cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Decolonizing Late Victorian Biopolitics
Creators: name: Cong-Huyen, Anne
name: Pokornowski, Steven
Publisher: name: unknown
Year: 2020
Subjects: subject: Race
subject: Identity (Psychology)

description: Curatorial note from Digital Pedagogy in the Humanities: Digitizing Chinese Englishmen is an early-stage digital archive project by Adeline Koh, which digitizes the Straits Chinese Magazine, a journal published by diasporic Chinese in Southeast Asia at the turn of the twentieth century. Steven Pokornowski here offers an example of how teachers can use this repository of primary texts to teach about gender, race, colonial politics, and biopolitics in the late Victorian era. Juxtaposing the archive alongside the canonical text Dracula, he provides context and theoretical framing to situate the novel as it relates to colonialism, imperialism, and race, as the "Victorian Chinesemen" at the heart of the publication present a complex portrait of precarious power in imperial Britain. This exercise builds on skills students are already learning in their class, but it broadens the canon and thus allows students to interrogate the production of gender and race within the British Empire.
description: Curatorial note from Digital Pedagogy in the Humanities: Digitizing Chinese Englishmen is an early-stage digital archive project by Adeline Koh, which digitizes the Straits Chinese Magazine, a journal published by diasporic Chinese in Southeast Asia at the turn of the twentieth century. Steven Pokornowski here offers an example of how teachers can use this repository of primary texts to teach about gender, race, colonial politics, and biopolitics in the late Victorian era. Juxtaposing the archive alongside the canonical text Dracula, he provides context and theoretical framing to situate the novel as it relates to colonialism, imperialism, and race, as the "Victorian Chinesemen" at the heart of the publication present a complex portrait of precarious power in imperial Britain. This exercise builds on skills students are already learning in their class, but it broadens the canon and thus allows students to interrogate the production of gender and race within the British Empire.
Decolonizing Late Victorian Biopolitics
Creators: name: Pokornowski, Steven
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Identity (Psychology)
subject: Race

description: Curatorial note from Digital Pedagogy in the Humanities: Digitizing Chinese Englishmen is an early-stage digital archive project by Adeline Koh, which digitizes the Straits Chinese Magazine, a journal published by diasporic Chinese in Southeast Asia at the turn of the twentieth century. Steven Pokornowski here offers an example of how teachers can use this repository of primary texts to teach about gender, race, colonial politics, and biopolitics in the late Victorian era. Juxtaposing the archive alongside the canonical text Dracula, he provides context and theoretical framing to situate the novel as it relates to colonialism, imperialism, and race, as the “Victorian Chinesemen” at the heart of the publication present a complex portrait of precarious power in imperial Britain. This exercise builds on skills students are already learning in their class, but it broadens the canon and thus allows students to interrogate the production of gender and race within the British Empire.
Biography/Digital Curation Assignment
Creators: name: Cong-Huyen, Anne
name: Cotera, María
Publisher: name: unknown
Year: 2020
Subjects: subject: Identity (Psychology)

description: Curatorial note from Digital Pedagogy in the Humanities: A major hurdle for digital humanities projects, especially those documenting marginal communities and using feminist and community-centered practices, is sustainability. María Cotera, the director of the Chicana Por Mi Raza digital archive of Chicana feminism, tackles this problem by incorporating the archive into her class in the form of a Biography and Digital Curation Assignment. In the "Biocuration" assignment, Cotera asks students to engage directly with the archive and create new content based on its collections. As part of the project, students conduct research in the closed archive and then create biographical and historical content for a Web site that publically represents the archive. According to Cotera, the public site therefore acts as a "staging zone for knowledge produced using materials from the archive." Students therefore become important contributors to a public digital history project and produce public scholarship accessible to larger communities and publics.
description: Curatorial note from Digital Pedagogy in the Humanities: A major hurdle for digital humanities projects, especially those documenting marginal communities and using feminist and community-centered practices, is sustainability. María Cotera, the director of the Chicana Por Mi Raza digital archive of Chicana feminism, tackles this problem by incorporating the archive into her class in the form of a Biography and Digital Curation Assignment. In the "Biocuration" assignment, Cotera asks students to engage directly with the archive and create new content based on its collections. As part of the project, students conduct research in the closed archive and then create biographical and historical content for a Web site that publically represents the archive. According to Cotera, the public site therefore acts as a "staging zone for knowledge produced using materials from the archive." Students therefore become important contributors to a public digital history project and produce public scholarship accessible to larger communities and publics.
Biography/Digital Curation Assignment
Creators: name: Cotera, María
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Identity (Psychology)

description: Curatorial note from Digital Pedagogy in the Humanities: A major hurdle for digital humanities projects, especially those documenting marginal communities and using feminist and community-centered practices, is sustainability. María Cotera, the director of the Chicana Por Mi Raza digital archive of Chicana feminism, tackles this problem by incorporating the archive into her class in the form of a Biography and Digital Curation Assignment. In the “Biocuration” assignment, Cotera asks students to engage directly with the archive and create new content based on its collections. As part of the project, students conduct research in the closed archive and then create biographical and historical content for a Web site that publically represents the archive. According to Cotera, the public site therefore acts as a “staging zone for knowledge produced using materials from the archive.” Students therefore become important contributors to a public digital history project and produce public scholarship accessible to larger communities and publics.
"Hack Your Digital Sphere"
Creators: name: Lothian, Alexis
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Evaluation
subject: Electronic games

description: Curatorial note from Digital Pedagogy in the Humanities: Individuals already immersed in digital life can find it difficult to objectively evaluate their social networks, let alone the role gender plays in them. In the “Social Media and Social Justice” unit of her Gender, Race, and Labor in the Digital Worlds course, Alexis Lothian asks her students to test the limits and boundaries of their social networks, document the results, and reflect on their digital activities within larger social structures. Designed as a larger research project where students must determine their research topics, questions, and methods, students were given enormous freedom to evaluate their relationship to social media. This project could be remixed to evaluate online gaming networks such as Fat, Ugly or Slutty, a blog that documents the gender-specific harassment directed toward women gamers, or communities such as those cohering around Facebook groups.
Hack Your Digital Sphere
Creators: name: Cong-Huyen, Anne
name: Lothian, Alexis
Publisher: name: unknown
Year: 2020
Subjects: subject: Evaluation
subject: Electronic games

description: Curatorial note from Digital Pedagogy in the Humanities: Individuals already immersed in digital life can find it difficult to objectively evaluate their social networks, let alone the role gender plays in them. In the "Social Media and Social Justice" unit of her Gender, Race, and Labor in the Digital Worlds course, Alexis Lothian asks her students to test the limits and boundaries of their social networks, document the results, and reflect on their digital activities within larger social structures. Designed as a larger research project where students must determine their research topics, questions, and methods, students were given enormous freedom to evaluate their relationship to social media. This project could be remixed to evaluate online gaming networks such as Fat, Ugly or Slutty, a blog that documents the gender-specific harassment directed toward women gamers, or communities such as those cohering around Facebook groups.
description: Curatorial note from Digital Pedagogy in the Humanities: Individuals already immersed in digital life can find it difficult to objectively evaluate their social networks, let alone the role gender plays in them. In the "Social Media and Social Justice" unit of her Gender, Race, and Labor in the Digital Worlds course, Alexis Lothian asks her students to test the limits and boundaries of their social networks, document the results, and reflect on their digital activities within larger social structures. Designed as a larger research project where students must determine their research topics, questions, and methods, students were given enormous freedom to evaluate their relationship to social media. This project could be remixed to evaluate online gaming networks such as Fat, Ugly or Slutty, a blog that documents the gender-specific harassment directed toward women gamers, or communities such as those cohering around Facebook groups.
Supplemental_Material_1 – Supplemental material for Distrust, danger, and confidence: A content analysis of the Australian Vaccination-Risks Network Blog
Creators: name: Aechtner, Thomas
Publisher: name: SAGE Journals
Year: 2020
Subjects: subject: 200199 Communication and Media Studies not elsewhere classified
subject: FOS: Media and communications
subject: Science Policy

description: Supplemental material, Supplemental_Material_1 for Distrust, danger, and confidence: A content analysis of the Australian Vaccination-Risks Network Blog by Thomas Aechtner in Public Understanding of Science
Twine Game
Creators: name: Cong-Huyen, Anne
name: Einstein, Sarah
name: Vetter, Matthew
Publisher: name: unknown
Year: 2020
Subjects: subject: Identity (Psychology)
subject: Electronic games

description: Curatorial note from Digital Pedagogy in the Humanities: This group project asks students to create a choose-your-own-adventure game that engages "gender politics, identity, and narrative in the writing classroom" using Twine. Students propose an original game addressing a gender studies issue, perform research, then develop the game. The purpose of the assignment is to create a narrative that reveals the complex, potential dangers of gender-related issues in a navigable text where players can make choices and reach different outcomes. This assignment can also be adapted to a range of gender studies topics including trans narratives, which are exemplified in the work of Merritt Kopas, who curated such a selection in TransWomen and the New Hypertext, and genre narratives, as anna anthropy has demonstrated with her queer horror and science fiction twine games http://www.auntiepixelante.com/games/.
description: Curatorial note from Digital Pedagogy in the Humanities: This group project asks students to create a choose-your-own-adventure game that engages "gender politics, identity, and narrative in the writing classroom" using Twine. Students propose an original game addressing a gender studies issue, perform research, then develop the game. The purpose of the assignment is to create a narrative that reveals the complex, potential dangers of gender-related issues in a navigable text where players can make choices and reach different outcomes. This assignment can also be adapted to a range of gender studies topics including trans narratives, which are exemplified in the work of Merritt Kopas, who curated such a selection in TransWomen and the New Hypertext, and genre narratives, as anna anthropy has demonstrated with her queer horror and science fiction twine games http://www.auntiepixelante.com/games/.
Twine Game
Creators: name: Einstein, Sarah
name: Vetter, Matthew
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Identity (Psychology)
subject: Electronic games

description: Curatorial note from Digital Pedagogy in the Humanities: This group project asks students to create a choose-your-own-adventure game that engages “gender politics, identity, and narrative in the writing classroom” using Twine. Students propose an original game addressing a gender studies issue, perform research, then develop the game. The purpose of the assignment is to create a narrative that reveals the complex, potential dangers of gender-related issues in a navigable text where players can make choices and reach different outcomes. This assignment can also be adapted to a range of gender studies topics including trans narratives, which are exemplified in the work of Merritt Kopas, who curated such a selection in TransWomen and the New Hypertext, and genre narratives, as anna anthropy has demonstrated with her queer horror and science fiction twine games http://www.auntiepixelante.com/games/.
#Syllabus Assignment for Blackness in the Post-Civil Rights Era
Creators: name: Parham, Marisa
name: Pearlman, Lauren
Publisher: name: unknown
Year: 2020
Subjects: subject: Identity (Psychology)
subject: Crowdsourcing

description: Curatorial note from Digital Pedagogy in the Humanities: By asking her students to produce a "hashtag syllabus" over the course of her Blackness in the Post-Civil Rights Era class, Lauren Perlman brings a powerful contemporary scholarly form into the classroom. As Lisa A. Monroe explains in "Making the American Syllabus: Hashtag Syllabi in Historical Perspective," a hashtag syllabus is a crowdsourced reading, viewing, and discussion list that arises in response to a social moment or event, collated using social media hashtags. Monroe also historicizes the hashtag syllabus in a larger intellectual tradition of community-member-driven scholarship. Indeed, much as hashtags help students collaborate and communicate outside the classroom, Pearlman's assignment demonstrates how student participation can help make the scholarly work of various communities more visible and accessible. Her assignment also offers links to a variety of recently curated hashtag syllabi and commentaries thereon, such as the "#CharlestonSyllabus," "#immigrationsyllabus," and the "#FergusonSyllabus."
description: Curatorial note from Digital Pedagogy in the Humanities: By asking her students to produce a "hashtag syllabus" over the course of her Blackness in the Post-Civil Rights Era class, Lauren Perlman brings a powerful contemporary scholarly form into the classroom. As Lisa A. Monroe explains in "Making the American Syllabus: Hashtag Syllabi in Historical Perspective," a hashtag syllabus is a crowdsourced reading, viewing, and discussion list that arises in response to a social moment or event, collated using social media hashtags. Monroe also historicizes the hashtag syllabus in a larger intellectual tradition of community-member-driven scholarship. Indeed, much as hashtags help students collaborate and communicate outside the classroom, Pearlman's assignment demonstrates how student participation can help make the scholarly work of various communities more visible and accessible. Her assignment also offers links to a variety of recently curated hashtag syllabi and commentaries thereon, such as the "#CharlestonSyllabus," "#immigrationsyllabus," and the "#FergusonSyllabus."
"#Syllabus Assignment for Blackness in the Post-Civil Rights Era"
Creators: name: Pearlman, Lauren
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Identity (Psychology)
subject: Crowdsourcing

description: Curatorial note from Digital Pedagogy in the Humanities: By asking her students to produce a “hashtag syllabus” over the course of her Blackness in the Post-Civil Rights Era class, Lauren Perlman brings a powerful contemporary scholarly form into the classroom. As Lisa A. Monroe explains in “Making the American Syllabus: Hashtag Syllabi in Historical Perspective,” a hashtag syllabus is a crowdsourced reading, viewing, and discussion list that arises in response to a social moment or event, collated using social media hashtags. Monroe also historicizes the hashtag syllabus in a larger intellectual tradition of community-member-driven scholarship. Indeed, much as hashtags help students collaborate and communicate outside the classroom, Pearlman’s assignment demonstrates how student participation can help make the scholarly work of various communities more visible and accessible. Her assignment also offers links to a variety of recently curated hashtag syllabi and commentaries thereon, such as the “#CharlestonSyllabus,” “#immigrationsyllabus,” and the “#FergusonSyllabus.”
sj-pdf-1-ueg-10.1177_2050640620964619 - Supplemental material for Infliximab clearance decreases in the second and third trimesters of pregnancy in inflammatory bowel disease
Creators: name: Ana-Marija Grišić
name: Dorn-Rasmussen, Maria
name: Ungar, Bella
name: Brynskov, Jørn
name: Ilvemark, Johan F K F
name: Bolstad, Nils
name: Warren, David J
name: Ainsworth, Mark A
name: Huisinga, Wilhelm
name: Shomron Ben-Horin
name: Kloft, Charlotte
name: Steenholdt, Casper
Publisher: name: SAGE Journals
Year: 2020
Subjects: subject: 110308 Geriatrics and Gerontology
subject: FOS: Clinical medicine
subject: 111199 Nutrition and Dietetics not elsewhere classified
subject: FOS: Health sciences
subject: 111299 Oncology and Carcinogenesis not elsewhere classified
subject: 69999 Biological Sciences not elsewhere classified
subject: FOS: Biological sciences

description: Supplemental material, sj-pdf-1-ueg-10.1177_2050640620964619 for Infliximab clearance decreases in the second and third trimesters of pregnancy in inflammatory bowel disease by Ana-Marija Grišić, Maria Dorn-Rasmussen, Bella Ungar, Jørn Brynskov, Johan F K F Ilvemark, Nils Bolstad, David J Warren, Mark A Ainsworth, Wilhelm Huisinga, Shomron Ben-Horin, Charlotte Kloft and Casper Steenholdt in United European Gastroenterology Journal
Additional file 1 of Effectiveness of Mindfulness-Based Cognitive Therapy in reducing psychological distress and improving sleep in patients with Inflammatory Bowel Disease: study protocol for a multicentre randomised controlled trial (MindIBD).
Creators: name: ter Avest, Milou M
name: van Velthoven, Annelieke S M
name: Speckens, Anne E M
name: Dijkstra, Gerard
name: Dresler, Martin
name: Horjus, Carmen S
name: Römkens, Tessa E H
name: Witteman, Ellen M
name: van Dop, Willemijn A
name: Bredero, Quirine M
name: Nissen, Loes H C
name: Huijbers, Marloes J
Publisher: name: figshare
Year: 2024
Subjects: subject: Medicine
subject: Sociology
subject: FOS: Sociology
subject: Biological Sciences not elsewhere classified
subject: Cancer
subject: Science Policy
subject: Mental Health
subject: Infectious Diseases
subject: FOS: Health sciences

description: Supplementary Material 1
Fail Log and Open Notebook
Creators: name: Graham, Shawn
Publisher: name: Humanities Commons
Year: 2020

description: Curatorial note from Digital Pedagogy in the Humanities: This assignment operationalizes Caleb McDaniel’s arguments for why historians should make the historical research process open to inspection, situating the idea within practices familiar to historians (“Open”). The “Fail Log” assignment surfaces the hidden gotchas of doing digital work and permits students a way of showing their work. As students all have different starting points with digital materials, these notebooks and the sharing of materials can be used to help build community and support. Mark Sample called this approach “flogging,” or fail logging (“Course”). The open notebook can also be an effective introduction to open peer review journal and book projects, such as those undertaken by Michelle Moravec. It parallels more familiar forms such as course blogging.
Additional file 1 of The prevalence and influencing factors of coexisting prediabetes and prehypertension among Bangladeshi adults
Creators: name: Yesmin, Maksuda
name: Ali, Masum
name: Saha, Sanjib
Publisher: name: figshare
Year: 2024
Subjects: subject: Medicine
subject: Biotechnology
subject: Sociology
subject: FOS: Sociology
subject: Biological Sciences not elsewhere classified
subject: Science Policy

description: Additional file 1: Appendix 1. Univariate & Multivariate logistic regressionanalysis of diabetes with hypertension group and normal   group. Appendix 2. Univariate & Multivariate logistic regressionanalysis of diabetes with hypertension group and prediabetes withPrehypertension group.
Additional file 1 of Nurse’s experience working 12-hour shift in a tertiary level hospital in Qatar: a mixed method study
Creators: name: Varghese, Bejoy
name: Joseph, Chithra Maria
name: Al- Akkam, Adnan Anwar Ahmad
name: AL-Balawi, Rida Moh’d Odeh A. M.
name: Swallmeh, Esmat
name: Singh, Kalpana
Publisher: name: figshare
Year: 2024
Subjects: subject: Medicine
subject: Biotechnology
subject: Sociology
subject: FOS: Sociology

description: Additional file 1: Supplementary file 1. Interview guide.
Supplementary_file_COREQ_SOM-19-0166R1 – Supplemental material for Factors influencing physical activity in patients with early rheumatoid arthritis: A mixed-methods study
Creators: name: Qvarfordt, Maria
name: Andersson, Maria LE
name: Larsson, Ingrid
Publisher: name: SAGE Journals
Year: 2019
Subjects: subject: 111708 Health and Community Services
subject: FOS: Health sciences
subject: Cardiology
subject: 110599 Dentistry not elsewhere classified
subject: FOS: Clinical medicine
subject: 110305 Emergency Medicine
subject: 110306 Endocrinology
subject: 110308 Geriatrics and Gerontology
subject: 110904 Neurology and Neuromuscular Diseases
subject: 111099 Nursing not elsewhere classified
subject: 111199 Nutrition and Dietetics not elsewhere classified
subject: 111299 Oncology and Carcinogenesis not elsewhere classified
subject: 110314 Orthopaedics
subject: 110604 Sports Medicine
subject: 110315 Otorhinolaryngology
subject: 111702 Aged Health Care
subject: 111403 Paediatrics
subject: 111599 Pharmacology and Pharmaceutical Sciences not elsewhere classified
subject: 170199 Psychology not elsewhere classified
subject: FOS: Psychology
subject: 110319 Psychiatry (incl. Psychotherapy)
subject: 111799 Public Health and Health Services not elsewhere classified
subject: 110203 Respiratory Diseases
subject: 160807 Sociological Methodology and Research Methods
subject: FOS: Sociology
subject: 110323 Surgery
subject: 70706 Veterinary Medicine
subject: FOS: Veterinary sciences

description: Supplemental material, Supplementary_file_COREQ_SOM-19-0166R1 for Factors influencing physical activity in patients with early rheumatoid arthritis: A mixed-methods study by Maria Qvarfordt, Maria LE Andersson and Ingrid Larsson in SAGE Open Medicine
Additional file 1 of Safety and effectiveness of pembrolizumab monotherapy in Japanese patients with unresectable urothelial carcinoma: a nation-wide post-marketing surveillance
Creators: name: Nishiyama, Hiroyuki
name: Tanaka, Yu
name: Hamada, Masahiro
name: Ozaki, Masahiko
name: Minegishi, Toshihiko
name: Ito, Yuichiro
name: Maekawa, Shinichiroh
name: Yamamoto, Nobuyuki
Publisher: name: figshare
Year: 2024
Subjects: subject: Medicine
subject: Neuroscience
subject: Pharmacology
subject: Biotechnology
subject: Immunology
subject: FOS: Clinical medicine
subject: Cancer
subject: Science Policy
subject: Mental Health
subject: Virology

description: Additional file 1: Safety analysis set and effectiveness analysis set criteria.
Fail Log and Open Notebook
Creators: name: Graham, Shawn
name: Graham, Shawn
Publisher: name: unknown
Year: 2020

description: Curatorial note from Digital Pedagogy in the Humanities: This assignment operationalizes Caleb McDaniel's arguments for why historians should make the historical research process open to inspection, situating the idea within practices familiar to historians ("Open"). The "Fail Log" assignment surfaces the hidden gotchas of doing digital work and permits students a way of showing their work. As students all have different starting points with digital materials, these notebooks and the sharing of materials can be used to help build community and support. Mark Sample called this approach "flogging," or fail logging ("Course"). The open notebook can also be an effective introduction to open peer review journal and book projects, such as those undertaken by Michelle Moravec. It parallels more familiar forms such as course blogging.
description: Curatorial note from Digital Pedagogy in the Humanities: This assignment operationalizes Caleb McDaniel's arguments for why historians should make the historical research process open to inspection, situating the idea within practices familiar to historians ("Open"). The "Fail Log" assignment surfaces the hidden gotchas of doing digital work and permits students a way of showing their work. As students all have different starting points with digital materials, these notebooks and the sharing of materials can be used to help build community and support. Mark Sample called this approach "flogging," or fail logging ("Course"). The open notebook can also be an effective introduction to open peer review journal and book projects, such as those undertaken by Michelle Moravec. It parallels more familiar forms such as course blogging.
Additional file 3 of Safety and effectiveness of pembrolizumab monotherapy in Japanese patients with unresectable urothelial carcinoma: a nation-wide post-marketing surveillance
Creators: name: Nishiyama, Hiroyuki
name: Tanaka, Yu
name: Hamada, Masahiro
name: Ozaki, Masahiko
name: Minegishi, Toshihiko
name: Ito, Yuichiro
name: Maekawa, Shinichiroh
name: Yamamoto, Nobuyuki
Publisher: name: figshare
Year: 2024
Subjects: subject: Medicine
subject: Neuroscience
subject: Pharmacology
subject: Biotechnology
subject: Immunology
subject: FOS: Clinical medicine
subject: Cancer
subject: Science Policy
subject: Mental Health
subject: Virology

description: Additional file 3: Corticosteroid use for AEOSI.
The Unessay
Creators: name: Cordell, Ryan
name: Graham, Shawn
Publisher: name: unknown
Year: 2020
Subjects: subject: Design
subject: English language

description: Curatorial note from Digital Pedagogy in the Humanities: How do we assess artifacts in history that don't look like essays? One answer is to frame them as "unessays," where the student chooses their own platform, their own expressive medium, to examine a question. Particularly for digital work, the unessay shifts the focus from technical competency to how the medium and the argument intersect, reinforce, or contradict each other. Daniel Paul O'Donnell coined the ideas and rationale behind the unessay; in this artifact, Ryan Cordell operationalizes the concept and provides examples of student work, from an imaginative "manifesto" by "Ada Lovelace" to highly annotated code to Tumblr photo-essays.
description: Curatorial note from Digital Pedagogy in the Humanities: How do we assess artifacts in history that don't look like essays? One answer is to frame them as "unessays," where the student chooses their own platform, their own expressive medium, to examine a question. Particularly for digital work, the unessay shifts the focus from technical competency to how the medium and the argument intersect, reinforce, or contradict each other. Daniel Paul O'Donnell coined the ideas and rationale behind the unessay; in this artifact, Ryan Cordell operationalizes the concept and provides examples of student work, from an imaginative "manifesto" by "Ada Lovelace" to highly annotated code to Tumblr photo-essays.
HYDROTHERMAL SYNTHESIS AND DIELECTRIC PROPERTIES OF FERROELECTRIC SrBi2Nb2O9 CERAMICS
Creators: name: Naceur, Hana
name: Megriche, Adel
name: El Maaoui, Mohamed
Publisher: name: European Chemical Bulletin
Year: 2012

description: SrBi2Nb2O9 (SBN) compound was synthesized by the hydrothermal method at 220°C for 8h. The dielectric characteristics of ferroelectric SBN ceramic in the 10 Hz – 13 MHz frequency range at various temperatures (300-950 K) have been studied. This study relates initially to measurements of dielectric constant (εr'), and the dielectric losses (tanδ) according to the temperature, as well as the determination of the temperature of Curie. The nature of ferroelectric - paraelectric transition was then deduced. The bulk conductivity of SBN ceramic was performed at different temperatures and the activation energy was calculated.
description: European Chemical Bulletin, Vol 2, No 2 (2013): European Chemical Bulletin
"The Unessay"
Creators: name: Cordell, Ryan
name: Cordell, Ryan
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Design
subject: English language

description: Curatorial note from Digital Pedagogy in the Humanities: How do we assess artifacts in history that don’t look like essays? One answer is to frame them as “unessays,” where the student chooses their own platform, their own expressive medium, to examine a question. Particularly for digital work, the unessay shifts the focus from technical competency to how the medium and the argument intersect, reinforce, or contradict each other. Daniel Paul O’Donnell coined the ideas and rationale behind the unessay; in this artifact, Ryan Cordell operationalizes the concept and provides examples of student work, from an imaginative “manifesto” by “Ada Lovelace” to highly annotated code to Tumblr photo-essays.
CLINICAL ACTIVITY SCORES ARE IMPROVING IN PATIENTS WITH MILD THYROID-ASSOCIATED ORBITOPATHY RECEIVING ADJUVANT SELENIUM SUPPLEMENTATION
Creators: name: Molnár, Jeanette
name: Balázs, Csaba
Publisher: name: European Chemical Bulletin
Year: 2012

description: The essential trace element selenium (Se) exerts complex effects on the endocrine and immune systems, partly due to its antioxidant capacity. The importance of an optimal Se intake has been established in autoimmune thyreoiditis. A recently published study reported beneficial results in Se supplemented patients with mild Graves’ orbitopathy. Eight female patients with mild Graves’ orbitopathy and three female patients with mild orbitopathy based on Hashimoto thyreoiditis participated in the study. The status of the orbita was registered at the beginning of the study and one-six months thereafter both according to the scores recommended by the American Thyroid Association (ATA) and clinical activity scores (CAS). The patients were treated according to their thyroid hormone status, their antibody results and their CAS. Moreover, they received adjuvant Se as 100 or 200 μg sodium-selenite. Serum Se concentrations were measured before Se supplementation was implemented and 1-6 months after the beginning of treatment.  ATA scores improved in 10 patients and worsened slightly in one female patient. CAS improved in all study participants. Mean Se concentrations were 75.08±11.55μg/l before supplementation was started and 91.35±17.37μg/l one-eight months later (p<0.05). At the beginning of the study, the majority of patients exhibited elevated antibody levels. After conventional treatment and adjuvant Se supplementation, antibody levels decreased or reached the normal range (except in the case of one patient).
description: European Chemical Bulletin, Vol 2, No 2 (2013): European Chemical Bulletin
title: The Knotted Line Curriculum Guide
title: The Knotted Line Curriculum Guide
titleType: Other
Creators: name: Bissell, Evan
name: Graham, Shawn
name: Wise, Ora
Publisher: name: unknown
Year: 2020
Subjects: subject: Evaluation

description: Curatorial note from Digital Pedagogy in the Humanities: The Knotted Line is a multimedia exploration of the United States' entangled history of freedom and incarceration. It is built using the Scalar publishing platform for scholarly born-digital content. This curriculum guide provides a rich set of remixable lesson and workshop plans and prompts for using The Knotted Line in one's class (including some multi-week projects, complete with learning objectives and assessment structures, like "Flipping the Script: Making History with Media"). The structure of these plans could be adapted for use with other kinds of born-digital resources.
description: Curatorial note from Digital Pedagogy in the Humanities: The Knotted Line is a multimedia exploration of the United States' entangled history of freedom and incarceration. It is built using the Scalar publishing platform for scholarly born-digital content. This curriculum guide provides a rich set of remixable lesson and workshop plans and prompts for using The Knotted Line in one's class (including some multi-week projects, complete with learning objectives and assessment structures, like "Flipping the Script: Making History with Media"). The structure of these plans could be adapted for use with other kinds of born-digital resources.
EVOLUTION OF BIO-ACTIVE SUBSTANCES IN ASPARAGUS AS AFFECTED BY DIFFERENT HARVEST TIMES
Creators: name: Takacs-Hajos, Mária
name: Kiss, Zoltán Péter
name: Borbely-Varga, Mária
name: Zsombik, László
Publisher: name: European Chemical Bulletin
Year: 2012

description: In our trials at the experimental farm Pallag of Debrecen University 3 asparagus varieties (Cumulus, Gijnlim, Grolim) were tested on brown humus sand soil in ridge cultivation. Solids, nutritional fibre, protein, sugar and vitamin-C contents were measured in the white spears at 3 different harvest times (8 May, 24 May, 6 June 2012). Mineral element tests included B, Ca, Cu, Fe, K, Mg, Na, P, S, Zn and sulphate sulphur. Our trials confirmed the strong negative correlation (r = -0.828) between the sugar and vitamin-C content of the spears. In our variety comparison trial the variety Cumulus had the highest solids (7.1 %), nutritional fibre (4.7 %), protein (2.81 %) and sugar (3.51 %) contents. Among the microelements the high Fe content (4.93 – 7.63 mg/kg) deserves attention. Fe is variety dependent. The highest value was found in Gijnlim with 7.5 mg/kg. The sulphate-S content is responsible for the special taste and flavour of asparagus. In our trials Cumulus had the highest sulphate-S value (279 mg/kg). Cumulus also excelled in Mg content (84.10 mg/kg) and Grolim in Ca content (27,23 mg/kg). The low Na content of the element composition is essentially favourable. It varied between 17.07 and 27.23 mg/kg in the tested 3 varieties.
description: European Chemical Bulletin, Vol 2, No 2 (2013): European Chemical Bulletin
The Knotted Line Curriculum Guide
Creators: name: Bissell, Evan
name: Bissell, Evan
name: Wise, Ora
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Evaluation

description: Curatorial note from Digital Pedagogy in the Humanities: The Knotted Line is a multimedia exploration of the United States’ entangled history of freedom and incarceration. It is built using the Scalar publishing platform for scholarly born-digital content. This curriculum guide provides a rich set of remixable lesson and workshop plans and prompts for using The Knotted Line in one’s class (including some multi-week projects, complete with learning objectives and assessment structures, like “Flipping the Script: Making History with Media”). The structure of these plans could be adapted for use with other kinds of born-digital resources.
SELECTIVE RECOGNITION IN POTENTIOMETRIC SENSING BASED ON TWO COMPETITIVE RECOGNITION SITES FOR STATIC AND HYDRODYNAMIC DETERMINATION OF CAMYLOFIN AS A SMOOTH MUSCLE RELAXANT
Creators: name: Kamel, Ayman H.
name: Mahmoud, Wagiha H.
name: Mostafa, Marwa S.
Publisher: name: European Chemical Bulletin
Year: 2012

description: A poly (vinyl chloride) matrix membrane sensors for selective determination of camylofin (CY) in pharmaceutical formulations were developed based on the use of dibenzo-18crown-6 (DB18C6) as a neutral carrier and ion-association complex ([CY]2[PM])of (CY) cation with phosphomolybdate anion (PM). Subsequently, these electroactive materials were dispersed in dioctyl sebacate (DOS) as solvent mediator designed and can be easily used in flow injection system. Under static mode of operation, the sensors revealed a near Nernstain response over a wide CY+ concentration range 8.5x 10-6 and 5 x 10-6 to 1.0 x 10-2 mol L-1 with a detection limit of 6.0x10-6 and 2.5x10-6 mol L-1, respectively. In flow injection potentiometry, excellent

reproducibility (RSD %±0.7%), fast response, high sensitivity with a near-Nernstian 53.9±1.1 and 40.2±0.8 mV decade-1, linear range 1.0x10-4 -1.0x10-2 mol L-1, detection limit 16.4±0.3 and 5.9±0.3 μg mL-1, high sampling rate (20-22 and 40-45 sample h-1) and stable baseline was observed in the presence of 0.05 mol L-1 citrate buffer, pH 4.5 as a carrier for ([CY]2[PM] and (DB18C6) membrane based sensors, respectively. The utility of the sensors was tested for field monitoring of CY+ in different pharmaceutical formulations collected from the local market.
description: European Chemical Bulletin, Vol 2, No 2 (2013): European Chemical Bulletin
Historical Twine Project Rubric
Creators: name: McCall, Jeremiah
Publisher: name: Humanities Commons
Year: 2020
Subjects: subject: Electronic games

description: Curatorial note from Digital Pedagogy in the Humanities: This artifact and its associated discussion on the history and gaming group blog Play the Past provide a clear and lucid model for integrating the creation of simulations into one’s creative engagement with digital pedagogy. Jeremiah McCall provides an example and rationale for integrating Twine, “an open-source tool for telling interactive, nonlinear stories” as part of the historian’s toolkit for crafting engaging history (Twine). A chief reason is that this engagement confronts students with what they do not know (or cannot know) about the past from the available materials and forces the students to grapple with the ambiguity.
CONCENTRATION OF CADMIUM IN VEGETABLES GROWN ON CONTAMINATED GARDENS AND IN PURCHESED VEGETABLES
Creators: name: Karo Bešter, Petra
name: Lobnik, Franc
name: Eržen, Ivan
name: Zupan, Marko
Publisher: name: European Chemical Bulletin
Year: 2012

description: Self-supply with home-produced vegetables is very common in urban areas, where cadmium is a characteristic pollutant due to its anthropogenic origin. It has a harmful effect on human health. People are exposed to cadmium in different ways. One of the most common is through consumption of contaminated food, such as home-produced vegetables. However, different vegetables accumulate cadmium in different concentrations and as such pose different risk to human health. In this research 6 species of vegetables were sampled: endive, chicory, courgettes, tomato, onion and carrot. Vegetables (edible parts) were sampled in gardens of the Municipality of Celje, which is the third largest city in Slovenia. In some areas soils in the city and its vicinity are polluted with heavy metals (e.g. cadmium, lead, zinc) due to past industrial activities. Sampling area was stratified into 6 zones according to Slovenian legislation and the level of soil pollution with cadmium (mg/kg DW): <0.99, 1.00 - 1.99; 2.00 – 3.99; 4 – 7.99; 8 – 11.99; >12. Additionally, vegetables were purchased in local shops, markets and supermarkets in order to compare concentrations of cadmium in vegetables grown in gardens and in purchased vegetables. The main goal of this research was to determine whether purchased vegetables contain significantly lower concentration of cadmium than vegetables produced on gardens of the Municipality of Celje. Results showed that the significant difference between the average concentrations of cadmium in purchased and garden vegetables was observed in vegetables produced in gardens with soil cadmium content above 2 mg/kg DW. Therefore, the recommendation of rather to purchase vegetable than to produce it at home garden is justified in areas where the contamination of soil with cadmium is whether above 2 mg/kg DW, when producing carrot, chicory and endive or above 4 mg/kg DW, when producing courgettes, tomato and onion.
description: European Chemical Bulletin, Vol 2, No 2 (2013): European Chemical Bulletin
title: Historical Twine Project Rubric
title: Historical Twine Project Rubric
titleType: Other
Creators: name: Graham, Shawn
name: McCall, Jeremiah
Publisher: name: unknown
Year: 2020
Subjects: subject: Electronic games

description: Curatorial note from Digital Pedagogy in the Humanities: This artifact and its associated discussion on the history and gaming group blog Play the Past provide a clear and lucid model for integrating the creation of simulations into one's creative engagement with digital pedagogy. Jeremiah McCall provides an example and rationale for integrating Twine, "an open-source tool for telling interactive, nonlinear stories" as part of the historian's toolkit for crafting engaging history (Twine). A chief reason is that this engagement confronts students with what they do not know (or cannot know) about the past from the available materials and forces the students to grapple with the ambiguity.
description: Curatorial note from Digital Pedagogy in the Humanities: This artifact and its associated discussion on the history and gaming group blog Play the Past provide a clear and lucid model for integrating the creation of simulations into one's creative engagement with digital pedagogy. Jeremiah McCall provides an example and rationale for integrating Twine, "an open-source tool for telling interactive, nonlinear stories" as part of the historian's toolkit for crafting engaging history (Twine). A chief reason is that this engagement confronts students with what they do not know (or cannot know) about the past from the available materials and forces the students to grapple with the ambiguity.
Note Tweeting
Creators: name: Rybak, Chuck
name: Rybak, Chuck
Publisher: name: Humanities Commons
Year: 2020

description: Curatorial note from Digital Pedagogy in the Humanities: Chuck Rybak offers an excellent example of how students can use a tool like Twitter to extend an otherwise face-to-face discussion. Rybak uses social media in his courses to build a literal and figurative open-door classroom. Students turn “oral discussions into usable texts,” a set of dialogic (as opposed to monologic) notes for a discussion, both for students to review and as a way of allowing outsiders to eavesdrop. Students collect their tweets in Storify, which makes a more permanent curated collection of tweets than their experience of the discussion. (Although Storify ended service in May of 2018, alternative tools for archiving tweets would serve the same purpose, e.g., Wakelet, which Lee Skallerup Bessette recommends as an alternative.) The students move through several recursive layers: ideas in their brains, discussion in a physical room, tweets that act as a sort of Greek chorus, a Storify project that curates those thoughts further, and feedback to the Storify project, which can be used to prompt future face-to-face discussions.
Note Tweeting
Creators: name: Morris, Sean Michael
name: Rybak, Chuck
name: Stommel, Jesse
Publisher: name: unknown
Year: 2020

description: Curatorial note from Digital Pedagogy in the Humanities: Chuck Rybak offers an excellent example of how students can use a tool like Twitter to extend an otherwise face-to-face discussion. Rybak uses social media in his courses to build a literal and figurative open-door classroom. Students turn "oral discussions into usable texts," a set of dialogic (as opposed to monologic) notes for a discussion, both for students to review and as a way of allowing outsiders to eavesdrop. Students collect their tweets in Storify, which makes a more permanent curated collection of tweets than their experience of the discussion. (Although Storify ended service in May of 2018, alternative tools for archiving tweets would serve the same purpose, e.g., Wakelet, which Lee Skallerup Bessette recommends as an alternative.) The students move through several recursive layers: ideas in their brains, discussion in a physical room, tweets that act as a sort of Greek chorus, a Storify project that curates those thoughts further, and feedback to the Storify project, which can be used to prompt future face-to-face discussions.
description: Curatorial note from Digital Pedagogy in the Humanities: Chuck Rybak offers an excellent example of how students can use a tool like Twitter to extend an otherwise face-to-face discussion. Rybak uses social media in his courses to build a literal and figurative open-door classroom. Students turn "oral discussions into usable texts," a set of dialogic (as opposed to monologic) notes for a discussion, both for students to review and as a way of allowing outsiders to eavesdrop. Students collect their tweets in Storify, which makes a more permanent curated collection of tweets than their experience of the discussion. (Although Storify ended service in May of 2018, alternative tools for archiving tweets would serve the same purpose, e.g., Wakelet, which Lee Skallerup Bessette recommends as an alternative.) The students move through several recursive layers: ideas in their brains, discussion in a physical room, tweets that act as a sort of Greek chorus, a Storify project that curates those thoughts further, and feedback to the Storify project, which can be used to prompt future face-to-face discussions.
title: A Public Literary Twitter Role-Play
title: A Public Literary Twitter Role-Play
titleType: Other
Creators: name: Dierkes-Thrun, Petra
name: Morris, Sean Michael
name: Stommel, Jesse
Publisher: name: unknown
Year: 2020

description: Curatorial note from Digital Pedagogy in the Humanities: Petra Dierkes-Thrun has run several iterations of the public literary Twitter role-play assignment, having students reenact and inhabit texts like The Portrait of Dorian Gray, Lolita, and Frankenstein. Each experiment uses a different prompt to engage students in her physical class and also virtual participants around the world. Her larger goals focus on "close-reading, critical thinking, and critical writing," allowing students to comment on the text and also put their readings to use, drawing nonscholars into animated language-play and literary discussion. Dierkes-Thrun does not make students participate openly online but invites them to. When asking students to work on the open Web, it's important to give thought to student privacy, data, and FERPA (the Family Educational Rights and Privacy Act), but what is most important is that students be given space to make informed choices about how they will occupy the Web.
description: Curatorial note from Digital Pedagogy in the Humanities: Petra Dierkes-Thrun has run several iterations of the public literary Twitter role-play assignment, having students reenact and inhabit texts like The Portrait of Dorian Gray, Lolita, and Frankenstein. Each experiment uses a different prompt to engage students in her physical class and also virtual participants around the world. Her larger goals focus on "close-reading, critical thinking, and critical writing," allowing students to comment on the text and also put their readings to use, drawing nonscholars into animated language-play and literary discussion. Dierkes-Thrun does not make students participate openly online but invites them to. When asking students to work on the open Web, it's important to give thought to student privacy, data, and FERPA (the Family Educational Rights and Privacy Act), but what is most important is that students be given space to make informed choices about how they will occupy the Web.