Miracle-dz/UniFAR-FTUs huggingface dataset:
Living Heritage and the Sports Museum: Athletes, Legacy and the Olympic Hall of Fame and Museum, Canada Olympic Park

Museums are sites of cultural production, although what kind of culture they produce, and to what end, has changed considerably in recent years. Many displays and exhibitions are now constructed in order to meet the specific economic and cultural agendas of their host organizations. Sports museums, in particular, utilize a variety of exhibition displays for numerous practical and pragmatic reasons, often to construct or espouse notions of legacy. This study examines the Olympic Hall of Fame and Museum at Canada Olympic Park in Calgary, Alberta, Canada. This museum uses a number of different display mechanisms in constructing legacy, including providing visitors with the opportunity to watch the training sessions of elite Olympic athletes as part of their museum visit, as well as the chance to ‘become’ athletes themselves through sport-simulation displays. Through these different types of displays, this museum positions its host site, Canada Olympic Park, as a current and relevant tourist attraction and integral sport training facility, rather than simply an artefact of a distant Olympic Games. What this museum reveals is that when legacy is a central output of heritage construction, the past – be it historical or otherwise – is only relevant in terms of its relation to the present and future.
Ethnic Minority Youth in Youth Programs

The authors examine perceptions that young people hold regarding their participation in community-based youth programs. Specifically, this study assesses young people’s sense of psychological safety, their relationships with adult staff, their learning of social skills, and how different ethnic groups experience these factors. Data for the study come from a national evaluation study of youth programs. Participants in this study include 272 White, 100 Asian or Pacific Islander, 61 African American, and 57 Hispanic youth. The results indicate that African American youth are more likely to feel psychologically safe and to have positive relationships with adult staff compared to the other youth. In addition, with the exception of African American youth, the associations between feeling safe and having positive relationships with adult staff and perception of learning social skills were significantly related. The possible explanations of these findings and directions for future research are discussed.
Effects of Indoor Lighting, Gender, and Age on Mood and Cognitive Performance

The impact of indoor lighting, gender, and age on mood and cognitive performance was examined in a between-subject experiment. It was hypothesized that indoor lighting is an affective source that may convey emotional meanings differentiated by gender, age, or both. A two-way interaction between type of lamp and age on negative mood showed that younger adults (about 23 years old) best preserved a negative mood in the “warm” (more reddish) white lighting while working with a battery of cognitive tasks for 90 minutes; for the older adults (about 65 years old), “cool” (more bluish) white lighting accounted for the identical effect. The younger females were shown to preserve the positive mood as well as the negative mood better than the younger males, and a main effect of age in all cognitive tasks revealed the superiority of younger to older adults in cognitive performance.
Mutational Analysis of an Extracytoplasmic-Function Sigma Factor To Investigate Its Interactions with RNA Polymerase and DNA

ABSTRACT The extracytoplasmic-function (ECF) family of sigma factors comprises a large group of proteins required for synthesis of a wide variety of extracytoplasmic products by bacteria. Residues important for core RNA polymerase (RNAP) binding, DNA melting, and promoter recognition have been identified in conserved regions 2 and 4.2 of primary sigma factors. Seventeen residues in region 2 and eight residues in region 4.2 of an ECF sigma factor, PvdS from Pseudomonas aeruginosa, were selected for alanine-scanning mutagenesis on the basis of sequence alignments with other sigma factors. Fourteen of the mutations in region 2 had a significant effect on protein function in an in vivo assay. Four proteins with alterations in regions 2.1 and 2.2 were purified as His-tagged fusions, and all showed a reduced affinity for core RNAP in vitro, consistent with a role in core binding. Region 2.3 and 2.4 mutant proteins retained the ability to bind core RNAP, but four mutants had reduced or no ability to cause core RNA polymerase to bind promoter DNA in a band-shift assay, identifying residues important for DNA binding. All mutations in region 4.2 reduced the activity of PvdS in vivo. Two of the region 4.2 mutant proteins were purified, and each showed a reduced ability to cause core RNA polymerase to bind to promoter DNA. The results show that some residues in PvdS have functions equivalent to those of corresponding residues in primary sigma factors; however, they also show that several residues not shared with primary sigma factors contribute to protein function.
Teaching innovative design reasoning: How concept–knowledge theory can help overcome fixation effects

Abstract How can we prepare engineering students to work collectively on innovative design issues, involving ill-defined, “wicked” problems? Recent works have emphasized the need for students to learn to combine divergent and convergent thinking in a collaborative, controlled manner. From this perspective, teaching must help them overcome four types of obstacles or “fixation effects” (FEs) that are found in the generation of alternatives, knowledge acquisition, collaborative creativity, and creativity processes. We begin by showing that teaching based on concept–knowledge (C-K) theory can help to manage FEs because it helps to clarify them and then to overcome them by providing means of action. We show that C-K theory can provide scaffolding to improve project-based learning (PBL), in what we call project-based critical learning (PBCL). PBCL helps students be critical and give due thought to the main issues in innovative design education: FEs. We illustrate the PBCL process with several cases and show precisely where the FEs appear and how students are able to overcome them. We conclude by discussing two main criteria of any teaching method, both of which are usually difficult to address in situations of innovative design teaching. First, can the method be evaluated? Second, is the chosen case “realistic” enough? We show that C-K-based PBCL can be rigorously evaluated by teachers, and we discuss the circumstances in which a C-K-based PBCL may or may not be realistic.
The Geographies of Student Migration in the UK

Recent research on studentification in the UK has examined the ways in which significant growth in student numbers over the last twenty years or so have led to marked change in the nature of the parts of cities in which clusters of students live. Yet these changes do not happen in isolation: the students are also associated with major migration flows into and out of studentified parts of cities. I examine the migration flows associated with a set of wards selected on the basis of having a high concentration of students. Examination of the age profiles of migrants into and out of these wards supports an argument that assumptions can be made that, for most of the selected wards, in-migrants are predominantly new students entering the system, whilst out-migrants are predominantly recently graduated students leaving the system. The specific origins from which new students arrive, and destinations to which former students depart, are examined and mapped, and the role of higher education as a mechanism through which the South East of England gains qualified workers is considered.
Elimination of damaged proteins during differentiation of embryonic stem cells

During mammalian aging, cellular proteins become increasingly damaged: for example, by carbonylation and formation of advanced glycation end products (AGEs). The means to ensure that offspring are born without such damage are unknown. Unexpectedly, we found that undifferentiated mouse ES cells contain high levels of both carbonyls and AGEs. The damaged proteins, identified as chaperones and proteins of the cytoskeleton, are the main targets for protein oxidation in aged tissues. However, the mouse ES cells rid themselves of such damage upon differentiation in vitro. This elimination of damaged proteins coincides with a considerably elevated activity of the 20S proteasome. Moreover, damaged proteins were primarily observed in the inner cell mass of blastocysts, whereas the cells that had embarked on differentiation into the trophectoderm displayed drastically reduced levels of protein damage. Thus, the elimination of protein damage occurs also during normal embryonic development in vivo. This clear-out of damaged proteins may be a part of a previously unknown rejuvenation process at the protein level that occurs at a distinct stage during early embryonic development.
The apprenticeship of observation

Although the term ‘the apprenticeship of observation’ is perhaps notwidely known outside teacher education circles, what it refers to will beinstantly recognized by most teachers. The apprenticeship of observationdescribes the phenomenon whereby student teachers arrive for theirtraining courses having spent thousands of hours as schoolchildrenobserving and evaluating professionals in action. This contrasts withnovices learning other professions, such as those of lawyers or doctors.The term was coined by Dan Lortie, in ‘Schoolteacher: A sociologicalstudy’ (1975), and this apprenticeship, he argued, is largely responsiblefor many of the preconceptions that pre-service student teachers holdabout teaching.One of the consequences of this apprenticeship period is that, whereaspeople entering other professions are more likely to be aware of thelimitations of their knowledge, student teachers may fail to realize thatthe aspects of teaching which they perceived as students represented onlya partial view of the teacher’s job. Lortie writes that a student ‘sees theteacher frontstage and centre like an audience viewing a play’. However,he adds that, whilst students can view the ‘frontstage’ behaviours, e.g.monitoring, correcting, and lecturing, they do not see the ‘backstage’behaviours which are a crucial part of a teacher’s job:Students do not receive invitations to watch the teacher’s performancefrom the wings; they are not privy to the teacher’s private intentions andpersonal re ? ections on classroom events. Students rarely participate inselecting goals, making preparations, or post-mortem analyses. Thusthey are not pressed to place the teacher’s actions in a pedagogicallyoriented framework (Lortie 1975: 62).
Extracellular matrix proteins of human epidermal keratinocytes and feeder 3T3 cells

Cultures of human epidermal keratinocytes obtained from adult epidermis were initiated using irradiated BALB/3T3 cells as feeder layers. At different stages of confluence of the epidermal islands, feeder cells were removed and the extracellular matrix proteins of both pure component cells and cocultures were analyzed biochemically and by immunochemical methods and compared to those of skin fibroblasts of the same donors. The keratinocytes synthesized and secreted fibronectin and small amounts of laminin and type IV collagen. In addition, a nondisulfide-linked collagenous polypeptide (Mr = 120,000) was synthesized by the keratinocytes and was confined to the cell layers. Collagenous polypeptides with Mr = 120,000 were also synthesized by organ cultures of epidermal tissue and were detected in its acid or detergent extracts but again no secretion to culture medium was found. The Mr = 120,000 collagen had biochemical and immunological properties distinct from those of types I-V collagens. In immunofluorescence of keratinocyte cultures, fibronectin staining was prominent in the lining marginal cells of the expanding periphery of the epidermal cell islands but was not detected in the terminally differentiating cells in the upper layers of stratified colonies. Very little type IV collagen was found deposited in pericellular matrix form by the keratinocytes. In contrast, the mouse 3T3 feeder cells were found to produce both type IV collagen and laminin in addition to the previously identified connective tissue glycoproteins of fibroblasts, interstitial procollagens, and fibronectin. Basement membrane collagen of the 3T3 cells was found deposited as apparently unprocessed procollagen alpha 1(IV) and alpha 2(IV) chains. The production in culture conditions of basal lamina glycoproteins by the fibroblastic feeder cells may promote the attachment and growth of the cocultured keratinocytes.
Wobbly words: Refractory anomia with preserved semantics

Abstract We report our investigations of a case of refractory anomia. FAS developed a non-fluent aphasia with relative sparing of his single-word production and comprehension abilities. Neuropsychological and SPECT investigations were consistent with a focal dysfunction of the left frontal regions. Although FAS was able to retrieve many single words, he was very variable. Blocks of repeated naming trials were administered in which sets of six targets were named three times in a random order. FAS performed more successfully on blocks of semantically unrelated items than on blocks of semantic co-ordinates. Items at the start of a trial block were more likely to be retrieved successfully. A rest interval of 10 s between the production of a response and initiation of the following trial led to significantly improved performance. FAS was able to read these same words under speeded conditions without any impairment. These findings are discussed in the light of evidence for refractoriness within semantic access procedures and in the context of current models of language production. It is argued that FAS has a prolongation of the normal inhibitory processes that are implicated at post-semantic and pre-phonological levels of speech production.
Determinants of Pay-Per-View Broadcast Viewership in Sports: The Case of the Ultimate Fighting Championship

The scholarship on the economics of individual sports is scant relative to that of team sports. This study advances sport management scholarship, particularly sport economics, by using consumer-theory modeling to estimate Ultimate Fighting Championship (UFC) pay-per-view purchases. Our generalized linear models show fan preferences for certain weight classes, star fighters, outcome uncertainty and comain event quality factors as well as scheduling preferences for holiday weekends. The popular notion that The Ultimate Fighter reality series served as the impetus for the UFC’s growth is supported in part. The study concludes by showing how the modeling results impact firm revenue generation via fight card characteristics.
A Novel PAN/Apple Domain-Containing Protein from Toxoplasma gondii: Characterization and Receptor Identification

Toxoplasma gondii is an intracellular parasite that invades nucleated cells, causing toxoplasmosis in humans and animals worldwide. The extremely wide range of hosts susceptible to T. gondii is thought to be the result of interactions between T. gondii ligands and receptors on its target cells. In this study, a host cell-binding protein from T. gondii was characterized, and one of its receptors was identified. P104 (GenBank Access. No. CAJ20677) is 991 amino acids in length, containing a putative 26 amino acid signal peptide and 10 PAN/apple domains, and shows low homology to other identified PAN/apple domain-containing molecules. A 104-kDa host cell-binding protein was detected in the T. gondii lysate. Immunofluorescence assays detected P104 at the apical end of extracellular T. gondii. An Fc-fusion protein of the P104 N-terminus, which contains two PAN/apple domains, showed strong affinity for the mammalian and insect cells evaluated. This binding was not related to protein-protein or protein-lipid interactions, but to a protein-glycosaminoglycan (GAG) interaction. Chondroitin sulfate (CS), a kind of GAG, was shown to be involved in adhesion of the Fc-P104 N-terminus fusion protein to host cells. These results suggest that P104, expressed at the apical end of the extracellular parasite, may function as a ligand in the attachment of T. gondii to CS or other receptors on the host cell, facilitating invasion by the parasite.
Public Goals of Punishment and Support for the Death Penalty

Social scientists and social commentators are often quick to impute motives to those who support capital punishment, but there is in fact little direct evidence on public goals of punishment or the way in which these goals influence public support for capital punishment. In a sample survey of Seattle residents, respondents were most likely to choose retribution as the primary purpose of punishment, followed by incapacitation, rehabilitation, specific and general deterrence, and normative validation. A preference for retribution increases dramatically with age, but declines with educational attainment. Proponents of retribution and normative validation are most likely to favor the death penalty, but, contrary to common assumption, retributivists constitute only a minority of those who support capital punishment.
Evaluation of Commercially Available Diagnostic Tests for the Detection of Dengue Virus NS1 Antigen and Anti-Dengue Virus IgM Antibody

Commercially available diagnostic test kits for detection of dengue virus (DENV) non-structural protein 1 (NS1) and anti-DENV IgM were evaluated for their sensitivity and specificity and other performance characteristics by a diagnostic laboratory network developed by World Health Organization (WHO), the UNICEF/UNDP/World Bank/WHO Special Programme for Research and Training in Tropical Diseases (TDR) and the Pediatric Dengue Vaccine Initiative (PDVI). Each network laboratory contributed characterized serum specimens for the panels used in the evaluation. Microplate enzyme-linked immunosorbent assay (ELISA) and rapid diagnostic test (RDT formats) were represented by the kits. Each ELISA was evaluated by 2 laboratories and RDTs were evaluated by at least 3 laboratories. The reference tests for IgM anti-DENV were laboratory developed assays produced by the Armed Forces Research Institute for Medical Science (AFRIMS) and the Centers for Disease Control and Prevention (CDC), and the NS1 reference test was reverse transcriptase polymerase chain reaction (RT-PCR). Results were analyzed to determine sensitivity, specificity, inter-laboratory and inter-reader agreement, lot-to-lot variation and ease-of-use. NS1 ELISA sensitivity was 60–75% and specificity 71–80%; NS1 RDT sensitivity was 38–71% and specificity 76–80%; the IgM anti-DENV RDTs sensitivity was 30–96%, with a specificity of 86–92%, and IgM anti-DENV ELISA sensitivity was 96–98% and specificity 78–91%. NS1 tests were generally more sensitive in specimens from the acute phase of dengue and in primary DENV infection, whereas IgM anti-DENV tests were less sensitive in secondary DENV infections. The reproducibility of the NS1 RDTs ranged from 92-99% and the IgM anti-DENV RDTs from 88–94%.
The Comparative City: Knowledge, Learning, Urbanism

Abstract What might be the implications for urban studies if we take ‘comparison’ not just as a method, but as a mode of thought that informs how urban theory is constituted? Comparative research is experiencing resurgence in urban studies, yet there has been little effort to critically debate how comparison might take place, particularly in reference to comparison across the global ‘North–South divide’. Existing epistemologies of comparative research have focused on the domains of practicalities, methodologies and typologies. Notwithstanding the value of these debates, this article offers an alternative framing of comparison that focuses attention on theory cultures, learning and ethico-politics, drawing on postcolonial debates. This approach works with an expansive conception of comparison that positions comparison as a strategy. The article concludes by outlining three implications for urban research. Resume Qu’en serait-il des etudes urbaines si la ‘comparaison’etait consideree non pas seulement comme une methode, mais comme un mode de reflexion qui eclaire la maniere dont la theorie urbaine est etablie? Les recherches comparatives connaissent une renaissance en etudes urbaines, mais rares sont les tentatives de debat critique sur les modalites d’une comparaison, notamment au-dela de la division Nord-Sud. Les epistemologies existantes de la recherche comparative se sont attachees a trois domaines: pratique, methodologique et typologique. Sans nier la valeur de ces analyses, un cadre de comparaison alternatif est propose ici, inspire des debats postcoloniaux et axe sur les cultures de la theorie, l’apprentissage et l’ethico-politique. Cette approche obeit a une conception elargie de la comparaison, laquelle est positionnee en tant que strategie. La conclusion depeint trois implications pour la recherche urbaine.
Effects of Motivation on Educational Attainment

This study investigated differences in educational motivation among Hispanic and non-Hispanic first-generation students (FGS). Participants were 315 high school and college students who completed a revised academic motivation survey that measured participants’ educational motivation (intrinsic motivation, extrinsic motivation, and amotivation). The study found that extrinsic and amotivation were significant predictors of grade point averages (GPAs) among FGS. In addition, high school FGS and Hispanic students were more likely to report higher intrinsic motivation than college FGS and non-Hispanic students. Implications for higher education are discussed.
Possibilities and Pitfalls: A Comparative Analysis of Student Empowerment

Although U.S. schools typically express commitment to preparing students for the responsibilities of democratic citizenship, most American youth are socialized for adult civic life by an institution that defines them as passive and subordinate and treats them in ways that are anything but democratic. In contrast to such counterproductive practices, the author offers a comparative analysis of two schools’ efforts at student empowerment. He first outlines why schools should help empower students and then proposes a conception of student empowerment founded on three dimensions: the academic, political, and social. To explore the “possibilities and pitfalls” of empowerment in practice, the author presents case studies of two schools’ student empowerment efforts. Each examines how the schools sought to help empower students, what power students gained, and how students and faculty responded to these efforts. Drawing on insights derived from these studies, he discusses some practical implications for schools hoping to promote student empowerment.
The Separate Spheres of Online Health

The objective of this article is to explore how parental status, gender, and their interaction influence a variety of aspects of searching for online health information. Drawing on nationally representative survey data, the results show that in a number of ways parenting and gender have separate but significant influences on the following: online searching behavior, whether the information is used, and feelings about the information obtained. The authors found that although female parents are more likely than male parents to put the health information they have found online into use, parenting and sex have more independent than combined effects. This is particularly the case regarding whether respondents search for information for themselves or others, their feelings about the information found, and the process of finding online health information.