cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.1285/i24212113v12i1_1p134
title: Decolonial educational practice: Reimagining a business school in Dubai

description: Leadership within global business education remains engulfed in Eurocentric epistemologies that prioritize Western economic paradigms, often at the expense of indigenous and alternative knowledge systems and epistemologies. This paper interrogates the coloniality of knowledge within business education, where leadership on campuses manage pressures from international and accreditation bodies that prescribe Western pedagogy, while trying to instill a decolonial view. This pedagogy extends to preparation, delivery, assessment and evaluation of assessments within institutions. The need for business education's acknowledgement from these Western accreditation bodies stems from hierarchical geopolitics of location. The dominance of these ways denies the legitimacy of other (traditionally non-Western) practices of knowledge by exclusion and in turn leaves leadership in a liminal space—between questioning approved pedagogy and creating actionable change. The need to contest the status quo tends to get overridden by pressures to be viewed as relevant, which, given the geopolitical contexts, steers conversation to recognized Western ways. Drawing on decolonial theory and critical pedagogy, this study examines the possibilities of decolonizing the business school through a qualitative method of community conversations with faculty conducted in a business school in Dubai, United Arab Emirates. The paper advocates for an ontological shift beyond traditional Western pedagogies adopted in business schools globally. The shift acknowledges both how practices stem from European origins of modernity and the potential benefit of other knowledge traditions. We present our findings in a non-traditional script format, based on our analysis of community conversations with faculty, in a reflective and conversational style that is both accessible and designed for potential re-enactment. Ultimately, the paper argues that leadership should engage in introspective practice and continuous cycles of action and reflection to decolonize higher education systems. This requires not just an inclusionary approach but a fundamental disruption of epistemic communities of knowledge.
DOI: 10.15468/dl.nmb7he
title: Occurrence Download

description: A dataset containing 1 species occurrences available in GBIF matching the query:
{
 "and" : [
 "GadmGid is CHN.29_1",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "OccurrenceStatus is Present",
 "TaxonKey is Pseudotsuga forrestii"
 ]
}

 The dataset includes 1 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0014560-260208012135463/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.vemgpf
title: Occurrence Download

description: A dataset containing 1950 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Nephroma bellum",
 "Country is one of (Norway)",
 "HasCoordinate is true",
 "OccurrenceStatus is Present",
 "CoordinateUncertaintyInMeters is less than or equal to 1000",
 "Year is greater than or equal to 1986",
 "Year is less than or equal to 2025",
 {
 "not" : {
 "BasisOfRecord" : [
 "is Fossil"
 ]
 }
 },
 {
 "not" : {
 "BasisOfRecord" : [
 "is Machine Observation"
 ]
 }
 }
 ]
}

 The dataset includes 1950 records from 14 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0014559-260208012135463/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.31331848.v1
title: Data and code for: Increasing nutrients negatively impact seagrass associated biodiversity

description: Data and code for: Increasing nutrients negatively impact seagrass associated biodiversityIn this study, we examined epifaunal assemblages associated with Zostera marina meadows at 16 sites spanning lagoon, estuarine, coastal, and island environments around the United Kingdom. Using standardised field sampling in combination with mixed‐effects modelling, we investigated how variation in environmental setting within the seascape, seagrass morphological traits, and leaf tissue nutrient concentrations (nitrogen and phosphorus) shaped patterns of epifaunal abundance, richness, and community composition. Epifaunal assemblages exhibited strong spatial heterogeneity, with local site-level environmental conditions explaining the greatest proportion of variation in community structure. While broader habitat categories provided some explanatory value, seascape level environmental context consistently emerged as the dominant driver. Seagrass morphological traits, including leaf length, width, biomass, and epiphyte cover, had limited influence on epifaunal richness and abundance, suggesting that small-scale habitat complexity was not the primary determinant of biodiversity within these meadows. In contrast, nutrient availability, particularly nitrogen enrichment, had a marked effect on epifaunal diversity.
DOI: 10.1285/i24212113v12i1_1p151
title: Japan's community psychology through the decolonial lens: Exploring colonial mentality and pathways to social justice

description: This article critically examines the development of community psychology (CP) in Japan through decolonial and social justice lenses. Drawing on eight months of collaborative dialogue among six scholars across generations, disciplines, and training contexts, it examines how colonial legacies, epistemic dependence, and disciplinary silences have shaped the field. Historically, Japanese CP took shape at the intersection of post-Swampscott imports and domestic professionalization; diffusion primarily proceeded via mental-health and school-counseling channels. These routes enabled growth while also tilting agendas toward clinical neutrality, leaving Japan's internal colonial contexts comparatively underarticulated in mainstream discourse. Employing collaborative autoethnography, the paper presents three reflections that illuminate tensions between importation and localization, institutional neutrality and advocacy, and global frameworks and local practice. Across these narratives, silence emerges as a disciplinary infrastructure that normalizes epistemic coloniality while obscuring issues of structural violence and inequality. The paper argues that decolonial CP in Japan necessitates epistemic disobedience, co-production with marginalized communities, and hybrid "third-space" frameworks that resist both the replication of Western paradigms and the insular rejection of global dialogue. Policy implications include fostering reflexive dialogue, centering structural violence in research and practice, developing decolonial curricula, and building solidarities across Asia and beyond.
DOI: 10.6084/m9.figshare.31331848
title: Data and code for: Increasing nutrients negatively impact seagrass associated biodiversity

description: Data and code for: Increasing nutrients negatively impact seagrass associated biodiversityIn this study, we examined epifaunal assemblages associated with Zostera marina meadows at 16 sites spanning lagoon, estuarine, coastal, and island environments around the United Kingdom. Using standardised field sampling in combination with mixed‐effects modelling, we investigated how variation in environmental setting within the seascape, seagrass morphological traits, and leaf tissue nutrient concentrations (nitrogen and phosphorus) shaped patterns of epifaunal abundance, richness, and community composition. Epifaunal assemblages exhibited strong spatial heterogeneity, with local site-level environmental conditions explaining the greatest proportion of variation in community structure. While broader habitat categories provided some explanatory value, seascape level environmental context consistently emerged as the dominant driver. Seagrass morphological traits, including leaf length, width, biomass, and epiphyte cover, had limited influence on epifaunal richness and abundance, suggesting that small-scale habitat complexity was not the primary determinant of biodiversity within these meadows. In contrast, nutrient availability, particularly nitrogen enrichment, had a marked effect on epifaunal diversity.
DOI: 10.15468/dl.exrksd
title: Occurrence Download

description: A dataset containing 34 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Viola chamissoniana",
 "HasCoordinate is true",
 "OccurrenceStatus is Present",
 {
 "not" : {
 "BasisOfRecord" : [
 "is Fossil"
 ]
 }
 }
 ]
}

 The dataset includes 34 records from 5 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0014561-260208012135463/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.1285/i24212113v12i1_1p171
title: Interrogating academia's lack of support for decolonization: Bridging decolonial theory and action

description: Over the past year, mass student movements across academic institutions in the United States advocating for Palestinian liberation have grown. This paper invokes critical reflection and analysis that centers on the experiences of students engaged in advocating and organizing for decolonization in Palestine within higher education. Through a community psychology lens, this paper explores the gap between academia's theoretical support for decolonization and the challenges faced by students actively standing in solidarity with decolonial movements in real-life events. Reviewing concepts of colonialism and imperialism in the context of Palestine, the current paper highlights various community psychology values in relation to Palestine, such as social justice, wellness, and liberation, and how universities often claim to champion similar values. Authors argue that while academia often embraces decolonization metaphorically or abstractly in theory, it fails to grasp the lived realities and complexities of supporting decolonization efforts in real-time. This paper presents various reflexive case studies about instances on different college campuses where students faced barriers in politically organizing against colonialism and the contradictory campus policies that caused these barriers. These case studies highlight the experiences of students being silenced and censored, retaliated against, doxed, and more, for demonstrating solidarity with Palestinians on campus. The reflexive case studies reveal how academia can function as a colonial institution and recommend ways to challenge and transform these conditions. Analyzing the contradictions of academia is significant for understanding these institutions' role in society, as education should enrich students with knowledge and enlightenment, not contribute to social injustices.
DOI: 10.1285/i24212113v12i1_1p191
title: Confronting institutional silences: A collective response to genocide and epistemic erasure

description: Across universities in the Global North, institutional resources, silence, and complicity have actively supported Israel's ongoing settler colonial violence and genocide against Palestinian people. Within this troubling landscape, our small collective of students, faculty, and staff has engaged in deliberate, embodied acts of refusal to disrupt institutionalized silence and presumed neutrality that normalize settler colonial violence. Weaving together personal reflections, observations, and artistic modalities, we chronicle our collective's effort to disrupt institutional violence perpetuated by the mantle of presumed neutrality on our campus – seeking to disrupt the deafening silence around Palestinian struggles and resistance. We also reflect on the effects and affects around our efforts to bring Palestinian struggles into focus at a small academic conference. The juxtaposition of these interventions helps unmask the larger project of epistemicide perpetuated by the Global North academy – the systematic destruction or suppression of knowledge systems, ways of knowing, and modes of learning, particularly those associated with marginalized or colonized groups. While we recognize pivotal moments that disrupt the silent (and often violent) status quo, we also contend with the complex challenges of solidarity praxis. We offer this paper as an invitation shaped by the tensions, contradictions, and imperfections of doing this work from our implicated positionalities. The practices we describe are fragmentary, situated, and incomplete, but they gesture toward otherwise possibilities: toward worlds where solidarity is not performance but practice, where art is not peripheral but central to resistance, and where knowledge emerges from feeling, relation, and refusal.
DOI: 10.25345/c58p5vp9f
title: MassIVE MSV000100831 - Programmable chemoenzymatic synthesis of metabolically faithful 6 O acylated azidosugar reporters
title: Chemical reporter strategies are central to metabolic oligosaccharide engineering, yet access to metabolically compatible azidosugars is often limited by poor regioselectivity, synthetic complexity, and off-target reactivity. Here we present a modular chemoenzymatic platform for the precise design of next-generation azidosugar probes based on selective 6-O acylation. We identify subtilisin Carlsberg as an unexpected biocatalyst that enforces exclusive 6-O acylation of N-azidoacetyl hexosamines under mild, aqueous conditions, with broad tolerance toward sugar scaffolds and acyl donors. Integrated into multienzyme cascades from glucosamine, this strategy enables the synthesis of 6-O-acylated azidosugars with defined stereochemistry and tunable lipophilicity. The resulting "H-type" probes display efficient metabolic incorporation, reduced nonspecific reactivity, and substantially enhanced glycoproteomic coverage.
DOI: 10.1285/i24212113v12i1_1p217
title: From privilege to productivity: Neoliberal subjectivity and counter narratives in indonesian education

description: This research aims to understand how neoliberal discourse dominates educational spaces in Indonesia and how this discourse contributes to shaping student subjectivity. Using a qualitative approach and Foucauldian Discourse Analysis (FDA) methodology, this study analyzed focus group discussions involving 10 university students in Yogyakarta. The results show that neoliberal discourse is manifested in (1) a discourse of inequality and (2) a capitalist-economic discourse. This is apparent from students' future orientation, which is reduced to employment prospects and individual success. Within this discourse, students are constructed as subjects who submit to the logic of the free market, thereby shifting the meaning and purpose of education from "educating the nation (mencerdaskan kehidupan bangsa)" to serving employment needs and material measures of success. In addition to the neoliberal discourse, the study also identified a resistance discourse that emerges from participants — namely, the discourse of an ideal education. Within this resistance view, students hope for a contextual, humanistic education that can foster critical awareness, instead of serving merely as an instrument of capitalism. The researcher concludes that, although neoliberal discourse still dominates, differences in thinking and resistance can emerge when given sufficient space and awareness. The researcher also advocates for a more comprehensive, holistic, and contextual psychological approach to help create transformation and improve human conditions.
DOI: 10.5281/zenodo.18628329
title: The role of inflorescence photosynthesis in resource allocation and seed production of Avena fatua

description: We investigate whether inflorescence photosynthesis enables Avena fatua to overcome a physiological trade-off between early vegetative senescence and prolonged reproductive investment, thereby achieving high fecundity. We hypothesize that inflorescence photosynthesis, supported by coordinated expression of photosynthetic and redox-regulatory genes, complements leaf photosynthesis to sustain assimilate supply throughout extended reproduction.
DOI: 10.5281/zenodo.18628330
title: The role of inflorescence photosynthesis in resource allocation and seed production of Avena fatua

description: We investigate whether inflorescence photosynthesis enables Avena fatua to overcome a physiological trade-off between early vegetative senescence and prolonged reproductive investment, thereby achieving high fecundity. We hypothesize that inflorescence photosynthesis, supported by coordinated expression of photosynthetic and redox-regulatory genes, complements leaf photosynthesis to sustain assimilate supply throughout extended reproduction.
DOI: 10.15468/dl.ewjbzr
title: Occurrence Download

description: A dataset containing 1976 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Pannaria rubiginosa",
 "Country is one of (Norway)",
 "HasCoordinate is true",
 "OccurrenceStatus is Present",
 "CoordinateUncertaintyInMeters is less than or equal to 1000",
 "Year is greater than or equal to 1986",
 "Year is less than or equal to 2025",
 {
 "not" : {
 "BasisOfRecord" : [
 "is Fossil"
 ]
 }
 },
 {
 "not" : {
 "BasisOfRecord" : [
 "is Machine Observation"
 ]
 }
 }
 ]
}

 The dataset includes 1976 records from 14 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0014562-260208012135463/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.1285/i24212113v12i1_1p251
title: Praxical integrity: Imagining constructive and purposeful training for liberating decolonial community interventions

description: In community intervention it is important to reflect and engage in training on how to relate to others in ways that are not oppressive or colonial, but rather liberating, because oppressive relationships are not dismantled solely through critique, but also through the active construction of new and transformative ways of relating. To advance this effort, this article seeks to offer guidance for those of us engaged in community intervention and training, to develop approaches and intervention actions related to the institutional framework, community intervention agents, and participants, moving toward a relational position that fosters liberation. To this end, based on empirical findings from a research project, we introduce the concept of praxical integrity, which is composed by approaches associated with the institutional framework (commitment with social justice approach, participatory approach, situated approach, critical approach and care approach), approaches associated with the bond between community intervention agent and participant (strengthened bond approach, autonomy and agency approach, awareness and reflexivity approach, and dignity and humanization approach) and intervention actions (frame, guide, inform, connect, follow-up, motivate, support emotionally, conscientize and empower). We discuss how praxical integrity, in order to be developed, requires safe spaces in both community intervention and training, so that institutional representatives, community intervention agents, and participants can trust and explore liberating ways of relating to one another. We understand this as a form of training that is both grounded in and oriented toward the development of radical solidarity and decolonial love in community intervention.
DOI: 10.1285/i24212113v12i1_1p275
title: Toward a liberatory pedagogy: A reflexive journey of relational care and critical consciousness

description: Too often, education is treated as a one-way transfer of information, where an expert shares knowledge for students to absorb and reproduce. These traditional banking models tend to ignore how systems of power and oppression shape people's ways of knowing, doing, being, and healing. In response to these limitations, I explore in this paper a different kind of educational praxis grounded in critical pedagogy and the problem-posing model (Freire, 2000), liberation psychology (Martín-Baró, 1996), decoloniality (Mignolo Walsh, 2018; Quijano, 2000), relationality (Wilson, 2008), lived experience, and community building. I begin the article by reflecting on my early experiences with rigid educational systems, the impacts of displacement and migration, and the online counterspaces that provided me with opportunities for critical discussions and connection. These early experiences laid the foundation for my ongoing journey of unlearning, healing, teaching, research, organizing, and adopting liberatory, relational, and community-oriented praxis. Praxis is foundational to any form of knowledge creation and inquiry because it is a process that weaves together cyclical critical reflection and transformative action. Building on that reflection, I explore pedagogical methods and relational practices based on a course I have been developing: Transformative Praxis and the Pluriversal Way of Knowing, Being, and Doing. I designed the course with both university and community settings in mind, where participants can co-create knowledge and cultivate critical consciousness by reflecting on systems of power, critical theories, and their lived experiences. The course also invites us to practice relational care and accountability, and to imagine new ways of knowing, being, and doing. This paper is not a syllabus or a formal curriculum evaluation. It is based on my reflections of a pedagogical framework that is still unfolding and that is shaped by ongoing conversations, community organizing, facilitation, and my research on creating collectives of care, healing, resistance, and community building. I share my insights in the spirit of dialogue and shared learning, as one contribution among many to the broader attempts of reimagining education as a praxis of liberation. My hope is that others engaged in similar work will find something here to connect with, adapt, or build upon, as we continue to ask: What does it mean to learn and teach in ways that are relational, liberatory, and grounded in community building?
DOI: 10.15468/dl.rfd2wb
title: Occurrence Download

description: A dataset containing 115 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Scaevola procera",
 "HasCoordinate is true",
 "OccurrenceStatus is Present",
 {
 "not" : {
 "BasisOfRecord" : [
 "is Fossil"
 ]
 }
 }
 ]
}

 The dataset includes 115 records from 11 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0014563-260208012135463/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.zjunjj
title: Occurrence Download

description: A dataset containing 1 species occurrences available in GBIF matching the query:
{
 "and" : [
 "GadmGid is CHN.29_1",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "OccurrenceStatus is Present",
 "TaxonKey is Alcimandra cathcartii"
 ]
}

 The dataset includes 1 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0014565-260208012135463/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.