bluuebunny/crossref_metadata_2025_split huggingface dataset:
Use of Carbon Nanotubes for the Analysis of Pesticide Residues in Fruits and Vegetables
Authors: Abdulrauf Lukman Bola , Tan Guan Huat 
Published: November 2016

Abstract
This review presents the application of carbon nanotubes as sorbent materials in the analysis of pesticide residues in fruits and vegetables. The advantages, limitations, and challenges of carbon nanotubes, with respect to their use in analytical chemistry, are presented. The efficiency of their application as extraction sorbent materials (in terms of LOD, LOQ, linearity, relative recovery, and RSD) in SPE, solid-phase microextraction, multi-plug filtration clean-up, matrix solid-phase dispersion, and the quick, easy, cheap, effective, rugged and safe method is reported. The synthesis, functionalization, purification, and characterization methods of carbon nanotubes are also discussed.
Cultivo itinerante na Amazônia central: manejo tradicional e transformações da paisagem
Authors: Viana Fernanda Maria de Freitas , Steward Angela May , Richers Bárbara Tadzia Trautman 
Published: November 2016

As regiões de florestas tropicais estão em constantes transformações, em parte, resultantes do manejo por populações tradicionais aonde os sistemas de cultivo itinerante (agricultura migratória e de corte queima) desempenham um importante papel. No entanto, juntamente a estas discussões, são questionados os impactos e a sustentabilidade destes sistemas de cultivo e suas contribuições para o desmatamento. Diante disso, procuramos maiores informações sobre a prática da agricultura migratória por meio do estudo do uso e conversão de hábitat florestal em unidades produtivas agrícolas de duas comunidades tradicionais situadas em áreas de terra firme. Concluímos que indicativos da sustentabilidade desse sistema estão associados à prática integrada à floresta e ao período destinado ao pousio das áreas.
A formação de professores de sociologia na região Norte: configurações e tendências
Authors: Oliveira Amurabi 
Published: November 2016

A reintrodução da Sociologia no Ensino Médio em nível nacional a partir de 2008 provocou um impacto significativo na discussão sobre formação de professores nas Ciências Sociais brasileiras, o que tem sido acompanhado da expansão significativa do número de cursos nos últimos anos, capitaneado principalmente pelo setor privado. Buscando compreender melhor essa realidade, analiso nesse trabalho a ampliação do número de licenciaturas em Ciências Sociais/Sociologia na Região Norte do Brasil, visando apreender as características dessa expansão e seus significados. Utilizo neste trabalho dos dados obtidos junto à plataforma http://emec.mec.gov.br/, que indicam um incremento no número de licenciaturas em Ciências Sociais/ Sociologia principalmente a partir de instituições privadas e de cursos na modalidade à distância.
Ciudades medias de Brasil: una tipología socioambiental
Authors: Angeoletto Fabio , Essy Camila , Sanz Juan Pedro Ruiz 
Published: November 2016

La urbanización global de los territorios, que es el fenómeno ecológico humano más importante en curso, y cuyos impactos ambientales poseen niveles local, regional y mundial, presenta la característic notable de un crecimiento pronunciado de las ciudades pequeñas e intermedias, en las cuales la capacidad de planificación y gestión es usualmente ínfima, en comparación a las ciudades grandes. Es lo que se verifica en Brasil, donde las ciudades de tamaño medio, es decir, las que tienen poblaciones entre 100.000 y 500.000 vecinos están creciendo más rápidamente que las grandes ciudades, desde mediados de la década de 1990. El artículo tiene como objetivo trazar una tipología de las ciudades medias brasileñas por medio de análisis estadísticos multivariados. La tipología resultante señala dos tipos de ciudades, con demandas sociales, ambientales y de gestión diferentes. Algunas de estas ciudades se encuentran en hotspots de biodiversidad. En paralelo, hemos recopilado estadísticas sobre la gestión ambiental en marcha en estas ciudades. Nuestros resultados demuestran una baja efectividad de las acciones de gestión ambiental en estos municipios.
Gestão territorial em Unidades de Conservação de Uso Sustentável e incoerências no snuc
Authors: Prost Catherine , Santos Mario Alberto 
Published: November 2016

Este artigo analisa o modelo de gestão estabelecido pelo Estado brasileiro para as UCUS. Tais territórios, que são usufruídos pelas populações tradicionais agroextrativistas, apresentam estrutura jurídica construída desde a década de 1980 e que cria diretrizes e princípios para sua gestão. As atividades do Grupo de Pesquisa Costeiros vinculado ao programa de Pós-Graduação em Geografia da UFBA foram essenciais para as conclusões aqui apresentadas. Reflexões que consideram a relevância das geograficidades locais para o entendimento da organização do tecido social e das ações políticas para a gestão das UCUS. Tem-se no diálogo e na autonomia fenômenos sociais intimamente ligados às práticas da ação política, essencial às transformações necessárias no atual modelo de cogestão para um modelo de autogestão. Esse processo de construção social e política não prescinde da parceria do Estado, o que se questiona é a necessidade de uma parceria emancipatória e não de controle territorial e/ou ideológico.
Desenvolvimento, neodesenvolvimentismo e impactos sobre o trabalho na Amazônia brasileira
Authors: Mathis Adriana De Azevedo , Nascimento Maria Antônia Cardoso do , Nascimento Nádia Socorro Fialho , Gomes Vera Lúcia Batista 
Published: November 2016

Este artigo aborda os impactos socioeconômicos dos processos de desenvolvimento sobre o trabalho na Amazônia brasileira. Tem como objetivo refletir sobre a realidade social dos trabalhadores que residem nos municípios afetados por projetos econômicos agropecuários, minerometalúrgicos e energéticos. Tomando como lócus o estado do Pará a partir de estudos bibliográficos, documentais e pesquisas de campo, os resultados indicam que a perspectiva desenvolvimentista, em sua versão clássica e/ ou contemporânea, tem acirrado as desigualdades sociais e (re)produzido expressões da “questão social” na região.
A Cultural History of Archaeological Education
Authors: Ellick Carol J. 
Published: November 2016

AbstractTo know where we are going, we need to know where we have been, so it seems only fitting that, to produce a special issue on designing and assessing public education programs in archaeology, we need to look back to the establishment of public outreach and archaeological education in the United States and, specifically, within the Society for American Archaeology. Archaeological education, as a subfield of archaeology, can trace its roots to individual efforts at sharing archaeology with the public, but especially to the first Save the Past for the Future Conference in Taos, New Mexico. It was here that the idea took root that, to stem vandalism and looting, we need to educate people about archaeology. This meeting was the springboard for federal initiatives like Project Archaeology and Passport in Time, and it was also the birthplace for the SAA Public Education Committee. For more than 25 years, archaeologists have been creating public outreach programs, students have graduated college thinking of public outreach as a career path, and TV shows have sensationalized our profession, but what do we really know about what we’ve done, whether we’ve made a difference, and how it can propel ourselves and future generations of archaeological educators forward?
Archaeology Education for Children
Authors: Moe Jeanne M. 
Published: November 2016

AbstractIn the past 30 years, archaeologists have taught children and youth about the processes of archaeological inquiry and the results of archaeological research. Hundreds, if not thousands, of education programs have sprouted up over the last 30 years; some have endured, while others have faded away. Some efforts and programs are aimed at formal learning in school classrooms, while many others are based in informal settings, such as museums, outdoor learning centers, after-school programs, and many others. A few of these programs have been assessed for learning outcomes, but many others have not. For example, all Project Archaeology education materials are intensively assessed in classrooms and peer reviewed prior to release for their efficacy in teaching predetermined goals or enduring understandings. Additionally, the Project Archaeology curriculum was assessed for its efficacy in teaching conceptual understanding of science inquiry. Program assessment is critical for the long-term success and sustainability of archaeology education.
Excavating the “Who” and “Why” of Participation in a Public Archaeology Project
Authors: Kowalczyk Stefanie 
Published: November 2016

AbstractSwede Hollow Park, in St. Paul, Minnesota, was originally inhabited by immigrants to St. Paul. Despite an engaged surrounding neighborhood, the park and its history are not widely known. The park was recently the site of a public archaeology project, providing an opportunity to explicitly examine who participated and why, as a means of assessing the success of public education. The project team used surveys and informal interviews as assessment tools for analyzing the demographics and motivations of the participating public. Understanding demographics and motivations is an understudied aspect of public archaeology and yet is crucially important in influencing how archaeologists interact with the public, frame their research questions, and create learning objectives. This information has the potential to help create more inclusive public archaeology projects (for example, drawing in more recent immigrant communities as well as descendants) and to indicate where more work needs to be done to accommodate diversity (in our case, understanding the homeless as stakeholders). It also can help clarify whether archaeologists can, or should, prioritize site, method, or narrative when engaging with the public, or whether the public should choose.
Community Heritage and Place-Based Learning at the Linn Site, Idaho
Authors: Sgouros Rebecca A. , Stirn Matthew A. 
Published: November 2016

AbstractPlace-based education is a method of teaching that uses exploration of a local environment or community through hands-on, real-world learning to foster a strong connection to community. This model emphasizes co-creation of knowledge throughout the learning process and has been applied to a variety of disciplines, including social and natural sciences. Taught through place-based approaches in both the classroom and in the field, archaeology can provide a curriculum that connects students to their environment and local heritage. The Mercill Archaeology Center in Jackson, Wyoming, seeks to address an “educational resources gap” in the local community by offering place-based programming for students. The programs focused on the archaeology of the Linn Site and operated in two formats: a short (five-day) camp for elementary-age students and a more intensive (semester-long) course with gifted and talented students from the local middle school. Students participated in introductory cultural history and archaeological classes before joining archaeologists in active research. By highlighting these programs as case studies, this article will explore the successes and challenges of place-based field programming as part of active archaeological research. It is hoped that these models will provide guidance for other community-oriented archaeological projects seeking to implement a place-based approach.
Reading Objects
Authors: Henderson A. Gwynn , Levstik Linda S. 
Published: November 2016

AbstractObject-based, experiential learning/evidence-based inquiry engages young minds and models how research is conducted. It is clear that this kind of authentic experience stays with students long afterward. Our research investigated 74 fifth-grade public school students’ conceptions of evidence, of the provisional nature of archaeological and historical interpretations, and of the purposes for using archaeology to study the past. Three and four years later, we conducted follow-up interviews with 29 of the students to investigate what they remembered about their archaeological experience, including classroom instruction, excavation/labwork, and concepts related to archaeological processes and historical information. Our study shows that in-depth archaeological study has considerable sticking power. It also provides important insights into how students think about archaeology, history, and the past, and how they relate “things” to the past and to past cultures. In particular, it shows that the materiality of archaeology offers students opportunities to create multiple, evidence-based interpretations when they are taught to understand culture in material ways. Our study also offers concrete suggestions for anyone considering using objects to teach about the past: use an inquiry-based approach, take students’ prior knowledge into account, use metaphors carefully with younger children, and make the human-object connection explicit for all.
Visitor as Researcher
Authors: Thum Jen , Troche Julia 
Published: November 2016

AbstractBrown University is home to several seldom-used study collections of broken and unprovenienced ancient Egyptian objects. In a new exhibition focused on the research process and the people who make it happen, these items feature as keys to the behind-the-scenes world of archaeological study. In this article, we demonstrate how educators can mobilize fragmentary artifacts as new tools for handson education. Each section of the exhibition focuses on an active research project that employs a modern investigative technology (e.g., XRF Analysis) and introduces visitors to researchers at all levels of study. This not only humanizes the archaeological process but also invites the viewer to participate actively in the interpretation of museum research. Two hands-on elements further cultivate an environment of accessibility to archaeology: an iPad interface updated regularly based on visitor feedback, which welcomes visitors to explore the exhibition’s objects and research technologies in greater depth; and a preexisting experiential learning program, CultureLab, where visitors can handle objects from the collection and be researchers themselves. Visitor feedback suggests that openly presenting the realities of archaeological research and subsequently encouraging visitors to assume the role of researcher is a highly effective model for visitors and educators alike.
Let’s Find a Barn and Put On a Show
Authors: Chiarulli Beverly A. 
Published: November 2016

AbstractArchaeologists are regularly asked to present public programs. The audiences are varied, as are the settings. Often, the programs are one-time events, and archaeologists usually talk about current or favorite projects. However, public programs may run into unexpected problems because they take archaeologists into unfamiliar situations. In addition, not all programs, including some that seem successful, leave the audience with the message the archaeologist intended to convey; occasionally, the audience will even receive the opposite message. This article is designed to help anyone preparing public programs to avoid some common problems. The lessons fit into three groups. The first group consists of knowledge lessons: know your audience, know their interests, and know their community. The second group consists of logistical lessons: how many programs or classes should be involved? How long should each program last, and what facilities should be used? The third group consists of development lessons for both you and your audience, including building goals and objectives into the program and using appropriate assessment methods. It also includes creating networks that support your program. Can you develop the individual encounters into a coherent approach? Whether a program is designed for a single school class of 30 fourth graders or for a booth at a county fair visited by 4,000 fairgoers, each one should be designed to provide a coherent message to the audience.
<b>İtalya'nın Milli Birlik Sonrasında Osmanlı Devleti ve Balkan Siyaseti</b> / <i>Italy's Politics in the Balkans and the Ottoman Empire after National Unity</i>
Authors: Zeyrek Suat , İlhan Metin 
Published: November 2016

<p><strong>Italy's Politics in the Balkans and the Ottoman Empire after National Unity</strong></p><p><strong>Abstract</strong></p><p>Italy frequently had obliged to change its policy against Ottoman Empire after setting up the national unity until the Balkan War. The setting up of Italy's political unity in a very late date like 1870 caused to be late in colonialism. But United Italy was emerging as a new global power. Even if this power was not sufficient, it accelerated the developments changing the balances. In a short time, Italy had become a considered country in the seeking of colonialism after Germany. Italy with Germany forced other western states to follow new strategies and began the first colonial enterprise with Ethiopia, but this independent country has not been able to become colonize. Italy undertook to gain a place in European politics with the Treaty of Triple Alliance in 1882. It began looking for the spreading ways in North Africa and the Balkans. In this article, I focus on that how Italy easily acquired the support of European states through its politics of territory of Ottoman Empire and process of attaining its objective.</p><p><strong>İtalya'nın Milli Birlik Sonrasında Osmanlı Devleti ve Balkan Siyaseti</strong></p><p><strong>Öz</strong></p><p>İtalya, milli birliğini kurduktan sonra Balkan Savaşı’na kadar Osmanlı Devleti’ne karşı takip ettiği politikalarında sık sık değişiklikler yapmak zorunda kalmıştı. İtalya’nın siyasi birliğini 1870 gibi çok geç tarihlerde kurması sömürgecilikte geç kalmasına neden olmuştu. Fakat birleşik İtalya yeni bir küresel güç olarak ortaya çıkıyordu. Bu güç yeterli olmasa da dengeleri değiştirecek gelişmeleri hızlandırdı. İtalya kısa bir süre içinde sömürgecilik arayışında Almanya’dan sonra dikkate alınır bir ülke oldu. Özellikle Almanya ile birlikte diğer batılı devletleri yeni stratejiler izlemeye zorladılar. İtalya ilk sömürge girişimine Habeşistan’la başlamış ancak bu bağımsız devletin koloni haline getirilmesi mümkün olmadı. İtalya 1882’de Üçlü İttifak Antlaşması ile Avrupa siyasetinde bir yer edinme arayışına girdi. Kuzey Afrika ve Balkanlar’da genişleme yollarını aramaya başladı. Bu makalede İtalya’nın Osmanlı topraklarına yönelik takip ettiği politikalarda Avrupalı devletlerin desteğini nasıl kolaylıkla sağladığı ve hedeflerine ulaşması süreci üzerinde durulacaktır. İtalya hem Trablusgarp hem de On iki Ada hem de Balkanlar üzerinde takip ettiği politikalarda Batılı devletlerin desteğini almada hiç zorlanmış değildi. </p>
<b>Din, Müzik ve Kimlik Bağlamında Türkiye'de İslami Popüler Müzik</b> / <i>Islamic Popular Music in Turkey within the Context of Religion, Music and Identity</i>
Authors: Yenen İbrahim 
Published: November 2016

<p><strong>Islamic Popular Music in Turkey within the Context of Religion, Music and Identity</strong></p><p><strong>Abstract</strong></p><p>This article, by examining the culture of Islamic Popular Music in Turkey, examines the role of this culture in forming and expressing of Islamic identity. The aim of this article is to point out how Islamic identity is expressed and transferred by means of popular music and what kind of changes this identity formed by means of Islamic music has experienced from 1990s to 2000s. This study has made analysis in the light of the following hypothesis “Islamic Popular Music is one of the important cultural components in comprehending the Islamic understanding of the period.” The samples of the style of Islamic Popular Music between 1990-­2000 were named as “Islamic Protest Music”. The most significant characteristic of Islamic Protest Music in 1990s is that the message contents rely on the distinction of “we and others”. In 2000s, Islamic Popular Music has turned into Islamic popular music which is away from giving a message through its melody, rhytm and instruments but carries commercial worries in accordance with the concerns of music industry.</p><p> </p><p><strong>Din, Müzik ve Kimlik Bağlamında Türkiye'de İslami Popüler Müzik</strong></p><p><strong>Öz</strong></p><p>Bu makale, Türkiye’de İslami Popüler Müzik kültürünü inceleyerek bu kültürün İslami kimliğin oluşması ve ifade edilmesi üzerinde nasıl bir etkisi olduğunu incelemektedir. Makalenin amacı, İslami kimliğin popüler müzik aracılığıyla nasıl ifade edildiği, aktarıldığı,ve ayrıca İslami müzik aracılığıyla oluşturulan bu kimliğin 90’lı yıllardan 2000’li yıllara nasıl bir değişim geçirdiğini göstermektir. Çalışmada “Dönemin İslami anlayışının kavranabilmesinde İslami popüler müzikler önemli kültürel öğelerden birisidir” varsayımından hareketle çözümlemeler yapılmıştır. İslami popüler müzik tarzının 1990-2000 yılları arasındaki örnekleri, “İslami protest müzik” olarak isimlendirilmiştir. 90’lı yıllar İslami protest müziğin en belirgin özelliği, mesaj içeriklerinin “biz ve onlar” ayrımına dayalı olmasıdır. 2000’li yıllarla birlikte İslami popüler müzik, ezgi, ritim ve enstrümanlarıyla mesaj iletme amacından uzak, müzik piyasasının gereklerine uygun bir şekilde ticari kaygı öncelikli, İslami bir pop müzik türü haline gelmiştir.</p>
Seasonality and partitioning of root allocation to rhizosphere soils in a midlatitude forest
Authors: Abramoff Rose Z. , Finzi Adrien C. 
Published: November 2016

AbstractRoot growth, respiration, and exudation are important components of biogeochemical cycles, yet data on the timing and partitioning of C to these processes are rare. As a result, it is unclear how the seasonal timing, or phenology, of root C allocation is affected by the phenology of its component processes: growth of root tissue, respiration, mycorrhizal allocation, and exudation of labile C. The objective of this study was to estimate the phenology and partitioning of C belowground across the growing season in a midlatitude forest located in central Massachusetts. Fine and coarse root production, respiration, and exudation were summed to estimate a monthly total belowground C flux (TBCF) in two hardwood stands dominated by Quercus rubra and Fraxinus americana, respectively, and one conifer stand dominated by Tsuga canadensis. We observed significant stand‐level differences in belowground C flux and the partitioning of C to root growth, mycorrhizal fungi, exudation, and respiration. The deciduous hardwood stands allocated C belowground earlier in the season compared to the conifer‐dominated stand. The deciduous stands also allocated a greater proportion of TBCF to root growth compared to the conifer‐dominated hemlock (T. canadensis) stand. Of the three stands, red oak partitioned the greatest proportion of TBCF (~50%) to root growth, and hemlock the least. Low root growth rates in hemlock may be related to the arrival and spread of the invasive pest, hemlock wooly adelgid (Adelges tsugae), during the study period. Ongoing research in the eastern hemlock stand may yet determine how whole tree allocation and partitioning change as a result of this infestation.