cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Structural dynamics of olfactory receptors: implications for odorant binding and activation mechanisms
Creators: name: Aier, Imlimaong
name: Dubey, Nidhi
name: Varadwaj, Pritish Kumar
Publisher: name: Taylor & Francis
Year: 2025
Subjects: Biophysics
Biochemistry
Physical Sciences not elsewhere classified
Molecular Biology
Chemical Sciences not elsewhere classified
Biological Sciences not elsewhere classified
Cancer
Computational Biology

description: Olfaction, an ancient and intricate process, profoundly shapes human innate responses yet remains relatively understudied compared to other sensory modalities. Olfactory receptors (ORs), members of the G protein-coupled receptor (GPCR) family, play a pivotal role in detecting and discriminating a vast array of odorants. This comprehensive study explores the functional roles of five diverse ORs: OR1A1, OR2W1, OR11A1, OR51E1 and OR51E2, through detailed investigations into the differences between their apo and odorant-bound forms. By examining key residues and mutations, the possible molecular mechanisms that underlie the modulation of binding landscapes and the consequent alterations in OR stability were elucidated. The findings revealed dynamic conformational changes in ORs upon odorant binding, characterized by hinging motions and tilting of transmembrane helices. Using residue interaction network analyses, critical residues involved in mediating interactions between ORs and odorants were uncovered, shedding light on the molecular determinants of olfactory perception. By examining changes in binding pocket volume and per-residue energy decomposition, the dynamic nature of OR activation and the influence of mutations on receptor stability and functionality was observed.
Race and the Digital
Creators: name: Carpio, Genevieve
name: Carpio, Genevieve
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Race

description: Curatorial note from Digital Pedagogy in the Humanities: This artifact, a Scalar site, is several different objects. First it is a digital book of a course taught at the University of California, Los Angeles, in the Chicano studies department exploring issues surrounding race and the digital. As such, it connects to a course syllabus on racial formation and digital studies. The course looks at digital divides through issues such as freeway building in Los Angeles and artistic movements such as Judith Baca’s Wall of Los Angeles. Through its directly addressing digital studies through a cultural lens, the artifact then unfolds further to allow a reading of student projects, which looked at various types of social media through a cultural studies lens. This artifact could form the basis for other digital humanities courses that center on issues of race, ethnic, and cultural studies and on a creative use of Scalar in the digital studies classroom.
"From Tweets to Streets?" A Research Project with Digital Supplement
Creators: name: Carpio, Genevieve
name: Perez, Annemarie
Publisher: name: unknown
Year: 2020
Subjects: subject: Race

description: Curatorial note from Digital Pedagogy in the Humanities: This artifact is a term assignment (7–9 pages) asking students to evaluate a new media (Web 2.0) platform as a site for critical engagement with race and ethnicity. Students are asked to look at ways race and ethnicity shape digital formation and experience. As part of a more traditional research paper, which for this course was posted to a course Scalar site, the project asks students to create a multimedia supplement linking to sources on a specific social movement. This project, appropriate for either a lower- or upper-division class in critical race studies, combines new media literacy with teaching traditional research skills. It encourages students to engage with the digital divide by creating a bridging resource. This page also contains an index linking to student projects from the course.
description: Curatorial note from Digital Pedagogy in the Humanities: This artifact is a term assignment (7–9 pages) asking students to evaluate a new media (Web 2.0) platform as a site for critical engagement with race and ethnicity. Students are asked to look at ways race and ethnicity shape digital formation and experience. As part of a more traditional research paper, which for this course was posted to a course Scalar site, the project asks students to create a multimedia supplement linking to sources on a specific social movement. This project, appropriate for either a lower- or upper-division class in critical race studies, combines new media literacy with teaching traditional research skills. It encourages students to engage with the digital divide by creating a bridging resource. This page also contains an index linking to student projects from the course.
Additional file 1 of Point-of-care diagnosis and monitoring of fibrinolysis resistance in the critically ill: results from a feasibility study
Creators: name: Coupland, Lucy A.
name: Rabbolini, David J.
name: Schoenecker, Jonathan G.
name: Crispin, Philip J.
name: Miller, Jennene J.
name: Ghent, Tony
name: Medcalf, Robert L.
name: Aneman, Anders E.
Publisher: name: figshare
Year: 2024
Subjects: subject: Medicine
subject: Cell Biology
subject: Physiology
subject: FOS: Biological sciences
subject: Pharmacology
subject: Chemical Sciences not elsewhere classified
subject: Sociology
subject: FOS: Sociology
subject: Immunology
subject: FOS: Clinical medicine
subject: Cancer
subject: Hematology
subject: Virology

description: Additional file 1. Supplementary Figure 1. Flowchart of Patient Numbers Included in Experiments. Supplementary Table 1. Effect of ex-vivo t-PA +/- plasminogen supplementation on clot lysis times and plasminogen on clot amplitude. Supplementary Figure 2. Effect of plasminogen supplementation on TPA-test lysis time is dependent upon the degree of fibrinolysis resistance present, as reflected in the baseline TPA-test LT. Supplementary Figure 3. The acute phase response (APR), following isolated or severe injury or infection, and the utility of ClotPro VET to guide fibrinolytic protein supplementation to correct fibrinolysis resistance.
sj-pdf-1-jba-10.1177_0885328220927317 - Supplemental material for Fabrication of sliver nanoparticles/polyvinyl alcohol/gelatin ternary nanofiber mats for wound healing application
Creators: name: Somaya Amer
name: Attia, Noha
name: Nouh, Samir
name: El-Kammar, Mahmoud
name: Korittum, Ahmed
name: Howaida Abu-Ahmed
Publisher: name: SAGE Journals
Year: 2020
Subjects: subject: 91299 Materials Engineering not elsewhere classified
subject: FOS: Materials engineering

description: Supplemental material, sj-pdf-1-jba-10.1177_0885328220927317 for Fabrication of sliver nanoparticles/polyvinyl alcohol/gelatin ternary nanofiber mats for wound healing application by Somaya Amer, Noha Attia, Samir Nouh, Mahmoud El-Kammar, Ahmed Korittum and Howaida Abu-Ahmed in Journal of Biomaterials Applications
"From Tweets to Streets?" A Research Project with Digital Supplement
Creators: name: Carpio, Genevieve
name: Carpio, Genevieve
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Race

description: Curatorial note from Digital Pedagogy in the Humanities: This artifact is a term assignment (7–9 pages) asking students to evaluate a new media (Web 2.0) platform as a site for critical engagement with race and ethnicity. Students are asked to look at ways race and ethnicity shape digital formation and experience. As part of a more traditional research paper, which for this course was posted to a course Scalar site, the project asks students to create a multimedia supplement linking to sources on a specific social movement. This project, appropriate for either a lower- or upper-division class in critical race studies, combines new media literacy with teaching traditional research skills. It encourages students to engage with the digital divide by creating a bridging resource. This page also contains an index linking to student projects from the course.
Open Science Promotion and Advocacy for Research Knowledge (OSPARK) Bootcamp
Creators: name: Kao, Joyce Yushi
name: Yehudi, Yo
name: Imming, Melanie
name: Seibold, Heidi
Publisher: name: Zenodo
Year: 2025
Subjects: open science
OSCARS
EOSC
OSPARK

description: OSCARS grant proposal for the first open call. The project was funded with project start date 01.01.2025. The original proposal was submitted via a submission platform. This is the public version.

OSPARK website: https://oscars-project.eu/projects/ospark-bootcamp-open-science-promotion-and-advocacy-research-knowledge-bootcamp
Disability Rights Organizations and Collectives
Creators: name: Yergeau, Melanie
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Identity (Psychology)
subject: Race

description: Curatorial note from Digital Pedagogy in the Humanities: Structured across one or more class periods, this activity rotates between small group discussion, Web research, and digital reporting of findings through a short presentation in class. In teams of two or four, students investigate a disability rights organization or a grassroots collective and research its history, initiatives, and representations of disability (visually, textually, and aurally). Discussion questions prompt students not only to learn the missions of an organization but also critically examine how the collective imagines disability in the context of broader intersectional discourses on oppression, identity, and civil rights. Typically, this exercise follows an earlier activity in which students examine and present findings on disability charities, which are overwhelmingly white and affluent in the makeup of board members as well as people depicted on Web sites. Notably, the charities from the first exercise tend to be rehabilitative and corporate in approach, which is a radical divergence from the groups students encounter in this exercise. The organizations in this exercise include nonprofits, archival projects, performance collectives, and virtually-based grassroots groups. Students report their findings through a shared blog space, taking care to make all material created accessible to a broad audience within and beyond the class.
Disability Rights Organizations and Collectives
Creators: name: Yergeau, Melanie
name: Yergeau, Melanie
Publisher: name: unknown
Year: 2020
Subjects: subject: Race
subject: Identity (Psychology)

description: Curatorial note from Digital Pedagogy in the Humanities: Structured across one or more class periods, this activity rotates between small group discussion, Web research, and digital reporting of findings through a short presentation in class. In teams of two or four, students investigate a disability rights organization or a grassroots collective and research its history, initiatives, and representations of disability (visually, textually, and aurally). Discussion questions prompt students not only to learn the missions of an organization but also critically examine how the collective imagines disability in the context of broader intersectional discourses on oppression, identity, and civil rights. Typically, this exercise follows an earlier activity in which students examine and present findings on disability charities, which are overwhelmingly white and affluent in the makeup of board members as well as people depicted on Web sites. Notably, the charities from the first exercise tend to be rehabilitative and corporate in approach, which is a radical divergence from the groups students encounter in this exercise. The organizations in this exercise include nonprofits, archival projects, performance collectives, and virtually-based grassroots groups. Students report their findings through a shared blog space, taking care to make all material created accessible to a broad audience within and beyond the class.
description: Curatorial note from Digital Pedagogy in the Humanities: Structured across one or more class periods, this activity rotates between small group discussion, Web research, and digital reporting of findings through a short presentation in class. In teams of two or four, students investigate a disability rights organization or a grassroots collective and research its history, initiatives, and representations of disability (visually, textually, and aurally). Discussion questions prompt students not only to learn the missions of an organization but also critically examine how the collective imagines disability in the context of broader intersectional discourses on oppression, identity, and civil rights. Typically, this exercise follows an earlier activity in which students examine and present findings on disability charities, which are overwhelmingly white and affluent in the makeup of board members as well as people depicted on Web sites. Notably, the charities from the first exercise tend to be rehabilitative and corporate in approach, which is a radical divergence from the groups students encounter in this exercise. The organizations in this exercise include nonprofits, archival projects, performance collectives, and virtually-based grassroots groups. Students report their findings through a shared blog space, taking care to make all material created accessible to a broad audience within and beyond the class.
ELA 1559: Collect, Select, and Reflect
Creators: name: Firdyiwek, Yitna
name: Yancey, Kathleen Blake
Publisher: name: unknown
Year: 2020
Subjects: subject: Evaluation
subject: Identity (Psychology)
subject: Design

description: Curatorial note from Digital Pedagogy in the Humanities: This one-credit ePortfolio course is available to undergraduate students at the University of Virginia. Initially taught as a free-standing elective course, ELA 1559: Collect, Select, and Reflect is now part of a suite of "Engaging the Liberal Arts" electives students can take as part of their undergraduate experience. Distinctive features of this course include the focus on portfolio-makingness as students create three separate portfolios—"a learning ePortfolio (created for personal educational and reflective purposes), a presentational ePortfolio (targeting audiences such as prospective employers, instructors, peers, or others), and an exploratory ePortfolio (based on any creative topic of interest to you)." Students are advised to think capaciously in identifying potential artifacts and juxtapositionally in arranging them. Working with the instructor, students articulate criteria for assessing each portfolio; sample criteria include selection of artifacts, reflection, layout and readability, and navigation. As a culminating activity, students present their ePortfolios to a face-to-face audience.
description: Curatorial note from Digital Pedagogy in the Humanities: This one-credit ePortfolio course is available to undergraduate students at the University of Virginia. Initially taught as a free-standing elective course, ELA 1559: Collect, Select, and Reflect is now part of a suite of "Engaging the Liberal Arts" electives students can take as part of their undergraduate experience. Distinctive features of this course include the focus on portfolio-makingness as students create three separate portfolios—"a learning ePortfolio (created for personal educational and reflective purposes), a presentational ePortfolio (targeting audiences such as prospective employers, instructors, peers, or others), and an exploratory ePortfolio (based on any creative topic of interest to you)." Students are advised to think capaciously in identifying potential artifacts and juxtapositionally in arranging them. Working with the instructor, students articulate criteria for assessing each portfolio; sample criteria include selection of artifacts, reflection, layout and readability, and navigation. As a culminating activity, students present their ePortfolios to a face-to-face audience.
Additional file 1 of Moving forward the Italian nursing education into the post-pandemic era: findings from a national qualitative research study
Creators: name: Bassi, Erika
name: Dal Molin, Alberto
name: Brugnolli, Anna
name: Canzan, Federica
name: Clari, Marco
name: De Marinis, Maria Grazia
name: Dimonte, Valerio
name: Ferri, Paola
name: Fonda, Federico
name: Lancia, Loreto
name: Latina, Roberto
name: Poli, Zeno Gabriele
name: Rea, Teresa
name: Saiani, Luisa
name: Palese, Alvisa
Publisher: name: figshare
Year: 2024
Subjects: subject: Sociology
subject: FOS: Sociology

description: Additional file 1: Supplementary Table 1. COnsolidated criteria for REporting Qualitative research Checklist [33].
Appendix_A2 – Supplemental material for A first-person promise? A content-analysis of immersive journalistic productions
Creators: name: Bruin, Kiki De
name: Haan, Yael De
name: Kruikemeier, Sanne
name: Lecheler, Sophie
name: Goutier, Nele
Publisher: name: SAGE Journals
Year: 2020
Subjects: subject: 200199 Communication and Media Studies not elsewhere classified
subject: FOS: Media and communications

description: Supplemental material, Appendix_A2 for A first-person promise? A content-analysis of immersive journalistic productions by Kiki de Bruin, Yael de Haan, Sanne Kruikemeier, Sophie Lecheler and Nele Goutier in Journalism
An overview on synthetic methods of iso-amyl benzoate
Creators: name: Shu, Liu
name: Hongjun, You
Publisher: name: European Chemical Bulletin
Year: 2012

description: Nowadays a few of synthetic methods of iso-amyl benzoate using different catalysts such as sulfonic acid (p-toluene-sulfonic acid and aryl sulphonic acid), inorganic salt (NH4Fe(SO4)2∙12H2O, NaHSO4∙H2O, Fe2(SO4)3 ∙xH2O and FeCl3∙6H2O), heteropolyacid (H4O40W12 and  TiSiW12O40/TiO2) and solid super acid (Ti(SO4)2/TiO2 and Zr(SO4)2∙4H2O) have been reviewed in the present paper. The yields of iso-amyl benzoate are improved by the addition of above catalysts. These methods are having the advantages of simple process and low investment costs.
description: European Chemical Bulletin, Vol 2, No 2 (2013): European Chemical Bulletin
AN OVERVIEW ON SYNTHETIC METHODS OF ALKYL CINNAMATES
Creators: name: Shu, Liu
name: Hongjun, You
Publisher: name: European Chemical Bulletin
Year: 2012

description: Nowadays three synthetic methods of cinnamate using different catalysts such as heteropolyacid (H8SiW12O42∙XH2O) and solid super acid (SO42-/La2O3-ZrO2-HZSM-5 and SO42-/TiO2) have been reviewed in the present paper. Effects of the reaction conditions such as the microwave heating power, the microwave heating times, the amount of the catalyst, the molar ratio of cinnamic acid to alcohol and the reaction time on the yields of cinnamate have been discussed also.  The yields of cinnamate are improved by the addition of above catalysts. These methods are having the advantages of simple process and low investment costs.
description: European Chemical Bulletin, Vol 2, No 2 (2013): European Chemical Bulletin
ELA 1559: Collect, Select, and Reflect
Creators: name: Firdyiwek, Yitna
name: Firdyiwek, Yitna
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Identity (Psychology)
subject: Design
subject: Evaluation

description: Curatorial note from Digital Pedagogy in the Humanities: This one-credit ePortfolio course is available to undergraduate students at the University of Virginia. Initially taught as a free-standing elective course, ELA 1559: Collect, Select, and Reflect is now part of a suite of “Engaging the Liberal Arts” electives students can take as part of their undergraduate experience. Distinctive features of this course include the focus on portfolio-makingness as students create three separate portfolios—“a learning ePortfolio (created for personal educational and reflective purposes), a presentational ePortfolio (targeting audiences such as prospective employers, instructors, peers, or others), and an exploratory ePortfolio (based on any creative topic of interest to you).” Students are advised to think capaciously in identifying potential artifacts and juxtapositionally in arranging them. Working with the instructor, students articulate criteria for assessing each portfolio; sample criteria include selection of artifacts, reflection, layout and readability, and navigation. As a culminating activity, students present their ePortfolios to a face-to-face audience.
APPENDIX_B_-_Polarization_score – Supplemental material for How to report on elections? The effects of game, issue and negative coverage on reader engagement and incivility
Creators: name: Gonçalves, João
name: Pereira, Sara
name: Torres da Silva, Marisa
Publisher: name: SAGE Journals
Year: 2020
Subjects: subject: 200199 Communication and Media Studies not elsewhere classified
subject: FOS: Media and communications

description: Supplemental material, APPENDIX_B_-_Polarization_score for How to report on elections? The effects of game, issue and negative coverage on reader engagement and incivility by João Gonçalves, Sara Pereira and Marisa Torres da Silva in Journalism
#FutureED
Creators: name: Humanities, Arts, Science, and Technology Alliance and Collaboratory
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Crowdsourcing

description: Curatorial note from Digital Pedagogy in the Humanities: Participants in the Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC) gather in person and virtually on a regular basis to share ideas for the advancement of humanistic education in the digital era. The #FutureED initiative translates efforts that began with questions about the place of the humanities in the contemporary university into questions about the place of the humanities in the future (Davidson and Goldberg B7). As described on the #FutureED page on the HASTAC Web site, #FutureED builds on “courses, workshops, events, and reading groups, in different locations and online, all open to the public . . . created by members of the HASTAC alliance on ‘The History and Future of Higher Education.’” The initiative’s online presence includes a crowdsourced bibliography annotated with keywords (funding, assessment, peer learning), reflections on ongoing changes to institutional structures, and innovations in teaching, all of which are open to further contributions in wiki format.
#FutureED
Creators: name: Carrington, André
name: Humanities, Arts, Science, and Technology Alliance and Collaboratory
Publisher: name: unknown
Year: 2020
Subjects: subject: Crowdsourcing

description: Curatorial note from Digital Pedagogy in the Humanities: Participants in the Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC) gather in person and virtually on a regular basis to share ideas for the advancement of humanistic education in the digital era. The #FutureED initiative translates efforts that began with questions about the place of the humanities in the contemporary university into questions about the place of the humanities in the future (Davidson and Goldberg B7). As described on the #FutureED page on the HASTAC Web site, #FutureED builds on "courses, workshops, events, and reading groups, in different locations and online, all open to the public . . . created by members of the HASTAC alliance on 'The History and Future of Higher Education.'" The initiative's online presence includes a crowdsourced bibliography annotated with keywords (funding, assessment, peer learning), reflections on ongoing changes to institutional structures, and innovations in teaching, all of which are open to further contributions in wiki format.
description: Curatorial note from Digital Pedagogy in the Humanities: Participants in the Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC) gather in person and virtually on a regular basis to share ideas for the advancement of humanistic education in the digital era. The #FutureED initiative translates efforts that began with questions about the place of the humanities in the contemporary university into questions about the place of the humanities in the future (Davidson and Goldberg B7). As described on the #FutureED page on the HASTAC Web site, #FutureED builds on "courses, workshops, events, and reading groups, in different locations and online, all open to the public . . . created by members of the HASTAC alliance on 'The History and Future of Higher Education.'" The initiative's online presence includes a crowdsourced bibliography annotated with keywords (funding, assessment, peer learning), reflections on ongoing changes to institutional structures, and innovations in teaching, all of which are open to further contributions in wiki format.
Mapping the Futures of Higher Education
Creators: name: Flanagan, Janey Oliphint
name: Greenblatt, Deborah
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Evaluation

description: Curatorial note from Digital Pedagogy in the Humanities: The Mapping the Futures of Higher Education (MFHE) course at the City University of New York (CUNY) supplements the cultural and political geography of the metropolis with student-centered timelines and genealogies. The course “emphasized student-centered pedagogies and digital innovation and its practical application within diverse undergraduate classrooms at CUNY.” Measures meant to empower undergraduates and graduate student instructors were crucial to its success and integral to its potential implications for future projects that use digital tools to enhance and represent spatial knowledge. Evaluators noted that workshops on mapping software and data management would have enhanced the course by enabling students to produce more technically sophisticated maps; for courses of study that have the objective of imparting or refining those technical skills, mapping their institutions in accordance with local, community-sourced concerns like those of the MFHE students is an ideal summative assessment. Instructors and students interested in mapping their settings can employ the insights of the final report in order to outline what student-centered, technology-assisted learning means in their courses, for example by reporting the balance of anxiety and motivation ascribed to their respective responsibilities, maintaining an inventory of their skills and needs, and collaborating to design future courses that use the maps they create and the information represented therein as resources.
"Notes Towards a Feminist Futurist Manifesto"
Creators: name: Kember, Sarah
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Identity (Psychology)
subject: Feminism

description: Curatorial note from Digital Pedagogy in the Humanities: Sarah Kember marks the moment for the launch of Ada: A Journal of Gender, New Media, and Technology by unsettling readers who might think existing scholarship has exhausted “the complex relation between technology, politics[,] and the social.” Taking gender as one axis in a multidimensional rendering of “a future that isn’t (and never was) all about technology,” the article returns issues of desire, intelligence, consciousness, and objecthood to the agenda of humanistic inquiry. It raises questions that would occasion lively debate during any course or module on gender, knowledge production, or subjectivity: To what ends do we submit ourselves to emergent surveillance practices? How are the priorities of academic journals shaped by attitudes toward technology and the mediation of scholarly persona? Kember also models the manifesto as a form amenable to presenting a synopsis of the movement from previous to current intellectual colloquies and outlining distinct points for elaboration through further inquiry, a task that can be uniquely instructive for graduate students learning how to articulate the main concerns within a field of scholarship.
title: Fluorescence microscopic investigation of PCE superplasticiser adsorption in calcined clay blended cement
Creators: name: Kosenko, Denis
name: Wetzel, Alexander
name: Middendorf, Bernhard
Publisher: name: Universität Kassel
Year: 2024
Subjects: subject: calcined clays
subject: ESEM
subject: fluorescence microscopy
subject: fluorophores
subject: light microscopy
subject: particle fixation
subject: PCE
subject: staining
subject: superimposition
subject: 500
subject: 540
subject: 660
subject: Tonerde
subject: Rasterelektronenmikroskopie
subject: Fluoreszenzmikroskopie
subject: Fluorophore
subject: Mikroskopie
subject: Polymere
subject: Adsorption
subject: Betonverflüssiger

description: Gefördert im Rahmen des Projekts DEAL
sj-pdf-13-jcb-10.1177_0271678X20964248 - Supplemental material for Kinetics and 28-day test–retest repeatability and reproducibility of [11C]UCB-J PET brain imaging
Creators: name: Tuncel, Hayel
name: Boellaard, Ronald
name: Coomans, Emma M
name: de Vries, Erik FJ
name: Glaudemans, Andor WJM
name: Feltes, Paula Kopschina
name: García, David V
name: Verfaillie, Sander CJ
name: Wolters, Emma E
name: Sweeney, Steven P
name: Ryan, J Michael
name: Ivarsson, Magnus
name: Lynch, Berkley A
name: Schober, Patrick
name: Scheltens, Philip
name: Schuit, Robert C
name: Windhorst, Albert D
name: De Deyn, Peter P
name: van Berckel, Bart NM
name: Golla, Sandeep SV
Publisher: name: SAGE Journals
Year: 2020
Subjects: subject: Emergency Medicine
subject: Endocrinology
subject: Medicine
subject: Neurology and Neuromuscular Diseases
subject: FOS: Clinical medicine
subject: Radiology and Organ Imaging
subject: Cell Biology
subject: Biochemistry
subject: Biological Sciences not elsewhere classified
subject: Neuroscience

description: Supplemental material, sj-pdf-13-jcb-10.1177_0271678X20964248 for Kinetics and 28-day test–retest repeatability and reproducibility of [11C]UCB-J PET brain imaging by Hayel Tuncel, Ronald Boellaard, Emma M Coomans, Erik FJ de Vries, Andor WJM Glaudemans, Paula Kopschina Feltes, David V García, Sander CJ Verfaillie, Emma E Wolters, Steven P Sweeney, J Michael Ryan, Magnus Ivarsson, Berkley A Lynch, Patrick Schober, Philip Scheltens, Robert C Schuit, Albert D Windhorst, Peter P De Deyn, Bart NM van Berckel and Sandeep SV Golla in Journal of Cerebral Blood Flow & Metabolism
Blackness and Utopia
Creators: name: Carrington, André
name: Carrington, André
Publisher: name: unknown
Year: 2020
Subjects: subject: Race
subject: History

description: Curatorial note from Digital Pedagogy in the Humanities: Blackness and Utopia is designed as an undergraduate course in African American literature that encompasses imaginative literature, film and video, and historical documents from movements for social transformation. The course materials, all of which are available in electronic formats (many of them for free), represent the utopian tradition in African American writing as well as the role of a utopian outlook in cultural criticism. The collaborative assignment on access to electricity is an interdisciplinary exercise in argumentation that draws on literature and documentary film to engage students in the practice of presenting community-level responses to structural changes in society.
description: Curatorial note from Digital Pedagogy in the Humanities: Blackness and Utopia is designed as an undergraduate course in African American literature that encompasses imaginative literature, film and video, and historical documents from movements for social transformation. The course materials, all of which are available in electronic formats (many of them for free), represent the utopian tradition in African American writing as well as the role of a utopian outlook in cultural criticism. The collaborative assignment on access to electricity is an interdisciplinary exercise in argumentation that draws on literature and documentary film to engage students in the practice of presenting community-level responses to structural changes in society.
Appendix – Supplemental material for ‘Where’s the money coming from?’ Manifesto costings and the politics of fiscal credibility in UK general elections, 1955–2019
Creators: name: Sloman, Peter
Publisher: name: SAGE Journals
Year: 2020
Subjects: subject: 160607 International Relations
subject: FOS: Political science

description: Supplemental material, Appendix for ‘Where’s the money coming from?’ Manifesto costings and the politics of fiscal credibility in UK general elections, 1955–2019 by Peter Sloman in The British Journal of Politics and International Relations
Blackness and Utopia
Creators: name: Carrington, André
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: History
subject: Race

description: Curatorial note from Digital Pedagogy in the Humanities: Blackness and Utopia is designed as an undergraduate course in African American literature that encompasses imaginative literature, film and video, and historical documents from movements for social transformation. The course materials, all of which are available in electronic formats (many of them for free), represent the utopian tradition in African American writing as well as the role of a utopian outlook in cultural criticism. The collaborative assignment on access to electricity is an interdisciplinary exercise in argumentation that draws on literature and documentary film to engage students in the practice of presenting community-level responses to structural changes in society.
Introducing Game Studies with Small Worlds
Creators: name: Phillips, Amanda
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Design
subject: Rhetoric

description: Curatorial note from Digital Pedagogy in the Humanities: David Shute’s Small Worlds (currently available at jayisgames.com/games/small-worlds/) is an exploration game in which a figure navigates a series of moody, pixelated worlds shrouded in darkness. Each scene begins zoomed closely on the avatar, and exploration reveals more of the background while the camera gradually zooms out. Uncovering these small worlds reveals a minimalist environmental narrative—an elegant example of narrative architecture with dystopian science fiction undertones. This lesson plan offers suggestions for leading a class discussion about games using Small Worlds as an example. In a humanities classroom, it facilitates conversations about the fundamental properties of games, including the centrality of space and movement to narrative in games and how simple mechanics (such as the widening field of view) can encourage the gamer to perform specific tasks without explicit instructions. Understanding the unique aesthetic and rhetorical properties of games can lead to discussions about how other media use different representational and persuasive strategies.
title: Introducing Game Studies with Small Worlds
title: Introducing Game Studies with Small Worlds
titleType: Other
Creators: name: Phillips, Amanda
name: Phillips, Amanda
Publisher: name: unknown
Year: 2020
Subjects: subject: Rhetoric
subject: Design

description: Curatorial note from Digital Pedagogy in the Humanities: David Shute's Small Worlds (currently available at jayisgames.com/games/small-worlds/) is an exploration game in which a figure navigates a series of moody, pixelated worlds shrouded in darkness. Each scene begins zoomed closely on the avatar, and exploration reveals more of the background while the camera gradually zooms out. Uncovering these small worlds reveals a minimalist environmental narrative—an elegant example of narrative architecture with dystopian science fiction undertones. This lesson plan offers suggestions for leading a class discussion about games using Small Worlds as an example. In a humanities classroom, it facilitates conversations about the fundamental properties of games, including the centrality of space and movement to narrative in games and how simple mechanics (such as the widening field of view) can encourage the gamer to perform specific tasks without explicit instructions. Understanding the unique aesthetic and rhetorical properties of games can lead to discussions about how other media use different representational and persuasive strategies.
description: Curatorial note from Digital Pedagogy in the Humanities: David Shute's Small Worlds (currently available at jayisgames.com/games/small-worlds/) is an exploration game in which a figure navigates a series of moody, pixelated worlds shrouded in darkness. Each scene begins zoomed closely on the avatar, and exploration reveals more of the background while the camera gradually zooms out. Uncovering these small worlds reveals a minimalist environmental narrative—an elegant example of narrative architecture with dystopian science fiction undertones. This lesson plan offers suggestions for leading a class discussion about games using Small Worlds as an example. In a humanities classroom, it facilitates conversations about the fundamental properties of games, including the centrality of space and movement to narrative in games and how simple mechanics (such as the widening field of view) can encourage the gamer to perform specific tasks without explicit instructions. Understanding the unique aesthetic and rhetorical properties of games can lead to discussions about how other media use different representational and persuasive strategies.
NMA_SCLC_suppl_v9 – Supplemental material for Systematic review of first-line chemotherapy for chemo-naïve extensive-stage small-cell lung cancer: network meta-analysis
Creators: name: Chen, Hao
name: Horita, Nobuyuki
name: Ito, Kentaro
name: Nagakura, Hideyuki
name: Hara, Yu
name: Kobayash, Nobuaki
name: Yamamoto, Masaki
name: Kudo, Makoto
name: Kaneko, Takeshi
Publisher: name: SAGE Journals
Year: 2020
Subjects: Oncology and Carcinogenesis not elsewhere classified
Aged Health Care
Pharmacology and Pharmaceutical Sciences not elsewhere classified
Respiratory Diseases

description: Supplemental material, NMA_SCLC_suppl_v9 for Systematic review of first-line chemotherapy for chemo-naïve extensive-stage small-cell lung cancer: network meta-analysis by Hao Chen, Nobuyuki Horita, Kentaro Ito, Hideyuki Nagakura, Yu Hara, Nobuaki Kobayash, Masaki Yamamoto, Makoto Kudo and Takeshi Kaneko in Therapeutic Advances in Medical Oncology
Understanding Intersectionality through Critical Game Design
Creators: name: Callahan, Vicki
name: Phillips, Amanda
name: Ruberg, Bonnie
Publisher: name: unknown
Year: 2020
Subjects: subject: Intersectionality (Sociology)
subject: Identity (Psychology)
subject: Design

description: Curatorial note from Digital Pedagogy in the Humanities: Game design encourages people to think in terms of systems. This workshop, presented at the 2016 HASTAC Conference, takes advantage of the way games easily represent systems to help students (and their instructors!) work through intertwined oppressions. Theories of intersectionality attempt to describe how phenomena like racism and sexism, for example, mutually reinforce and alter each other. However, this can be difficult to capture in words. Instead, this workshop tasks participants with creating a set of rules that simulate how different oppressions interact with one another. This activity is useful for talking about the theoretical concept of intersectionality, and its emphasis on designing games will require students to think about power and identity in systematic terms rather than representational ones.
description: Curatorial note from Digital Pedagogy in the Humanities: Game design encourages people to think in terms of systems. This workshop, presented at the 2016 HASTAC Conference, takes advantage of the way games easily represent systems to help students (and their instructors!) work through intertwined oppressions. Theories of intersectionality attempt to describe how phenomena like racism and sexism, for example, mutually reinforce and alter each other. However, this can be difficult to capture in words. Instead, this workshop tasks participants with creating a set of rules that simulate how different oppressions interact with one another. This activity is useful for talking about the theoretical concept of intersectionality, and its emphasis on designing games will require students to think about power and identity in systematic terms rather than representational ones.
Understanding Intersectionality through Critical Game Design
Creators: name: Callahan, Vicki
name: Callahan, Vicki
name: Ruberg, Bonnie
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Identity (Psychology)
subject: Design
subject: Intersectionality (Sociology)

description: Curatorial note from Digital Pedagogy in the Humanities: Game design encourages people to think in terms of systems. This workshop, presented at the 2016 HASTAC Conference, takes advantage of the way games easily represent systems to help students (and their instructors!) work through intertwined oppressions. Theories of intersectionality attempt to describe how phenomena like racism and sexism, for example, mutually reinforce and alter each other. However, this can be difficult to capture in words. Instead, this workshop tasks participants with creating a set of rules that simulate how different oppressions interact with one another. This activity is useful for talking about the theoretical concept of intersectionality, and its emphasis on designing games will require students to think about power and identity in systematic terms rather than representational ones.
Game Design Documents on Racial Formation and Migration
Creators: name: Agloro, Alexandrina
name: Agloro, Alexandrina
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Race

description: Curatorial note from Digital Pedagogy in the Humanities: This assignment encourages students to explore questions of race and migration by creating a game design document. Design documents are speculative in nature, allowing students to, as Alexandrina Agloro states on the syllabus, “give careful thought to mechanics, aesthetic, rhetoric, and the game’s relationship” to questions of power in society rather than exhaustive efforts on polishing a complete product. Producing a design document requires no technological expertise, which makes it a great fit for a humanities classroom context. As with the other activities listed in this section, encouraging students to think in terms of game design will help them to articulate the systematicity of racial formation and migration. In order to do so, they must examine relevant causes and effects and put them into relation with one another.
Game Design Documents on Racial Formation and Migration
Creators: name: Agloro, Alexandrina
name: Phillips, Amanda
Publisher: name: unknown
Year: 2020
Subjects: subject: Race

description: Curatorial note from Digital Pedagogy in the Humanities: This assignment encourages students to explore questions of race and migration by creating a game design document. Design documents are speculative in nature, allowing students to, as Alexandrina Agloro states on the syllabus, "give careful thought to mechanics, aesthetic, rhetoric, and the game's relationship" to questions of power in society rather than exhaustive efforts on polishing a complete product. Producing a design document requires no technological expertise, which makes it a great fit for a humanities classroom context. As with the other activities listed in this section, encouraging students to think in terms of game design will help them to articulate the systematicity of racial formation and migration. In order to do so, they must examine relevant causes and effects and put them into relation with one another.
description: Curatorial note from Digital Pedagogy in the Humanities: This assignment encourages students to explore questions of race and migration by creating a game design document. Design documents are speculative in nature, allowing students to, as Alexandrina Agloro states on the syllabus, "give careful thought to mechanics, aesthetic, rhetoric, and the game's relationship" to questions of power in society rather than exhaustive efforts on polishing a complete product. Producing a design document requires no technological expertise, which makes it a great fit for a humanities classroom context. As with the other activities listed in this section, encouraging students to think in terms of game design will help them to articulate the systematicity of racial formation and migration. In order to do so, they must examine relevant causes and effects and put them into relation with one another.
A comprehensive, genus-level time-calibrated phylogeny of the tree flora of Mediterranean Europe and an assessment of its vulnerability
Creators: name: Albassatneh, Marwan Cheikh
name: Escudero, Marcial
name: Ponger, Loic
name: Monnet, Anne-Christine
name: Arroyo, Juan
name: Nikolic, Toni
name: Bacchetta, Gianluigi
name: Bagnoli, Francesca
name: Dimopoulos, Panayotis
name: Leriche, Agathe
name: Médail, Frédéric
name: Roig, Anne
name: Spanu, Ilaria
name: Vendramin, Giovanni Giuseppe
name: Hampe, Arndt
name: Fady, Bruno
Publisher: name: Taylor & Francis
Year: 2019
Subjects: subject: Evolutionary Biology
subject: FOS: Biological sciences
subject: 59999 Environmental Sciences not elsewhere classified
subject: FOS: Earth and related environmental sciences
subject: Ecology
subject: 69999 Biological Sciences not elsewhere classified
subject: Inorganic Chemistry
subject: FOS: Chemical sciences
subject: Plant Biology

description: We produced the first time-calibrated phylogeny of all 64 native tree genera occurring on the European side of the Mediterranean Basin. This phylogeny is based on 3 plastid DNA sequences (rbcL matK and trnH-psbA), 4 recognized fossil dates and 10 secondary calibrations. Based on the inferred topology, we then tested whether the investigated tree flora exhibits phylogenetic clustering in both life-history traits known to influence reproduction and species’ vulnerability to extinction. Our topology and the estimated dates mostly conform to published partial phylogenies and are highly congruent with the Angiosperm Phylogeny Group classification except for some minor incongruences including the still debated phylogenetic position of Magnoliids. The four strictly endemic genera of the Mediterranean Basin (Chamaerops, Phillyrea, Spartium and Tetraclinis) all showed emergence dates (11–72 Ma) long before the onset of the Mediterranean climate. We did not find any imprints of phylogenetic sorting processes on the life-history traits we studied, except for the mode of seed dispersal, which showed a clustered distribution across our topology. The presence of species at risk of potential extinction within a given genus was randomly distributed along the phylogenetic tree. Species with deficient data were significantly nested within a few of the most recently evolved angiosperm genera. Our analysis closes knowledge gaps and provides a valuable basis for studying the biogeographical and ecological processes that have generated the Mediterranean tree flora. It can also inform conservation planning strategies that aim at broadening traditional taxonomy-focused perspectives with components of evolutionary history and phylogenetic singularity.
sj-pdf-2-ipe-10.1177_2041669520961120 - Supplemental material for Spatial Heterogeneity in Bistable Figure-Ground Perception
Creators: name: Nonie J. Finlayson
name: Neacsu, Victorita
name: D. S. Schwarzkopf
Publisher: name: SAGE Journals
Year: 2020
Subjects: subject: 110904 Neurology and Neuromuscular Diseases
subject: FOS: Clinical medicine
subject: 170199 Psychology not elsewhere classified
subject: FOS: Psychology
subject: 110319 Psychiatry (incl. Psychotherapy)
subject: Neuroscience

description: Supplemental material, sj-pdf-2-ipe-10.1177_2041669520961120 for Spatial Heterogeneity in Bistable Figure-Ground Perception by Nonie J. Finlayson, Victorita Neacsu and D. S. Schwarzkopf in i-Perception