairly straightforward fact patterns designed to raise one or more issues within a specific area of law. At Bond University specific structures are generally used in teaching legal reasoning. The hypothesis underlying their use is that students using such structures will improve their legal reasoning. The first part of this article describes an experiment6 to test the use by students of one such structure