Miracle-dz/UniFAR-FTUs huggingface dataset:
The prevalence of human papillomavirus DNA in benign keratotic skin lesions of renal transplant recipients with and without a history of skin cancer is equally high: a clinical study to assess risk factors for keratotic skin lesions and skin cancer.

UNLABELLED DNA of the epidermodysplasia-verruciformis associated subgroup of HPV (EV-HPV) is frequently detected in biopsies of premalignant lesions and nonmelanoma skin cancers of renal transplant recipients. The prevalence of EV-HPVs, however, has never been systematically studied in benign keratotic skin lesions of patients with or without a history of skin cancer. This study included 42 renal transplant recipients with and 36 without a history of skin cancer. A total of 176 skin biopsies were tested for the presence of EV-HPV DNA, using a nested polymerase chain reaction (PCR). METHOD EV-HPV typing was done by comparison of the sequence of the amplified PCR products with the sequence of all known EV-HPVs. The natural history of the development of keratotic skin lesions was studied. The number of keratotic skin lesions rapidly increased after transplantation. This increase was most pronounced in patients who developed skin cancer. The prevalence of EV-HPV DNA in benign keratotic skin lesions was equally high in patients with and without a history of skin cancer, i.e., 55 and 53% in the two groups, respectively. A large variety of EV-HPV types was found, but of these none were predominantly present in either patient groups. A higher prevalence of EV-HPV DNA was found in benign skin lesions from sun-exposed sites, but only in patients with a history of skin cancer. The association between the number of keratotic skin lesions and the development of skin cancer strongly supports the hypothesis that EV-HPVs play a role in cutaneous oncogenesis. The equally high prevalence of EV-HPV infection in patients with and without a history of skin cancer, however, may indicate that besides EV-HPV infection, other factors, such as sun exposure may also be important.
Talking About Instruction: Student Teachers' Reflections on Success and Failure in the Classroom

Verbal descriptions of successful and unsuccessful lessons were used to examine 47 student teach ers' conceptions of instruction. The interns identified seven elements related to lesson success or failure. Further, responses were typed according to attribution of lesson outcome. Three perspec tives represented the degree to which student teachers emphasized their role or that of their students in the success or failure of the lesson. Illustrations and commentaries on the typology are presented, and its use to promote reflection in teacher education is discussed.
Reflecting on acts of kindness toward the self: Emotions, generosity, and the role of social norms

How do people respond, in terms of emotion and behavior, when prompted to recall an act of kindness from another person? As shown in two studies of undergraduates, responses differ based on whether the kindness is seen as normative – that is, whether it follows social norms related to the relational context and one's past behavior. On the whole, normative kindnesses were linked with more positive emotion and less negative emotion than non-normative kindnesses. Those asked to recall normative kindnesses also donated more money to charity than those who recalled non-normative kindnesses, an effect partly mediated by the greater positivity of the normative stories (Study 2). These results suggest that if the goal is to increase mood or generosity, recalling normative kindnesses is a safer strategy than recalling non-normative kindnesses. Yet, some results also supported an outgroup salience hypothesis, in which recalling non-normative kindnesses increased generous motives toward strangers and enemies.
Modern Political Analysis

I. THE BASICS. 1. Introducing Influence: Examples from the Least to the Most. 2. What Is Influence? 3. What Is Politics? 4. What Is a Political System? A Government? A State? 5. Revisiting and Appraising Influence. II. POLITICAL SYSTEMS: SIMILARITIES AND DIFFERENCES. 6. Political Systems: Similarities. 7. Political Systems: Differences. 8. Differences: Polyarchies and Nonpolyarchies. 9. Polyarchies and Nonpolyarchies: Explanation. III. POLITICAL PARTICIPATION AND POLITICAL EVALUATION. 10. Individuals' Participation in Politics. 11. Political Evaluation. IV. POLITICAL ANALYSIS: TO WHAT ENDS? 12. What Good Is Modern Political Analysis?
The Invention of the Jewish People

Shlomo Sand’s The Invention of the Jewish People, which appeared in Hebrew as Matai ve’ekh humtza ha’am hayehudi? [When and How Was the Jewish People Invented? ] (1) elicited a thunderous response that has yet to abate. Beginning with an interesting and very personal introduction, Sand proceeds to engage, chronologically, the thought of Jews about their own character as a ‘people,’ ‘nation,’ and occasionally, ‘race’ (sic), largely by examining the published writings of figures known to scholars in Jewish Studies, but less familiar to historians generally – including Josephus, Isaak Markus Jost, Heinrich Graetz, Simon Dubnow, Yitzhak Baer, Ben-Zion Dinur, Hans Kohn, and Salo Baron. Sand’s preface to the English language edition states that ‘the disparity between what my research suggested about the history of the Jewish people and the way that history is commonly understood – not only within Israel but in the larger world – shocked me as it shocked my [Hebrew] readers’ (p. xi). Sand insinuates that this ‘shock’ accounts for the excitement surrounding the book – which is a more reasonable assessment regarding its reception in Israel than in the English-speaking world.
Rheumatology education and management skills in general practice: a national study of trainees.

OBJECTIVE--To evaluate current rheumatology education and skills during vocational training in general practice. METHODS--A postal questionnaire survey was sent to all general practice trainees who were in United Kingdom training practices in June 1992. A second survey was made of general practice trainers in the UK. RESULTS--Questionnaires were returned by 1624 trainees, representing 70% of all trainees known to be in a training practice on 1 April 1992. Of the 1075 responders who were at the end of their trainee year, 35% had not received any tutorials on rheumatological topics with their trainer, and only 43% had experienced specific rheumatology teaching on local day release courses. Although 84% of these trainees had injected or aspirated the knee, fewer than 40% had acquired shoulder injection skills. Lack of experience was matched by low reported confidence. Trainees rated the amount of their rheumatology education as inadequate. Nine hundred trainers returned questionnaires--a response rate of 33%. Their estimate of the amount of local training provided was similar to that among the trainees, but this sample of trainers reported a higher level of practical teaching than the trainees indicated they had received. CONCLUSIONS--Rheumatology education during vocational training needs to be improved, particularly the component provided by trainers and local day release courses. This process might be facilitated by the development of a standard rheumatology curriculum which could be incorporated into all training schemes.
Using Focus Group Research to Support Teaching and Learning

Using qualitative research methodologies for pedagogic research can provide informative insights into student experiences of the teaching and learning environment in Higher Education. This paper considers the practicalities of undertaking a pedagogic study using focus groups by outlining strategies for effective focus group organization, highlighting good practice from the social sciences and pedagogic literature and providing a critique of a recent geographical study, in which focus groups were used as the sole research method. Furthermore, the paper illustrates how a pedagogic research study can be used to enhance teaching and learning and to inform curriculum planning and course management.
A multidimensional approach to employee participation and the association with social identification in organizations

Purpose – Employee participation is often suggested to improve employees' relations to the organization. A multidimensional perspective on employee participation may heighten its specificity. The purpose of the present paper is to investigate the relationships between multiple dimensions of employee participation and social identification.Design/methodology/approach – The study applies questionnaire data from 166 hospital employees, i.e. nurses, physicians and medical secretaries, in a cross‐sectional design. Hierarchical regression analyses were applied to investigate the hypothesized associations.Findings – The results showed that individual influence on proximal (i.e. work‐related) issues predicted organizational identification. The relevance of proximal issues and psychological involvement in relation to direct participation were suggested to explain why this particular dimension of participation is directly associated with organizational identification. The result qualifies the theoretical notion tha.
The Two-Component GacS-GacA System Activates lipA Translation by RsmE but Not RsmA in Pseudomonas protegens Pf-5

ABSTRACT In Pseudomonas spp. , the Gac-Rsm signal transduction system is required for the production of lipases. The current model assumes that the system induces lipase gene transcription mediated through the quorum-sensing (QS) system. However, there are no reports of a QS system based upon N-acyl homoserine lactones or the regulation of lipase gene expression in Pseudomonas protegens. In this study, we investigated the regulatory mechanism acting on lipA expression activated by the Gac-Rsm system in P. protegens Pf-5 through deletion and overexpression of gacA, overexpression of rsmA or rsmE, expression of various lacZ fusions, reverse transcription-PCR analysis, and determination of whole-cell lipase activity. The results demonstrated that the GacS-GacA (GacS/A) system activates lipA expression at both the transcriptional and the translational levels but that the translational level is the key regulatory pathway. Further results showed that the activation of lipA translation by the GacS/A system is mediated through RsmE, which inhibits lipA translation by binding to the ACAAGGAUGU sequence overlapping the Shine-Dalgarno (SD) sequence of lipA mRNA to hinder the access of the 30S ribosomal subunit to the SD sequence. Moreover, the GacS/A system promotes lipA transcription through the mediation of RsmA inhibiting lipA transcription via an unknown pathway. Besides the transcriptional repression, RsmA mainly activates lipA translation by negatively regulating rsmE translation. In summary, in P. protegens Pf-5, the Gac-RsmE system mainly and directly activates lipA translation and the Gac-RsmA system indirectly enhances lipA transcription.
Interactive effects of personality and friendship networks on contextual performance

In this research 505 valid questionnaires collected from 17 selected companies including nonprofit organizations, insurance companies, and manufacturing firms were used to gauge the normalized in-degree centrality of a friendship network. Social network analysis techniques were administered. The aim in this research was to present a model of how friendship networks and the personality characteristic of conscientiousness could intensify individual contextual performance of the employee. Theories and research investigations on different disciplines such as social and organizational science were integrated to develop the model. The results indicate that the interaction between conscientiousness and friendship networks explains a significant incremental amount of the variance in employee individual contextual performance.
Validation of clinical scores predicting severe acute kidney injury after cardiac surgery.

BACKGROUND Acute kidney injury (AKI) requiring renal replacement therapy (RRT) in patients undergoing cardiac surgery is associated strongly with adverse patient outcomes. Recently, 3 predictive risk models for RRT have been developed. The aims of our study are to validate the predictive scoring models for patients requiring postoperative RRT and test applicability to the broader spectrum of patients with postoperative severe AKI. STUDY DESIGN Diagnostic test study. SETTING & PARTICIPANTS 12,096 patients undergoing cardiac surgery with cardiopulmonary bypass at Mayo Clinic, Rochester, MN, from 2000 through 2007. INDEX TEST Cleveland Clinic score, Mehta score, and Simplified Renal Index (SRI) score. REFERENCE TEST OR OUTCOME Incidence of postoperative RRT or composite outcome of severe AKI, defined as serum creatinine level >2.0 mg/dL, and a 2-fold increase compared with the preoperative baseline creatinine level or RRT. RESULTS RRT was used in 254 (2.1%) patients, whereas severe AKI was present in 467 (3.9%). Discrimination for the prediction of RRT and severe AKI was good for all scoring models measured using areas under the receiver operating characteristic curve (AUROCs): 0.86 (95% CI, 0.84-0.88) for RRT and 0.81 (95% CI, 0.79-0.83) for severe AKI using the Cleveland score, 0.81 (95% CI, 0.78-0.86) and 0.76 (95% CI, 0.73-0.80) using the Mehta score, and 0.79 (95% CI, 0.77-0.82) and 0.75 (95% CI, 0.72-0.77) using the SRI score. The Cleveland score and Mehta score consistently showed significantly better discrimination compared with the SRI score (P < 0.001). Despite lower AUROCs for the prediction of severe AKI, the Cleveland score AUROC was still >0.80. The Mehta score is applicable in only a subgroup of patients. LIMITATIONS Single-center retrospective cohort study. CONCLUSIONS The Cleveland scoring system offers the best discriminative value to predict postoperative RRT and covers most patients undergoing cardiac surgery. It also can be used for prediction of the composite end point of severe AKI, which enables broader application to patients at risk of postoperative kidney dysfunction.
Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

Purpose: The aim of this study was to characterize and compare the visual-motor perception of students with attention deficit hyperactivity disorder and students with good academic performance. Methods: Forty male students (100%) from the 2nd to the 5th grades of an elementary public school, aged between 7 to 10 years and 8 months old participated in the study. They were divided into two groups: GI (20 students with attention deficit hyperactivity disorder) and GII (20 students with good academic performance), paired according to age, schooling, and gender. The students were submitted to the Developmental Test of Visual Perception. Results: Students of GI presented inferior performance in spatial position and visual closure (reduced motor) when compared to GII and performance equivalent to lower age students in reduced motor perception. Conclusion: The difficulties in visual-motor perception presented by students of GI cannot be attributed to a primary deficit, but to a secondary phenomenon of inattention that directly interferes in their visual-motor performance.
Organizational Commitment

Two models of the factors leading to organizational commitment are compared: the member-based model, which holds that commitment originates in the actions and personal attributes of the organizational member, and the organization-based model, which is based on the premise that commitment reflects a member's reciprocation for the organization's having provided resources that satisfy important needs. Although the latter model received more support from the data, both models explained significant amounts of variance in commitment. Contrary to the preponderance of related research findings, extrinsic aspects of satisfaction were more strongly associated with organizational commitment, than were intrinsic aspects. This finding was attributed to the composition of the respondent sample, a group of blue-collar, unionized employees.
Teacher-Made Examinations

Isobel Pfeiffer is Latin teacher and counselor, Davy Junior High School, Kent, Ohio, and O. L. Davis, Jr. is Associate Professor of Education, Kent State University, Ohio. XAMINATIONS constructed by teachers are a prominent conE sideration in the overall evaluation of students. They persist in importance from school entry to graduate programs, and their influence is pervasive, particularly upon the manner in which students study but more importantly upon the ways they think and the values they place on intellectual activities. Tests reflect the objectives held by the teacher devising the examinations. Optimally, objectives for the course, unit, or lesson are stated prior to teaching, thus providing direction for both teacher and students in pursuing commonly understood goals and a reasonable guide to the evaluation of the undertaking. Even when objectives remain unstated, however, tests reflect the real objectives held by the teacher who prepares the examination. Most teachers know that most successful students
Effects of justice conditions on discrete emotions.

Research on organizational justice typically focuses on attitudinal, cognitive, or behavioral outcomes. Emotional reactions to justice have been suggested but not studied. The emotional appraisal literature provides a framework within which to analyze emotional reactions to just and unjust events. Undergraduates (67 females and 55 males) were randomly assigned to conditions crossing either a positive or negative outcome and a procedure which was either fair, biased in the participant's favor, or biased in favor of another, after which their emotional responses were assessed by self report. Results support predictions about discrete emotional reactions. As predicted by emotional-appraisal theories, reports of happiness were influenced only by outcome, whereas reports of guilt, anger, and to a lesser extent pride, were influenced by specific combinations of outcome and procedure. Results are discussed within an emotional appraisal framework.
Meta‐Analysis of Therapist Effects in Psychotherapy Outcome Studies

In a meta-analysis, we examined factors that could account for the differences in therapist efficacy evidenced in psychotherapy outcome studies. The factors investigated were: (1) the use of a treatment manual, (2) the average level of therapist experience, (3) the length of treatment, and (4) the type of treatment (cognitive/behavioral versus psychodynamic). Data were obtained from fifteen psychotherapy outcome studies that produced 27 separate treatment groups. For each treatment group, the amount of outcome variance due to differences between therapists was calculated and served as the dependent variable for the meta-analysis. Each separate treatment group was coded on the above four variables, and multiple regression analyses related the independent variables to the size of therapist effects. Results indicated that the use of a treatment manual and more experienced therapists were associated with small differences between therapists, whereas more inexperienced therapists and no treatment manual were a.
Smoking predictors among economically active individuals.

OBJECTIVES The study objective was to evaluate an association between selected work-related and socio-economic factors and tobacco smoking among economically active individuals. MATERIALS AND METHODS The study was conducted among randomly selected residents of the city of Łódź (n = 598) aged 25-64 years. The smoking status was determined based on questionnaire data. Logistic regression models were applied to assess the factors related to the smoking habit. RESULTS Multifactorial logistic regression analysis indicated that low level of education, lack of recreational physical activity and medium/heavy physical work were significant determinants of smoking. CONCLUSIONS Prevention programs aimed at improving health-related habits and behaviors should be addressed to all economically active individuals, particularly to those who perform medium and heavy physical work. An antismoking intervention should be tailored to individual needs, taking into account the educational level.
Evaluation of a Russell’s viper venom-based protein C assay

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Sorting duplicated loci disentangles complexities of polyploid genomes masked by genotyping by sequencing

Many plants and animals of polyploid origin are currently enjoying a genomics explosion enabled by modern sequencing and genotyping technologies. However, routine filtering of duplicated loci in most studies using genotyping by sequencing introduces an unacceptable, but often overlooked, bias when detecting selection. Retained duplicates from ancient whole‐genome duplications (WGDs) may be found throughout genomes, whereas retained duplicates from recent WGDs are concentrated at distal ends of some chromosome arms. Additionally, segmental duplicates can be found at distal ends or nearly anywhere in a genome. Evidence shows that these duplications facilitate adaptation through one of two pathways: neo‐functionalization or increased gene expression. Filtering duplicates removes distal ends of some chromosomes, and distal ends are especially known to harbour adaptively important genes. Thus, filtering of duplicated loci impoverishes the interpretation of genomic data as signals from contiguous duplicated genes are ignored. We review existing strategies to genotype and map duplicated loci; we focus in detail on an overlooked strategy of using gynogenetic haploids (1N) as a part of new genotyping by sequencing studies. We provide guidelines on how to use this haploid strategy for studies on polyploid‐origin vertebrates including how it can be used to screen duplicated loci in natural populations. We conclude by discussing areas of research that will benefit from better inclusion of polyploid loci; we particularly stress the sometimes overlooked fact that basing genomic studies on dense maps provides value added in the form of locating and annotating outlier loci or colocating outliers into islands of divergence.
Female Education in Saudi Arabia and the Reproduction of Gender Division

ABSTRACT This paper explains the reproduction of gender divisions and power relations through education in a traditional Islamic country, Saudi Arabia. That country has drawn both upon Islam and its oil wealth to expand female education vastly within traditional boundaries. Its model of female education is unique among all Islamic countries, in its structure and strategies for the reproduction of gender divisions through (1) a dual system of male and female education; (2) a gender‐specific educational policy that emphasizes women's domestic function; (3) gender‐segregated schools and colleges; and (4) curriculum differentiation at the various educational levels. The author maintains that Saudi education, a microcosm of Saudi Arabian society, has intentionally instituted these mechanisms and structures as a means of cultural conservation and social control. The Saudi experience proves previous research findings that female educational expansion does indeed increase women's social and occupational options, .