bluuebunny/crossref_metadata_2025_split huggingface dataset:
UJI EFEKTIVITAS CANGKANG KEONG MAS (POMACEA CANALICULATA L) SEBAGAI BIOSORBEN DALAM MENYERAP LOGAM TIMBAL (Pb)
Authors: Mauriza Risna , T. Muhammad Ashari , Yahya Husnawati 
Published: December 2022

ABSTRAK. Logam berat Pb merupakan logam berat yang berbahaya bagi kesehatan. Logam Pb dapat merusak sistem organ. Salah satu cara untuk mengurangi adanya kandungan logam Pb dapat dilakukan dengan penggunaan adsorben. Keong mas merupakan salah satu hama bagi aktivitas pertanian. Di dalam cangkang keong mas mengandung banyak kalsium karbonat. Kalsium karbonat dapat dijadikan sebagai adsorben. Penelitian ini bertujuan untuk menguji keefektivan serbuk cangkang keong mas dalam menyerap logam Pb. Penelitian merupakan penelitian kuantitatif. Terdiri dari variabel terikat dan variabel bebas. Variabel terikat terdiri dari konsentrasi 10 ppm timbal dn kecepatan waktu pengadukan 100 rpm. Sedangkan variabel bebas terdiri dari variasi massa serbuk dan waktu pengadukan. Massa serbuk keong mas yang digunakan yaitu 0 gr; 5 gr; 10 gr; 15 gr dan 20 gr dengan variasi waktu pengadukan selama 15 menit dan 30 menit untuk tiap sampel Pb. Tiap Pb yang digunakan dengan konsentrasi 10 ppm. Berdasarkan hasil perhitungan yang diperoleh didapatkan hasil efektivitas serbuk cangkang keong mas dalam menyerap Pb 10 ppm terdapat pada massa 5 gr serbuk cangkang keong mas dan dengan waktu pengadukan 15 menit yaitu sebesar 99,99% dengan hasil penurunan konsentrasi Pb 10 ppm menjadi Pb 0,0001 ppm
Pengaruh Penambahan Variasi Perekat Kanji Dan Lem Kayu terhadap Kualitas Pot Sabut Kelapa sebagai Media Tanam Ramah Lingkungan
Authors: Muliati Ledi , Lubis Lailatul Husna , Nasution Nazaruddin 
Published: December 2022

Media tanam atau pot yang berbahan plastik sering menyebabkan kerusakan pada tanaman saat proses transplanting. Oleh sebab itu dibutuhkan pot yang mampu mengurangi resiko kerusakan tanaman dan ramah lingkungan seperti pot berbahan sabut kelapa. Penelitian ini bertujuan untuk mengetahui pengaruh penambahan variasi, hasil karakterisasi, dan kualitas optimal yang dihasilkan dari masing-masing variasi dengan komposisi : 50%:50%:0%, 50%:33%:17%, 50%:25%:25%, 50%:17%:33% dan 50%:0%:50%. Penelitian ini menggunakan metode karakterisasi sifat fisis dan mekanis. Hasil pengujian sifat fisis desnitas dengan nilai berkisar antara 0,32 – 0,46 g/cm3, nilai porositas 61,22% - 92,91% nilai daya serap 130,68 - 280,07% dan sifat mekanis meliputi kuat tekan dengan nilai 2,10 MPa – 3,87 MPa. Hasil yang paling optimal terdapat pada sampel A yang memenuhi berbagai metode karakterisasi yang digunakan.
How Singapore Adolescent Students Cruise the Expanding School Art Milieu
Authors: Kan Koon Hwee 
Published: December 2022

Abstract
Stories and visuals of Singapore secondary students reflect the ways they negotiate multiple layers of meanings as they experience artistic learning inside and outside the school setting. The photocollage-cum-photoessay representation of one miniportrait features the unique voice of an adolescent wrestling with learning conventional art skills and his schooling in advanced technology. His voice resonates with others regarding balancing personal aspirations with institutional demands and illustrates the failure of prescribed national art curricular objectives to encompass all aspects of adolescents’ artistic learning. A key finding reveals students integrating popular art outside school with their artistic creation, understanding, and appreciation of fine artworks inside the school curriculum. Their experience demonstrates a blend of reality and hyperreality in the contemporary image-saturated world.
Attitudes of Preservice General Education Teachers Toward Art
Authors: Miraglia Kathy Marzilli 
Published: December 2022

Abstract
This qualitative study explored histories, perceptions, and attitudes of 18 preservice generalist teachers and how these may have contributed to their anxiety in making and teaching art. Data were collected through interviews, a background questionnaire, student reflective journals, and a researcher’s observation journal. Through grounded theory, the concept of low confidence/anxiety was developed to explain seven identified themes: teaching art, fear of drawing, understanding art, unrealistic expectations, judgments, making the grade, and teacher expectations. Contributing factors to anxiety in art making included lack of art knowledge, fear of making mistakes, and negative responses from peers and/or former teachers.
Poking Holes in the Oil Paintings: The Case for Critical Theory in Postmodern Art Museum Education
Authors: Tapia Juliet Moore 
Published: December 2022

Abstract
This article discusses the theory and practice of transformative postmodern museum education, presented as a necessary response to contemporary society in which multiple perspectives have made modernist philosophies and practices of museum education largely irrelevant. I make a deconstructivist analysis of the history of museum education by describing modernist notions of museums and their educational roles. I then propose a definition and explication of a pedagogy of postmodern art museum education that casts the project of art education and the museum within frameworks of challenge, inquiry, and resistance that stimulate interpretations of art to take place in the wider context of everyday life.
University Faculty as Intellectual Entrepreneurs: Vision, Experimental Learning, and Animation
Authors: Bresler Liora 
Published: December 2022

Abstract
Focusing on intellectual entrepreneurship, I suggest in this article that entrepreneurial qualities can enhance faculty’s roles in cultivating high-impact research, teaching, and service. Academic intellectual entrepreneurship involves vision and creativity in exploring, identifying, and creating opportunities; a process of experiential learning including craft and learning from failures; and team leading and animation in working to render a vision into an entity that interacts with others’ experiences.
Arts-Based Educational Research as a Site for Emerging Pedagogy and Developing Mentorship
Authors: Guyas Anniina Suominen , Keys Kathleen 
Published: December 2022

Abstract
Highlighting mentoring roles while relaying accounts of arts-based educational research (ABER) practice, we present a personal and conceptual narrative of emergent epistemological and pedagogical understandings encountered during dissertation journeys. Juxtaposing narratives with dialogue, we share postresearch reflexive work, and present a praxis-oriented discussion of ABER. We discuss implications for art education pedagogy, research, and leadership in the context of professional and personal development fostered through mentorship during this transformative ABER experience.
How Singapore Adolescent Students Transform Their Secondary School Art Experience
Authors: Kan Koon Hwee 
Published: December 2022

Abstract
Singapore teenagers draw on improvised humor, erudite playfulness, and enculturated mindfulness to transform school art into a potential dialogic space to construct meanings, develop autonomy, and enhance learning. Digital animations created in school become a way to integrate private concerns and personal interests, translate public and social agendas, resolve complex technical and formal problems, and discharge transgressive fantasy as age-appropriate curiosity. Based on the juxtaposition of students’ stories and visuals, research findings also illustrate hidden aspects of adolescents’ artistic schooling and demonstrate how advanced technology art offers them opportunity to negotiate existential angst and lived experiences.
You Are and You Ain’t: Story and Literature as Redneck Resistance
Authors: Ferrence Matthew 
Published: December 2022

Abstract
Appalachian identity is often portrayed as an either/or proposition in popular perception, while at the same time backwoods stereotypes stick hard to that identity. In this essay, I offer my own complicated Appalachian narrative alongside analysis of the literary and social positions of Fred Chappell and Silas House to discuss how contemporary individuals talk back against stereotype and expectation. I argue that an ideological construct of hillbillies seeks always to hold Appalachia in a frozen state of backwardness, which serves certain national narratives of power. By talking back, writers like Chappell and House break those narratives, work to defuse the political capital of stereotype, and ease limitations on what constitutes authentic Appalachian identity.
False memory in bilinguals: Does switching languages increase false memories?
Authors: MARMOLEJO GLORIA , DILIBERTO-MACALUSO KRISTEN A. , ALTARRIBA JEANETTE 
Published: December 2022

Abstract
People often receive and recount information in different languages. This experiment examined the impact of switching languages on false recall, recognition, and recognition confidence. We presented Spanish–English bilinguals with 10 lists of words associated to a critical non-presented lure, either in English or in Spanish. Each list was followed by free recall either in English or in Spanish. The final stage was a recognition test in either language. Results showed a higher proportion of veridical and false recall in English, the more dominant language, than in Spanish, the native language. Noncritical intrusions were equivalent in both languages. More importantly, false recall, false recognition, and false recognition confidence were higher across languages than within languages. The results are examined in relation to current research and interpretations of bilingual false memory.
The threat simulation theory in light of recent empirical evidence: A review
Authors: VALLI KATJA , REVONSUO ANTTI 
Published: December 2022

Abstract
The recently proposed threat simulation theory (TST) states that dreaming about threatening events has a biological function. In the past few years, the TST has led to several dream content analysis studies that empirically test the theory. The predictions of the TST have been investigated mainly with a new content analysis system, the Dream Threat Scale (DTS), a method developed for identifying and classifying threatening events in dreams. In this article we review the studies that have tested the TST with the DTS. We summarize and reevaluate the results based on the dreams of Finnish and Swedish university students, traumatized and nontraumatized Kurdish, Palestinian, and Finnish children, and special dream samples, namely recurrent dreams and nightmares collected from Canadian participants. We sum up other recent research that has relevance for the TST and discuss the extent to which empirical evidence supports or conflicts with the TST. New evidence and new direct tests of the predictions of the TST yield strong support for the theory, and the TST’s strengths seem to outweigh its weaknesses.
On producing random binary sequences
Authors: NICKERSON RAYMOND S. , BUTLER SUSAN F. 
Published: December 2022

Abstract
This experiment addressed the opinion prevailing among researchers that people are poor at producing random binary sequences. Participants tried to produce sets of sequences of outcomes of imaginary coin tosses that could not be distinguished statistically from sets expected from actual coin tossing. The results generally support the conclusion that people are not very good at this task, although the distributional properties of the sets of sequences produced are qualitatively similar to those expected of sets produced by a random process. The results do not support the common finding that people consistently produce substantially more alternations and fewer repetitions than would be produced by chance, nor do they provide evidence of the pervasive operation of a gambler’s fallacy manifesting itself in a tendency for an alternation to increase with the length of a preceding run.
Terrorism after 9/11: Reactions to simulated news reports
Authors: HEALY ALICE F. , AYLWARD ALISON G. , BOURNE LYLE E. , BEER FRANCIS A. 
Published: December 2022

Abstract
Two experiments examined participants’ responses to simulated news reports of terrorist attacks. Participants were told that a nondemocratic nation had sponsored strikes on military and cultural or educational sites in the United States. Participants in both experiments reacted more conflictually to terrorist attacks on military sites than to those on cultural or educational sites. Their conflictual responses on a thermometer scale escalated after repeated attacks. When tested in 2002 and 2004, 1 and 3 years after the real World Trade Center attacks, participants’ reactions were more conflictual than those of participants examined before September 11, 2001. Furthermore, current participants’ fear and anger increased, and forgiveness decreased, over repeated simulated attacks. Participants lower in masculinity showed more fear and less anger than did those higher in masculinity. This study shows that terrorist attacks produce more than simple terror.
Affective forecasts of future positive events are tempered by consideration of details
Authors: WESP RICHARD , SANDRY JOSHUA , PRISCO ANTHONY , SARTE PAMELA 
Published: December 2022

Abstract
Forecasts of affect associated with future positive events tend to be overly optimistic. In 2 experiments we examined the influence of thinking either concretely or abstractly on ratings of anticipated enjoyment of a prototypically positive future activity. In 1 study we primed a low-level construal, and in 1 we provided details of the event. In both experiments, ratings for the positive future event were lower for participants who considered the task concretely than for those who were not primed or considered the activity abstractly. Findings suggested that priming a low-level construal and considering concrete details may lower overestimates of pleasure associated with future events.
The benefits and costs of prior exposure: A large-scale study of interference effects in stimulus identification
Authors: PILOTTI MAURA , CHODOROW MARTIN , SHONO YUSUKE 
Published: December 2022

Abstract
The effects of proactive and retroactive interference arising from incidental learning were examined in reference to identity priming. The main aim was to determine whether these effects would be modulated by phenomenological awareness. In an incidental surface task, subjects processed 2 lists of orthographically similar or dissimilar words. At test, they were asked to select or generate words that completed test cues and then indicate whether they recognized the words as studied. The test cues were either studied or nonstudied words. Interference was conceptualized as response competition arising from the orthographically similar words subjects encountered at study. Studying orthographically similar words had negative effects on identity priming. When the test required word generation, these interference effects appeared to be modulated by subjects’ awareness of the test cues as studied words. These results add a new perspective to the account of interference as response competition according to which the richness of test cues plays a significant role in shaping the effects of interference.
Taboo: Working memory and mental control in an interactive task
Authors: HANSEN WHITNEY A. , GOLDINGER STEPHEN D. 
Published: December 2022

Abstract
Individual differences in working memory (WM) predict principled variation in tasks of reasoning, response time, memory, and other abilities. Theoretically, a central function of WM is keeping task-relevant information easily accessible while suppressing irrelevant information. The present experiment was a novel study of mental control, using performance in the game Taboo as a measure. We tested effects of WM capacity on several indices, including perseveration errors (repeating previous guesses or clues) and taboo errors (saying at least part of a taboo or target word). By most measures, high-span participants were superior to low-span participants: High-spans were better at guessing answers, better at encouraging correct guesses from teammates, and less likely to either repeat themselves or produce taboo clues. Differences in taboo errors occurred only in an easy control condition. The results suggest that WM capacity predicts behavior in tasks requiring mental control, extending this finding to an interactive group setting.
Is the generic pronoun he still comprehended as excluding women?
Authors: MILLER MEGAN M. , JAMES LORI E. 
Published: December 2022

Abstract
We investigated whether the use of he as a generic masculine (GM) pronoun affects comprehension. Participants read sentences containing GM or sex-specific pronouns and indicated whether each sentence could refer to a female. GM sentences were less accurately interpreted than sex-specific sentences, indicating that the sex-specific function of masculine pronouns dominates in comprehension. We also varied sentence antecedents, and participants made fewer errors on sentences with predominantly female than predominantly male or neutral antecedents. In another experiment, we tested male and female participants under conditions of time pressure. Participants of both sexes evidenced the error pattern of Experiment 1. Findings support the hypothesis that GM pronouns reduce the likelihood of thoughts of females in what are intended to be non–sex-specific instances.
Should IQ, perceptual speed, or both be used to explain response time?
Authors: LEITE FÁBIO P. 
Published: December 2022

Abstract
Vickers and Smith (1986) described inspection time (IT) as a single measure capable of capturing individual differences in performance. Since then, IT has been shown to correlate with intelligence quotient (IQ). In turn, IQ is a stronger correlate of response time (RT) for slower trials than for faster trials, and this is observed when IQ also correlates with the quality of stimuli or with the degree of caution from participants. The present study investigated whether IT correlates with RT and with quality of evidence or degree of caution in the same way as IQ does. Results showed that IT correlations differed from IQ correlations in a manner that could indicate task specificity. It is recommended that both IQ and IT be measured in future studies so that further empirical evidence can help establish a working hypothesis for IT and IQ as predictors of performance.
The role of height in the sex difference in intelligence
Authors: KANAZAWA SATOSHI , REYNIERS DIANE J. 
Published: December 2022

Abstract
Recent studies conclude that men on average have higher intelligence than women by 3–5 IQ points. However, the ultimate evolutionary question of why men should have evolved to have higher intelligence than women remains. We suggest that men may have slightly higher intelligence than women through 4 mechanisms: (1) assortative mating of intelligent men and beautiful women, (2) assortative mating of tall men and beautiful women, (3) an extrinsic correlation between height and intelligence produced by Mechanisms 1 and 2, and (4) a higher-than-expected offspring sex ratio (more sons) among tall (and hence intelligent) parents. Consistent with our suggestion, we show that men may have higher IQs than women because they are taller, and once we control for height women have slightly higher IQs than men. The correlation between height and IQ and the female advantage in intelligence persist even after we control for health as a measure of genetic quality, as well as physical attractiveness, age, race, education, and earnings. Height is also strongly associated with intelligence within each sex.
What We Teach and What They Learn: Social Identities and Cultural Backgrounds Forming the Musical Experience
Authors: Aróstegui José Luis , Louro Ana Lúcia 
Published: December 2022

Abstract
This paper reviews the literature on identity to highlight some major ideas in music education. We discuss how people construct musical knowledge within a particular cultural context and social background and its consequences for instruction. At the same time, we illustrate different issues by showing excerpts from our research. Employing theoretical resources, coming from different trends on what identity is, this paper consists of four parts. In the two first sections, we will discuss the concepts of social and musical identities, making evident the ways individuals construct meanings and interact with their cultural environment in the shaping of their social identity. In the third and fourth sections, we will argue the role of schools as shapers of identities; concluding that, in musical training, a focus on fostering broader artistic experience is more important than a focus on academic content, increasingly more so in a contemporary globalized world. "Wandering around our America has changed me more than I thought. I am not me any more. At least I’m not the same me I was." —Ernesto Che Guevara
The Pedagogical Process of a Japanese-American Shamisen Teacher
Authors: Manes Sean Ichiro 
Published: December 2022

Abstract
Using a participant-observer design, the researcher initiated a research project that sought to learn the pedagogical process in which a Japanese art music tradition of the shamisen continues to be transmitted through the Japanese-American community. Over a period of one year, the researcher collected data by participating in lessons himself, observing the lessons of other students, and conducting interviews with the teacher. The data was analyzed using ethnographic techniques, and focused on four themes, namely (a) the pedagogy surrounding the strum/pluck patterns of the instrument; (b) the transmission of language, rituals and culture surrounding the instrumental tradition; (c) analysis of the pedagogical techniques as per Schipper’s (1996) continua of holistic verses analytical, and orality verses notation; and (d) how the teacher have bridged the East-West cultural gap.
The Experimental Psychology of Attitude Change and the Tradition of Classical Rhetoric
Authors: Portolano Marlana , Evans Rand B. 
Published: December 2022

Abstract
Social psychologists might be surprised to learn that their discipline has been cut off from a vast and ancient family tree. The study of attitude change in the context of experimental social psychology began around 1918. It developed into a defined discipline in the 1930s and 1940s, particularly through the work of Carl Hovland and his associates. Unlike earlier specialties in experimental psychology, social psychology emerged well after the 19th-century split between psychology and philosophy in college curricula. Before this period of growth in empirical teaching and practice, the study of persuasion in classical rhetoric was a bedrock of higher education for more than 2,000 years. Because of social psychology’s late development in empirical science, there is a historical disconnect between experimental social psychology and its ancient philosophical counterpart, classical rhetoric. This article demonstrates similarities and differences between Hovland’s findings and the theoretical groundings of classical rhetoric. We suggest areas where modern social psychology might benefit from a look at the older, more holistic theories of the art of rhetoric.