bluuebunny/crossref_metadata_2025_split huggingface dataset:
Sobol, T. and Sokolova, T., eds. (2021). Aleksandr Sukhovo-Kobylin: Materials from the collection at the State Literary Museum: An illustrated catalogue. Moscow: Literaturniy muzey. (In Russ.)
Authors: Kalmykova V. V. 
Published: September 2022

A. Sukhovo-Kobylin’s life and work are yet to be explored; to this day, no scholarly biography or complete collection of his works have been published. According to the authors of the illustrated catalogue that details the inventory of the State Literary Museum, once subjected to professional analysis, the listed museum objects and archival items may provide a reliable source of information about the celebrated Russian playwright. A genuine museum object possesses a unique power to verify researchers’ concepts. Sukhovo-Kobylin comes from a family rich in literary talent (Evgenia Tur, Evgeny Salias, and Evdokia Tur). Each of the writers had connections to a number of Russian literary doyens. These connections are traced and detailed in private correspondence and other equally exciting sources. Inconsistency of the material resulted in the catalogue’s division into several parts — each, however, emphasising Sukhovo-Kobylin’s role in the history of Russian literature.
The heavenly component. On Marina Kudimova’s new book
Authors: Zubareva V. K. 
Published: September 2022

The paper offers an extended review of the book High and Codependency. Recovered Sobriety and Literature [Kumar dolbyashchiy i sozavisimost. Trezvenie i literatura] (2021) by the modern poet and critic M. Kudimova, pointing out and discussing the most problematic theses found in this collection of critical reviews and essays: in particular, the topics of the ethnic component of Russian literature, literary oblivion, and the patronage of writers by the authorities and critics, etc. Zubareva suggests and successfully proves that the scope of Kudimova’s book goes beyond a philological study. The problems of literary studies overlap with contemporary issues of Russian culture which is predominantly literature-centric. Kudimova is drawn to controversial images and characters — P. Ershov, A. Kryzhanovsky, and V. Vysotsky; analysing her philological and critical essays, Zubareva discovers that the collection follows in the footsteps of the best literary critical and journalistic traditions of the Pushkin era and stimulates the mind as well as emotions, encouraging the reader to view the 19th- and 20th-c. Russian literature as part and parcel of our daily life.
The representation of a body / artificial body in A. Burgess’ A Clockwork Orange and the film adaptation by S. Kubrick
Authors: Polovinkina O. I. 
Published: September 2022

The article discusses representations of a hybrid body in the novel A Clockwork Orange and its film adaptation by S. Kubrick. Both works examine a hybrid body as a symptom of the post-human state. The article proves that in his film, Kubrick makes use of the novel’s imagery and, rather than creating a radically different work, is engaged in interpretation of the source. The eloquent orange metaphor, chosen by Burgess for the book’s title, directly points to the literary theme at the heart of the novel: youth as a restless and lawless time. In the novel, these ideas are supported with Shakespeare and Yeats quotations. That the writer should have turned to the theme of youth is explained as his response to the youth subculture of the late 1950s — early 1960s which was associated with asocial experience. The quotation from Yeats still enjoys prominence in Kubrick’s film, which, however, was made at a later date when youth culture had already received plenty of self-reflective feedback and definitions. This may partly explain the differences in the approach to the representation of a hybrid body in the book vs. the film. The article defines the central theme that prompts the choice of the representation method: an artist that embodies the power of youth and creativity
ANALISIS MANAJEMEN KOMUNIKASI ORGANISASI FATAYAT NAHDLATUL ULAMA (NU) RANTING BANGKES DALAM MENGELOLA USAHA JATRA
Authors: Aini Wiwin Nur , Mariyam Siti 
Published: September 2022

Organisational communication management is a process of managing the use of communication resources to improve quality and efficiency on the basis of the same meaning and it is conditioned by the use to achieve the objectives of the organisation as set out. Activities within this organization are the management of JATRA's direct health coordinators under the shadow of UN Fatayat Ranting Bangkes. So we need to do research to find out the Fatayat Nahdlatul Organization Communication Management Analysis Ranting Bangkes in Managing JATRA Enterprises. In this research, what's considered relevant is the theory of organization communication management, and the theory of organization communication. The method of this research is descriptive qualitative. The research found on the field shows that the organization's communications management at NU Fatayat Ranting Bangkes in managing JATRA business has gone well, which is supported by a direct communication between Fatayat's leaders and several field coordinators. Also supported by timely planning by each member how they manage JATRA. For the organization there's a responsible area of health, and the management of how the health sector manages this new business for every two weeks, the results are counted and divided into members of the health sector for sale. In addition, there are also inhibitors and supporters in the management of JATRA businesses such as: there are no enterprises that have no BPOM, time-out depends on temperature, each member does not easily request permission in management. Supporter: there is family-based teamwork, there is material availability, there is SIUP so that it can be based on the Cabinet level.
The prophetic message in the play script for the ESKA Theater's three shadows in 2021
Authors: Owie Anggra Agastyassa 
Published: September 2022

Mengangkat karya pada pementasan tiga bayangan Teater Eska UIN Sunan Kalijaga tahun 2021. Pada naskah kelaparan di pementasan tiga bayangan tahun 2021 teater Eska terdapat muatan tematik yang cukup signifikan. Tema profetik menemukan ruanngnya tersendiri. Mengenai humanisasi, liberasi dan transendensi yang merupakan tiga unsur pokok dalam profetik. Dalam penelitian ini dihadirkan rumusan masalah Dapatkah teks naskah drama Kelaparan Pementasan Tiga Bayangan Teater Eska tahun 2021 memberikan nilai peluang profetik dalam dunia dakwah? Pada tujuan penelitian, terdapat upaya menjawab pertanyaan yang termaktub dalam rumusan maasalah. pertama mencari peluang nilai profetik dalam teks naskah drama kelaparan. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian kepustakaan (library research) dengan mengumpulkan data-data yang dibutuhkan, kemudian melakukan pola deskripsi dan interpretasi pada pengolahan dan pemaparannya. Penelitian ini menyimpul pada penemuan fakta bahwa teks fiksi ternyata mampu memberikan kontribusi yang luarbiasa terhadap persoalanan pada hakikat kemanusiaan, dunia dan Tuhan.

Kata kunci: Humanisasi, Liberasi Kelaparan, Profetik, Seni, Transendensi
RELEVANSI RETORIKA DAN KOMUNIKASI DALAMAKTIVITAS DAKWAH
Authors: Elhany Hemlan , Pujianto Wawan Trans 
Published: September 2022

Rhetoric is a term that refers to art in communication with language as the main medium in its delivery with the aim of influencing the audience. Therefore rhetoric becomes significant in preaching so that messages can be conveyed effectively and efficiently so that it has an influence on society as an object of da'wah. This article aims to explain how rhetoric and communication in preaching are not only focused on linguistic aspects but also include other aspects by referring to the description of the verses of the Al-Qur'an and the practices carried out by the Prophet Muhammad SAW in preaching.
Florida 4-H Officers' Handbook
Authors: Tesdall Tracy , Levings Judith , Baker Ali , Hensley Sarah , Ellison Stacey 
Published: September 2022

The duties and responsibilities of each of the club officer roles are outlined in this helpful guide. It also includes a 4-H club meeting checklist and information about club performance recognition. This 15-page fact sheet was revised by Tracy Tesdall, Judith Levings, Ali Baker, Sarah Hensley, Stacey Ellison, and published by the UF Department of 4-H Youth Development, September 2014.
4HGCM10/4H049: The Florida 4-H Officer's Handbook (ufl.edu)
How to Start a 4-H Club (for Youth Ages 8–18)
Authors: Diem Keith G. , Jordan Joy , Terry Bryan , Pracht Dale , Butterfield Judy , Cletzer Adam , McConnell Lindsey , Knowles Ben 
Published: September 2022

Being in a 4-H club provides important opportunities for youth to learn subject matter and life skills while working with a caring adult and other youth. Once youth are 4-H members, they become eligible for a variety of the benefits of belonging to 4-H, including awards, trips, and special events. Of course, it’s meant to be fun for the kids and the leaders too! Starting a 4-H club isn’t difficult, and you are encouraged to seek help from parents or other volunteers. Local Extension/4-H staff can help you get started. This 4-page fact sheet was written by Keith G. Diem, Joy Jordan, Bryan Terry, Dale Pracht, Judy Butterfield, Adam Cletzer, Lindsey McConnell, and Ben Knowles, and published by the UF Department of 4-H Youth Development, July 2014.
4H336/4H336: How to Start a Club (for Youth Ages 8–18) (ufl.edu)
Adopting 4-H Club Bylaws
Authors: Diem Keith G. , Levings Judy , Knowles Ben 
Published: September 2022

Why does a 4-H club (for youth ages 8–18) need bylaws? For the same reason our country needs a constitution! By having fair and written rules, the rights of all members can be protected. The following is a suggested format for 4-H bylaws. The bylaws below may be adapted to meet local conditions. Be sure to send a copy of your club’s approved bylaws to your county 4-H office. Include in the bylaws the date when they were approved and most recently revised. This 3-page fact sheet was written by Keith G. Diem, Judy Levings, and Ben Knowles, and published by the UF Department of 4-H Youth Development, July 2014.
4H338/4H338: Adopting 4-H Club Bylaws (ufl.edu)
Planning a Successful Field Trip
Authors: Diem Keith G. , Knowles Ben 
Published: September 2022

Field trips can be great experiences for youth to learn project content and life skills. Field trips also contribute to the experiential learning philosophy of 4-H. This document includes some suggestions to make a field trip fun, safe, and educational. This 3-page fact sheet was written by Keith G. Diem and Ben Knowles, and published by the UF Department of 4-H Youth Development, July 2014.
4H339/4H339: Planning a Successful Field Trip (ufl.edu)
Protecting Youth and Volunteers by Planning Ahead, Reducing Risk
Authors: Diem Keith G. 
Published: September 2022

The UF/IFAS Extension 4-H Youth Development Program is committed to the safety and well-being of its youth as well as the volunteers who help deliver 4-H programs under the supervision of 4-H faculty and staff. All things in life involve some sort of risk. This is especially true when working with youth, but there are many ways that volunteers can minimize this risk and lead safe 4-H activities. Proper planning and common sense certainly go a long way. Although not to be considered legal advice, here are some facts and issues to know and keep in mind while serving as a 4-H volunteer. This 3-page fact sheet was written by Keith G. Diem, and published by the UF Department of 4-H Youth Development, July 2014.
4H342/4H342: Protecting Youth and Volunteers by Planning Ahead, Reducing Risk (ufl.edu)
Aquatic and Marine Ecosystems: Leader’s Activity Guide—Introduction
Authors: Blyler Karen , Jordan Joy 
Published: September 2022

The new Florida 4-H Aquatic and Marine Ecosystems: Leader’s Activity Guide helps leaders address the 4-H Science Initiative and is part of the Environmental Sciences Framework, OUR NATURAL WORLD. This framework includes the basic premise that aquatic/marine environments are important in children’s lives, particularly to those children in Florida. The 4-H Aquatic and Marine Ecosystems curriculum provides an opportunity for young people to practice a variety of life skills while learning marine science concepts. The curriculum also utilizes science inquiry as a way for young people (9-14) to gain a deeper curiosity about the natural world. Written by Karen Blyler and Joy Jordan, and published by the UF Department of 4-H Youth Development, November 2014.
4H346/4H346: Aquatic and Marine Ecosystems: Leader's Activity Guide—Introduction (ufl.edu)
Aquatic and Marine Ecosystems—Lesson 1: Aquatic and Marine Ecosystem Connections
Authors: Blyler Karen , Jordan Joy 
Published: September 2022

The new Florida 4-H Aquatic and Marine Ecosystems: Leader’s Activity Guide helps leaders address the 4-H Science Initiative and is part of the Environmental Sciences Framework, OUR NATURAL WORLD. This framework includes the basic premise that aquatic/marine environments are important in children’s lives, particularly to those children in Florida. The 4-H Aquatic and Marine Ecosystems curriculum provides an opportunity for young people to practice a variety of life skills while learning marine science concepts. The curriculum also utilizes science inquiry as a way for young people (9-14) to gain a deeper curiosity about the natural world. Written by Karen Blyler and Joy Jordan, and published by the UF Department of 4-H Youth Development, November 2014.
4H347/4H347: Aquatic and Marine Ecosystems—Lesson 1: Aquatic and Marine Ecosystem Connections (ufl.edu)
Aquatic and Marine Ecosystems—Lesson 2: Wetland Ecosystems—Freshwater Marshes and Swamps
Authors: Blyler Karen , Jordan Joy 
Published: September 2022

The new Florida 4-H Aquatic and Marine Ecosystems: Leader’s Activity Guide helps leaders address the 4-H Science Initiative and is part of the Environmental Sciences Framework, OUR NATURAL WORLD. This framework includes the basic premise that aquatic/marine environments are important in children’s lives, particularly to those children in Florida. The 4-H Aquatic and Marine Ecosystems curriculum provides an opportunity for young people to practice a variety of life skills while learning marine science concepts. The curriculum also utilizes science inquiry as a way for young people (9-14) to gain a deeper curiosity about the natural world. Written by Karen Blyler and Joy Jordan, and published by the UF Department of 4-H Youth Development, November 2014.
4H348/4H348: Aquatic and Marine Ecosystems—Lesson 2: Wetland Ecosystems: Freshwater Marshes and Swamps (ufl.edu)
Aquatic and Marine Ecosystems—Lesson 3: Aquatic Ecosystems—Lakes, Springs & Rivers
Authors: Blyler Karen , Jordan Joy 
Published: September 2022

The new Florida 4-H Aquatic and Marine Ecosystems: Leader’s Activity Guide helps leaders address the 4-H Science Initiative and is part of the Environmental Sciences Framework, OUR NATURAL WORLD. This framework includes the basic premise that aquatic/marine environments are important in children’s lives, particularly to those children in Florida. The 4-H Aquatic and Marine Ecosystems curriculum provides an opportunity for young people to practice a variety of life skills while learning marine science concepts. The curriculum also utilizes science inquiry as a way for young people (9-14) to gain a deeper curiosity about the natural world. Written by Karen Blyler and Joy Jordan, and published by the UF Department of 4-H Youth Development, November 2014.
4H349/4H349: Aquatic and Marine Ecosystems—Lesson 3: Aquatic Ecosystems: Lakes, Springs, and Rivers (ufl.edu)
Aquatic and Marine Ecosystems—Lesson 4: Coastal Ecosystems—Beach, Estuary, Marsh & Swamp
Authors: Blyler Karen , Jordan Joy 
Published: September 2022

The new Florida 4-H Aquatic and Marine Ecosystems: Leader’s Activity Guide helps leaders address the 4-H Science Initiative and is part of the Environmental Sciences Framework, OUR NATURAL WORLD. This framework includes the basic premise that aquatic/marine environments are important in children’s lives, particularly to those children in Florida. The 4-H Aquatic and Marine Ecosystems curriculum provides an opportunity for young people to practice a variety of life skills while learning marine science concepts. The curriculum also utilizes science inquiry as a way for young people (9-14) to gain a deeper curiosity about the natural world. Written by Karen Blyler and Joy Jordan, and published by the UF Department of 4-H Youth Development, November 2014.
4H350/4H350: Aquatic and Marine Ecosystems—Lesson 4: Coastal Ecosystems: Beach, Estuary, Marsh, and Swamp (ufl.edu)
Aquatic and Marine Ecosystems—Facilitator Evaluation
Authors: Blyler Karen , Jordan Joy 
Published: September 2022

The new Florida 4-H Aquatic and Marine Ecosystems: Leader’s Activity Guide helps leaders address the 4-H Science Initiative and is part of the Environmental Sciences Framework, OUR NATURAL WORLD. This framework includes the basic premise that aquatic/marine environments are important in children’s lives, particularly to those children in Florida. The 4-H Aquatic and Marine Ecosystems curriculum provides an opportunity for young people to practice a variety of life skills while learning marine science concepts. The curriculum also utilizes science inquiry as a way for young people (9-14) to gain a deeper curiosity about the natural world. Written by Karen Blyler and Joy Jordan, and published by the UF Department of 4-H Youth Development, November 2014.
4H353/4H353: Aquatic and Marine Ecosystems—Facilitator Evaluation (ufl.edu)
Fins & Scales: An Introduction to Bony Fish—A Marine Science Project Book for 4-H Intermediate Members
Authors: Blyler Karen 
Published: September 2022

In this project, youth will learn about fish and their adaptations for living in water. This revised 48-page Intermediate level (ages 11-13) project book was written by Karen Blyler, and published by the UF Department of 4-H Youth Development, October 2014.
Contents: A. What is a fish? B. How do fins help a fish? C. How does body shape help a fish? D. How does body color help a fish? E. Why do fish have different mouths? F. Why do fish have scales? G. How can we determine a fish’s age?
4H354/4H354: Fins & Scales: An Introduction to Bony Fish—A Marine Science Project Book for 4-H Intermediate Members (ufl.edu)
Fins & Scales: An Introduction to Bony Fish—A Marine Science Project Guide for 4-H Leaders and Educators
Authors: Blyler Karen 
Published: September 2022

The Fins and Scales Project is intended for youth age 11-13 (Intermediate 4-Hers). The Leaders Guide follows the layout of the Youth Project Book and provides a suggested approach for each section. Each section of the Leaders Guide contains: Additional background information, answer key, additional activities, opportunities to review, “dive deeper,” and “think like a scientist.” This 52-page project guide was written by Karen Blyler, and published by the UF Department of 4-H Youth Development, October 2014.
4H355/4H355: Fins & Scales: An Introduction to Bony Fish—A Marine Science Project Guide for 4-H Leaders and Educators (ufl.edu)
Targeting ADG of Developing Replacement Heifers Using Age and Body Weight
Authors: Lancaster Phillip , Lamb Cliff 
Published: September 2022

Heifer development continues to be one of the largest expenses to cow-calf operations, primarily due to cost of feed. Replacement heifers should be bred to calve at 24 months of age in order to maximize lifetime productivity of breeding females. Therefore, heifers should conceive at 15 months of age and achieve puberty at 13–14 months of age because heifers are infertile on the pubertal estrous cycle. This 4-page fact sheet was written by Phillip Lancaster and Cliff Lamb, and published by the UF Department of Animal Sciences, September 2014.
AN305/AN305: Targeting ADG of Developing Replacement Heifers Using Age and Body Weight (ufl.edu)
Is My Tree Safe? Recognizing Conditions that Increase the Likelihood of Tree Failure
Authors: McLean Drew C. , Koeser Andrew K. , Northrop Robert  J. , Hasing Gitta 
Published: September 2022

Urban trees provide shade and beauty, and the urban forest as a whole provides a wealth of benefits to neighborhoods and residents. But stresses from the urban environment may lead to problems that pose an unacceptable safety risk to people and property. It is a landowner’s responsibility to ensure that the trees on their property are safe. A key step in reducing the potential for tree-related injury or property damage is learning to identify common tree defects associated with increased risk of failure. This 5-page fact sheet highlights seven easily recognizable tree defects that homeowners and non-professionals in public agencies may encounter in Florida. Written by Drew C. McLean, Andrew K. Koeser, Robert J. Northrop, and Gitta Hasing, and published by the UF Department of Environmental Horticulture, October 2014. (Photo by Gitta Hasing)
ENH1246/EP507: Is my tree safe? Recognizing Conditions that Increase the Likelihood of Tree Failure (ufl.edu)
Eye-Tracking Methodology and Applications in Consumer Research
Authors: Khachatryan Hayk , Rihn Alicia L. 
Published: September 2022

Eye-tracking technology is a means of exploring the relationship between visual attention and consumer behavior. In the past, eye-tracking technology has been used to conduct research on consumer decision-making, marketing, and advertising. This 5-page fact sheet serves as an introduction to eye-tracking technology and methodology. Written by Hayk Khachatryan and Alicia L. Rihn, and published by the UF Department of Food and Resource Economics, July 2014.
FE947/FE947: Eye-Tracking Methodology and Applications in Consumer Research (ufl.edu)
Economic Value of the Services Provided by Florida Springs and Other Water Bodies: A Summary of Existing Studies
Authors: Wynn Sara , Borisova Tatiana , Hodges Alan 
Published: September 2022

Florida residents and visitors place a high value on aquatic natural resources. This 8-page fact sheet reviews nine studies that demonstrate that Florida’s springs have a very large economic value, both for recreation and resource conservation. In these studies, economists measure the value of ecosystem services in dollar terms to assist management decisions concerning natural resources. Willingness to pay studies show that people who benefit from Florida springs place a high value on them. Economic contribution studies show that Florida springs play a significant role in local and state economic health and job creation. Written by Sara Wynn, Tatiana Borisova, and Alan Hodges, and published by the UF Department of Food and Resource Economics, November 2014. (UF/IFAS Photo by Tyler Jones.)
FE959/FE959: Economic Value of the Services Provided by Florida Springs and Other Water Bodies: A Summary of Existing Studies (ufl.edu)