bluuebunny/crossref_metadata_2025_split huggingface dataset:
COMMON-SENSE LEGITIMATION OF INFORMAL PRACTICES IN PRESENT-DAY SERBIA
Authors: JOVANOVIĆ MILOŠ 
Published: August 2019

As a part of a larger research within the Horizon 2020 project Closing the Gap Between Formal and Informal Institutions in the Balkans, 38 semi-structured interviews with citizens of Serbia have been conducted in the period July – October 2017. These comprise the database used for analysis of “narratives of informality” – stories of how the research participants legitimize (or rationalize) informal practices (using connections and acquaintances to “get things done”, giving/receiving bribe, exchange of favors, etc.), supplemented by the analysis of participants’ attitudes towards informal practices, particularly when using them themselves. An insight into the respondents’ ideas of informality was gained through describing and understanding doxa – beliefs of an individual as “a quasi-perfect correspondence between the objective order and the subjective principles of organization (with which) the natural and social world appear as self-evident” (Bourdieu) or senso comune (Gramsci) – “naturalized”, unreflected, practical knowledge taking the form of self-explanatory content of common sense, that which is taken for granted, what “everybody knows“, the knowledge of the world that is undisputed – “just the way it is”, the domain of indefinite beliefs and incoherent views of the world, the knowledge which “legitimizes with the absence of legitimizing”. The assumption is that the “quality” of doxa, in the sense of its positive or negative orientation, has a large impact on the possibility of changes in formal practices and procedures – in some cases serving as a stimulus for change, and as an obstacle to changes in others – situations in which the new/imported rules remain “empty shells” with little influence in social life.
Precooling's Effect on American Football Skills
Authors: Bradley Libby J. , Miller Kevin C. , Wiese Brian W. , Novak Jason R. 
Published: August 2019

Abstract
Bradley, LJ, Miller, KC, Wiese, BW, and Novak, JR. Precooling's effect on American football skills. J Strength Cond Res 33(10): 2616–2621, 2019—Precooling (i.e., cooling before exercise) may reduce the risk of exertional heatstroke (EHS) in American football athletes. However, implementation of precooling by coaches or medical staff would likely be poor if it impaired performance. We investigated whether precooling impacted American football skill performance in this randomized, crossover, counterbalanced study. Twelve men (24 ± 2 years, mass = 85.5 ± 6.3 kg, height = 181.8 ± 8.1 cm) completed a familiarization day to practice each skill and then 2 testing days. On testing days (wet-bulb globe temperature = 19.3 ± 4.1° C), subjects were either precooled for 15 minutes using cold-water immersion (10.1 ± 0.3° C) or not (control). Then, they donned an American football uniform and completed several bouts of 8 different football skills. Rectal temperature (Trec) was measured before, during, and after skill testing. Precooling did not affect vertical jump, broad jump, agility, dynamic or stationary catching, or maximum throwing distance (p ≥ 0.13). Precooling impaired 40-yard dash time (precooling = 5.72 ± 0.53 seconds, control = 5.31 ± 0.34 seconds; p = 0.03, effect size = 1.2) and throwing accuracy (precooling = 4 ± 1 points, control = 7 ± 2 points; p = 0.001, effect size = 1.4). On average, Trec was 0.58 ± 0.35° C lower during skills testing after precooling and statistically differed from control from minute 10 to the end of testing (∼35 minutes; p < 0.05, effect size ≥ 1.2). Precooling may be a useful EHS prevention strategy in American football players because it lowered Trec without impacting most skills. By lowering Trec, precooling would prolong the time it would take for an athlete's Trec to become dangerous (i.e., >40.5° C). If precooling is implemented, coaches should alter practice so that throwing accuracy and speed drills occur after an athlete's Trec returns to normal (i.e., >35 minutes).
Neuronal Myocyte-Specific Enhancer Factor 2D (MEF2D) Is Required for Normal Circadian and Sleep Behavior in Mice
Authors: Mohawk Jennifer A. , Cox Kimberly H. , Sato Makito , Yoo Seung-Hee , Yanagisawa Masashi , Olson Eric N. , Takahashi Joseph S. 
Published: August 2019

The transcription factor, myocyte enhancer factor-2 (MEF2), is required for normal circadian behavior inDrosophila; however, its role in the mammalian circadian system has not been established. Of the four mammalianMef2genes,Mef2dis highly expressed in the suprachiasmatic nucleus (SCN) of the hypothalamus, a region critical for coordinating peripheral circadian clocks. Using both conventional and brain-specificMef2dKO (Mef2d−/−) mouse lines, we demonstrate that MEF2D is essential for maintaining the length of the circadian free-running period of locomotor activity and normal sleep patterns in male mice. CrossingMef2d−/−withPer2::lucreporter mice, we show that these behavioral changes are achieved without altering the endogenous period of the master circadian oscillator in the SCN. Together, our data suggest that alterations in behavior inMef2d−/−mice may be the result of an effect on SCN output, rather than an effect on timekeeping within the SCN itself. These findings add to the growing body of evidence that MEF2 proteins play important roles in the brain.SIGNIFICANCE STATEMENTThese studies are the first to show a role for MEF2 proteins in the brain outside of the hippocampus, and our findings suggest that these proteins may play diverse roles in the CNS. It is important to continue to build on our understanding of the roles of proteins acting in the SCN because SCN dysfunction underlies jet lag in humans and influences the response to shift work schedules, which are now known as risk factors for the development of cancer. Our work on MEF2D could be the basis for opening new lines of research in the development and regulation of circadian rhythms.
Phylogenetic Reclassification of Vertebrate Melatonin Receptors To Include Mel1d
Authors: Denker Elsa , Ebbesson Lars O E , Hazlerigg David G , Macqueen Daniel J 
Published: August 2019

AbstractThe circadian and seasonal actions of melatonin are mediated by high affinity G-protein coupled receptors (melatonin receptors, MTRs), classified into phylogenetically distinct subtypes based on sequence divergence and pharmacological characteristics. Three vertebrate MTR subtypes are currently described: MT1 (MTNR1A), MT2 (MTNR1B), and Mel1c (MTNR1C / GPR50), which exhibit distinct affinities, tissue distributions and signaling properties. We present phylogenetic and comparative genomic analyses supporting a revised classification of the vertebrate MTR family. We demonstrate four ancestral vertebrate MTRs, including a novel molecule hereafter named Mel1d. We reconstructed the evolution of each vertebrate MTR, detailing genetic losses in addition to gains resulting from whole genome duplication events in teleost fishes. We show that Mel1d was lost separately in mammals and birds and has been previously mistaken for an MT1 paralogue. The genetic and functional diversity of vertebrate MTRs is more complex than appreciated, with implications for our understanding of melatonin actions in different taxa. The significance of our findings, including the existence of Mel1d, are discussed in an evolutionary and functional context accommodating a robust phylogenetic assignment of MTR gene family structure.
El CASO como dispositivo de las prácticas escolares
Authors: Ramírez-Casas del Valle Lorena , Valdés-Morales René 
Published: August 2019

El sistema educativo chileno en los últimos 15 años ha creado nuevos cuerpos normativos y legales para favorecer la inclusión, evitar la discriminación y mejorar la convivencia escolar. Estas leyes interpelan directamente a las escuelas, las cuales desde sus propias traducciones generan también sus propias prácticas educativas. El objetivo de esta investigación fue comprender cómo las escuelas traducen y articulan estas políticas. Mediante una etnografía de dispositivos (Sisto y Zelaya, 2013), se produjeron entrevistas y observaciones en dos escuelas que cuentan con un equipo específico de profesionales para hacer articular estas políticas. Los resultados indican que desde las prácticas de los equipos emerge, como resultado, la existencia de un dispositivo que hemos denominado CASO, que es una expresión que ocupan ambas escuelas y que guarda relación con estudiantes que presentan problemas conductuales o de aprendizajes. El CASO como dispositivo organiza las labores de los equipos, principalmente en torno a la detección y apoyo de estudiantes, levantamiento de evidencias, y resguardos frente a la fiscalización. Las discusiones giran en torno a los alcances de este dispositivo y a los efectos que genera en la comunidad escolar.
Bullying: Detección mediante el test sociométrico y prevención a través de experiencias basadas en el método socioafectivo
Authors: Hamodi-Galán Carolina , De Benito-Brunet Yara 
Published: August 2019

El bullying es una de las formas de violencia más comunes en la actualidad escolar. El artículo presenta una experiencia en la que se utiliza la sociometría como metodología para conocer las relaciones existentes en el aula (mediante test sociométrico y matriz sociométrica), junto con otros instrumentos de corte cualitativo (diario de campo y guía de observación) para desarrollar una metodología mixta (cuantitativa y cualitativa). Tras los resultados se plantea una propuesta de intervención para la prevención del bullying que se sustenta sobre el método socioafectivo (método para trabajar empatía). Los resultados obtenidos manifiestan la importancia de desarrollar dinámicas en el aula que trabajen la empatía y habilidades sociales y el impacto positivo que ello supone en el aula.
Referentes curriculares para la toma de decisiones en materia de planes de estudio de educación superior
Authors: Chen-Quesada Evelyn , Salas-Soto Silvia Elena 
Published: August 2019

El objetivo de este artículo es ofrecer a los entes gestores del currículo de instituciones de educación superior, la concepción de currículo universitario, los referentes curriculares por considerar en la toma de decisiones requeridas para la implementación reflexiva de los planes de estudio, y los retos de la educación superior ante las demandas de la sociedad actual. Dado que esta es una tarea que involucra aportes desde la teoría curricular y la disciplina propia del objeto de estudio que aborda un plan de estudios en particular, el contenido se convierte en una herramienta que promueve desde el campo teórico, el trabajo transdisciplinario e interdisciplinario dinámico, que podría aportar en la adopción de enfoques curriculares que apoyan la práctica consciente y remozada de la educación superior. El estudio presenta los aportes y clasificación de 22 enfoques curriculares de especialistas tales como Eisner y Wallance (1974), Molina (1997), Grundy (1998),Posner (1998) y Sacristán (2010), quienes organizan el conocimiento según los distintos referentes y, además, se actualizan según las nuevas tendencias, esto por cuanto el currículo universitario está sujeto a renovación según las necesidades de los contextos sociales en los que se desempeña. Entre los principales hallazgos se destaca que la comprensión de cada enfoque curricular brinda luces sobre las nuevas propuestas de planes de estudios más afines a los retos que plantea la sociedad y que son necesarios para avanzar hacia perfiles profesionales integrales y con salidas laborales reales. Además, el estudio subraya que los nuevos planes de estudio universitarios deben contener la visión de lo físico, social y socioafectivo con altos niveles de calidad, equidad, uso de tecnologías, un claro acercamiento de las disciplinas que promuevan la participación activa de estudiantes, personal académico, entes empleadores y otros, que promuevan propuestas curriculares interdisciplinarias y transdisciplinarias. La principal implicación de la investigación es brindar a personal académico e investigador un referente basado en criterios de selección histórica y actual de los enfoques curriculares que pueda ser consultado en futuros estudios en materia de calidad de la formación profesional universitaria.
Estudiantes, docentes y contexto educativo en la representación del profesorado en formación
Authors: Sánchez-Sánchez Gerardo Ignacio , Jara-Amigo Ximena Elizabeth 
Published: August 2019

Esta investigación, situada en el contexto de una universidad regional que forma docentes, tiene como objetivo indagar en las representaciones que el futuro profesorado tiene de la figura de estudiantes, docentes y contexto escolar. Se optó por una metodología de tipo cualitativa. El trabajo se configuró en una zona de diálogo con 55 estudiantes de pedagogía en educación primaria que desarrollan sus procesos de práctica profesional en distintos contextos. A partir de la técnica de entrevista semistructurada, con aportes de relatos de vida, las personas participantes reportaron su experiencia. Los resultados muestran un trabajo docente complejo, por el cambio en el perfil estudiantil, que presenta clara oposición al concepto tradicional de autoridad y a una escuela que reproduce la dominación simbólica. También influyen en el resultado las tecnologías de la información y comunicación, que tensionan la comprensión de la tarea docente y la racionalidad con la cual esta se asume. El estudio abre un espacio de discusión para que la institución universitaria revise el proceso de formación del futuro profesorado y permite desarrollar las habilidades necesarias para una mejor inserción en contextos escolares con crecientes demandas.
Derechos humanos y religiosidades
Authors: Gallardo Helio 
Published: August 2019

El artículo expone una concepción sociohistórica de derechos humanos y muestra que el vínculo entre sociedad civil y religiosidades (y en especial sus formas institucionalizadas, o sea, plasmadas en iglesias, como es el caso del catolicismo) tiene un polo fuerte (la sociedad civil) y uno débil (las iglesias). En el campo de derechos humanos, las iglesias no pueden oponerse al Estado ni a la sociedad civil. Vale para todos los Estados que han firmado los protocolos y pactos de derechos humanos. De esta manera una iglesia, por ejemplo, puede rechazar la práctica homosexual en su seno, pero no puede perseguir ni acosar de forma alguna esta práctica en la existencia social. No se está ante una situación ética, sino de juricidad ciudadana. Los ciudadanos pueden darse las prácticas sexuales que deseen mientras no constituyan delito. Los grupos religiosos pueden rechazar determinadas prácticas para sus miembros, pero no pueden hacer de su rechazo una cuestión política. Un subtema del artículo es que instituciones religiosas y derechos humanos no se articulan constructivamente de modo espontáneo, sino que pueden diferir y enfrentarse.
Palabras clave: derechos humanos, religiosidades, sociedad civil, iglesias, Estado.
The end of Eschatology: Derrida´´ s specters of Marx and the futures of Luke´ ´´s Christ
Authors: Braun Adam F. 
Published: August 2019

Este artículo argumenta que la reciente investigación bíblica interesada en la escatología, en particular en la escatología del libro de Lucas, forma parte y refuerza el ambiente cultural del capitalismo tardío. En lugar de quedar subsumido en la distinción binaria entre inminencia y esperanza futura, el artículo realiza una relectura del así llamado “cumplimiento lucano” desde la perspectiva del libro Espectros de Marx de Jacques Derrida. A partir del enfoque en el parentesco de Jesús, se argumenta que, a pesar de ciertas proclamas escatológicas, Jesús nunca fue rey de ningún pueblo o lugar. Por lo tanto, al leer desde un contexto en el que las esperanzadoras narrativas mesiánicas han sido subsumidas por la narrativa capitalista es conveniente considerar, como lo ha hecho de manera introductoria Kotrosits, que el libro de Lucas es una narrativa cubierta de pesimismo empático.
Palabras clave: Lucas, escatología, Derrida, capitalismo, pesimismo.
A metformin hatása a vérzsírértékekre, illetve a szív és érrendszeri kockázatra sztatinkezelésben nem részesülő 2-es típusú cukorbetegekben
Authors: Kender Zoltán , Groener Jan Benedikt , Reismann Péter , Kopf Stefan 
Published: August 2019

Abstract: Introduction: Some meta-analyses suggested a positive effect of metformin therapy on lipid parameters, but the potential beneficial effect of metformin on cardiovascular risk in type 2 diabetes is not entirely clear. Aim: We investigated the effect of metformin therapy on lipid parameters and cardiovascular risk in patients with type 2 diabetes. Method: In a cross-sectional, monocentric study, 102 patients with type 2 diabetes without lipid-lowering medication were analysed for lipid profile and cardiovascular risk (United Kingdom Prospective Diabetes Study Risk Calculator) depending on metformin therapy. The patients were divided into two subgroups regarding with (n = 52) or without metformin therapy (n = 50). Results: Patients with metformin therapy had significantly lower total cholesterol and LDL cholesterol levels than patients without metformin (p<0.01 and p<0.05). This effect was independent from glucose control. No intrinsic effect of metformin could be found on systolic blood pressure, HDL cholesterol, triglycerides, and long-term cardiovascular risk using a multivariable risk assessment score. Conclusion: Metformin therapy has beneficial effects on cholesterol levels without improving cardiovascular risk in patients with type 2 diabetes. Orv Hetil. 2019; 160(34): 1346–1352.
Information Specialist facing new challenges
Authors: Kiviluoto Johanna , Sinisalo Riikka 
Published: August 2019

The open science and research (OSR) movement has been shaping the world of scholarly communication for a few years now. In Finland, the Ministry of Education and Culture promoted research information availability and open science through the Open Science and Research Initiative. As a part of this initiative, an evaluation of the openness of Finnish research organizations was completed. The first evaluation indicated that OSR functions needed clearer guidelines and a coordinating unit to further improve the cultural maturity in Lahti University of Applied Sciences (LAMK). Furthermore, the scholarly publishing activities also needed a new home base due to organizational changes. As the information and library services had the basic understanding of scholarly publishing, different publishing channels and responsible conduct of research, it was decided that the library takes on these responsibilities.
For the new challenges, the traditional information specialist skills set needed updating. New skills were acquired via both formal and informal learning, benchmarking and trial-and-error. These new skills were immediately put to use in LAMK by creating a new open access publishing platform, organizing workshops and lectures for the staff and creating organizational guidelines for open RDI practices. The next organizational maturity evaluation ranking round proved the library’s new expertise, as LAMK climbed two levels up, being the second highest university of applied sciences in Finland.
As for the role of the information specialists, the new role as OSR experts have opened up new possibilities within the organization. They are now seen more as possible partners in different RDI activities, participating in project work and further developing the way openness is being carried out in all aspects of RDI and teaching. The paper offers a case example of how library professionals can diversify and update their skills pool and shape the future of their profession.
“Students Can Write!”
Authors: Brodersen Randi Benedikte , Kavli Solveig 
Published: August 2019

One purpose of this article is to shed light upon the concept of voice in writing, related to genres and sources in humanities. Another purpose is to participate in the academic discussion on voice. We want to raise awareness about the use of voice, in general, among students and supervisors. We want to inspire and motivate students to voice their texts explicitly and naturally – by using different genres and by entering into dialogue with central sources. Such sources can be used to create new meaning and for sense making, but they do not carry a given answer (Dervin, 1999; Holliday & Rogers, 2013).
The variation and complexity of voice is present in the variety of sources students find and use, such as articles, textbooks, dissertations, interviews, films, pictures, etc. Voices are explicit or implicit in all kind of sources used. Voices emerge as authoritative and experienced within academia, for instance in textbooks and articles. Voices may be creative and inviting. Some are attractive and believable, others hesitant or uncertain, as voices in many texts written by students.
Students, at all academic levels, express insecurity when working with academic writing and genres. However, by analysing and practicing different academic genres and by attending to voice(s) in others’ texts, students are empowered to explore genres and sources and to voice their own texts. By using and entering into dialogue with various sources, students make choices about how to present and interact with sources. In these ways, students develop their voices and improve their texts.
Our theoretical point of departure deals with voice, dialogue (Elbow, 2007; Bakhtin, 1986) and the use of sources combined with the search for information (Dervin, 1999; Holliday & Rogers, 2013). We analyse and compare two examples of the use of sources in academic texts, in order to show how texts representing two genres, use voices and sources in different ways. We present supervisors’ guidance strategies, representing supervisors’ voices. We – and supervisors – mention students’ general challenges with academic writing. Finally, we present dialogic strategies and propose a new dialogic strategy. This new strategy combines and unites reading and writing in different genres, drawing on and entering into dialogue with central sources, with different and clear ways of voicing; explicit and implicit voicing. Our dialogic strategy – and other intended dialogic strategies – can be used by students and all supervisors who assist students in writing, when dealing with voice(s) and sources.
Fifteen minutes of data
Authors: Petersson Jonas , Hedbrant Moa 
Published: August 2019

The concept Fifteen minutes of data (Datakvarten) started during spring 2017. We saw a growing need to engage librarians with data, research data and related issues, and with the creation of our digital lab we got the final incentive. However, it is a new area to many and can be complex, so there was some hesitation and reluctance amongst our colleagues. This initiative aimed to integrate it in a nice and easy way to our daily work. We wanted to develop a competence on the subject within our whole unit but needed to fit the learning process into already busy schedules.
The fifteen minutes of data happened on our regular unit meetings, occurring every other week. Workshop sessions were mixed with lectures and seminar methods to engage everyone in different ways. We tried to follow a logic path in pic of topics, to start with the basics and step up the complexity bit by bit. Topics could be about what data really is, PSI (Public sector information), visualisation, data literacy and data formats. The year ended up with a quiz to repeat the most important. We had a logotype and used a special jingle to introduce each session, which was much appreciated.
It was important to meet the whole unit, with different previous knowledge and interest. Fifteen minutes is not a long time, but we can conclude that it was worth the effort and planning time – it went well and the concept will continue throughout 2018. With the presentation we want to highlight the concept and encourage others to try it, but also raise questions about what every librarian should know and master about data. What trends do you see? What lies ahead?