Miracle-dz/UniFAR-FTUs huggingface dataset:
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement

ABSTRACT The current study examined the associations between students’ perceptions of classroom interactions and students’ emotional and behavioral engagement. Given the nested structure of the data, multilevel analyses were employed to examine these associations. A total of 1769 Norwegian fifth to tenth graders from 100 classes and 10 schools participated in a web-based survey. Statistical analyses included descriptive statistics, confirmatory factor analysis and multilevel structural equation modeling. The results indicated that students who perceived high-quality classroom interactions were more engaged in school, and teachers’ emotional support showed the strongest association with engagement at both levels. Furthermore, the findings indicated that primary school students were more engaged emotionally than lower secondary school students, and female students were more behaviorally engaged than male students.
Estrogen Regulates Protein Synthesis and Actin Polymerization in Hippocampal Neurons through Different Molecular Mechanisms

Estrogen rapidly modulates hippocampal synaptic plasticity by activating selective membrane-associated receptors. Reorganization of the actin cytoskeleton and stimulation of mammalian target of rapamycin (mTOR)-mediated protein synthesis are two major events required for the consolidation of hippocampal long-term potentiation and memory. Estradiol regulates synaptic plasticity by interacting with both processes, but the underlying molecular mechanisms are not yet fully understood. Here, we used acute rat hippocampal slices to analyze the mechanisms underlying rapid changes in mTOR activity and actin polymerization elicited by estradiol. Estradiol-induced mTOR phosphorylation was preceded by rapid and transient activation of both extracellular signal-regulated kinase (ERK) and protein kinase B (Akt) and by phosphatase and tensin homolog (PTEN) degradation. These effects were prevented by calpain and ERK inhibitors. Estradiol-induced mTOR stimulation did not require activation of classical estrogen receptors (ER), as specific ERα and ERβ agonists (PPT and DPN, respectively) failed to mimic this effect, and ER antagonists could not block it. Estradiol rapidly activated both RhoA and p21-activated kinase (PAK). Furthermore, a specific inhibitor of RhoA kinase (ROCK), H1152, and a potent and specific PAK inhibitor, PF-3758309, blocked estradiol-induced cofilin phosphorylation and actin polymerization. ER antagonists also blocked these effects of estrogen. Consistently, both PPT and DPN stimulated PAK and cofilin phosphorylation as well as actin polymerization. Finally, the effects of estradiol on actin polymerization were insensitive to protein synthesis inhibitors, but its stimulation of mTOR activity was impaired by latrunculin A, a drug that disrupts actin filaments. Taken together, our results indicate that estradiol regulates local protein synthesis and cytoskeletal reorganization via different molecular mechanisms and signaling pathways.
A systems biology perspective on sVEGFR1: its biological function, pathogenic role and therapeutic use

• Introduction ‐ Angiogenesis in physiology and pathology ‐ Angiogenesis in current medicine ‐ VEGF ligand and receptor system: where does sVEGFR1 fit? ‐ Ligands: the human VEGF family ‐ Membrane‐bound signalling receptors: VEGFRs ‐ Non‐signalling co‐receptors and matrix proteins: HSPGs and NRPs ‐ Soluble receptors: sVEGFR1, sVEGFR2, sNRP1 • Molecular biology of sVEGFR1 • Physiological and pathophysiological roles of sVEGFR1 • Molecular mechanism of sVEGFR1’s anti‐angiogenic potential • sVEGFR1 as a clinical marker for disease • Plasma VEGF and sVEGFR1: non‐uniform predictors of angiogenic status across all diseases • Systems biology perspective: unifying interpretation of plasma angiogenic markers ‐ Baseline heterogeneity in clinical measurements of healthy VEGF and sVEGFR1 levels in plasma ‐ Effect of sVEGFR1 on VEGF bioavailability: VEGF‐sVEGFR1 complexes ‐ Compartmental analysis: biotransport and biodistribution ‐ Pathogenic phenomenon versus compensatory response • Concluding remarks
A Novel Approach Inducing Transplant Tolerance by Activated Invariant Natural Killer T Cells With Costimulatory Blockade

Invariant natural killer T (iNKT) cells are one of the innate lymphocytes that regulate immunity, although it is still elusive how iNKT cells should be manipulated for transplant tolerance. Here, we describe the potential of a novel approach using a ligand for iNKT cells and suboptimal dosage of antibody for CD40–CD40 ligand (L) blockade as a powerful method for mixed chimerism establishment after allogenic bone marrow transplantation in sublethally irradiated fully allo recipients. Mixed‐chimera mice accepted subsequent cardiac allografts in a donor‐specific manner. High amounts of type 2 helper T cytokines were detected right after iNKT cell activation, while subsequent interferon‐gamma production by NK cells was effectively inhibited by CD40/CD40L blockade. Tolerogenic components, such as CD11clowmPDCA1+ plasmacytoid dendritic cells and activated regulatory T cells (Tregs) expressing CD103, KLRG‐1 and PD‐1, were subsequently augmented. Those activating Tregs seem to be required for the establishment of chimerism because depletion of the Tregs 1 day before allogenic cell transfer resulted in a chimerism brake. These results collectively suggest that our new protocol makes it possible to induce donor‐specific tolerance by enhancement of the innate ability for immune tolerance in place of the conventional immunosuppression.
Trends of preeclampsia/eclampsia and maternal and neonatal outcomes among women delivering in addis ababa selected government hospitals, Ethiopia: a retrospective cross-sectional study

Introduction The burden of preeclampsia has been a major concern worldwide, particularly in developing countries such as Ethiopia. Preeclampsia is associated with substantial maternal complications, both acute and long-term. The aim of this research was to determine the magnitude and trends of preeclampsia/ eclampsia, maternal complications, and neonatal complications among women delivering babies at selected government hospitals in Ethiopia. Methods Data were collected retrospectively by reviewing the five-year medical records for 2009 to 2013, using data abstraction tools, to identify mothers with preeclampsia/eclampsia. A total of 1,809 cases were reviewed for general characteristics of the mother, delivery details, and any complications. Descriptive analyses were employed. In addition, extended Mantel Haenszel chi square for linear trend was used to check for significance of the trends. Results The five year average proportion of preeclampsia/eclampsia was 4.2% (95%CI 4.02%, 4.4%). The proportion of women with preeclampsia was 2.2% in 2009 and increased to 5.58% in 2013 (p<0.001), which was a 154% increase. Of the 1,809 mothers with preeclampsia/eclampsia, 36% (95%CI 33.85%, 38.28%) experienced at least one maternal complication; there was an increase of 26.5% (p<0.01) over the five year period. The main complications were HELLP (variant of preeclampsia with hemolysis, elevated liver enzymes, and low platelet count) syndrome, 257 (39.5%); aspiration pneumonia, 114 (17.5%); pulmonary edema, 114 (17.5%); and abruption placentae, 100 (15.3%). At least one neonatal complication occurred in 66.4% (95%CI 64.24%, 68.59%) of deliveries during the five-year study. A decreasing trend in neonatal complications was observed from 2009 (76%) to 2013 (66%), which showed a percentage change over time of negative 13.2%. The most common neonatal complications were stillbirths, which accounted for 363 (30.2%); prematurity, with 395 (32.8%); respiratory distress syndrome, with 456 (37.9%); and low birth weight, with 363 (30.2%). Conclusion There was an increasing trend of preeclampsia/eclampsia and maternal complications over a five year period in selected maternity governmental hospitals. In contrast, neonatal complications experienced a significant decrease over the five-year period. It is essential to raise awareness among mothers in the community regarding early signs and symptoms of preeclampsia/eclampsia and to design a better tracking system for antenatal care programs.
Variable Rare Disasters: A Tractable Theory of Ten Puzzles in Macro-finance

Thomas A. Rietz (1988) proposes that the possibility of rare disasters (such as economic depressions or wars) is a major determinant of asset risk premia. Robert J. Barro (2006) shows that, internationally, disasters have been sufficiently frequent and large enough to make the Rietz proposal viable, and they account for a high equity premium. The Rietz-Barro hypothesis is almost always formulated with a constant intensity of disasters, which is fine to analyze the mean equity premium and risk-free rate, but then cannot account for some key features of asset markets, such as volatile price-dividend ratios for stocks, volatile bond risk premia, and return predictability. In Gabaix (2008), some results of which I report here, I formulate a variable-intensity version of the rare disasters hypothesis, and investigate the impact of time-varying disaster intensity on the prices of stocks, bonds, options, and the predictability of their returns. A later companion paper (Emmanuel Farhi and Gabaix 2008) studies exchange rates, and proposes a theory of the forward premium puzzle. In the model, the value loss suffered by assets in a disaster varies both in the cross-section and over time. Hence, assets have time-varying risk premia, which generates volatile prices. When agents are optimistic about stocks (and think they will do reasonably well during disasters), stock premia are low, stock valuations are high, and future returns are low. But this optimism changes over time. This yields a time-varying risk premium which generates a time-varying price-dividend ratio, and “excess volatility” of stock prices. It also makes stock returns predictable via measures such as the dividend-price ratio. Variable Rare Disasters: A Tractable Theory of Ten Puzzles in Macro-Finance
Fathers in prison, children in school: the challenge of participation

It is estimated that there are over 200,000 children in the United Kingdom affected by parental imprisonment each year. Research indicates that these separations are likely to have profound consequences for both parent and child; indeed it is now accepted that in most cases, continuing family contact is a major positive force in the process of rehabilitation and in the well-being of the children of prisoners. There is a growing field of research developing in relation to the families and children of prisoners, highlighting good practice in how schools and other support groups can work with this group to ensure they are full involved in school life. This research however does not consider the extent to which imprisoned fathers are informed about or able to participate in the education of their primary school aged children. This study seeks to examine the facilities and systems in place to allow fathers to keep abreast of the academic progress of their primary school aged children, to participate in their education and therefore be involved in a crucial part of their development. Semi-structured interviews are carried out with three groups of stakeholders– 5 headteachers of primary schools, 10 mothers of the children of male prisoners and 10 male prisoner fathers. The data from these interviews is then analysed and the key themes identified both within stakeholder groups and between them. The study reveals that ‘fatherhood’ is developing; and demonstrates that our social expectations of the role and responsibilities of fathers is moving in an increasingly ‘participatory direction’. There is no work which explores the issues surrounding parental participation by imprisoned fathers in the education of their children. Schools demonstrated that whilst they have developed policies directed to meeting the needs of a wide range of pupils and families, children of imprisoned fathers are, with rare exceptions, neglected. Mothers have a pivotal role to play in any policy directed towards imprisoned fathers’ involvement. Whilst realistic in their expectations, they are not unwilling to facilitate participation and they recognise the potential benefits for their children – not least for the legitimacy it can bring to the school experience. Imprisoned fathers were very positive in their attitudes to the prospect of increased levels of involvement. The study highlights that the barriers to a policy initiative in this field are significant; in addition to the obvious resource implications, the responses of the headteachers interviewed clearly demonstrate considerable hesitation at the prospects of classroom teachers engaging directly (even if remotely) with imprisoned fathers. To have any real prospect of success, the teaching profession would be required to embrace the enterprise and acknowledge its obligations to children whose special needs and indeed rights, have been overlooked.
First, Do No Harm: Student Ownership and Service-Learning.

America prides itself on being a civically engaged democracy, but we have seen a continuing rise in citizen apathy and a decline in citizen participation. This trend is worst among our nation's youth. Not only have students become less interested in politics, but their educational performance has weakened as well. Many have suggested service-learning as an answer to both problems. However, research on service-learning has been mixed, with some large-scale research studies yielding modest results, while studies of exemplary programs produced sizable changes. We argue that when students participate in service-learning projects in which they have ownership, they become more engaged in the classroom and also build an appreciation for civic values. However, when all the programs are examined together, there are virtually no effects. This occurs because programs that gave students little ownership actually produce negative effects on the students' civic orientations. The policy implications are sizable, and our caution is that educators should strive to ''first, do no harm. "
An extended mutation concept for the local selection based differential evolution algorithm

A new mutation concept is proposed to generalize local selection based Differential Evolution algorithm to work in general multi-modal problems. Three variations of the proposed method are compared with classic Differential Evolution algorithm using a set of five well known test functions and their variants. The general idea of the new mutation operation is to divide the mutation into two parts: the local and global mutation. The global mutation works as a migration operator allowing the algorithm perform global search efficiently, while the local mutation improves the efficiency of local search. The results show that the concept of global mutation is able to generalize the good performance of local selection based Differential Evolution from convex uni-modal functions to general non-convex and multi-modal problems. Among the tested functions, the new method was able to outperform the classic Differential Evolution in all butone. A limited analysis of the effects of control parameters to the performance of the algorithm is also done.
Elastic Control for Navigation Tasks on Pen-based Handheld Computers

Isotonic pen and finger interfaces for handheld devices are very suitable for many interaction tasks (eg. pointing, drawing). However, they are not appropriate for rate controlled techniques, as required for other tasks such as navigation in 3D environments. In this paper, we investigate the influence of elastic feedback to enhance user performance in rate controlled interaction tasks. We conducted an experiment, which proves evidence that elastic feedback, given to input movements with the pen, provides better control for 3D travel tasks. Based on these findings, we designed several prototypes that illustrate the ease of applying various elastic control conditions to contemporary handheld computers with finger- or pen-based input capabilities.
Image Super-Resolution Based on Sparsity Prior via Smoothed l0 Norm

In this paper we aim to tackle the problem of reconstructing a high-resolution image from a single low-resolution input image, known as single image super-resolution. In the literature, sparse representation has been used to address this problem, where it is assumed that both low-resolution and high-resolution images share the same sparse representation over a pair of coupled jointly trained dictionaries. This assumption enables us to use the compressed sensing theory to find the jointly sparse representation via the low-resolution image and then use it to recover the high-resolution image. However, sparse representation of a signal over a known dictionary is an ill-posed, combinatorial optimization problem. Here we propose an algorithm that adopts the smoothed $l_0$-norm (SL0) approach to find the jointly sparse representation. Improved quality of the reconstructed image is obtained for most images in terms of both peak signal-to-noise-ratio (PSNR) and structural similarity (SSIM) measures.
Academic Work Ethic: Predicating Student Assignment Choice and Evaluating the Academic Work Ethic-Student Measure

There were several objectives associated with the following three-study dissertation. The initial study was designed to replicate and extend previous research on the partial assignment completion effect (PAC), effort, and students’ assignment choice behavior. Our focus was to determine if individual differences, specifically work ethic, may explain why some students chose to continue to work on a partially-completed assignment as opposed to completing a different, lower-effort assignment. Our experimental and correlational results extended research on PAC and effort by suggesting that individual differences in work ethic may influence students to choose to finish what they started, even when it requires them to do more work. Additionally, by demonstrating that scores on the Multidimensional Work Ethic Profile (MWEP) accounted for a significant amount of variance in academic assignment choice behavior we extended research on the MWEP across contexts (i.e., academic assignment as opposed to work). The significant findings from Study I influenced us to pursue Study II which focused on the development and initial validation of an academically focused work ethic scale. The MWEP was used as a model to develop the 84 preliminary items. These items along with the MWEP were administered to college students. Five factors emerged with each dimension being reduced to 5 items. Significant correlations between our five academic work ethic factors and similar MWEP factors supported the validity of the Academic Work Ethic-Student (AWE-S) measure. The AWE-S items were written at a fifth-grade reading level so that the measure could be completed by middle and high school students. With Study III we replicated iii Study I by using similar assignment choice procedures with younger students (grades five-eight) and assessing working ethic using the newly created AWE-S. Next, we analyzed student choice data to determine if AWE-S scores could account for student choice (i.e., choosing to complete either a partially completed assignment or a new assignment that would require approximately 10% less effort to complete). Students also completed a 35-item scale designed to measure perfectionism. Findings suggest that specific AWE-S factors explain some student choice variance within the sample; yet psychometric findings suggest that additional work on the AWE-S scale is needed to enhance the internal consistency of the instrument.
Estimation of Net Energy Requirements ( NE , and NEA ] of Lactating Beef Cows '

Spring-calving Angus cows (n = 24) in moderate body condition were assigned to either a high (HI, maintenance-high (MH) to support superior milk, maintenance-low (ML) to support average milk, or low (L) energy diet at 12 d (SD = 4) postpartum. Energy balance for individual cows was determined by body condition change, weight change, and weigh-suckle-weigh milk production estimates. High energy intake increased (P < .05) BW, body condition score (BCS), and megacalories of body energy (BE) by 94 d postpartum. Neither dietary treatment nor BCS accounted for significant (P > .30) variation in days to first ovulation or conception. Fasting heat production was estimated to be 72.5 k ~ a l / B W . ~ ~ from the regression of log daily heat production/ BW.75 on daily ME intake/BW.75. Rate of daily BW change did not affect concentration of energy in the weight change. Body condition score change was highly correlated (r = .98) to BW change, with each unit of BCS (1 to 5 scale) change associated with 68 kg of BW change. Two methods were used to determine NE for weight change (NEA) based on empty body weight (EBW) change. Method 1 used the equation: BCS change = -. 404 + . 0147(BW change) and Method 2 used only the regression coefficient of this equation to predict daily BCS change. Methods 1 and 2 resulted in similar regression equations: NEA (Mcal/kg EBW change) = 1.590 + 1.251(BCS) and NEA (Mcal/kg EBW change) = 1.317 + 1.251(BCS). Ranges of estimated protein and lipid in the EBW change, respectively, were 10.0 to 13.7% and 17.1 to 77.2%.
Working with mental models to learn and visualize a new reaction mechanism

Creating and using models are essential skills in chemistry. Novices and experts alike rely on conceptual models to build their own personal mental models for predicting and explaining molecular processes. There is evidence that chemistry students lack rich mental models of the molecular level; their mental models of reaction mechanisms have often been described as static and not process-oriented. Our goal in this study was to characterize the various mental models students may have when learning a new reaction mechanism and to explore how they use them in different situations. We explored the characteristics of first year organic chemistry students’ (N = 7) mental models of epoxide-opening reaction mechanisms by qualitative analysis of transcripts and written answers following an audio-recorded interview discussion. We discovered that individual learners relied on a combination of both static (with a focus on symbolism and patterns) and dynamic (reactivity as process or as particles in motion) working mental models, and that different working mental models were used depending on the task. Static working mental models were typically used to reason generally about the reaction mechanism and products that the participants provided. Dynamic working mental models were commonly used when participants were prompted to describe how they pictured the reaction happening, and in attempting to describe the structure of a transition state. Implications for research, teaching, and learning from these findings are described herein.