bluuebunny/crossref_metadata_2025_split huggingface dataset:
DETERMINATION OF A SUITABLE CONDITION OF GRAFT COPOLYMERIZATION OF VINYLTRIETHOXYSILANE ONTO NR TO FORM NANOMATRIX STRUCTURE
Authors: Zhou Yuanbing , Yamamoto Yoshimasa , Kawahara Seiichi 
Published: November 2018

ABSTRACT
Graft copolymerization of vinyltriethoxysilane (VTES) onto NR particles in the latex stage is a unique reaction, since it occurs together with hydrolysis and condensation of the triethoxysilane group of VTES to form a colloidal silica linking to the rubber particles. These reactions may contribute to the formation of a silica nanomatrix structure that consists of a dispersoid of rubber particles as the major component and a silica matrix as the minor component. Here, the graft copolymerization of VTES followed by hydrolysis and condensation is investigated to determine a suitable condition to prepare NR with a silica nanomatrix structure. The mechanical properties of the resulting graft copolymer are discussed in relation to the morphology, silica content, and gel content of the rubber. Based on morphological observations, NR particles with an average diameter of approximately 1 μm are well dispersed in a nanomatrix consisting of silica nanoparticles. The thickness of the silica nanomatrix increases as the monomer concentration increases, and a long incubation time generates large silica nanoparticles. The tensile strength and viscoelastic properties are significantly improved by forming the silica nanomatrix structure, with its continuous structure that prevents the NR particles from merging.
Using Institutional Data to Predict Teacher Candidate Performance on a Certification Exam
Authors: Clark Linda E. , Kara-Soteriou Julia , Alfano Michael P. 
Published: November 2018

Abstract
This study employed a continuous quality framework with an emphasis on closing the assessment loop and guiding an intervention process for teacher certification candidates at a master's-level regional institution. Using student academic performance data, a logistic regression model was applied to predict success on a certification exam, the Foundations of Reading Test. Data analysis revealed that the odds of passing this exam were influenced by students' SAT total scores, grade point average, and grade in a required reading instruction course. The results of this model allow the institution to identify and proactively provide academic intervention to at-risk students.
Simple, Transparent, and Less Burdensome: Re-Envisioning Core Assessment at a Regional Public University
Authors: Colson Tori , Berg Bartell , Hunt Tamara , Mitchell Zane 
Published: November 2018

Abstract
This article discusses how a faculty-driven process utilized the mantra of “simple, transparent, and less burdensome” to reform assessment at a regional Midwestern university. We detail how an assessment task force transformed an unwieldy, cumbersome, and disjointed assessment scheme into a systematic, specific, and actionable assessment plan that also began to cultivate a culture of assessment that focuses on improving student learning instead of assessment focused on compliance, that is, meeting accreditation requirements.
The Truth Is Terrible
Authors: Leiter Brian 
Published: November 2018

Abstract
The “terrible” existential truths about the human situation raise Schopenhauer's question: why continue living at all? Nietzsche's answer is that only viewed in terms of aesthetic values can life itself be “justified” (where “justification” really means restoring an affective attachment to life). But how could the fact that life exemplifies aesthetic value restore our attachment to life in the face of these terrible existential truths? I suggest that there are two keys to understanding Nietzsche's answer: first, his assimilation of aesthetic pleasure to a kind of sublimated sexual pleasure; and second, his psychological thesis that powerful affects neutralize pain, and thus can “seduce” the sufferer back to life. Life can supply the requisite kind of aesthetic pleasure only if it features what I call the “spectacle of genius,” the spectacle represented by the likes of Beethoven, Goethe, and Napoleon. Since such geniuses are not possible in a culture dominated by “morality” (in Nietzsche's pejorative sense), the critique of morality is essential to the restoration of an affective attachment to life.
Nietzsche on Loneliness, Self-Transformation, and the Eternal Recurrence
Authors: Remhof Justin 
Published: November 2018

Abstract
Nietzsche's presentation of the eternal recurrence in Gay Science 341 is often viewed as a practical thought experiment meant to radically transform us. But exactly why and how we are supposed to be transformed is not clear. I contend that addressing these issues requires taking a close look at the psychological setting of the passage. The eternal recurrence is presented in our “loneliest loneliness.” I argue that facing the eternal recurrence from a state of profound loneliness both motivates self-transformation and contributes toward helping us succeed at that project.
Why (and How) We Read Nietzsche
Authors: Huddleston Andrew 
Published: November 2018

Abstract
This essay is one of ten contributions to a special editorial feature in The Journal of Nietzsche Studies 49.2 (Autumn 2018), in which authors were invited to address the following questions: What is the future of Nietzsche studies? What are the most pressing questions its scholars should address? What texts and issues demand our urgent attention? And as we turn to these issues, what methodological and interpretive principles should guide us? The editorship hopes this collection will provide a starting point for discussions about the most fruitful directions for Nietzsche scholarship to take and the most promising avenues for building on the best recent work.
More Modesty, Less Charity
Authors: Janaway Christopher 
Published: November 2018

Abstract
This essay is one of ten contributions to a special editorial feature in The Journal of Nietzsche Studies 49.2 (Autumn 2018), in which authors were invited to address the following questions: What is the future of Nietzsche studies? What are the most pressing questions its scholars should address? What texts and issues demand our urgent attention? And as we turn to these issues, what methodological and interpretive principles should guide us? The editorship hopes this collection will provide a starting point for discussions about the most fruitful directions for Nietzsche scholarship to take and the most promising avenues for building on the best recent work.
Legal Benefit: A Comparative Study between Legislation and Islamic Jurisprudence
Authors: Al-Khazaleh Shams El-Din Qassem 
Published: November 2018

The study dealt with the legal benefit in both: the legislations, specifically the Jordanian law, and the Islamic jurisprudence through the jurisprudence magazine. The study dealt with how to deal with the legal benefit in these legislations to reach the result of a discrepancy between these legislations and Islamic jurisprudence, it concluded that what is stated in Islamic jurisprudence is the best to apply. Results also showed the following:

the Jordanian legislator did not provide for taking it into any of the unified or dual legal systems if the work is mixed, which caused a difference in the provisions of the judiciary
The texts related to interest in Jordan are texts distributed between the Ottoman Murabaha system, the law of usury, the Jordanian trade law, the law of the Central Bank of Jordan, the Jordanian civil law and the Jordanian Code of Civil Procedure.
All of the laws referred to above allow for the application of interest except the Civil Code, as article 640 states that: &quot;If the loan contract provides an additional benefit to the contract, it is only to document the lender&#39;s right to the condition and validity of the contract&quot;, that is, the interest rate in loans is not considered.

The provisions of the special laws referred to in respect of interest are applicable, without regard to the title of either party to the contract (that is, whether a trader or a non-trader), without regard also to the transactions of the parties to the contract by commercial transactions or related to the merchant&#39;s business needs or not related to those transactions especially considering some of the provisions of these special laws acts of banks as a commercial operation of banks and their customers.
Beschouwing rapport Commissie-Koops: strafvordering in het digitale tijdperk
Authors: Oerlemans J.J. 
Published: November 2018

Beschouwing rapport Commissie-Koops: strafvordering in het digitale tijdperk
De Commissie-Koops heeft onderzocht of het conceptwetsvoorstel Boek 2 voldoende rekening houdt met het digitale tijdperk anno 2018 en in de nabije toekomst. Dit artikel is een beschouwing op het rapport van de Commissie, waarbij de aanbevelingen met betrekking tot openbronnenonderzoek en het beslag op gegevensdragers uitgebreid besproken worden. Daarnaast wordt ingegaan op het fenomenen van de ‘dataficering’ van het opsporingsproces. In het artikel wordt antwoord gegeven op de vraag welke bijdrage het rapport heeft geleverd aan de modernisering van het Wetboek van Strafvordering.
Education and linguistic boundaries in Québec: Student representations and pedagogical reflections from a critical perspective
Authors: Pilote Annie , Magnan Marie-Odile , Groff Cynthia 
Published: November 2018

Las relaciones entre francófonos y anglófonos de Québec reflejan las luchas históricas y las relaciones de poder entre los grupos. Utilizando el uso de un enfoque constructivista e interaccionista para entender la identidad y el origen étnico, se analiza el papel de las escuelas de idiomas de Inglés en las relaciones intergrupales. Este articulo presenta los resultados de dos estudios cualitativos realizados con los jóvenes que asistieron a escuelas de idioma Inglés en la ciudad de Québec, que muestra cómo el sistema escolar contribuye a la (re) producción de las fronteras lingüísticas. Los límites evidentes entre los grupos lingüísticos, ilustrados en los dibujos de los estudiantes y sus reflexiones, demuestran las complejas relaciones de poder entre los grupos. Teniendo en cuenta estas relaciones de poder y las relaciones entre grupos, se propone un enfoque pedagógico que incorpora las herramientas de la pedagogía crítica para mejorar las relaciones intergrupales en contextos sociales como los encontrados en la ciudad de Québec. Actividades pedagógicas que utilizan este enfoque crítico podría ayudar a los estudiantes enfrentar y desafiar las relaciones de poder entre grupos y interrogar la clasificación entre anglófonos y francófonos de Québec.
Estado de la cuestión sobre la perspectiva poscolonial: Subversión de conceptos en literatura infantil y juvenil actual
Authors: Alonso Soroa María Luisa 
Published: November 2018

Partiendo del análisis de las obras recientes más emblemáticas sobre la teoría poscolonial y de los trabajos críticos existentes sobre su aplicación en el campo de la literatura infantil y juvenil, este artículo pretende, por un lado, llamar la atención sobre la necesidad de extender la aplicación de la teoría poscolonial en el estudio de este tipo de literatura para redefinir una idea desvirtuada de multiculturalismo y, por otro lado, reconocer la utilidad de este enfoque a la hora de examinar las construcciones de la imagen del mundo en que vivimos que se hacen en textos de literatura infantil y juvenil actual en países occidentales. El artículo introduce en qué consiste la perspectiva crítica poscolonial y analiza su relación con los movimientos migratorios y con la condición híbrida de la cultura para así explicar el interés de aplicar esta perspectiva en el campo de estudio de la literatura infantil y juvenil actual. Se concluye ofreciendo el ejemplo de un texto poético para jóvenes lectores que ilustra cómo su autora rompe con el antiguo discurso imperialista entre colonizador y colonizado y muestra una imagen poco estereotipada de la infancia.
Virtual Worlds: An Overview and Pedagogical Examination
Authors: Sadler Randall 
Published: November 2018

AbstractVirtual Worlds (VWs) like Second Life provide a multiuser 3-D environment that may be utilized for either classroom-based or autonomous language learning. While Second Life is one of the most popular VWs at the current time (especially if differentiated from Massively-Multiplayer Online Games like World of Warcraft), there are a number of other VW platforms that, taken together, dwarf Second Life in terms of users. A few of these include: Active Worlds, Entropia Universe, Furcadia, Club Penguin; and MMOGs like the aforementioned World of Warcraft, Runescape, Lineage II, etc. In addition to these worlds, there are also more customized environments such as Croquet and OpenSimulator. As researchers and teachers of languages and literature, our challenge is to determine which of these environments, if any, is appropriate for the group(s) of students we wish to teach and/or study. This article will provide a rationale for the use of VWs in education and also an overview of some of the most applicable Virtual Worlds and discuss the strengths, weakness, and dangers of each.
La construcció del coneixement sobre el verb en alumnes de 3r i 6è d’educació primària
Authors: Casas i Deseures Mariona 
Published: November 2018

This article explores the declarative knowledge and the criteria to recognize the verbal category by students of 3rd and 6th grades of primary education. The study argues that the verb is one of the most complex linguistic concepts and, consequently, it is a difficult task to turn it into a didactic object. This is the reason why students find the concept of verb difficult to construct. The results of the study show that students develop semantic procedures to define the verb, but that the procedures to recognize it in sentences or texts are morphological. As a result, the declarative knowledge does not become useful as a strategy to identify the verb. These results confirm previous studies regarding the lack of systematization in the construction of grammatical concepts and they also confirm the need to redefine how to teach and learn the concept of verb.
Interview: Teacher Cognition and Language Teacher Education: beliefs and practice. A conversation with Simon Borg
Authors: Birello Marilisa 
Published: November 2018

Simon Borg es profesor en la School of Education de la Universitat de Leeds en el Reino Unido donde enseña en los módulos de Formación del Profesorado y la Enseñanza de la Gramática. Forma parte de los consejos editoriales de revistas como Language Teacher Research y The Asian EFL Journal. Sus áreas de interés son el pensamiento del profesor de lengua, es decir, el estudio de lo que lo profesores de lengua saben, creen, piensan y hacen. Entre sus múltiples publicaciones destacan diversos artículos en revistas como Language Teaching, System, Language Teaching Research, ELT Journal y los libros Teacher Cognition and Language Education publicado en el 2008 y Teacher research in language teaching: A critical analysis que será publicado en el 2013.
Teach-to-Test Instruction of Dynamic Assessment:A Critical Overview
Authors: Nazari Behzad 
Published: November 2018

El presente artículo tiene como objetivo discutir, con detalle, la integración entre la evaluación y la enseñanza, que pueda conducir a un nuevo enfoque: la evaluación dinámica (ED), basada en los principios de la teoría sociocultural, desarrollado por LS Vigotski y sus colegas. Una aproximación vigotskiana a la evaluación del aprendizaje de la lengua sugiere que el "proceso de desarrollo" debe ser visto como un predictor del posible rendimiento del individuo o del grupo al futuro. Evaluación dinámica se ha desarrollado como una alternativa a la evaluación estática, es decir evaluación estandarizada y/o evaluación no dinámica. Sin embargo, la ED no se puede considerar como un remplazo para otros tipos de prueba, más bien se ve como un complemento. El presente artículo es un modesto intento de ofrecer una visión general de la literatura que proporciona las bases al ED así como la investigación actual en el campo de este tipo de evaluación.
Optimising Classroom Interaction: An Interview with Steve Walsh
Authors: Fernández del Viso Román Vanesa 
Published: November 2018

El professor Steve Walsh és professor de Lingüística Aplicada de la School of ECLS of the University of Newcastle al Regne Unit. Ell és el líder del mòdul de ‘Teacher Development for TESOL’, ‘Learning and teaching in Higher Education’, ‘Discourse Analysis for English language teachers’. També supervisa als estudiants de nivell de Màster i Doctorat. Els seus principals interessos de recerca es centren en tots els aspectes del discurs a l'aula i el rol d'interacció entre professors i alumnes. Ha publicat articles en revistes com Language Teaching Research, Corpus Linguistics and Linguistic Theory, ELT Journal i Language Awareness i els seus llibres han tingut un impacte important en la recerca d'interacció a l'aula: Investigating Classroom Discourse (2006), i Exploring Classroom Discourse: Language in action (2011), per nomenar dos recents.
La preparación inicial en didáctica para la enseñanza del inglés en la escuela primaria
Authors: Bastidas Arteaga Jesús Alirio 
Published: November 2018

Este estudio se realizó con el objetivo de analizar la forma en que se prepara a los estudiantes de grado de una universidad española en el componente de didáctica para la enseñanza del inglés en la primaria. Como métodos se utilizaron la investigación etnográfica y la teoría fundamentada y los datos se recogieron a través de observaciones de clase, entrevistas y análisis de documentos de un programa de grado para la formación de profesores de primaria con énfasis en lenguas extranjeras. Los resultados indicaron que la formación incluye conocimientos teóricos y prácticos mediante procedimientos sistemáticos de carácter inductivo y deductivo orientados a la comprensión y práctica de los conocimientos teóricos y varias experiencias prácticas, entre las que se destaca la micro-enseñanza apoyada en procesos de reflexión y pensamiento crítico.
Book Review: Researching Online Foreign Language Interaction and Exchange, Theories, Methods and Challenges
Authors: Guarda Marta 
Published: November 2018

Este libro analiza la interacción del intercambio virtual, facilitado por la red, que tiene como su objetivo promocionar el aprendizaje de las lenguas extranjeras. Es un enfoque didáctico que cada vez más atrae la atención de los investigadores y educadores en el campo de la enseñanza de lenguas extranjeras. El libro describe algunos de los enfoques teóricos, métodos y herramientas que se han aplicado de manera productiva para el estudio de este tipo de interacción.
Editor's Notes
Authors: Dooly Melinda 
Published: November 2018

Our commissioned article is co-authored by three leading figures in research and practice in Online Intercultural Exchange (OIE) applied to the field of language teaching and learning: Sarah Guth, Francesca Helm (University of Padova, Italy) and Robert O’Dowd (University of León, Spain). Based on a growing need for a deep understanding of the underlying pedagogical foundations for online learning environments, these authors describe the perspectives of teachers involved in telecollaboration as well as the challenges faced by them. This article is followed by two studies in plurilingual acquisition: Arabic speakers learning French, Quichua students and an article on teachers' beliefs concerning the use of L1 in L2 classes.
En busca del lector implícito en tres versiones del relato de la niña obediente
Authors: Ramírez Heatley Ana Sofía 
Published: November 2018

This paper is a comparative analysis of "The Storyteller", by Saki, “Cuento de la niña condecorada” by Jorge Ibargüengoitia and "Super Dooper Jezebel" by Tony Ross: three works aimed directly or indirectly at younger readers, which share a single archetype or motif: that of the obedient, overly perfect young girl who behaves more like an adult than a child. This examination of the similarities and differences between the three versions of the good-girl story, from the perspective of reception theory, highlights the role played by the implicit reader as an intrinsic element of the work's artistic make-up. Using different resources, and from their very structure, the three works conjure up the presence of an active reader who sees events coming, sets off the ironic and humorous games, uncovers meaning, interprets and, above all, generates that magical alliance between work and reader that breathes life into the text. This paper traces the steps of a pre-determined reader in three stories that condemn a character who, in the quest for perfection, falls into the horrific trap of embodying it.
Teaching Genomic Pathology: Translating Team-Based Learning to a Virtual Environment Using Computer-Based Simulation
Authors: Haspel Richard L. , Ali Asma M. , Huang Grace C. , Smith Matt H. , Atkinson James B. , Chabot-Richards Devon S. , Elliott Robin M. , Kaul Karen L. , Powell Suzanne Z. , Rao Arundhati , Rinder Henry M. , Vanderbilt Chad M. , Wilcox Rebecca 
Published: November 2018

Context.—
Developing skills related to use of computer-based tools is critical for practicing genomic pathology. However, given the relative novelty of genomics education, residency programs may lack faculty members with adequate expertise and/or time to implement training. A virtual team-based learning (TBL) environment would make genomic pathology education available to more trainees.

Objective.—
To translate an extensively implemented in-person TBL genomic pathology workshop into a virtual environment and to evaluate both knowledge and skill acquisition.

Design.—
Using a novel interactive simulation approach, online modules were developed translating aspects of the TBL experience into the virtual environment with a goal of acquisition of necessary computer-related skills. The modules were evaluated at 10 postgraduate pathology training programs using a pre-post test design with participants deidentified. A postmodule anonymous survey obtained participant feedback on module quality and efficacy.

Results.—
There were 147 trainees who received an email request to voluntarily participate in the study. Of these, 43 trainees completed the pretest and 15 (35%) subsequently completed the posttest. Mean overall scores were 45% on the pretest compared with 70% on the posttest (P &lt; .001; effect size = 1.4). Posttest improvement of results was similar for questions testing acquisition of knowledge versus skills. Regarding the 19 participants who took the survey, 18 (95%) would recommend the modules to others and believed they met the stated objectives.

Conclusions.—
A simulation-based approach allows motivated pathology trainees to acquire computer-related skills for practicing genomic pathology. Future work can explore efficacy in a nonvoluntary setting and adaptation to different specialties, learners, and computer tools.