Miracle-dz/UniFAR-FTUs huggingface dataset:
Why do larger mothers produce larger offspring? A test of classic theory.

Across a wide range of taxa, larger mothers produce larger offspring. Theory assumes that larger, more fecund mothers create higher local densities of siblings, and so larger mothers produce larger offspring to offset sibling competition. This assumption has been debated for over 30 yr, but direct empirical tests are surprisingly rare. Here, we test two key assumptions of classic theories that predict sibling competition drives maternal-size-offspring-size (MSOS) correlations: (1) independent effects of offspring size and sibling density on offspring performance or (2) as a product of an interaction between these two factors. To simultaneously test these alternative assumptions, we manipulate offspring size and sibling density in the marine invertebrate, Bugula neritina, and monitor offspring performance in the field. We found that, depending on the fitness metric being considered, offspring size and sibling density can either independently or interactively affect offspring performance. Yet sibling density did not affect offspring performance in the ways that classic theories assume. Given our results, it is unlikely that sibling competition drives the positive MSOS correlation observed in this species. Empirical support for these classic theories remains lacking, suggesting alternative explanations are necessary.
The Prospective Role of Depression, Anxiety, and Worry in Stress Generation

Generalized Anxiety Disorder is characterized by worry and somatic anxiety symptoms which may generate dependent negative events and convey risk for depression. The current study prospectively examined the role of anxiety, worry, and depression in stress generation among an unselected undergraduate sample using a cross-lagged panel design with data collected at three time points. Results partially supported the role of depressive symptoms and anxiety symptoms as risk factors for dependent events. However, the role of worry in stress generation was not supported. The current study also suggested that anxiety symptoms serve as a risk factor for the development of depressive symptoms and that depressive symptoms mediate the association between anxiety symptoms and negative life events over time. These findings partially support the role of anxiety in the stress generation process and are consistent with a model of sequential comorbidity in which anxiety symptoms convey risk for depression. The importance of .
Student Access to Guidance Counseling in High School

The advice students receive on selecting a high school curriculum track or planning an appropriate course of study is likely to come from both home and school. The primary mechanism in America’s public high schools to assist students in making informed decisions about these important choices is guidance counseling. Using data from the first and second follow-ups of High School and Beyond, including student self-reports, test scores, and high school transcripts, we found that guidance counseling services appear to be unequally available to all public high school students. Students from families of lower socioeconomic status (SES), of minority status, and from small schools in rural areas are less likely to have access to guidance counseling for making these important decisions at the beginning of their high school careers. Moreover, students who lack access to guidance counseling are more likely to be placed in nonacademic curricular tracks and to take fewer academic math courses. It appears that students who may need such guidance the most, since they come from home environments where knowledge of the consequences of curricular choices is limited, are least likely to receive it in their schools.
Recombination Ghosts in Littrow Configuration: Implications for Spectrographs Using Volume Phase Holographic Gratings

We report the discovery of optical ghosts generated when using Volume Phase Holographic (VPH) gratings in spectrographs employing the Littrow configuration. The ghost is caused by light reflected off the detector surface, recollimated by the camera, recombined by, and reflected from, the grating, and reimaged by the camera onto the detector. This recombination can occur in two different ways. We observe this ghost in two spectrographs being developed by the University of Wisconsin–Madison: the Robert Stobie Spectrograph for the Southern African Large Telescope, and the Bench Spectrograph for the WIYN 3.5 m telescope. The typical ratio of the brightness of the ghost relative to the integrated flux of the spectrum is of order 10−4, implying a recombination efficiency of the VPH gratings of order 10−3 or higher, consistent with the output of rigorous coupled wave analysis. Any spectrograph employing VPH gratings, including grisms, in Littrow configuration will suffer from this ghost, although the general effect is not intrinsic to VPH gratings themselves and has been observed in systems with conventional gratings in non‐Littrow configurations. We explain the geometric configurations that can result in the ghost, as well as a more general prescription for predicting its position and brightness on the detector. We make recommendations for mitigating the ghost effects for spectrographs and gratings currently built. We further suggest design modifications for future VPH gratings to eliminate the problem entirely, including tilted fringes and/or prismatic substrates. We discuss the resulting implications for the spectrograph performance metrics.
Feeling the Threat

Social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994, 2000) holds that contextual barriers inhibit self-efficacy and goal choice intentions from points both near and far from the active career development situation. The current study examined the influence of one such proximal barrier, stereotype threat, on attainment of these outcomes among women considering careers in science. Participants were female undergraduate students (N = 439) enrolled in chemistry and physics laboratory classes. As predicted, results indicated that stereotype threat exerted a significant negative indirect effect on women’s science career choice intentions in physics but not chemistry. Single-pathway models positing a chain of effects of stereotype threat via science self-efficacy and intentions to pursue undergraduate research were also shown to fit the data better than multiple-pathway models in both physics and chemistry. Implications for the career development of women in science, technology, engineering, and mathematics (STEM) are discussed.
Coffee Consumption Is Positively Associated with Longer Leukocyte Telomere Length in the Nurses' Health Study.

BACKGROUND Coffee is an important source of antioxidants, and consumption of this beverage is associated with many health conditions and a lower mortality risk. However, no study, to our knowledge, has examined whether varying coffee or caffeine consumption levels are associated with telomere length, a biomarker of aging whose shortening can be accelerated by oxidative stress. OBJECTIVE We performed a large comprehensive study on how coffee consumption is associated with telomere length. METHODS We used data from the Nurses' Health Study (NHS), a prospective cohort study of female nurses that began in 1976. We examined the cross-sectional association between coffee consumption and telomere length in 4780 women from the NHS. Coffee consumption information was obtained from validated food-frequency questionnaires, and relative telomere length was measured in peripheral blood leukocytes by the quantitative real-time polymerase chain reaction. Unconditional logistic regression was used to obtain ORs when the telomere length outcome was dichotomized at the median. Linear regression was used for tests of trend with coffee consumption and telomere length as continuous variables. RESULTS Higher total coffee consumption was significantly associated with longer telomeres after potential confounding adjustment. Compared with non-coffee drinkers, multivariable ORs for those drinking 2 to <3 and ≥3 cups of coffee/d were, respectively, 1.29 (95% CI: 0.99, 1.68) and 1.36 (95% CI: 1.04, 1.78) (P-trend = 0.02). We found a significant linear association between caffeine consumption from all dietary sources and telomere length (P-trend = 0.02) after adjusting for potential confounders, but not after additionally adjusting for total coffee consumption (P-trend = 0.37). CONCLUSIONS We found that higher coffee consumption is associated with longer telomeres among female nurses. Future studies are needed to better understand the influence of coffee consumption on telomeres, which may uncover new knowledge of how coffee consumption affects health and longevity.
A Hierarchical Taxonomy of Leadership Behavior: Integrating a Half Century of Behavior Research

A major problem in leadership research and theory has been lack of agreement about which behavior categories are relevant and meaningful. It is difficult to integrate findings from five decades of research unless the many diverse leadership behaviors can be integrated in a parsimonious and meaningful conceptual framework. An emerging solution is a hierarchical taxonomy with three metacategories (task, relations, and change behavior). Confirmatory factor analysis of a behavior description questionnaire found more support for this taxonomy than for alternative models.
The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers

The purpose of this intervention has been to improve pre-service physical education teachers’ Technological Pedagogical Content Knowledge (TPCK or TPACK), Technology Integrated Self-Efficacy (TISE), and Instructional Technology Outcome Expectations (ITOE). A pre-/post-test design without a control group was used in the study. Participants were third-year students (n = 42) who have completed the Turkish version of TPACK, TISE, and ITOE before and after this 12-week intervention. The data were primarily analysed through descriptive and paired-sample t-test statistics (p < .05). Descriptive analyses showed an increase in all subscales of TPACK, TISE, and ITOE scores. The paired-sample t-tests revealed a significant difference in scores for content knowledge, pedagogical knowledge, technological pedagogical knowledge, overall TPACK and ITOE. However, no significant difference in technological knowledge, TPACK, and TISE scores was observed. In conclusion, the intervention was effective for determining and developing TPACK variables and ITOE in pre-service physical education teachers.
Dismantling the Bidirectional Relationship between Paediatric Sleep and Anxiety.

Background: Sleep-related problems are a common occurrence during childhood and adolescence. Over the past decade, there has been mounting evidence for a relationship between sleep disturbance and anxiety during this developmental period. The literature suggests that these associations are likely complex and bidirectional. That is, sleep disturbance may serve as a precursor to poor psychological outcomes (e.g., anxiety), or conversely, anxiety may predict the development of sleep-related problems (SRPs). However, the direction of effect between sleep and anxiety remains unclear. Aim: The purpose of this review is to explore the evidence for a bidirectional relationship between sleep and anxiety in children and adolescents. Methods: A literature search was conducted to identify articles relating to the relationship between paediatric sleep and anxiety. Results: A plethora of cross-sectional research has demonstrated that SRPs and anxiety frequently overlap in the child and adolescent population. Preliminary support for the role of sleep disturbance as a precursor to the development of anxiety has been evidenced by a small number of longitudinal, experimental, and treatment studies. However, there is a paucity of such research examining the opposite direction of effect. Conclusions: The research has provided preliminary support for the role of sleep problems serving as a “red flag” for the later development of anxiety in childhood and adolescent populations. However, empirical evidence supporting a relationship in the opposite direction has not been as conclusive. Additional studies of longitudinal, experimental, and treatment design are warranted to further delineate the direction of effect between childhood sleep and anxiety.
On non‐verbatim learning: II. The erosion effect of a task‐induced learning algorithm

— The failure of a learning-algorithm (which tells the subjects what to do in order to succeed in the learning task) is demonstrated. The experimental group was asked content-neutral questions, intended to induce deep-level processing after each section of the passage to be read. Narrow focusing of attention on the questions themselves resulted in erosion of content, reflected in weak performance on a retention test, and only mentioning (as opposed to commenting on) topics in recall. The deleterious effects persisted over an interval of more than two months.
Effects of Learning Strategies on Student Reading Literacy Performance

This study assesses the effects of the use of learning strategies on student literacy performance based on the 2002 Hong Kong Program for International Student Assessment. The descriptive statistics show that students use the memorization strategy almost as frequently as the elaboration strategy. Independent sample t-tests reveal that female students prefer to use more memorization strategies and less elaboration strategies than male students. The regression analysis demonstrates a positive relationship between learning strategy use and student reading performance. Results show that the memorization strategy has more strength in predicting students’ reading performance than the elaboration strategy, and that girls are doing better in reading than boys. Based on the findings, a direct instruction approach is recommended in strategy training.
SUMMARY: LAGRANGE INVERSION AND RANDOM FORESTS

the Lévy-process Yt with Y1 d = Xi, and look at Zt = Yt − t from t = 0 till t = T−1, the first passage time to −1, a positive integer. Let us suppose that Yt has jumps of size 1, so the number of jumps of {Yt : 0 ≤ t ≤ 1} has also a distribution Xi; this corresponds to the assumption that only one customer arrives at one time, so we can decide the order of them. Let Vt = inf{Zs : 0 ≤ s ≤ t}. The length of time intervals inside [0, T−1] where Vt = Zt add up to 1, and the number of time intervals where Vt is constant has distribution Xi. Let the interval [0, T−1] be the root of our GW-tree, and the constant intervals of Vt be the children of the root. Now we can replay the procedure for each of these children, etc. The size of the resulting GW-tree will be T−1.
Local Innate Responses to TLR Ligands in the Chicken Trachea

The chicken upper respiratory tract is the portal of entry for respiratory pathogens, such as avian influenza virus (AIV). The presence of microorganisms is sensed by pathogen recognition receptors (such as Toll-like receptors (TLRs)) of the innate immune defenses. Innate responses are essential for subsequent induction of potent adaptive immune responses, but little information is available about innate antiviral responses of the chicken trachea. We hypothesized that TLR ligands induce innate antiviral responses in the chicken trachea. Tracheal organ cultures (TOC) were used to investigate localized innate responses to TLR ligands. Expression of candidate genes, which play a role in antiviral responses, was quantified. To confirm the antiviral responses of stimulated TOC, chicken macrophages were treated with supernatants from stimulated TOC, prior to infection with AIV. The results demonstrated that TLR ligands induced the expression of pro-inflammatory cytokines, type I interferons and interferon stimulated genes in the chicken trachea. In conclusion, TLR ligands induce functional antiviral responses in the chicken trachea, which may act against some pathogens, such as AIV.
Copeptin does not add diagnostic information to high-sensitivity troponin T in low- to intermediate-risk patients with acute chest pain: results from the rule out myocardial infarction by computed tomography (ROMICAT) study.

PURPOSE Copeptin, a stable peptide derived from the AVP precursor, has been linked to presence and severity of myocardial ischemia. We sought to evaluate the predictive value of copeptin and its incremental value beyond that of high-sensitivity cardiac troponin T (hs-cTnT) in patients with acute chest pain and low to intermediate risk for acute coronary syndrome (ACS). METHODS We recruited patients who presented with acute chest pain to the emergency department and had a negative initial conventional troponin T test (<0.03 μg/L). In all patients, hs-cTnT and copeptin measurements were taken. Each patient also underwent cardiac computed tomography (CT) and coronary angiography. RESULTS Baseline copeptin concentrations, in contrast to hs-cTnT, were not significantly higher in patients with ACS than in those without (P = 0.24). hs-cTnT showed an earlier rise in patients with ACS than copeptin, when analyses were stratified by time. A copeptin concentration ≥7.38 pmol/L had a negative predictive value (NPV) of 94% and a sensitivity of 51%, whereas hs-cTnT (≥13.0 pg/mL) had a NPV of 96% and a sensitivity of 63%. The combination of copeptin and hs-cTnT resulted in a lower diagnostic accuracy than hs-cTnT alone. Finally, on cardiac CT, copeptin concentrations were not associated with coronary artery morphology, although they were related to the presence of left ventricular dysfunction (P = 0.02). CONCLUSIONS Among patients with acute chest pain and low to intermediate risk for ACS, copeptin concentrations are not independently predictive of ACS and do not add diagnostic value beyond that of hs-cTnT measurements.
Adverse outcomes associated with personality disorder not otherwise specified in a community sample.

OBJECTIVE The authors investigated 1) whether adolescents and adults in the community diagnosed with personality disorder not otherwise specified are at elevated risk for adverse outcomes, and 2) whether this elevation in risk is comparable with that associated with the DSM-IV cluster A, B, and C personality disorders. METHOD A community-based sample of 693 mothers and their offspring were interviewed during the offspring's childhood, adolescence, and early adulthood. Offspring psychopathology, aggressive behavior, educational and interpersonal difficulties, and suicidal behavior were assessed. RESULTS Individuals who met DSM-IV criteria for personality disorder not otherwise specified were significantly more likely than those without personality disorders to have concurrent axis I disorders and behavioral, educational, or interpersonal problems during adolescence and early adulthood. In addition, adolescents with personality disorder not otherwise specified were at significantly elevated risk for subsequent educational failure, numerous interpersonal difficulties, psychiatric disorders, and serious acts of physical aggression by early adulthood. Adolescents with personality disorder not otherwise specified were as likely to have these adverse outcomes as those with cluster A, B, or C personality disorders or those with axis I disorders. CONCLUSIONS Adolescents and young adults in the general population diagnosed with personality disorder not otherwise specified may be as likely as those with DSM-IV cluster A, B, or C personality disorders to have axis I psychopathology and to have behavioral, educational, or interpersonal problems that are not attributable to co-occurring psychiatric disorders. Individuals with personality disorder not otherwise specified and individuals with DSM-IV cluster A, B, or C personality disorders are likely to be at substantially elevated risk for a wide range of adverse outcomes.
Programa de intervenção fonológica associado à correspondência grafema-fonema em escolares de risco para a dislexia

Este estudo objetivou identificar os escolares com sinais de risco para a dislexia e verificar a eficacia do programa de treinamento fonologico associado a correspondencia grafema-fonema nessa populacao. Participaram deste estudo 60 escolares divididos em: GI, composto por 30 escolares submetidos ao programa de treinamento, e GII, composto por 30 escolares nao submetidos ao programa de treinamento. Os resultados revelaram que, apos o periodo de realizacao do programa de treinamento, o GI apresentou diferencas estatisticamente significantes em todas as habilidades propostas na avaliacao. Conclui-se que o programa de treinamento das habilidades fonologicas e correspondencia grafema-fonema foi eficaz para a identificacao dos escolares com sinais de dislexia, comprovando-se pela melhora das habilidades cognitivo-linguisticas na situacao de pos-testagem em relacao a pre-testagem.
Individual Differences and Beliefs Concerning Preference for University Assessment Methods

This paper explores the relationship between personality, IQ. gender. beliefs about intelligcnce, and preference for assessment methods at university in 3 separate studies. Study 1 (N = 367) examined attitudes toward examinations (ATE) and attitudes toward continuous assessnient (ATCA) using specific assignments with regard to subjectively assessed intelligence (SAI), entity and incremental beliefs about intelligence (BAI), just-world beliefs, and gender. Studies 2 (N= 120) and 3 (N= 93) found significant and negative associations between neuroticism and preference for both essay-type and oral exams. IQ was positively and significantly related to preference for multiple-choice exams. Study 3 tested the relationship of preference for assessment methods with academic performance. Results indicuted that preferences are associated with individual differences, rather than academic pcrfomance. Findings are discussed in terms of the advantages and disadvantages of introducing alternativc methods of student assessment at the university level. A central issue in differential and educational psychology is understanding which individual differences and teaching methods predict academic performance and why (Binet, 1903; Busato, Prins, Elshout, & Hamaker, 2000; Chamorro-Premuzic & Furnham, 2003a, 2003b, 2003c; Ebbinghaus, 1897; Goh & Moore, 1987; Harris, 1940; Savage, 1962; Terman, 1916; Willingham, 1974). The majority of these studies have focused on the relationship between examination grades (outcome) and several cognitive and noncogiiitive variables (predictors), such as psychometric intelligence and personality traits. Although findings have varied across different levels of education and depending on the instrument used (Anthony, 1973; Chamorro-Premuzic & Furnham, 2003b; Eysenck & Eysenck, 1985), results have replicated consistent associations between individual differences measured or assessed at Time 1 and examination results obtained at Time 2. The present paper reports three studies all concerned with students' preferences in the ways they are assessed. In most countries, students are assessed by a mixture of exams (end of term, end of year, final exams) and specific assignments 'Correspondence concerning this article should he addressed to Adrian Furnham, Depattment of Psyclxhgy, UCL, Gower Street, London WC I E bBT, United Kingdom. E-mail: a.fumhani@ucl . ac.uk