Miracle-dz/UniFAR-FTUs huggingface dataset:
Bevölkerungsrepräsentative Normierung der Skala zur Allgemeinen Selbstwirksamkeitserwartung

Zusammenfassung. Fur die Skala zur Allgemeinen Selbstwirksamkeitserwartung von Jerusalem und Schwarzer steht eine Normierung anhand einer reprasentativen deutschen Bevolkerungsstichprobe bisher aus. Im Jahr 2001 wurde eine bevolkerungsreprasentative Erhebung (N = 2019; Alter: 16-95 Jahre) durchgefuhrt, bei welcher neben der Skala zur Allgemeinen Selbstwirksamkeitserwartung auch andere Fragebogen eingesetzt wurden: Giesener Beschwerdebogen, Systems of Belief Inventory, Portraits Values Questionnaire und Resilience Scale. Die eindimensionale Struktur der Skala zur Allgemeinen Selbstwirksamkeitserwartung wurde bestatigt. Manner und jungere Personen haben hohere Mittelwerte als Frauen und altere Personen. Unter Validierungsgesichtspunkten ist die Nahe zur Resilienzskala (r = .68) hervorzuheben. Es werden Normwerte in Form von T-Werten und Prozentrangen mitgeteilt.
Identifying the distinguishing features of routine and non-routine operational situations: A case study

The effects of non-routine work on the planned goals of an organization were examined through a qualitative case study. The purpose of the study was to identify the distinguishing features of routine and non-routine operational situations from the perspective of employees from three different organizational levels: executives, managers, and staff. The findings contribute to the understanding of how organizational leaders can meet their planned goals in the face of disruptions resulting from unplanned operational situations. Twenty employees of this organization were interviewed on how they perceived their routine work was affected by non-routine operational situations. System theory was the ontology of the research for an integrative study of how routine and non-routine operational situations affected the employees in terms of their job performance, job satisfaction, and effectiveness of response. Based on the findings, nonroutine operations were perceived by the employees as departures from their routine work. Employees also indicated that they routinized the work they expected to perform as part of their job, both for efficiency and to ensure completeness. Employees expressed anxiety about non-routine work since it was unplanned and caught them unprepared. However, employees also indicated having a sense of accomplishment from completing non-routine work, when their routine work was also completed. Two sources of job satisfaction were reported by the employees: (a) contributing to organizational performance through completing the routine work; and (b) overcoming the challenges of dealing with the task uncertainties that non-routine work entails. Further distinctions between routine and non-routine work were indicated by employees in terms of quality control and quality assurance measures.
Developing learning at St Mary’s secondary school, UK

This article summarises the actions taken by a Catholic secondary school in England to improve the learning, motivation and well-being of its students. It describes the theories of mindset, as proposed by Dweck (2006); aspects of self-determination, as described by Kasser and Ryan (1993); and intrinsic versus extrinsic motivation, as detailed by Vansteenkiste et al. (2006). This paper also refers to the theory of visible learning by John Hattie (2012) and describes the actions taken by the school to embed the principles of mindset and the outcomes of this intervention. The implementation of mindset was a gradual process, in which the headteacher targeted two year groups in the school to launch the ideas. In parallel, he trialled the principles in the maths classes that he taught. His experience is described in the evaluation 2009–10 (see Addendum 1). Furthermore, the school carried out much work on the nature of praise and how this can improve students’ motivation and encourage a ‘growth mindset’. This led to the grade descriptors for interim school reports being changed to reflect this new emphasis. Students themselves revised these descriptors to make them more student-friendly and to provide them with clear statements about how to improve.
Towards a le@rning society? the impact of technology on patterns of participation in lifelong learning

This paper is based on 1001 home‐based interviews with UK adults. It describes their varying patterns of participation in lifelong learning and their use of technology for learning and leisure. It finds that 37% of all adults report no further education of any kind after reaching compulsory school leaving age. This proportion declines with each age cohort, but is largely replaced by a pattern of lengthening initial education and still reporting no later education. These patterns of participation are predictable to a large extent from regression analysis using a life‐order model of determining variables—all of which are set very early in life. This suggests that universal theories to describe participation, such as human capital theory, are incorrect in several respects. Where individuals create, for themselves and through their early experiences, a ‘learner identity’ inimicable to further study, then the prospect of learning can become a burden rather than an investment for them. This has implications for the now widespread and extensively funded notion of overcoming barriers to access via technology.
Effectiveness of Different Missing Data Treatments in Surveys with Likert-Type Data: Introducing the Relative Mean Substitution Approach

This article introduces a new approach to the substitution of missing values in surveys with Likert-type scales: relative mean substitution. The effectiveness of this method is demonstrated in comparison with three other commonly used methods for dealing with missing values, making use of actual field data. The emphasis is on two aspects of global effectiveness: (a) the accuracy in estimating various parameters at the same time and (b) the accuracy in estimating, for Likert-type scales with different psychometric characteristics, these various parameters under different conditions, such as different numbers of respondents (1,674; 400; and 100) and different distributions of missing values (two random and three nonrandom situations). The results indicated that this new relative mean substitution approach globally produced the most accurate estimates, mainly because of the more accurate estimation of the variances and the sensitivity to items with deviating means, provided that the Likert-type scales are sufficiently homogeneous.
Use of flow cytometry for high-throughput cell population estimates in brain tissue

The large size of primate brains is an impediment to obtaining high-resolution cell number maps of the cortex in humans and non-human primates. We present a rapid, flow cytometry-based cell counting method that can be used to estimate cell numbers from homogenized brain tissue samples comprising the entire cortical sheet. The new method, called the flow fractionator, is based on the isotropic fractionator (IF) method (Herculano-Houzel and Lent, 2005), but substitutes flow cytometry analysis for manual, microscope analysis using a Neubauer counting chamber. We show that our flow cytometry-based method for total cell estimation in homogenized brain tissue provides comparable data to that obtained using a counting chamber on a microscope. The advantages of the flow fractionator over existing methods are improved precision of cell number estimates and improved speed of analysis.
She's Emotional. He's Having a Bad Day: Attributional Explanations for Emotion Stereotypes Are Women Really More Emotional?

People believe that women are the more emotional sex. This belief stems less from what men and women actually do than from the explanations given for their behaviors. In 2 studies, participants who were given situational information about the causes of emotional expression in target faces nonetheless more frequently judged feminine targets depicting emotions as " emotional " (i.e., a dispositional attribution for the emotional behavior), whereas they more frequently judged masculine targets as " having a bad day " (i.e., a situational attribution for the emotional behavior). These findings help explain the pervasive belief that women are more emotional when compared with men, even when the scientific veracity of this belief is questionable. Both scientists and lay people alike are preoccupied with the question of whether men and women differ systematically in their emotional responses. Books in the popular press assume that women are emotionally complex and expressive, whereas men are stoic and reserved (e. Women supposedly evolved brains that are wired for more emotionality (Brizendine, 2006; Vigil, in press). In novels, women are portrayed as having more extreme emotional lives when compared with men (cf. Seligman, 2002). Some people even believe that women are too emotional to be elected President of the The belief that women are prone to greater emotion may help explain and even justify why women continue to be underrepresented in positions of economic and political power that require a level head and a steady hand. Jobs that require rational decision making and high levels of performance in demanding circumstances would presumably be unsuitable for those who cannot keep their head under pressure (Lutz, 1990). Despite the prevailing belief that women are the more emotional sex, consistent scientific evidence for sex differences in emotional responding remains elusive. Men and women differ in their emotional reports when they are influenced by gender role knowledge Women report that they are more emotionally expressive than are men (Barrett et al., 1998), and perceivers generally agree (Kring & Gordon, 1998). In fact, a recent meta-analysis of studies relying almost exclusively on perceiver-based judgments of behavior (i.e., studies based on ratings made by parents and teachers, or on self-ratings, rather than on objective, instrument-based measurements such as electromyo-graphic activity of facial muscle movements) found that girls have a more emotional temperament when compared with boys (Else-Quest, Hyde, Goldsmith, & Van Hulle, 2006). The evidence for consistent sex differences in emotional …
Can the Earned Income Tax Credit Increase the Number of Unmarried Black Parent Families?

Since the 1960s an increasing number of Black children are reared by poor unmarried parents on welfare. To reduce poverty, minimize welfare dependence, and provide a monetary incentive for low-income, unmarried parents to wed, the government established the earned income tax credit (EITC). Since its establishment in 1975, however, scholars know very little about whether this credit can increase Black marriage among low-income couples with children. To address this paucity, I support and extend Mayhew's (1980, 1981) micro-sociological and macro-sociological perspectives by highlighting the individual, interpersonal, and sociological factors that encourage or discourage Black marriage. I examined the qualitative responses of 17 Blacks between the ages of 23 and 61 years regarding whether they believed an increased child dependent tax credit (limited to married parents) would increase the number of married parent Black families. Qualitative analyses of the data revealed that although some participants were hopeful that the EITC could increase the number of Black marriages, most did not believe the EITC would substantially increase the number of Black marriages because the credit fails to address the intrinsic value of marriage. Supporting qualitative data are presented in connection with each theme. Practical and policy implications for Black marriage are also discussed.
Iterative Mode-Dropping for the Sum Capacity of MIMO-MAC with Per-Antenna Power Constraint

We propose an iterative mode-dropping algorithm that optimizes input signals to achieve the sum capacity of the MIMO-MAC with per-antenna power constraint. The algorithm successively optimizes each user's input covariance matrix by applying mode-dropping to the equivalent single-user MIMO rate maximization problem. Both analysis and simulation show fast convergence. We then use the algorithm to briefly highlight the difference in MIMO-MAC capacities under sum and per-antenna power constraints.
Affective stimuli capture attention regardless of categorical distinctiveness: An emotion-induced blindness study

Affective stimuli capture attention, whether their affective value stems from emotional content or a history of reward. The uniqueness of such stimuli within their experimental contexts might imbue them with an enhanced categorical distinctiveness that accounts for their impact on attention. Indeed, in emotion-induced blindness, categorically distinctive neutral pictures disrupt target perception, albeit to a lesser degree than do emotional pictures. Here, we manipulated the categorical distinctiveness of distractors in an emotion-induced blindness task. Participants searched within RSVP streams for a target that followed an emotional or a neutral distractor picture. In a categorically homogenous condition, all non-distractor items were exemplars from a uniform category, thus enhancing the distractor's categorical distinctiveness. In a categorically heterogeneous condition, each non-distractor item represented a distinct category. Neutral distractors disrupted target perception only in the homogenous condition, but emotional distractors did so regardless of their categorical distinctiveness.
The Written English Self-Efficacy of Australian Adolescent Students

How students feel about written English affects their motivation and persistence to complete English tasks and influences the amount of effort they will expend on their academic tasks. The results presented herein, are taken from a larger study that investigated the written English self-efficacy of students in year 9, in secondary school. The original study assessed the written English self-efficacy, motivation, and creativity of non-gifted, verbally gifted and non-verbally gifted adolescent students. The influence of gender and socioeconomic status on the ability of the students to communicate, in writing, was also assessed. Presented herein is a discussion related specifically to the comments made by the students, post questionnaire. In total, 34 students made comments pertaining to their perceived selfefficacy, their building and destruction of efficacy and how their belief in self altered their performance in class. Findings from this research will provide educators with an insight into the motivational factors leading students, the impact of self-efficacy on performance, and provide educational implications to assist students in heightening their self-efficacy.
Prognostic value of LAMP3 and TP53 overexpression in benign and malignant gastrointestinal tissues

Lysosomal associated membrane protein 3 (LAMP3) is a newly identified tumor-specific protein. It is a downstream target gene of tumor suppressor TP53 and its expression has been associated with hypoxia-induced metastasis and poor overall survival in cervical and breast cancers. However, little is known of LAMP3 protein expression in gastrointestinal cancer and its prognostic value. We determined protein expression of LAMP3 and TP53 in both gastric (n=750) and colorectal (n=479) tissues by immunohistochemistry analysis on tissue microarray (TMA), their expression was correlated with patients' clinical parameters. LAMP3 and TP53 protein expression was significantly higher in cancerous tissues compared to normal and benign tissues. In both gastric and colorectal cancers, high LAMP3 protein expression (LAMP3+) was significantly associated with tumor stage (P=0.014 and P<0.001). No correlation between LAMP3 and TP53 expression was observed. Patients with high LAMP3 expression but not high TP53 expression had a poor overall survival (for gastric cancer P<0.001, CI: 1.762-4.567; for colorectal cancer P=0.036, CI: 1.062-5.980). Our data suggest that epithelial LAMP3 expression is an independent prognostic marker for gastrointestinal cancer.
Associative Memory in Gene Regulation Networks

The pattern of gene expression in the phenotype of an organism is determined in part by the dynamical attractors of the organism’s gene regulation network. Changes to the connections in this network over evolutionary time alter the adult gene expression pattern and hence the fitness of the organism. However, the evolution of structure in gene expression networks (potentially reflecting past selective environments) and its affordances and limitations with respect to enhancing evolvability is poorly understood in general. In this paper we model the evolution of a gene regulation network in a controlled scenario. We show that selected changes to connections in the regulation network make the currently selected gene expression pattern more robust to environmental variation. Moreover, such changes to connections are necessarily ‘Hebbian’ – ‘genes that fire together wire together’ – i.e. genes whose expression is selected for in the same selective environments become co3regulated. Accordingly, in a manner formally equivalent to well3understood learning behaviour in artificial neural networks, a gene expression network will therefore develop a generalised associative memory of past selected phenotypes. This theoretical framework helps us to better understand the relationship between homeostasis and evolvability (i.e. selection to reduce variability facilitates structured variability), and shows that, in principle, a gene regulation network has the potential to develop ‘recall’ capabilities normally reserved for cognitive systems.
Biofilm formation by avian Escherichia coli in relation to media, source and phylogeny

Aims: To assess the abilities of 105 avian pathogenic Escherichia coli (APEC) and 103 avian faecal commensal E. coli (AFEC) to form biofilms on a plastic surface and to investigate the possible association of biofilm formation with the phylotype of these isolates.
Personality Traits, Learning and Academic Achievements

There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point Average (GPA). This review paper gives an overview, based on previous research, of highly relevant factors that might explain the relation between personality traits and learning on the one hand and the relation between personality traits and academic achievement on the other hand. Motivation, goals and approaches to learning are important factors that are associated with some personality traits. Two conclusions can be made from this review: (1) intrinsic motivation, a deep approach to learning and learning goals are associated with general knowledge and good test results, all linked together by the openness trait; (2) extrinsic (in combination with intrinsic) motivation, an achieving (in combination with deep) approach to learning and performance goals (in combination with learning goals) are associated with high grades in general linked together by the conscientiousness trait. Openness is associated with learning and general knowledge while conscientiousness is associated with academic achievement.
AN INVESTIGATION OF THE EFFECTS OF NORMAL AGING ON REASONING ABILITY: A DUAL-PROCESS APPROACH

The ability to resolve conflict between logic and intuition, in favour of logic, is known to decline sharply with age (De Neys & Van Gelder, 2009; Gilinsky & Judd, 1994). Prior researchers have argued that capacity factors are related to age-related differences in reasoning performance (Fisk & Sharp, 2002; Gilinsky & Judd, 1994; Salthouse, 2005). However, the extent to which these factors and other potentially important factors, suggested by dual-process theories of reasoning, attenuate the age-related differences in reasoning has yet to be determined. Seventy-two older (M = 80.0 years) and 72 younger (M = 24.6 years) adults were given measures of verbal ability, working memory, processing speed, inhibition, thinking dispositions, and completed three reasoning tasks: a syllogistic reasoning task, a base rate task, and the Cognitive Reflection Test. Our results indicate that age-related declines in algorithmic capacity and reflective processes account for a significant portion of age-related variance in reasoning. Overall, this study provides evidence consistent with a dual-process theory of age-related differences in reasoning.
A Psychometric Study of the ASL Receptive Skills Test When Administered to Deaf 3-, 4-, and 5-Year-Old Children

A new test, the ASL Receptive Skills Test (ALS-RST), adapted from the BSL Receptive Skills Test (BSL-RST), was administered to 160 deaf children, ages 3–5, as part of the Early Education Longitudinal Study conducted by the Science of Learning Center on Visual Language and Visual Learning. An analysis of the test’s psychometric properties was conducted. The results support the use of the ASL-RST for measuring ASL grammatical knowledge for developing signers at this young age level. The overall reliability of the test across all age groups was . 96. An ANOVA revealed significant differences among sample age groups, as well as significant differences among groups of children differentiated by whether their families reported regularly using sign in the home. An analysis of items grouped by the grammatical feature that determined the structure of the ASL-RST showed systematic gains by age and systematic differentiation by the degree of grammatical complexity represented by the items. These grammatical differences in score performance are discussed from a developmental perspective in light of the current research literature on ASL acquisition.
A Deep Chandra Catalog of X-Ray Point Sources toward the Galactic Center

We present a catalog of 2357 point sources detected during 590 ks of Chandra observations of the 17′ × 17′ field around Sgr A*. This field encompasses a physical area of 40 × 40 pc at a distance of 8 kpc. The completeness limit of the sample at the Galactic center is 1031 ergs s-1 (2.0-8.0 keV), while the detection limit is an order of magnitude lower. The 281 sources detected below 1.5 keV are mainly in the foreground of the Galactic center, while comparisons to the Chandra deep fields at high Galactic latitudes suggest that only about 100 of the observed sources are background AGNs. The surface density of absorbed sources (not detected below 1.5 keV) falls off as 1/θ away from Sgr A*, in agreement with the distribution of stars in infrared surveys. This demonstrates the X-ray sources trace the general stellar population at the Galactic center. Point sources brighter than our completeness limit produce 10% of the flux previously attributed to diffuse emission. The log N- log S distribution of the Galactic center sources is extremely steep (power-law slope α = 1.7). If this distribution extends down to a flux of 10-17 ergs cm-2 s-1 (1029 ergs s-1 at 8 kpc, 2.0-8.0 keV) with the same slope, then point sources would account for all of the previously reported diffuse emission. However, there are numerous diffuse, filamentary structures in the field that also contribute to the total flux, so the 2.0-8.0 keV luminosity distribution must flatten between 1029 and 1031 ergs s-1. Many types of stellar systems should be present in the field at the luminosities to which we are sensitive. However, the spectra of more than half of the Galactic center sources are very hard and can be described by a power law (E-Γ) with photon index Γ < 1. Such hard spectra have been seen previously only from magnetically accreting white dwarfs (polars and intermediate polars) and wind-accreting neutron stars (pulsars), suggesting that there are large numbers of these systems in our field.