Miracle-dz/UniFAR-FTUs huggingface dataset:
Toward integrating Music and other art forms into the language curriculum

The purpose of this study was to determine the contextual elements that contribute to a successful experience evidenced by both research and practice cultures as a result of the integration of music and other art forms into the language arts curriculum. In order to define the integrated experience as successful, it was also necessary to determine whether the interdisciplinary art/language learning strategies utilized reinforced both language and music learning, and if the integrated experience met the objectives of both research and practice communities. Three second grade classroom teachers from the midwest of the United States and their students chose to participate in this qualitative collaborative research where both the teachers and the researcher were reflective partners in the co-construction of knowledge pertaining to educational practice. Twelve 45 minutes integrated arts/language lessons were devised for each of the three classrooms over a period of one month (three sessions a week) and were taught by the researcher and a graduate student music educator. Data were collected from video tapes of all classroom interventions, informal and semi-structured interviews with the classroom teachers, students, research assistant, school principal and school music specialist, and from written materials and reflective journals. Results indicated that the children learned in both music and language and were able to make connections between all forms of communication, predictions and choices made in both music and language, and between form in music and form in language. Moreover, pedagogical strategies and styles used in the intervention, in addition with supportive, positive, respectful and flexible attitudes from all participants of both research and practice cultures at all levels of the research process, contributed to the success of this integrated study.
Social experience affects neuronal responses to male calls in adult female zebra finches

Plasticity studies have consistently shown that behavioural relevance can change the neural representation of sounds in the auditory system, but what occurs in the context of natural acoustic communication where significance could be acquired through social interaction remains to be explored. The zebra finch, a highly social songbird species that forms lifelong pair bonds and uses a vocalization, the distance call, to identify its mate, offers an opportunity to address this issue. Here, we recorded spiking activity in females while presenting distance calls that differed in their degree of familiarity: calls produced by the mate, by a familiar male, or by an unfamiliar male. We focused on the caudomedial nidopallium (NCM), a secondary auditory forebrain region. Both the mate’s call and the familiar call evoked responses that differed in magnitude from responses to the unfamiliar call. This distinction between responses was seen both in single unit recordings from anesthetized females and in multiunit recordings from awake freely moving females. In contrast, control females that had not heard them previously displayed responses of similar magnitudes to all three calls. In addition, more cells showed highly selective responses in mated than in control females, suggesting that experience‐dependent plasticity in call‐evoked responses resulted in enhanced discrimination of auditory stimuli. Our results as a whole demonstrate major changes in the representation of natural vocalizations in the NCM within the context of individual recognition. The functional properties of NCM neurons may thus change continuously to adapt to the social environment.
Objective Neuropsychological Deficits in Post-Traumatic Stress Disorder and Mild Traumatic Brain Injury: What Remains Beyond Symptom Similarity?

This exploratory study intends to characterize the neuropsychological profile in persons with post-traumatic stress disorder (PTSD) and mild traumatic brain injury (mTBI) using objective measures of cognitive performance. A neuropsychological battery of tests for attention, memory and executive functions was administered to four groups: PTSD (n = 25), mTBI (n = 19), subjects with two formal diagnoses: Post-traumatic Stress Disorder and Mild Traumatic Brain Injury (mTBI/PTSD) (n = 6) and controls (n = 25). Confounding variables, such as medical, developmental or neurological antecedents, were controlled and measures of co-morbid conditions, such as depression and anxiety, were considered. The PTSD and mTBI/PTSD groups reported more anxiety and depressive symptoms. They also presented more cognitive deficits than the mTBI group. Since the two PTSD groups differ in severity of PTSD symptoms but not in severity of depression and anxiety symptoms, the PTSD condition could not be considered as the unique factor affecting the results. The findings underline the importance of controlling for confounding medical and psychological co-morbidities in the evaluation and treatment of PTSD populations, especially when a concomitant mTBI is also suspected.
A Longitudinal Study of Team Conflict, Conflict Management, Cohesion, and Team Effectiveness

This study examines the relationships among team conflict, conflict management, cohesion, and team effectiveness. Data are collected longitudinally from 53 teams, and the results indicate that conflict management has a direct, positive effect on team cohesion and moderates the relationship between relationship conflict and team cohesion as well as that between task conflict and team cohesion. These results suggest that a high level of conflict management not only has a direct impact on team cohesion but also alters the negative and positive effects of relationship conflict and task conflict, respectively, on team cohesion. We also found team cohesion to be positively related to perceived performance, satisfaction with the team, and team viability. Theoretical and practical implications are discussed.
Work as a Calling in China

This study explored how the perception of work as a calling, a construct with a long history in Western culture, is experienced within Chinese culture. A qualitative study was conducted with 210 Chinese college students. Using emergent qualitative document analysis, results revealed four dimensions of general calling and career-related calling: Guiding Force, Meaning and Purpose, Altruism, and Active Tendency. These results largely converge with those found using samples within Western cultures, although the label “sense of duty” was found to be a unique and salient aspect of calling among Chinese college students. Results also revealed that effect of calling was not always positive. This study provides the first evidence that many aspects of the multidimensional construct of calling may be shared within Chinese culture, at least with college student participants. Implications for research and practice are explored.
Performance During a 3-Hour Simulated Sentry Duty Task Under Varied Work Rates and Secondary Task Demands

The performance of 14 soldiers was evaluated during 3 hr of simulated sentry duty when (a) the primary work rate was varied and (b) participants were required to intermittently perform a simple secondary task. Performance measurements included latency to detect a target, number of correct target detections, correct friend versus foe identification, targets hit, and latency to respond to the presentation of a continuous tone (secondary task). Activity monitors measured motor activity during study participation. During higher work rate sessions, participants responded to the appearance of a target more quickly, discriminated friend from foe more accurately, and hit more foe targets. The addition of a simple auditory task to the primary task did not affect performance on any of the sentry duty measures. These findings demonstrated that moderate increases in task engagement, or work rate, improved most performance metrics on a long duration (3-hr), militarily relevant vigilance task.
Machine translation: potential for progress

A status report on a controversial and much-maligned area of technological research and development. Machine Translation does not often make the headlines, though it can happen. In the non-English-speaking world, at least, the last time the spotlight briefly fell on this normally unexciting activity was in September 1998, at the height of the Clinton-Lewinsky scandal. The report on the case by the Independent Council, Kenneth Starr, containing an account of the President's intimate dealings with Miss Lewinsky, was placed on the Internet and to satisfy the morbid curiosity of surfers everywhere was immediately translated into the world's major languages using the free translation software available on a number of WWW sites. The results, not surprisingly, were laughable. A capable human being would have had a hard enough time translating such a potent combination of technical and colloquial English: the MT applications were quite out of their depth. The silliest gaffes appeared in newspapers and everyone agreed that the on-line MT programs were useless; the subject was soon forgotten.
Flow in Computer-Mediated Communication

This study investigates the effects of multiple variables on user evaluation and perceived impacts of electronic mail and voice mail systems. It introduces flow as an important construct that characterizes perceptions of employee interactions with computer-mediated communication technologies as more or less playful and exploratory. Flow is hypothesized to be influenced by the technology (higher for electronic mail), ease of use, and computer skill. It is also proposed that flow, type of technology, perceived technology characteristics (ease of use), and organizational factors (management support, communication partners' medium use) positively influence employee evaluations and perceived impacts. A field survey was conducted at a large health care firm that had recently adopted both electronic mail and voice mail. The LISREL results provide mixed support for the hypotheses.
Lipid nanoparticle siRNA systems for silencing the androgen receptor in human prostate cancer in vivo

The androgen receptor (AR) plays a critical role in the progression of prostate cancer. Silencing this protein using short‐hairpin RNA (shRNA) has been correlated with tumor growth inhibition and decreases in serum prostate specific antigen (PSA). In our study, we have investigated the ability of lipid nanoparticle (LNP) formulations of small‐interfering RNA (siRNA) to silence AR in human prostate tumor cell lines in vitro and in LNCaP xenograft tumors following intravenous (i.v.) injection. In vitro screening studies using a panel of cationic lipids showed that LNPs containing the ionizable cationic lipid 2,2‐dilinoleyl‐4‐(2‐dimethylaminoethyl)‐[1,3]‐dioxolane (DLin‐KC2‐DMA) exhibited the most potent AR silencing effects in LNCaP cells. This is attributed to an optimized ability of DLin‐KC2‐DMA‐containing LNP to be taken up into cells and to release the siRNA into the cell cytoplasm following endocytotic uptake. DLin‐KC2‐DMA LNPs were also effective in silencing the AR in a wild‐type AR expressing cell line, LAPC‐4, and a variant AR expressing cell line, CWR22Rv1. Importantly, it is demonstrated that LNP AR‐siRNA systems containing DLin‐KC2‐DMA can silence AR gene expression in distal LNCaP xenograft tumors and decrease serum PSA levels following i.v. injection. To our knowledge, this is the first report demonstrating the feasibility of LNP delivery of siRNA for silencing AR gene expression in vivo.
Validity of the Cognitive Style Index: Replication and Extension

Allinson and Hayes (1996) in the reporting of a new measure, the Cognitive Style Index, made a plea for replication and extension of their work. Using a sample of over one thousand subjects the present study investigated the CSI's construct and concurrent validity. A maximum likelihood factor analysis obtained broadly similar results to those of Allinson and Hayes. No relationship was observed between the and an alternative measure of style (the Cognitive Styles Analysis). It is argued that cognitive style is independent of gender but that style is related to job level (lower scores were associated with increased seniority). Some evidence was presented which suggests there may be differences in cognitive style between Hong Kong and UK small business owner managers.
Preliminary Data on Assessments for Early Literacy Skills in Second Grade Arabic- Speaking Children: Guidelines for General and Special Education Teachers.

The goal of this study was to adapt scientifically-based measures for use in identifying Arabic-speaking children at risk for reading difficulties in the early primary grades. One hundred-fifty Arabic speaking Palestinian children, living in diverse demographic areas within the West Bank, were tested at the beginning of second grade on an Arabic version of the Early Reading Screening Instrument (ERSI) along with tasks of phonological awareness and lexical fluency. Data are presented that can be used as guidelines for special educators in identifying Arabic-speaking children who are showing a weakness in one or more early literacy related skills, placing them at risk for future reading failure.
Analyzing the Impact of Spelling Errors on POS-Tagging and Chunking in Learner English

Part-of-speech (POS) tagging and chunking have been used in tasks targeting learner English; however, to the best our knowledge, few studies have evaluated their performance and no studies have revealed the causes of POS-tagging/chunking errors in detail. Therefore, we investigate performance and analyze the causes of failure. We focus on spelling errors that occur frequently in learner English. We demonstrate that spelling errors reduced POS-tagging performance by 0.23% owing to spelling errors, and that a spell checker is not necessary for POS-tagging/chunking of learner English.
Pre-service chemistry teachers' pedagogical content knowledge of the nature of science in the particle nature of matter

This study investigated pre-service chemistry teachers' pedagogical content knowledge of the nature of science (NOS) in the content of the particle nature of matter. Qualitative research design was utilized. Data were collected from seven pre-service chemistry teachers (PCTs) by using open-ended questions, interviews, observations, lesson plans, and reflection papers. The results indicated that while most of the PCTs showed improvement in terms of understanding of the target aspects of NOS, knowledge of learners and instructional strategies, the majority of PCTs did not make progress regarding knowledge of assessment during the study. Implications for science teacher education are also presented.
Cyberbullying in Turkish middle schools: An exploratory study

This study explored Turkish students' experience of cyberbullying and their use of social networking tools. A total of 756 7th-grade students participated from eight different middle schools in Istanbul, the largest city of Turkey. A 15-item questionnaire was used in a classroom environment to collect data. Results revealed that male students were more involved in cyberbullying than female students. Students used instant messaging programs in cyberbullying, and bullying victims did not communicate with adults when they were exposed to harassment. The majority of students did not know effective safety strategies for use in cyberspace. Those who were themselves cyberbullied tended to engage in cyberbullying. The prevalence of cyberbullying in Turkish middle schools suggests that schools should adopt appropriate prevention strategies.
Five women’s recollections and reflections on being raised by a mother with psychosis

This qualitative research project explored the recollections and reflections of women who were raised by mothers suffering with psychosis. Existing research has documented the mostly negative effects of maternal psychopathology on offspring; they are exposed to both the genetic and environmental effects of such illness. Very few qualitative studies exist in this research area. The mother–daughter perspective was taken to explore the ways that daughters felt maternal psychosis might have affected this primary relationship. Five participants comprised the purposive, snowball sample. The semi-structured interview method was used for data collection. The data was analysed using thematic content analysis. Nine themes and two sub-themes emerged from the interview data; these were (1) resilience and survival (with two sub-themes: (1.1) extreme self-sufficiency and (1.2) low self-esteem and the need for approval); (2) memories of maternal psychotic episodes; (3) mother–daughter bond; (4) importance of father; (5) sibling sounding boards and responsibilities; (6) silent family storms; (7) significant others; (8) stigma, shame, and secrecy; and (9) maternal psychosis, motherhood, and feminine identity. All participants believe that maternal psychosis had affected them profoundly, both in childhood and adulthood. They felt that it had influenced their personality development in various ways, including the formation of feminine identity.
An instrument for the assessment of learning in online education from the content analysis

From the beginning, the online education became evident the need for new ways of performing the process of teaching and learning, as in the special case of its evaluation, according to Rocha [1] “suffer interference from their singularities”. [2], [3], [4] and [5] also express concern with this peculiarity of online assessment. [6] motivated the creation of tools able to meet increasingly, this demand. With that emerge up new strategies, with the inclusion of new instruments to absorb the evaluation process referred to in this context. Among them, there is the content analysis technique created by [7], which provides an interpretation of quantitative and qualitative interfaces (for example a forum) interactions arising by students through computer tools that incorporate these techniques. The purpose of this article was to conduct a literature review on the relationship between the use of context analysis to evaluation in online education, followed by the application of a real forum in Tropes software in order to prove or disprove the help of these instruments in the evaluation in online education.
Personalized recommendation on dynamic content using predictive bilinear models

In Web-based services of dynamic content (such as news articles), recommender systems face the difficulty of timely identifying new items of high-quality and providing recommendations for new users. We propose a feature-based machine learning approach to personalized recommendation that is capable of handling the cold-start issue effectively. We maintain profiles of content of interest, in which temporal characteristics of the content, e.g. popularity and freshness, are updated in real-time manner. We also maintain profiles of users including demographic information and a summary of user activities within Yahoo! properties. Based on all features in user and content profiles, we develop predictive bilinear regression models to provide accurate personalized recommendations of new items for both existing and new users. This approach results in an offline model with light computational overhead compared with other recommender systems that require online re-training. The proposed framework is general and flexible for other personalized tasks. The superior performance of our approach is verified on a large-scale data set collected from the Today-Module on Yahoo! Front Page, with comparison against six competitive approaches.
THE KNOWLEDGE GAP

The purpose of this article is to examine research evidence on knowledge gaps and to ask how strong this evidence is, particularly when amount of mass media publicity is taken into account. Many varying characteristics of 58 studies with relevant data are analyzed. Theoretical and methodological differences among the studies are pointed out, and some conclusions drawn about media effects on knowledge disparities and conditions under which knowledge gaps may or may not occur. Some reasons for conflicting results in the literature are explained, and suggestions are made for future research on knowledge differentials.
Effect of brain-based learning strategy on students achievement in senior secondary school mathematics in Oyo State, Nigeria

One dominant factor on how well students learn mathematics is the quality of teaching. Studies have shown that typical mathematics classroom is frosted with teaching technique that centered on explain – practice – memorize. There is a paucity particularly in Nigeria. This study therefore, investigated the effect of brain-based learning strategy on the achievement regarding the learning of Mathematics of 522 Senior Secondary School Students in Oyo State, Nigeria. The moderator effect of cognitive style was also examined on independent variable (instructional strategy) and dependent variable (mathematics achievement). The study adopted a pretest-posttest non-equivalent control group design in a quasi – experimental setting. The ANCOVA statistic was used to analyzed the data collected fro the study. The result revealed significant main effect of treatment, (F (1,510) = 75.0; P < 0.05), cognitive style (F (1,510) = 23.78; P < 0.05) and significant interaction effect of treatment and cognitive style (F (1,510) = 5.027; P < 0.05) on achievement in mathematics. The result showed that brain-based instructional strategy enhanced students’ achievement in mathematics more than the conventional lecture method. It is therefore recommended that Teachers of mathematics should adopt the strategy in teaching mathematics in senior secondary school. Keywords: Brain-based learning, Cognitive style, Mathematics achievement
Contemporary Debates on Peacebuilding

Research and interest in peacebuilding has been growing for some time now. This is easily verified by the number of issues and specific cases addressed by recent publications, whose focus ranges from technical and operational aspects to the theoretical underpinnings of that practice. As a whole, this body of literature has contributed substantially to a more comprehensive understanding of peacebuilding and its relationship with broader debates in the field of International Relations (IR). The four books under review not only confirm the growing quantity and quality of this recent scholarship, but they also offer a broad canvas on several issues within this prolific literature and further support the daunting task of providing better understandings on initiatives aiming at avoiding a relapse into violence in post-armed conflict scenarios and creating durable structures for peace. Whereas the edited volume offers a good representation of the current state of the art in peacebuilding research, the monographs push this literature forward by advancing particular arguments on specific issues, including on the internal tensions of peacebuilding and on the alternatives for overcoming some of its current obstacles.
Witness indistinguishable and witness hiding protocols

A two par ty protocol in which par ty A uses one of several secret witnesses to an NP assertion is witness indistinguishable if par ty B cannot tell which witness A is actually using. The protocol is witness hiding if by the end of the protocol B cannot compute any new witness which he did not know before the protocol began. Witness hiding is a natural security requirement, and can replace zero knowledge in many cryptographic protocols. We prove two central results: 1. Unlike zero knowledge protocols, witness indistinguishablity is preserved under arbi t rary composition of protocols, including parallel execution. 2. If a s ta tement has at least two independent witnesses, then any witness indistinguishable protocol for this s ta tement is also