bluuebunny/crossref_metadata_2025_split huggingface dataset:
Systematic Correlation Matrix Evaluation (SCoMaE) – a bottom–up, science-led approach to identifying indicators
Authors: Mengis Nadine , Keller David P. , Oschlies Andreas 
Published: January 2018

Abstract. This study introduces the Systematic Correlation Matrix Evaluation (SCoMaE)
method, a bottom–up approach which combines expert judgment and statistical
information to systematically select transparent, nonredundant indicators
for a comprehensive assessment of the state of the Earth system. The methods
consists of two basic steps: (1) the calculation of a correlation matrix
among variables relevant for a given research question and (2) the systematic
evaluation of the matrix, to identify clusters of variables with similar
behavior and respective mutually independent indicators. Optional further
analysis steps include (3) the interpretation of the identified clusters,
enabling a learning effect from the selection of indicators, (4) testing the
robustness of identified clusters with respect to changes in forcing or
boundary conditions, (5) enabling a comparative assessment of varying
scenarios by constructing and evaluating a common correlation matrix, and
(6) the inclusion of expert judgment, for example, to prescribe indicators,
to allow for considerations other than statistical consistency. The example
application of the SCoMaE method to Earth system model output forced by
different CO2 emission scenarios reveals the necessity of reevaluating
indicators identified in a historical scenario simulation for an accurate
assessment of an intermediate–high, as well as a business-as-usual,
climate change scenario simulation. This necessity arises from
changes in prevailing correlations in the Earth system under varying climate
forcing. For a comparative assessment of the three climate change scenarios,
we construct and evaluate a common correlation matrix, in which we identify
robust correlations between variables across the three considered scenarios.
ORCHIDEE-MICT (v8.4.1), a land surface model for the high latitudes: model description and validation
Authors: Guimberteau Matthieu , Zhu Dan , Maignan Fabienne , Huang Ye , Yue Chao , Dantec-Nédélec Sarah , Ottlé Catherine , Jornet-Puig Albert , Bastos Ana , Laurent Pierre , Goll Daniel , Bowring Simon , Chang Jinfeng , Guenet Bertrand , Tifafi Marwa , Peng Shushi , Krinner Gerhard , Ducharne Agnès , Wang Fuxing , Wang Tao , Wang Xuhui , Wang Yilong , Yin Zun , Lauerwald Ronny , Joetzjer Emilie , Qiu Chunjing , Kim Hyungjun , Ciais Philippe 
Published: January 2018

Abstract. The high-latitude regions of the Northern Hemisphere are a nexus for the interaction between land surface physical properties and their exchange of carbon and energy with the atmosphere. At these latitudes, two carbon pools of planetary significance – those of the permanently frozen soils (permafrost), and of the great expanse of boreal forest – are vulnerable to destabilization in the face of currently observed climatic warming, the speed and intensity of which are expected to increase with time. Improved projections of future Arctic and boreal ecosystem transformation require improved land surface models that integrate processes specific to these cold biomes. To this end, this study lays out relevant new parameterizations in the ORCHIDEE-MICT land surface model. These describe the interactions between soil carbon, soil temperature and hydrology, and their resulting feedbacks on water and CO2 fluxes, in addition to a recently developed fire module. Outputs from ORCHIDEE-MICT, when forced by two climate input datasets, are extensively evaluated against (i) temperature gradients between the atmosphere and deep soils, (ii) the hydrological components comprising the water balance of the largest high-latitude basins, and (iii) CO2 flux and carbon stock observations. The model performance is good with respect to empirical data, despite a simulated excessive plant water stress and a positive land surface temperature bias. In addition, acute model sensitivity to the choice of input forcing data suggests that the calibration of model parameters is strongly forcing-dependent. Overall, we suggest that this new model design is at the forefront of current efforts to reliably estimate future perturbations to the high-latitude terrestrial environment.
Contested Grounds: An Environmental History of the 1777 Philadelphia Campaign
Authors: McGready Blake 
Published: January 2018

ABSTRACT
In the third year of the American Revolution, war moved into the Delaware River Valley and wreaked havoc. Throughout the series of battles for the American capital of Philadelphia, both the Continental Army and British forces had to contend with multiple environmental factors. The need for food and supplies dominated the armies' military strategies. Daily atmospheric conditions and fluctuating temperatures bred deadly diseases. Soldiers manipulated landscapes and waterways for their survival needs. Weather sometimes determined the outcomes of major battles. In their writings, Continental and British soldiers consistently reflected on these environmental conditions and used them to justify their battlefield performance. During the Philadelphia Campaign, neither army effectively harnessed nature to its advantage or overcame nature's challenges. Yet soldiers had a deep understanding that the success of their endeavor was directly related to environmental circumstances that they seldom could control.
“Our God, and Our Guns”: Religion and Politics on the Revolutionary Frontier
Authors: Pearl Christopher Ryan 
Published: January 2018

ABSTRACT
This article explores religion and politics on Pennsylvania's revolutionary frontier through two key events, the Paxton Riots and the Whiskey Rebellion. The author argues religion shaped frontiersmen's understanding of the proper role of government and provided justification for resistance and extralegal action. Moreover, the understanding of government promoted by religious leaders and frontier peoples presented an image of civil society and government at odds with the scholarly literature that often presents frontiersmen as antigovernment “proto-Lockeans,” prizing personal independence and individual rights. The words and actions of ministers, the Paxton Boys, and Whiskey Rebels adhered to a man in society, public welfare vision of government that set a high standard for the role of government in society and provided justification to both regulate and resist government when it failed to meet that standard. These events also demonstrate the continuity of a frontier political logic shaping events in the pre- and post-independence eras.
O outro na produção de textos instrucionais de ensino médio
Authors: Petermann Rafael , Menegassi Renilson José 
Published: January 2018

Este artigo versa sobre o papel do interlocutor/outro nas produções escritas de alunos do Ensino Médio, tendo como objetivo analisar as manifestações de interlocução em textos instrucionais produzidos por alunos de uma escola privada de Ensino Médio no Noroeste do Paraná. A ancoragem teórica que subsidia as análises e asserções são os conceitos desenvolvidos pelo Círculo de Bakhtin e discussões de pesquisadores brasileiros em Linguística Aplicada. Os dados foram coletados a partir de uma atividade de escrita proposta pelo professor de Língua Portuguesa a uma turma interseriada de 30 alunos. As análises foram realizadas tendo em vista quatro categorias de manifestação da interlocução: i) interlocutor real; ii) interlocutor virtual; iii) interlocutor interno; iv) interlocutor superior. Os resultados deste estudo apontam que as categorias de interlocutor são marcadas nos textos, evidenciando que a interlocução é um elemento de constituição da escrita. Outro resultado aponta para o fato de que o interlocutor superior influencia de forma diferente textos de alunos novatos e experientes na instituição de ensino em que a pesquisa foi desenvolvida, sendo que, na escrita de alunos experientes, sua influência está relacionada à organização do texto, escolha lexical etc.
De golpe à abundância: alterações semânticas em expressões designativas do ato de bater
Authors: Freitas Nathália Luiz de 
Published: January 2018

Com base em elementos da Semântica Diacrônica e da Semântica Cognitiva, este artigo visa a analisar fatores linguístico-cognitivos envolvidos nas alterações semânticas ocorrentes em expressões designativas do ato de bater, tais como uma paulada, uma porrada, uma cacetada, uma porretada, uma pancada e uma bordoada, seguidas da preposição de, originando expressões que indicam quantidade e intensidade. A partir de uma perspectiva semasiológica (SILVA, 2005), o fenômeno em análise foi investigado em ocorrências identificadas no corpus constituído de expressões averiguadas e identificadas em portal eletrônico, de maneira que os procedimentos e técnicas empregados têm características predominantemente qualitativas, havendo quantificação apenas no que se refere à frequência absoluta e conforme tipificação das expressões, isto é, à frequência relativa. Nossas análises indicam que a predicação por transferência – especialmente do sufixo –ada, enquanto processo sintático-semântico, e a figuratividade – notadamente o traço de intensidade presente nos substantivos que formam as expressões – como processo semântico-cognitivo são fatores identificados responsáveis pelas alterações de sentido nas expressões em foco.
Lobo em pele de cordeiro: novas roupagens e velhas atitudes no Ensino de História proposto pela BNCC
Authors: Pacini Henrique Ferreira 
Published: January 2018

O Ensino de História, proposto pelo Ministério da Educação, através da publicação para consulta da Base Nacional Comum Curricular (BNCC), tem suscitado um amplo debate na academia e nos meios escolares. O presente trabalho analisa o contexto político no qual a BNCC foi elaborada, tendo como parâmetros as questões propostas pelos Estudos Culturais, e as discussões teórico-metodológicas elaboradas pelas recentes pesquisas em Ensino de História. Para tanto, a estrutura disciplinar e narrativa, bem como a posição teórico-metodológica dos autores, implícita na apresentação da disciplina História, constante na BNCC, foram analisadas. Conclui-se, a partir das análises, que apesar de alguns avanços pontuais na narrativa e nas formas de ensino propostas, a forma de Ensino de História manteve-se inalterada. Palavras-chave: Ensino. História. Identidade. Base Nacional Comum Curricular. Consciência Histórica.
Considerações sobre a História das Áfricas no estágio supervisionado de História (2000-2006, UDESC)
Authors: Pires Andrade Maíra 
Published: January 2018

Este artigo investiga as representações sobre a História das Áfricas, expressas pelos estudantes de Graduação em História da UDESC, na condição de estagiários na Educação Básica, nos Relatórios Finais da disciplina de Estágio Supervisionado dos anos 2000 a 2006. Dessa maneira, buscarei entender quais os sentidos e significados do ensino desta temática para os estagiários. Como aporte teórico usarei, principalmente, autores como Fanon, Quijano e Mbembe, para pensar a colonialidade e o racismo na atualidade, e Hall, para mobilizar o conceito de representação. Este artigo é um recorte de uma dissertação em desenvolvimento na UDESC, que perceberá as rupturas, nestes relatórios, antes e depois da aprovação da Lei 10.639/03, estabelecendo relações entre as apropriações dos estagiários, e o que é compreendido pelos estudantes das escolas que são campo de estágio. Palavras-chave: História Africana e Afro Brasileira. Representação. Racismo. Lei 10.639/03.
Ensino de História para alunos surdos: práticas educacionais em Escola Pública de Educação de Surdos de São Paulo
Authors: Pereira Carlos Cesar Almeida Furquim 
Published: January 2018

O presente artigo decorre de relato de prática de ensino desenvolvida em Escola Municipal de Educação Bilíngue para Surdos de São Paulo, e tem por intuito contribuir com discussões e com práticas para o Ensino de História desenvolvidas em educação diferenciada, neste caso em escola específica (e bilíngue) para surdos. Ele é produto de uma Sequência Didática que abordou a colonização da América Portuguesa entre os séculos XVI e XVIII, trabalhada com três 6ªs séries (7ºs anos) do Ensino Fundamental, do período matutino, no ano de 2013, que contou com a somatória da experiência profissional do autor e por meio de leituras e formações na área. Palavras-chave: Ensino de História para Surdos. Educação Bilíngue para Surdos. Práticas de Ensino de História para público diferenciado.
Educação patrimonial e aprendizagem histórica: percursos epistemológicos na história ensinada
Authors: Zarbato Jaqueline Aparecida Martins 
Published: January 2018

Este artigo pretende abordar as reflexões da educação patrimonial como contributo nas aulas de História da Educação Básica. Para tal, metodologicamente este artigo estrutura-se em realizar a análise sobre as concepções teóricas que norteiam a Educação Patrimonial como campo de estudo, assim como a dinâmica que imprime a produção do conhecimento histórico. Analisando o embricamento entre as concepções patrimoniais e o ensino de História, pontuando, desta maneira, a experiência realizada com estudantes de uma escola pública, no interior de Mato Grosso do Sul. Palavras-chave: Educação Patrimonial. Ensino de História. Alfabetização Histórica.
Representações sociais sobre o trabalho docente: concepções de cidadania de professores da rede estadual de MG no ano de 2014
Authors: Da Cruz Doan Ricardo Neves 
Published: January 2018

Este artigo discute algumas representações sociais de professores de História atuantes em escolas estaduais no interior de Minas Gerais, no período do ano letivo de 2014. Para sua realização, propôs-se a análise de concepções atribuídas ao trabalho docente no ensino de História, principalmente no que diz respeito à questão da cidadania. Esta investigação está fundamentada na teoria das representações sociais e em um referencial metodológico qualitativo, com o emprego de observações das aulas de História, anotações em diário de campo e realização de entrevistas com cinco docentes da rede pública ao longo de um ano letivo. As representações em torno da cidadania apresentam alguns problemas e ambiguidades, mas também mostram o papel de estabilizar as significações quanto ao trabalho docente, diante da precarização e da desvalorização da profissão de professor. Palavras-chave: Representações Sociais. Ensino de História. Trabalho Docente.
THE ANTI-INFLAMMATORY EFFECT OF GARDI PATCH IN CARRAGEENAN-INDUCED PAW EDEMA OF RATS
Authors: B Dejidmaa , B Uuganbayar , Ch Erdenechimeg , Ch Chimedragchaa , G Munkhzul 
Published: January 2018

Gardi -5 has been used in traditional Mongolian medicine as an analgesic and antibacterial medicine. The drug has been studied in chemical-pharmacological research. We have a new natural patch from the prepared Gardi-5. The present work was undertaken to evaluate the traditional drug Gardi patch for its anti-inflammatory activity.The method of Miho Sekiquichi was used to study acute inflammation. Rats in groups of five each were treated with vehicle, Gardi patch and Ketoprofen patch one hour prior to Carrageenan injection. 0.1 ml of 1% Carrageenan was injected into the sub plantar tissue of left hind paw of each rat. Swelling of carrageenan injected foot was measured at 0, 30, 60, 120, 180, 240, 300 mins using Plethysmometer (UGO Basile, Italy). The right hind paw was injected with 0.1 ml of vehicle.The Gardi patch significantly (p=0.000) inhibited carrageenan induced rat paw edema as compared to control group. In assay data, the TNF-α, PGE2 secretion in serum were highly elevated by carrageenan induction but administration of Gardi patch significantly reduced serum secretion of inflammatory mediators as compared to vehicle group. Gardi patch has an anti-inflammatory properties.
Mitochondrial genomes organization in alloplasmic lines of sunflower (Helianthus annuus) with various types of cytoplasmic male sterility
Authors: Makarenko Maksim , Kornienko Igor , Azarin Kirill , Usatov Alexander , Logacheva Maria , Markin Nicolay , Gavrilova Vera 
Published: January 2018

Background. Cytoplasmic male sterility (CMS) is a common phenotype in higher plants, which often is associated with rearrangements in mitochondrial DNA (mtDNA), and is widely used to produce hybrid seeds in a variety of valuable crop species. The CMS phenomenon investigations are also promote understanding of a fundamental issue of nuclear-cytoplasmic interactions in the ontogeny of higher plants. In the present study, we analyzed the structural changes in mitochondrial genomes of three alloplasmic lines of sunflower (Helianthus annuus). The investigation was focused on CMS line PET2, as there are very few reports about its mtDNA organization.
Methods. The NGS sequencing, de novo assembly, and annotation of sunflower mitochondrial genomes were performed. The comparative analysis of mtDNA of HA89 fertile line and two HA89 CMS lines (PET1, PET2) occurred.
Results. The mtDNA of the HA89 fertile line was almost identical to the HA412 line (NC_023337). The comparative analysis of HA89 fertile and CMS (PET1) analog mitochondrial genomes revealed 11852 bp inversion, 4732 bp insertion, and 18 variant sites. In mtDNA of HA89 (PET2) CMS line 5050 bp and 5.9 kb insertions, as well as 0.95 kb and 3.8 kb deletions, were determined. There are also revealed 83 polymorphic sites in the PET2 mitochondrial genome, as compared with the fertile line.
Discussion. Among the revealed rearrangements the 5.9 kb insertion results in putative orf1053 – coxI-atp6 chimeric protein, which could be the main reason for CMS phenotype development, whereas the role of other mtDNA reorganizations in CMS formation is negligible.
Victims of cyberbullying in the Region of Murcia: a growing reality
Authors: González-Calatayud Víctor 
Published: January 2018

Abstract
The fact that technologies have become a normal part of our lives has meant that bullying and other problems have shifted towards the virtual, hence complicating possible solutions. While before peer harassment occurred mainly at school, today Information and Communications Technology (ICT) means that children now have no place to “hide” from this problem. This and other features, like anonymity, have led many people to believe that this problem is more serious than traditional bullying. The purpose of this research was to determine the incidence of this phenomenon and its impact on students in compulsory secondary education in the Region of Murcia, specifically the prevalence of victimization and differences in relation to gender, age and academic year. One of the main results is that 49.3% of students have suffered from one or more cyberbullying behaviours. Greater victimization of females was observed in fourth of ESO and at higher ages (age ranges: 11–13; 14–15; 16–18). These results show the reality of secondary schools and the need to establish effective measures to solve this problem.
Considering mindfulness techniques in school-based anti-bullying programmes
Authors: Foody Mairéad , Samara Muthanna 
Published: January 2018

Abstract
Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We will focus specifically on the role of mindfulness techniques and argue for more of such exercises to be included in whole-school bullying programmes. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.
Serious play in education for social justice - An exploratory study
Authors: Wartenweiler Thomas 
Published: January 2018

Abstract
Fair Battles is a 12-week Swiss education for social justice program with the goal of sensitizing high school students about the impact of their consumer habits on society. The pedagogical concept of Fair Battles is to employ the tool of serious play to enhance students’ social empathy, which then leads to service learning projects. This exploratory mixed-methods study examined the impact of the program by using pre- and post-program student surveys (n=16) and post program semi-structured qualitative student interviews (n=10). The survey data were analyzed using SPSS and the interview data were analyzed using template analysis. The results were organized according to Kirkpatrick’s four-level evaluation model. The quantitative results show a statistically significant increase in the post-program survey scores for the learning and behavior level. The qualitative results suggest that the program had a positive impact on students on all four of Kirkpatrick’s levels. The conclusions are that the Fair Battels program is impactful, that social justice education needs to be holistic and that the combination of serious play and service learning elements seems to be effective for social justice education. Further research in the area of social justice education and serious play is recommended.
Resignification of educational e-innovation to enhance opportunities for graduate employability in the context of new university degrees
Authors: Torres Valdés Rosa María , Santa Soriano Alba , Lorenzo Álvarez Carolina 
Published: January 2018

Abstract
This paper presents the findings of a training programme based on an Action-Research methodology that has been applied in two subjects of Event Organization, Protocol and Institutional Relations undergraduate and Master’s degrees. Through a teaching methodology called «learning by doing», students are encouraged to understand, internalise and apply the potential of technology in this field of knowledge, by means of building their personal brand as a key for digital literacy and professional empowerment. Thus, firstly this work proposes a review of the use of technology in teaching, with the goal of resignifying the concept of educational e-innovation from a transdisciplinary approach, which promotes progress in education ranging from technological to social innovation (technological-education-cultural-relational). Then, both the specific features and activities designed to build the students’ personal brands during the course as well as the research methodology applied to analyze the results are described. The methodology is based on a longitudinal «ex post-facto» approach through a panel sample survey. Finally, results demonstrate how this training programme has allowed graduates to improve their employability and career development opportunities from then on, encouraging active participation and self-directed learning. Initial conclusions encourage us to apply this experience to larger groups and new university degrees in the higher education context.