bluuebunny/crossref_metadata_2025_split huggingface dataset:
Droughts can reduce the nitrogen retention capacity of catchments
Authors: Winter Carolin , Nguyen Tam V. , Musolff Andreas , Lutz Stefanie R. , Rode Michael , Kumar Rohini , Fleckenstein Jan H. 
Published: January 2023

Abstract. In 2018–2019, Central Europe experienced an unprecedented 2-year drought with severe impacts on society and ecosystems. In this study, we analyzed the impact of this drought on water quality by comparing long-term (1997–2017) nitrate export with 2018–2019 export in a heterogeneous mesoscale catchment. We combined data-driven analysis with process-based modeling to analyze nitrogen retention and the underlying mechanisms in the soils and during subsurface transport. We found a drought-induced shift in concentration–discharge relationships, reflecting exceptionally low riverine nitrate concentrations during dry periods and exceptionally high concentrations during subsequent wet periods. Nitrate loads were up to 73 % higher compared to the long-term load–discharge relationship. Model simulations confirmed that this increase was driven by decreased denitrification and plant uptake and subsequent flushing of accumulated nitrogen during rewetting. Fast transit times (<2 months) during wet periods in the upstream sub-catchments enabled a fast water quality response to drought. In contrast, longer transit times downstream (>20 years) inhibited a fast response but potentially contribute to a long-term drought legacy. Overall, our study reveals that severe droughts, which are predicted to become more frequent across Europe, can reduce the nitrogen retention capacity of catchments, thereby intensifying nitrate pollution and threatening water quality.
Winter Arctic sea ice thickness from ICESat-2: upgrades to freeboard and snow loading estimates and an assessment of the first three winters of data collection
Authors: Petty Alek A. , Keeney Nicole , Cabaj Alex , Kushner Paul , Bagnardi Marco 
Published: January 2023

Abstract. NASA's ICESat-2 mission has provided near-continuous, high-resolution estimates of sea ice freeboard across both hemispheres since data collection
started in October 2018. This study provides an impact assessment of upgrades to both the ICESat-2 freeboard data (ATL10) and NASA Eulerian Snow On
Sea Ice Model (NESOSIM) snow loading on estimates of winter Arctic sea ice thickness. Misclassified leads were removed from the freeboard algorithm
in the third release (rel003) of ATL10, which generally results in an increase in freeboards compared to rel002 data. The thickness increases due to increased freeboards in ATL10 improved comparisons of Inner Arctic Ocean sea
ice thickness with thickness estimates from ESA's CryoSat-2. The upgrade from NESOSIM v1.0 to v1.1 results in only small changes in snow depth and density which have
a less significant impact on thickness compared to the rel002 to rel003 ATL10 freeboard changes. The updated monthly gridded thickness data are
validated against ice draft measurements obtained by upward-looking sonar moorings deployed in the Beaufort Sea, showing strong agreement
(r2 of 0.87, differences of 11 ± 20 cm). The seasonal cycle in winter monthly mean Arctic sea ice thickness shows good agreement
with various CryoSat-2 products (and a merged ICESat-2–CryoSat-2 product) and PIOMAS (Pan-Arctic Ice-Ocean Modeling and Assimilation System). Finally, changes in Arctic sea ice conditions over the past
three winter seasons of data collection (November 2018–April 2021) are presented and discussed, including a 50 cm decline in multiyear ice
thickness and negligible interannual differences in first-year ice. Interannual changes in snow depth provide a notable impact on the thickness
retrievals on regional and seasonal scales. Our monthly gridded thickness analysis is provided online in a Jupyter Book format to increase transparency and user
engagement with our ICESat-2 winter Arctic sea ice thickness data.
Descension: The Fanon Zone(s)
Authors: Sawyer Michael E. 
Published: January 2023

The two texts that serve as bookends to the writings of Frantz Fanon, Peau noire, masques blancs and Les Damnés de la Terre are often situated as taking up two different elements and approaches to decolonization. The former dismantling the colonized psyche with aggressive deconstruction of the individual and the latter the shattering of the coercive regime of empire. This edition affords us the opportunity to linger with Black Skin, White Masks and to consider its seismic resonance over the last 70 years. The thinking in this essay is preoccupied with the “zones” that appear in Black Skin, White Masks in two ways. The first means to ensure that the attention granted to the zone of nonbeing does not distract us from the existence of another zone of subject (re)creation found in the text, the zone of hachures. The ambition here is to do a bit more that present a taxonomy of Fanon’s zones but to demonstrate the manner in which they function as essential components in a chain of reasoning and activity that is aimed at decolonization.
Book Review: Jill Jarvis, Decolonizing Memory: Algeria and the Politics of Testimony (Durham, NC: Duke University Press, 2021)
Authors: Kavitha T. S. 
Published: January 2023

Jill Jarvis’s book Decolonizing Memory: Algeria and the Politics of Testimony is a promising contribution to the flourishing research being done in the field of Memory Studies, that is challenging the Western and in this case the French politics of testimony from the postcolonial point of view. This book can be read from the larger ethical-political perspective in the field of International Relations, where there is a growing demand for Reconciliation Commissions to address archives beyond the legal framework. The book, as the title suggests, brings together both Postcolonial Studies and Memory studies in the context of Algerian history. Adopting an interdisciplinary approach, Jarvis’s deconstructive approach to testimony and memory examines how literature archives the two as forms of resilience, as bearers of witness to experiences that surpass both time and space to fill the gaps in official forms of testimony. As more and more nations are demanding compensation from their perpetrators for past violence and crime against humanity on the political front, this book’s relevance is heightened with its demand for justice and reform, and not merely to forgive and forget. The work of deconstruction that Jarvis undertakes to break down familiar language through reflections on the idea of Muslim, justice, witness, and revolt among others, she critiques the age-old practices of testimonial interrogations and censure that destabilises the multifaceted embodiment of Empire. “France remains constitutively haunted by the empire that it has tried both to exorcise and atone for (12)” succinctly covers the period of Algerian colonisation in 1830 to France’s continued endeavour to redeem and absolve itself from its colonial violence that has been and still remains under the shroud of wilful Western amnesia. Jarvis attempts to expose the denial of the paradox of the French Republican values they are so proud of, to demand justice and reform for the most abject.
НОРМАТИВНО-ПРАВОВЕ РЕГУЛЮВАННЯ ПРОЦЕДУРИ ЗАХИСТУ СУБ’ЄКТИВНИХ ПУБЛІЧНИХ ПРАВ УЧАСНИКІВ АДМІНІСТРАТИВНИХ ВІДНОСИН ПІД ЧАС КУРСУ УКРАЇНИ НА ЄВРОПЕЙСЬКУ ТА ЄВРОАТЛАНТИЧНУ ІНТЕГРАЦІЮ
Authors: Рябченко Ярослава Степанівна 
Published: January 2023

У статті проаналізовано правові засади регулювання процедури захисту суб’єктивних публічних прав учасників адміністративних відносин. Звернено увагу на курс України на європейську та євроатлантичну інтеграцію та його роль у діяльності органів виконавчої влади та Президента України. Метою дослідження є нормативно-правове регулювання захисту суб’єктивних прав та законодавче регулювання участі органів виконавчої влади в цьому, новації щодо європейської та євроатлантичної інтеграції. Закріплено, що право на ефективний засіб юридичного захисту – це право на ефективний засіб юридичного захисту в національному органі, навіть якщо таке порушення було вчинене особами, які здійснювали свої офіційні повноваження. Щодо європейської та інтеграції, то основний закон України – Конституція України від 28 червня 1996 року – і Закон України «Про внесення змін до Конституції України (щодо стратегічного курсу держави на набуття повноправного членства України в Європейському Союзі та в Організації Північноатлантичного договору)» від 7 лютого 2019 року зазначає, що в правовій державі відповідальність за протиправну поведінку мають нести в рівній мірі як фізичні та юридичні особи, так і держава, її органи, органи місцевого самоврядування, їх службові та посадові особи в порядку, передбаченому законодавством. У випадках винесення незаконних рішень, незаконних дій чи бездіяльності органів державної влади, органів місцевого самоврядування, їх посадових і службових осіб кожній особі надається право на захист. Проаналізовано правове регулювання діяльності: Кабінету Міністрів України, центральних органів виконавчої влади, Президента України. Зокрема, визначено, що серед повноважень Кабінету Міністрів України, які характеризують його як один з основних суб’єктів реалізації державної політики у сферах європейської та євроатлантичної інтеграції. центральним органом виконавчої влади, який забезпечує формування та реалізує державну політику в одній чи декількох визначених Кабінетом Міністрів України сферах, здійснює правові засади координації діяльності органів виконавчої влади у сферах європейської та євроатлантичної інтеграції, однак такі правові засади може бути визначено лише на рівні указів Президента України, оскільки саме вони мають нормативний характер, тоді як розпорядження – не мають. Здійснений аналіз свідчить про те, що правовому захисту громадян в адміністративно- правових відносинах приділяють недостатньо уваги. Взаємовідносини громадян з органами державної влади та їх посадовими особами стосовно захисту в разі порушення суб’єктивних публічних прав потребують чіткої регламентації, перегляду та вдосконалення з урахуванням курсу України до європейської та євроатлантичної інтеграції.
EDUCAÇÃO DO CAMPO: REFLEXÕES ACERCA DOS FUNDAMENTOS HISTÓRICOS E SOCIOLÓGICOS
Authors: Avelino Wagner Feitosa , Almeida Edna Morais Andrade de , Carvalho Karla de Magalhães 
Published: January 2023

O presente artigo objetiva analisar os enfoques da educação campesina a partir da perspectiva de valorização de saberes históricos e sociológicos, no intuito de compreender os fundamentos educacionais por meio de uma reflexão dialética. Como método, realizou-se uma revisão de literatura recorrendo a bancos de dados e revistas científicas com descritores prescritos que apontaram para a educação do campo à luz da concepção de subjetividade bourdieusiana em consonância com as obras freireanas. Como resultado, identificou-se que mesmo fundamentado pela Carta Magna, leis, resoluções e decretos, a garantia efetiva de uma educação almejada pelas escolas do país tornou-se um grande desafio para os responsáveis das políticas públicas educacionais. Portanto, considera-se que o ensino do campo carece de profissionais capacitados, cuja formação possibilite uma reflexão crítica das labutas existentes para essa modalidade de ensino, além de investimentos diretos nas escolas do campo, pressionadas por um modelo econômico excludente, ao qual exige maior conhecimento social e cultural dos sujeitos para que possam minimizar os impactos já sofridos historicamente e agora durante a pandemia do SARS-Cov-2.

PALAVRAS-CHAVE: Educação do Campo. Formação Docente. Fundamentação Sócio-histórica.
CONDIÇÕES DE OFERTA NO ENSINO MÉDIO ALAGOANO E GOIANO: DESAFIOS À PERMANÊNCIA EXITOSA
Authors: Silva Mônica de Morais Sampaio , Costa Gilvan Luiz Machado 
Published: January 2023

O presente artigo aborda as condições de oferta no Ensino Médio em Alagoas e Goiás. Foram utilizados indicadores do Censo Escolar nos anos de 2016 e 2019. Adotou-se a dialética enquanto abordagem teórico-metodológica. O estudo aponta as desigualdades educacionais entre dois estados de uma mesma nação e a distância que ambos estão da materialização do proposto nas metas do Plano Nacional de Educação (2014-2024). A análise dos dados revelou desafios relativos à escola e ao professor. Ao Ensino Médio é relevante e urgente que todos os jovens de 15 a 17 anos o frequentem, que suas salas de aula sejam constituídas por menos estudantes, que seus professores tenham formação e condições de trabalho adequadas e, por fim, mas não menos importante, que as escolas apresentem infraestrutura adequada.
PALAVRAS-CHAVE: Políticas Educacionais. Ensino Médio. Infraestrutura. Condições de Trabalho.
Leadership ready reckoner: What does it take to cope, survive and thrive as a leader in a VUCA world?
Authors: Bywater James 
Published: January 2023

Key digested messageThis paper started life as a single page integration of unrelated pieces of research coming at Leadership from different angles, summarised together onto one deceptively small piece of paper. It has expanded in length since then, but at heart it remains five pieces of proprietary research from the organisation Korn Ferry. This data comes from many tens of thousands of employees across hundreds of different organisations and crucially attacks the problem from different contexts and through different lenses: selection, performance, climate and engagement. The author has assembled it and shares it now as a useful practical summary of what the data says about leaders and the people that they seek to lead. The descriptions of each study are deliberately brief and include references for those who are interested in follow up. Combined together, the author has found these data points helpful when explaining to people the research and challenges that sit behind five frequently asked questions about leadership in the 21st century.
Personality and self-awareness
Authors: Rayner Helen 
Published: January 2023

Key digested messageThis study sought to understand the relationship between personality type and self-awareness. Personality type differences were noted in the different methods respondents chose to develop their self-awareness. Training to be a coach, professional help (e.g. coaching), feedback from peers and completing personality questionnaires were rated as the most effective methods of developing self-awareness. There were also type differences between the perceived advantages and disadvantages to being self-aware.
Learning agility in a high change world
Authors: Bywater James , Hezlett Sarah , Lewis James , Owen Catrin 
Published: January 2023

Key digested messageLearning Agility has been positioned as one of the key ingredients needed in a high change world. It is argued that skills, jobs, organisations and even whole economies will need to be viewed from a change perspective. People will need to self-evolve in order to cope with this level of change.Learning Agility has also proved a very popular model in assessing high potential leaders. This popularity has been criticised for running ahead of the empirical data around this meta construct. This article summarises the learning agility literature from a practical perspective and shares some new data on how the Learning Agility model has been researched and applied in a high change setting.
Research Paper 'Unless everyone's covert guerrilla-like social justice practitioners…': A preliminary study exploring social justice in UK counselling psychology
Authors: Winter Laura Anne , Hanley Terry 
Published: January 2023

BackgroundThe discipline of applied psychology has begun to reflect more explicitly on the social justice values and practices of the profession. This paper presents the first stage of research in a larger project aiming to explore ‘social justice’ in applied psychology in the UK, and takes as its focus the branch of counselling psychology.AimTo explore how members of the UK counselling psychology profession understand social justice, and act on their commitment to it.MethodInterviews were conducted with six individuals who had at least a moderate interest in and commitment to social justice, as assessed by the Social Issues Questionnaire. Data were analysed using techniques from the grounded theory approach.FindingsThemes included participants’ understandings of social justice both on a theoretical and a personal level, and the perceived fit between social justice and counselling psychology. Participants reported a perception of a lack of social justice action and reflected on potential difficulties associated with engaging in social justice action.DiscussionImplications for the international counselling psychology profession are reflected on. Directions for further research are outlined.
Attitudes towards disability in society viewed through the lens of critical disability theory: An analysis ofMe Before You
Authors: Ingham Esther 
Published: January 2023

Purpose:Using a recent, widely-distributed film (that provoked strong reactions and protest across the globe) as its focus, this paper attempts to illustrate the construction of disability as created by the able-bodied majority to be primarily a societal issue of inequality and social justice.Methods:Analysis of the film is made using the component parts of Critical Disability Theory (CDT) as a framework with which to identify and disentangle factors that reveal the social construction of disability.Results/Findings:The paper identifies factors that, combined, form a dark and potentially sinister objective conceptualisation of disability by the able-bodied that sees disability as a fate worse than death.Discussion/Conclusions:By bringing to life through analysis the assertion that ‘the personal is political’, the paper suggests that maintaining a reflexive awareness of such negative portrayals of disability is an ethical obligation of counselling psychologists as ambassadors of social justice.
Counselling psychologists’ anti-discriminatory awareness and practice in the UK: Exploring the relationship between self-awareness of beliefs and attitudes in relation to difference and diversity and therapeutic practice
Authors: Campbell-Balcom Maureen , Martin-Berg Tasim 
Published: January 2023

Background & Aims:Research suggests that a therapist who works dynamically with their own explicit and implicit beliefs and attitudes, sourced in their own multilayered lived experience, may be better able to appreciate, and more accurately perceive, a clients’ lived experience. This study aims to explore counselling psychologists’ narratives around anti-discriminatory practice and to examine how counselling psychologists utilise self-awareness to make meaning of and to address the influence of potentially biasing explicit and implicit beliefs, on the therapeutic process in relation to difference and diversity.Method:Semi-structured interviews were carried out with six qualified counselling psychologists who graduated from UK-based counselling psychology doctoral programmes within five years previous to the study. Verbatim transcripts of the interviews were analysed using Interpretative Phenomenological Analysis (IPA).Findings:The analysis produced three master themes: ‘Views toward anti-discriminatory practice’; ‘Reflections on self-awareness of beliefs and attitudes in relation to difference and diversity’; and ‘Actively working with difference and diversity in the therapy room’.Conclusion:The findings substantiate counselling psychologist’s multifaceted and critical stance on anti-discriminatory practice. Participants were conscious of and sensitive to the relationship between self-awareness of potentially biasing beliefs and attitudes in relation to difference and diversity and therapeutic practice. Moreover, the findings suggest that core humanistic therapeutic skills, when aided by self-awareness and a reflective practice, can monitor potentially biasing and prejudicial attitudes in Counselling Psychology practice, thus providing a foundation for ADP from a counselling psychology perspective.
Promoting the emotional well-being of teaching staff in secondary schools
Authors: Salter-Jones Ellie 
Published: January 2023

The emphasis on schools to promote pupils’ emotional well-being (EWB) has taken prominence in Government initiatives over the last 10 years. Initially focused within primary education, more recent publications have drawn attention to pupils’ EWB within secondary education, as well as the promotion of teaching staffs’ EWB. The prevalence of occupational stress and its negative impact upon teaching staffs’ EWB is increasing. There has been little exploration into the views of teaching staff and pupils concerning the implementation of EWB initiatives and the associated impact on teaching staffs’ daily practice and their own EWB.This paper is based on, and includes, extracts from research carried out during initial Educational Psychology doctoral training at the University of Sheffield (Salter, 2010). This research used a grounded theory (GT) methodological approach. Category themes emerged that outlined psychosocial processes involved in the whole school promotion of pupils and teaching staffs’ EWB in one secondary school. This paper presents a summary of themes arising from the research: the stressors teaching staff face and the impact on their EWB; benefits and barriers that staff experience when promoting pupils’ EWB; examples of current practice which promote teaching staffs’ EWB; and the role of the Educational Psychologist (EP) in supporting teaching staff EWB. All of these are grounded within the sampled views and experiences of pupils, teaching staff and EPs.Recommendations are made for EPs and secondary schools regarding the implementation and implications of associated systems which promote the EWB of teaching staff.
Pupil wellbeing – Teacher wellbeing: Two sides of the same coin?
Authors: Roffey Sue 
Published: January 2023

There is now a strong body of evidence (e.g. Hattie, 2009; Roorda et al., 2011) that confirms the value of positive teacher-student relationships for learning and behaviour. The quality of relationships in a school, however, also impacts on teacher wellbeing and their ability to cope well with the many and varied stresses that are the hallmarks of the profession. Teacher attrition is a major concern in the Western world – how teachers feel makes a difference to their ability to respond effectively to the challenges they face.This article explores issues of social capital within the learning environment and how this impacts on all stakeholders within an ecological framework. It examines how teacher resilience might be enhanced by specific actions that promote positive feelings of belonging, respect, value, and trust. The article examines international research on these issues, including a specific qualitative study in six schools in Australia. Findings are confirmed and illustrated by an online survey on student wellbeing.