bluuebunny/crossref_metadata_2025_split huggingface dataset:
Analysis of Alkyl Nitrites by Gas Chromatography-Infrared Spectroscopy
Authors: Kurz ME , Witherspoon JR , Savage S , Johns S 
Published: August 2015

Abstract
Gas chromatography-Fourier transform infrared spectroscopy (GC/IR) was used to analyze a series of alkyl nitrites (butyl and pentyl) as well as some typical “street products” containing alkyl nitrites. The vapor phase IR spectra of the nitrites exhibited strong absorbances near 1665 and 1620 cm-1 (anti and syn R-O-N = O stretches) and 780 cm-1 (O-N stretch); yet enough variation exists to distinguish between them. Street samples, or purposely “aged” nitrites, showed mixtures of readily separated components consisting of alkyl nitrites and nitrous oxide.
Sentence Insertions Detected Through Ink, ESDA, and Line Width Analysis
Authors: Fortunato SL , Stewart LF 
Published: August 2015

Abstract
Four original construction reports were submitted to the U.S. Secret Service Forensic Laboratory for ink analysis. The documents were dated October 1984 through November 1984. The pages contained a government inspector's handprinted entries pertaining to an accidental death of a contractor in 1984. The investigator in this case suspected the construction inspector of falsifying government documents.
Inhibition and Removal of Thin Ice on the Surface of Asphalt Pavements by Hydrophobic Method
Authors: Du Yinfei , Li Fujian , Wang Shengyue , Zhu Xiang 
Published: August 2015

Abstract
In order to reduce the surface adhesion of thin ice and asphalt pavements and remove the ice easily via vehicle rolling, an organic silicon rubber coating was prepared and successfully used to achieve a highly hydrophobic surface on asphalt pavement. Indoor and outdoor tests showed that the coating could reach more than 90° of contact angle, displaying an excellent hydrophobic property. Ice-breaking test indicated that, under a small strike, the coating could make the thin ice split in a radial crack way. Under repeated strikes, these cracks extended and linked to each other. An outdoor ice-removing test also verified that the ice growing on the coated asphalt pavements became loose, and was easy to separate from the pavement surface after vehicle rolling. Besides, since some of the coating was left within the texture of the pavement, asphalt pavement could keep high hydropobicity for a long time. This was confirmed by the high contact angle after spraying the coating for 12 months and the low wettability after spraying the coating for 20 months. Since the coating belongs to a conventional rubber structure, it had a limited effect on the skid resistance of asphalt pavement. Due to the potentials in removing ice from asphalt pavement, it is expected to provide an environmental method for removing ice by using the high hydrophobicity of the coating.
Performance Evaluation of Aged Asphalt Mix for Hot In-Place Recycling
Authors: Yu Bin , Gu Xingyu , Zhang Lidong , Ni Fujian 
Published: August 2015

Abstract
Despite increasing application, limited knowledge is known of in situ and laboratory properties of asphalt mixes placed through hot in-place recycling (HIR). This study conducted a preliminary investigation to inspect the individual and joint effects of binder (aged or rejuvenated) and gradation (decayed or normal) on respective performance indicators. Three mixes were designed and the properties were determined, including mix A collected from aged asphalt pavement, mix B designed with the same gradation of mix A but using virgin materials, and mix C designed with the initial construction aggregate gradation of the aged pavement section using virgin materials. The experimental program was carried out at the binder/aggregate, mortar and mix levels. The binder property, aggregate quality, and gradation of mix A were changed compared to the initial design, and the proper dosage of rejuvenator is able to restore the binder properties largely except for ductility. Asphalt mortars of mixes A and B were prepared and submitted for repeated shear at constant height (RSCH) and frequency sweep at constant height (FSCH) tests and found that the former has a better rutting resistance in terms of the Gv (viscous component of creep stiffness) and complex shear modulus G*, whereas poorer low-temperature and fatigue performances in terms of the glassy modulus G*g and NP20. At the mix level, master curves of the three mixes were developed by dynamic modulus tests and revealed disparate viscoelastic properties, of which mix C is mostly desired. Binder aging and gradation decay work contradictorily, determining flow number test results so that mixes A and C have close and higher flow number values than mix B. Fatigue and low-temperature fracture properties were evaluated by semi-circular bending tests and indicated the poorest performance for mix A because of binder aging and gradation decay.
Correlation of Microstructure With HAZ Welding Cycles Simulated in Ti-15-3 Alloy Using Gleeble® 3800 and SYSWELD®
Authors: Rahul M. R. , Phanikumar G. 
Published: August 2015

Abstract
Metastable β-titanium alloys are finding increasingly wider applications in structural components in aerospace, energy, and chemical industries because of their formability and heat-treatment possibilites. Components from these alloys are usually welded by processes, such as gas tungsten arc welding (GTAW), electron beam welding (EBW), and laser beam welding (LBW). Post-weld heat treatment improves the strength of the weld because of the precipitation of α phase and TiCr2 particles. In β-titanium alloys, the location, distribution and morphology of α precipitates in β matrix plays an important role in the performance of the welded components. In this work, we simulate different welding processes using SYSWELD® software and obtain realistic thermal cycles after calibrating the fusion zone dimensions with known experimental data. These cycles are then used to program the heat-affected zone (HAZ) cycles in Gleeble® 3800 to study their effect on the microstructure of the β-titanium alloy. Both continuous and pulsed welding conditions are used for the welding process. Microstructure characterization was performed using scanning electron microscopy (SEM), electron back-scattered diffraction (EBSD), and transmission electron microscopy (TEM). Precipitates of α phase below 0.2μm are seen to be uniform across the β grain but the number density is not uniform across different grains of β. We discuss the characterization results in light of existing models in the literature. The α precipitation and hardness variation are correlated with welding cycles. A combination of computational and physical simulation tools is proposed to reduce the cycle to find optimal choice in the fabrication process design space.
Terminografía galega e calidade: novos modelos
Authors: Galanes Iolanda 
Published: August 2015

A elaboración de repertorios terminográficos que inclúen o galego como lingua de traballo experimentou desde 1980 un notable desenvolvemento. A produción terminográfica galega recente, xerada ao abeiro do proceso de normalización lingüística, foi obxecto de análise en publicacións nas que se relaciona coa planificación lingüística (p.e. Rodríguez Río 1996, Galanes 2003). Pola súa banda, na disciplina terminolóxica producíronse relevantes cambios teóricos (sobre todo a partir de Cabré 1999a), que incorporan a visión social e comunicativa ao tratamento da unidade terminolóxica. Estas innovacións teñen reflexo nas aplicacións terminográficas, especialmente no referido a plasmar as relacións entre denominación e concepto (sinonimia, polisemia etc.), así como á variación denominativa e conceptual e á selección das fontes de extracción da terminoloxía (baseadas agora en corpus).
Nesta situación, entendemos necesario actualizar a análise sobre a terminografía galega, desde a nova perspectiva comunicativa e co obxecto da mediación interlingüística, incidindo na calidade dos dicionarios. Para iso deseñamos un sistema de avaliación con base nos indicadores internacionais (Pointer 1995), nas metodoloxías de base comunicativa e nas máis recentes normas internacionais (ISO) sobre traballo terminográfico. Os resultados desta avaliación revelan conclusións que servirán para orientar o deseño de futuros traballos terminográficos.
Regular Versus Special Streams within Teacher Education/ Redovni i specijalni pristup u procesu obrazovanja učitelja
Authors: Peček Mojca , Macura-Milovanović Sunčica , Čuk Ivan 
Published: August 2015

AbstractTeacher educators need to have a clear picture of student teachers’ attitudes towards diversity, disability, learning and teaching, because this knowledge can be helpful in designing teacher education programmes which can prepare future teachers better for work in inclusive settings. Therefore, the study presented in this paper was designed to explore the attitudes of student teachers enrolled in teacher education programmes in Slovenia (University of Ljubljana, Faculty of Education) and Serbia (University of Kragujevac, Faculty of Education in Jagodina) towards the factors which affect the learning difficulties of vulnerable pupils. The results of the study suggest that the majority of student teachers in the first and the fourth year from both countries rank a pupil’s disability as the factor which has the greatest impact on his/her learning difficulties. The authors conclude that fragmentation between special teacher education and regular teacher education, that is, between special education and mainstream education may elicit student teacher attitudes which are not conducive to taking responsibility for vulnerable pupils, and might therefore hinder the process of inclusion. The implications of these findings for teacher education programmes are subsequently discussed. Key words: attitudes; inclusive education; pupils’ disability; special education; student teachers.---SažetakNastavnici koji obrazuju buduće učitelje trebali bi imati jasnu predodžbu o tome koje stavove njihovi studenti imaju prema raznolikosti, učenicima s teškoćama u učenju i poučavanju, jer bi im te predodžbe mogle uvelike biti od koristi pri izradi studijskih programa za obrazovanje budućih učitelja, a zahvaljujući kojima bi budući učitelji mogli biti bolje pripremljeni za rad u inkluzivnom okruženju. Stoga je istraživanje prikazano u ovom radu provedeno da bi se ispitali stavovi studenata pedagoških fakulteta upisanih na učiteljske studijske programe u Sloveniji (Sveučilište u Ljubljani, Pedagoški fakultet) i Srbiji (Sveučilište u Kragujevcu, Fakultet pedagoških nauka u Jagodini) prema čimbenicima koji mogu utjecati na poteškoće u učenju učenika s posebnim potrebama. Rezultati istraživanja upućuju na to da većina studenata, budućih učitelja, na prvoj i četvrtoj godini studija u obje države smatra da je učenikova teškoća čimbenik koji ima najveći utjecaj na njegove/njezine poteškoće u učenju. Autori ovog rada smatraju da podjela na obrazovanje učitelja za rad u specijalnim školama i na obrazovanje učitelja za rad u ostalim školama, tj. na specijalno i uobičajeno obrazovanje, može kod studenata stvoriti stavove koji nisu pogodni za stvaranje osjećaja odgovornosti za učenike s posebnim potrebama i tako mogu usporavati proces inkluzije. U ostatku rada raspravlja se o važnosti navedenih rezultata za učiteljske studijske programe. Ključne riječi: inkluzivno obrazovanje; specijalno obrazovanje; stavovi; student učiteljskih fakulteta; učenici s teškoćama.
Foreign Language Teachers and the Intercultural Dimension in Primary Education/Učitelji stranih jezika i interkulturalna dimenzija u osnovnoškolskom obrazovanju
Authors: Breka Olinka , Petravić Ana 
Published: August 2015

The article presents the results of an investigation into the self-concepts primary school teachers of English hold regarding foreign language teaching objectives, culture teaching objectives, the possibility of developing intercultural competence in foreign language classes and their culture teaching practices. The aim was to establish to what extent the teachers comply with a newly conceptualised foreign language and intercultural competence teacher profile. The results have confirmed the teachers' positive disposition towards intercultural competence development. The results also reveal certain inconsistencies between the teachers' cognition and beliefs on the one hand and the teachers' self-perception of their culture teaching practices on the other. A number of implications arise from the results which might be relevant to further research on both teacher competences required for the development of intercultural competence in foreign language classes and foreign language teachers' initial education and professional development. Key words: development of intercultural competence in foreign language classes; foreign language and intercultural competence teacher profile; foreign language teaching and learning; intercultural competence.--- U radu se prikazuju rezultati istraživanja predodžbi osnovnoškolskih učitelja engleskog jezika s obzirom na ciljeve učenja i poučavanja stranih jezika, ciljeve nastave stranih jezika u segmentu kulture i civilizacije, na mogućnosti razvoja interkulturalne kompetencije u nastavi stranih jezika, kao i s obzirom na vlastitu nastavnu praksu poučavanja kulturne dimenzije. Istraživanjem se željelo ustanoviti u kojoj mjeri učitelji odgovaraju recentnoj konceptualizaciji profila „učitelja stranog jezika i interkulturalne kompetencije“. Rezultati potvrđuju pozitivan odnos učitelja prema razvoju interkulturalne kompetencije, no istodobno pokazuju određenu inkonzistenciju između učiteljske kognicije i uvjerenja s jedne i samopercepcije nastavne prakse s druge strane. Polazeći od tih rezultata, izvode se implikacije za daljnja istraživanja u području učiteljskih kompetencija za razvoj interkulturalne kompetencije u nastavi stranih jezika i za inicijalno obrazovanje učitelja stranih jezika i njihov profesionalni razvoj. Ključne riječi: interkulturalna kompetencija; nastava stranih jezika; profil učitelja stranog jezika i interkulturalne kompetencije; razvoj interkulturalne kompetencije u nastavi stranih jezika.
Students’ Satisfaction with Teaching Practice during Pre-service Teacher Education / Zadovoljstvo studenata praksom u nastavi u sklopu studijskog programa za obrazovanje učitelja
Authors: Vršnik Perše Tina , Ivauš Grmek Milena , Bratina Tomaž , Košir Katja 
Published: August 2015

AbstractPractical teacher training has gained even greater importance in undergraduate teacher education programs since the reform of the curriculum based on the Bologna Process, even though practical teacher training has been historically strongly incorporated into these programs in Slovenia in a somewhat fragmentary manner. To gain insight into the quality and integrity of practical teacher training from the students’ perspective research on students’ perception about practical teacher training was conducted. This paper presents the results of the research on student satisfaction with practical teacher training including the analysis of the possible changes required. The paper also presents the differences between certain teacher practice forms - preformed in the process of practical teacher training and the differences among several aspects concerning teaching practice at the faculty and at the school level. Based on the analyses of the acquired data the segments that are prospective for defragmenting the faculty and school mentors’ efforts for improvement of teaching practice are outlined.Key words: forms of teaching practice; integration; mentors; study programs.---SažetakPraksa u obrazovanju učitelja dobila je još veću važnost u preddiplomskim programima za obrazovanje učitelja za vrijeme reforme kurikula prema Bolonjskom procesu iako je praktična nastava, doduše fragmentirana, bila vrlo važan dio programa za obrazovanje učitelja u Sloveniji. Kako bismo procijenili kvalitetu i integritet praktične nastave za buduće učitelje iz perspektive studenata, proveli smo istraživanje o percepciji studenata o praktičnoj nastavi. Ovaj rad prikazuje rezultate zadovoljstva studenata praktičnom nastavom, dajući pri tome i analizu mogućih potrebnih promjena. Rad također prikazuje razlike između određenih oblika praktične nastave na razini fakulteta i škole. Na osnovi analiza dobivenih podataka ukazujemo na dijelove koji nagovještavaju defragmentaciju te donosimo nastojanja mentora s fakulteta i iz škola za što kvalitetnijim izvođenjem nastavne prakse. Ključne riječi: integracija; mentori; oblici praktične nastave; studijski programi.
Developing Emotional Competence for Teaching/Razvoj emocionalne kompetencije učitelja
Authors: Madalinska-Michalak Joanna 
Published: August 2015

AbstractThis paper evaluates a pilot programme designed to support the development of teacher emotional competence and reveals teachers’ experiences with emotional education over the course of their career. The design of the programme is based on the ‘EL4VET ̶ Teachers First: Using Emotional Literacy to Improve Vet Teaching in the 21st Century’ project. The evaluation of the pilot programme used a survey and analysis of the obtained data to explore the participants’ perceptions of the connections between the programme content and their work in schools. The findings suggest that the programme provides a useful framework for teacher analysis, reflection and emotional competence building to enhance their ongoing teaching practice at the classroom level. The issue of developing teacher emotional competence contributes to a wider discussion on the challenges and recent trends in the development of initial teacher education, induction and continuous professional development of teachers. It raises the question of emotional education for teachers throughout their careers and the recognition of the importance of creating and sustaining integrated professional learning cultures to support teacher education at the initial and induction phases of the continuum.Key words: emotions and teacher development; induction and continuing teacher professional development; initial teacher education; integrated professional learning cultures; learning to teach. ---SažetakU ovome se radu evaluira pilot-program izrađen sa svrhom pružanja podrške razvoju emocionalne kompetencije učitelja te prikazuju iskustva učitelja s obrazovanjem emocija tijekom njihove karijere. Program je izrađen na temelju projekta 'EL4VET ̶ Učitelji prvi: uporaba emocionalne pismenosti za unaprjeđenje obrazovanja i podučavanja u strukovnim školama u 21. stoljeću'. Procjena pilot-programa utemeljena je na istraživanju i analizi prikupljenih podataka sa svrhom istraživanja percepcija sudionika o povezanosti između sadržaja programa i njihova rada u školi. Rezultati pokazuju da program predstavlja koristan okvir za analizu učitelja, promišljanje i emocionalnu kompetenciju u cilju unaprjeđenja nastave koju izvode. Pitanje razvoja emocionalne kompetencije učitelja doprinosi široj raspravi o izazovima i modernim trendovima u razvoju početnog obrazovanja učitelja, uvođenju u profesiju i kontinuiranom profesionalnom razvoju učitelja. Također se postavlja pitanje obrazovanja emocija za učitelje tijekom njihove karijere, kao i pitanje prepoznavanja važnosti stvaranja i održavanja integriranih profesionalnih kultura učenja sa svrhom pružanja podrške obrazovanju učitelja u početnoj fazi kontinuuma i fazi njihova uvođenja u praksu.Ključne riječi: emocije i razvoj učitelja; integrirana profesionalna kultura učenja; početno obrazovanje učitelja; učiti poučavati; uvođenje u profesiju i trajni profesionalni razvoj učitelja.
A propósito da etimologia do port. romã
Authors: Romanelli Rubens Costa 
Published: August 2015

Foi, sem dúvida, João de Souza, nosso mais antigo arabista, o primeiro estudioso das origens de nosso vocabulário a ocupar-se da etimologia da palavra portuguesa romã. Em sua obra pioneira, Vestígios da Língua Arábica em Portugal, cuja primeira edição, publicada em Lisboa, data de 1789, ele atribuiu a esta palavra origem árabe. Efetivamente, no verbete ROMAÃ, escreveu ele, em caracteres arábicos, o étimo da palavra e, a seguir, o transcreveu em caracteres latinos, sob a forma Romman (aliás, rummãn em correta transcrição), acompanhada da seguinte explicação: "Fruto conhecido por outro nome, granada. Em Damasco, cidade da Syria, foi adorado antigamente o Deos Rimmon, que trazia na mão direita huma romaã, para mostrar, que elle era o protector daquelle povo, isto he, os Caphturins, os quaes trazião esta fructa na sua cota."
Os motivos da lírica horaciana e a poesia de Ricardo Reis
Authors: Mafra Johnny José 
Published: August 2015

Propôs-me a Senhora Diretora do Centro de Estudos Portugueses, Profª Lélia Parreira Duarte, falar a respeito de Ricardo Reis e Horácio. Parece-me que são claras as razões do tema. Fernando Pessoa, pelo seu heterônimo Ricardo Reis, reflete a filosofia de vida haurida do poeta latino, além de repetir, em grande parte, o seu estilo e a sua temática. Em Horácio, Pessoa encontrou a teoria epicurista, e a filosofia dos estóicos, e ao mesmo tempo a forma ou o veículo para divulgação dessa teoria e dessa filosofia.
Otological and audiological manifestations in cleft lip and cleft palate children: a clinical study
Authors: Subramaniam Vijayalakshmi , S Manuprasad , Kallikkadan Hebin H. , K Vijay Kumar 
Published: August 2015

<p class="abstract"><strong>Background:</strong> Cleft lip and cleft palate are the commonest congenital anomalies of the orofacial region. The<strong> </strong>incidence of middle ear problems and hearing loss is reported to be higher in children with cleft palate &amp;/or cleft lip.</p><p class="abstract"><strong>Methods:</strong> A prospective, observational case-control study comprising 80 subjects (40 cases and 40 controls) was undertaken at Yenepoya Medical College Hospital, Mangalore, Karnataka, India. All subjects enrolled were subjected to detailed ENT examination including otoscopy, pure tone audiometry and impedance audiometry. </p><p class="abstract"><strong>Results:</strong> Retracted tympanic membrane suggestive of Otitis Media with Effusion (OME) and conductive hearing loss was observed in more than 50% of patients with cleft palate &amp;/or cleft lip. Tympanogram of B type suggesting OME was observed in 27% of cases. Chronic otitis media was observed in 32.5% of cases.</p><strong>Conclusions:</strong> The prevalence of OME, Chronic otitis media and hearing loss was observed to be higher among children with cleft palate &amp;/or cleft lip. Otological and audiometric assessment should be performed for all patients having cleft palate &amp;/or cleft lip atleast before surgery in order to facilitate early identification and intervention for middle ear problems particularly middle ear effusion.