Miracle-dz/UniFAR-FTUs huggingface dataset:
“I’m Not Learning”: The Role of Academic Relevancy for Low-Achieving Students

ABSTRACT When students enter high school with low achievement, they are likely to exit high school with low achievement. Given this stability in achievement, it is important to identify factors that can shift academic trajectories. Promising factors include the degree to which school is experienced as relevant and intrinsically motivating to students. Little is known about how these factors together are predictive of classroom engagement and achievement for low achievers in high school. Sampling a group of 44 low-achieving high school students, comprising Black students, the authors explored the effects of academic relevancy on engagement and achievement. Regression analyses show that students who found coursework personally relevant had increased engagement in Grade 10. Importantly, this relationship was mediated through intrinsic motivation.
Therapeutic Community Counselors: The Effects of Training and Personal Substance Abuse History on Job Stress and Professional Efficacy

ABSTRACT One hundred and fifty-four counselors working in an in-prison Therapeutic Community (TC) were surveyed. Participants were categorized according to previous personal history with substance abuse (history/no history) and formal training in substance abuse treatment (training/no training). The results indicated that prior training interacted with history of abuse such that formal training reduced both duty-related and interpersonal stress for those counselors with no history of substance abuse, but increased both duty-related and interpersonal stress for counselors who had a history of substance abuse. Both professional as well as interpersonal efficacy (i.e., the belief that one is competent in their treatment and interactions with clients) were significantly higher for those with formal training and a substance abuse history respectively. The implications for role ambiguity and role conflict in TC staffing and training are discussed.
Racial Representation in Physical Education Textbooks for Secondary Schools

The purpose of this article is to examine the representation of race through images that are published in Spanish physical education textbooks for secondary schools and to offer an insight into students’ beliefs related to racial stereotypes in physical education. The sample was composed of 2,583 images and 87 secondary school pupils. The analysis was carried out through the elaboration of an ad hoc coding scheme. The results showed that people whose appearance is similar to the in-group predominate. The kind of physical activity, the field, space, and level of competence vary according to race. The textbooks analyzed in this study engender a stigmatized vision of racial diversity, and the images reproduce and reinforce racial prejudice.
Indian international students in Toronto: exploring young men resisting their family's expectations

This paper is located at the heart of the growing body of research on international student migration. Using a gendered perspective, it explores the power relations between the students and their families that shape the processes and experiences of migration. The spotlight is on Indian students who move to Canada, specifically Toronto, for higher education. These students are part of a growing yet highly diversified stream of migrants who make up the Indian diaspora in Canada. Using survey data collected by the author, the paper first presents the social characteristics of Indian international students. The discussion then moves to present the narrative of one male respondent in Canada to illustrate how gendered power relations within the Indian patrifocal family shape the participation of sons and daughters in international student migrant flows.
Nursing Science and Chronic Illness: Articulating Suffering and Possibility in Family Life

Families living with a member who has a chronic illness vacillate between hope and despair, suffering and possibility. How this living “between” evolves in families and how family relations are affected has received insufficient attention. As nurses we can learn families’ experiences of suffering and situated possibility through family narratives about and reflections on the everyday. Articulating this experience in thick, alive, complex, and practical texts promises to enhance our understanding, our practice with families, and our own lived possibilities.
KNOWLEDGE SPILLOVER AND INNOVATION IN TECHNOLOGICAL CLUSTERS

Knowledge spillovers have been used to explain the increased rate of innovation that is found in technological clusters. The last two decades have seen an increasing interest by researchers trying to capture and measure the effects of these spillovers. However, very little is known about the mechanisms of knowledge exchange that take place in clusters. In this paper we draw on the current body of knowledge and use the concepts of tacit and explicit knowledge to understand how knowledge spillovers actually take place. We present a conceptual model of knowledge accessibility as a mean for knowledge transfer, and we distinguish between knowledge transfer and knowledge spillover based on the knowledge holder's intention or lack of it to exchange such knowledge. We then review how tacit knowledge is being accessed in technological clusters and how it affects knowledge creation.
Teaching Standards–Based Group Work Competencies to Social Work Students

Objectives: Accreditation standards and challenges in group work education require competency-based approaches in teaching social work with groups. The Association for the Advancement of Social Work with Groups developed Standards for Social Work Practice with Groups, which serve as foundation competencies for professional practice. However, there has been no empirical publication about using them in teaching. This pilot study tested a microskills teaching approach to improve competency in the Standards. Methods: The mixed-methods study used a preexperimental, pretest–posttest design involving 123 diverse baccalaureate and master’s students in introductory group work courses. Student responses about the experience were also collected. Results: There were significant, substantial increases in students’ perceived importance of and confidence in using the Standards. Confidence gain scores were significantly associated with performance in role-plays. Comments about the assignments were highly favorable and identified role-plays as contributing most to learning. Conclusions: The teaching approach advanced Standards-based group work education.
Trust, reflexivity and knowledge integration: Toward a conceptual framework concerning mobile engineers

Reduced team membership intensity and flux have triggered the emergence of a new cadre of professional workers. In an increasing number of industries, mobile engineers and other types of flexible human resources contribute significantly to team processes and the integration of team members’ knowledge. Little is known about the factors influencing their knowledge integration performance. Addressing this gap by focusing on the transitional nature of their work, we introduce a conceptual framework that models the influence of trust on knowledge integration through reflexivity. Principally, we argue that social and technical reflexivity are processes that transmit the effects of trust on knowledge integration. The interaction between trust and the proposed construct of perceived value of the assignment affects reflexivity’s overall impact on knowledge integration through different constellations of social and technical reflexivity. This interaction explains the paradoxical situation that high trust levels do not necessarily translate into higher knowledge integration performance and accounts for mobile engineers’ varied outcomes as knowledge integrators.
Medium repair vs. other-language repair: Telling the medium of a bilingual conversation

One of the issues studies of language alternation among bilingual speaker still have to resolve is that of the base language (Auer, 1997; Deprèz de Hérédia, 1991), of a scheme of interpretation (Garfinkel, 1967), with respect to which categories of language alternation are identified. Starting from the fact that the need for a scheme of interpretation is not felt by analysts only, but also by speakers themselves, this paper argues that, in order to “discover” the relevant scheme, a speakers' own perspective must be adopted. Therefore, the paper illustrates this perspective by examining two activities bilingual speakers accomplish while talking, namely medium repair and other-language repair. Both activities are accomplished when, missing the mot juste in one language, speakers draw on their other languages to overcome that difficulty. As the discussion shows, through their own orientation to their language choice acts while accomplishing these activities, speakers themselves reveal, to one another and to analysts as well, the scheme they are attending to here and now. As that scheme speakers themselves orient to need not consist of the use of one language, in the paper, I refer to it, not as the base language, but as the medium of a bilingual conversation.
Activity Deprivation Reduces Miniature IPSC Amplitude by Decreasing the Number of Postsynaptic GABAA Receptors Clustered at Neocortical Synapses

Maintaining the proper balance between excitation and inhibition is necessary to prevent cortical circuits from either falling silent or generating epileptiform activity. One mechanism through which cortical networks maintain this balance is through the activity-dependent regulation of inhibition, but whether this is achieved primarily through changes in synapse number or synaptic strength is not clear. Previously, we found that 2 d of activity deprivation increased the amplitude of miniature EPSCs (mEPSCs) onto cultured visual cortical pyramidal neurons. Here we find that this same manipulation decreases the amplitude of mIPSCs. This occurs with no change in single-channel conductance but is accompanied by a reduction in the average number of channels open during the mIPSC peak and a reduction in the intensity of staining for GABAA receptors (GABAARs) at postsynaptic sites. In addition, the number of synaptic sites that express detectable levels of GABAARs was decreased by ∼50% after activity blockade, although there was no reduction in the total number of presynaptic contacts. These data suggest that activity deprivation reduces cortical inhibition by reducing both the number of GABAARs clustered at synaptic sites and the number of functional inhibitory synapses. Because excitatory and inhibitory synaptic currents are regulated in opposite directions by activity blockade, these data suggest that the balance between excitation and inhibition is dynamically regulated by ongoing activity.
Changes in Self‐Perceptions as a Result of Successfully Persuading Others

Can we change other people without changing ourselves as well? To test this question, participants used one of three techniques—door-in-the-face, authoritative influence, and rational arguments—to convince a confederate to attend a campus meeting that favored an issue opposed by the confederate, but supported by the subject. Following the confederate's compliance, participants evaluated their perceptions of their performance and the performance of the confederate. Participants using rational arguments described themselves as intelligent and friendly, participants using authoritative influence described themselves as dominant and unfriendly, and participants using door-in-the-face described themselves as submissive. As predicted from an earlier study (O'Neal, Kipnis, & Craig, 1994), the use of the three influence techniques also caused systematic changes in participants' evaluations of the target. Because the use of certain behavior techniques (e.g., controlling, deceptive) can cause users to devalue themselves and others, it is recommended that ethical safeguards governing the use of these techniques should be considered.
Co-Construction of ELT Pedagogical Content Knowledge in Discussion Forums

English teachers need continuous professional development programs but the problem is that, at least in Iranian EFL context, either teacher trainers have almost no time for such programs or running such programs is not cost effective; therefore, a more practical way out of this problem is for the teachers themselves to discuss pedagogical issues in online peer-to-peer settings. The main purpose of this study was to investigate the extent to which virtual peer-to-peer settings successfully help EFL teachers build Pedagogical Content Knowledge (PCK) collaboratively without a teacher-trainer? s intervention. To meet this objective, the postings to three English teacher discussion forums were collected and were coded qualitatively and quantitatively using Beatty (2010) scheme for coding discourse strategies for collaboration. The analysis of the postings revealed that teachers employed collaborative strategies such as explaining the task and offering suggestions effectively and frequently. Thus, the findings clearly indicate that PCK appears to be constructed collaboratively in discussion forums. However, most of the postings offering suggestions or support were in fact the participants? personal opinions with few of them directing the groups? attention to a teaching principle or an SLA theory. On the basis of this finding, knowledge building is collaborative in peer-to-peer discussion forums, but it seems that it is some immature, intuitive knowledge that is built rather than PCK. This study has taken a step in exploring the impact of peer collaboration in ELT PCK construction.
Perspectives on Human Resource Development

In this article, the author looks back on the growth of the field of human resource development (HRD) over the past 25 years, from his perspective as president of Pfeiffer & Company. In his review, he emphasizes the value of using experiential techniques to enhance training and to cope with change. He concludes by noting six trends for the future: changes in workplace roles, increased emphasis on quality, valuing diversity, re-engineering work, competency-based training and changes in planning cycles.
Extra Dimensions: Will their Spinors Play a Role in the Standard Model?

A question is addressed pertinent to models of fundamental fermions in a world of high dimensions. Tex extra compactified dimensions are needed to accommodate quarks and leptons of each generation in a single spinor space carrying a representation of the spin group Spin(10). We present arguments to support a special choice of the geometry.
Secret Key Agreement from Correlated Source Outputs Using Low Density Parity Check Matrices

This paper deals with a secret key agreement problem from correlated random numbers. It is proved that there is a pair of linear matrices that yields a secret key agreement in the situation wherein a sender, a legitimate receiver, and an eavesdropper have access to correlated random numbers. A relation between the coding problem of correlated sources and a secret key agreement problem from correlated random numbers are also discussed.
Relational Well-being: An Indigenous Perspective and Measure

Extant measures of well-being, guided by western European values and beliefs, reveal a scientific commitment to develop and test indices to monitor the social, psychological, familial, and economic status of populations. The limitations of these measures to ethnic populations are addressed in this study. Relational Well-being (RWB II), an indigenous, culture-based 14-item measure rooted in beliefs and values emphasizing family, ancestors, culture, and harmony with nature, was developed and tested with a sample (N = 810) of indigenous Hawaiians in Hawaii. Exploratory factor analysis (n = 408), confirmatory factor analysis (n = 402), test of invariance, and tests of reliability and validity confirmed the psychometric quality of RWB II. The applicability of the composite index of Relational Well-being II as well as its six underlying factors (Resilience, Community Involvement, Financial Stability, Cultural Practice, Family Commitment, and Health Care) to family theory of resilience, research, and education are discussed.
Outcome of Radial Head Arthroplasty in Comminuted Radial Head Fractures: Short and Midterm Results

Background: Comminuted radial head fractures are often associated with secondary injuries and elbow instability. Objectives: The aim of this retrospective study was to evaluate how well the modular metallic radial head implant EVOLVE® prosthesis restores functional range of motion (ROM) and stability of the elbow in acute care. Patients and Methods: Eighty-five patients with comminuted radial head fractures and associated injuries received treatment with an EVOLVE® prosthesis between May 2001 and November 2009. Seventy-five patients were available for follow-up. On average, patients were followed for 41.5 months (33.0: 4.0 - 93.0). Outcome assessment was done on the basis of pain, ROM, strength, radiographic findings, and functional rating scores such as Broberg and Morrey, the Mayo elbow performance index (MEPI), and disabilities of the arm, shoulder and hand (DASH). Our study is currently the largest analysis of clinical outcome of a modular radial head replacement in the literature. Results: Overall, there were 2 (2.7%) Mason II fractures, 21 (28%) Mason III fractures, and 52 (69.3%) Mason IV fractures. Arbeitsgemeinschaft fur osteosynthesefragen (AO) classification was also determined. Of the 85 patients in our study, 75 were available for follow-up. Follow-up averaged 41.5 months (range, 4 - 93 months). Average scores for the cohort were as follows: Morrey, 85.7 (median 90.2; range 44.4 - 100); MEPI, 83.3 (85.0; 40.0 - 100); and DASH 26.1 points (22.5; 0.0 - 75.8). Mean flexion/extension in the affected joint was 125.7°/16.5°/0° in comparison to the noninjured side 138.5°/0°/1.2°. Mean pronation/supination was 70.5°/0°/67.1° in comparison to the noninjured side 83.6°/0°/84.3°. Handgrip strength of the injured compared to the non-injured arm was 78.8%. The following complications were also documented: 58 patients had periprosthetic radioluceny shown to be neither clinically significant nor relevant according to evaluated scores; 26 patients had moderate or severe periarticular ossification, and scored substantially worse according to MEPI and Morrey. Four patients required revisional surgery due to loosening of the prosthesis and chronic pain. In addition, one patient required a neurolysis of the ulnaris nerve, one developed a neobursa, and one had extensive swelling and blistering. The time interval between injury and treatment appeared to have an effect on results. Thirty-five patients were treated within the first 5 days after accident and showed better results than the 40 patients who were treated after 5 days. Conclusions: Comminuted radial head fractures with elbow instability can be treated well with a modular radial head prosthesis, which restores stability in acute treatment. The modular radial head arthroplasty used in this study showed promising findings in short to midterm results.
Generation of Relative Referring Expressions based on Perceptual Grouping

Past work of generating referring expressions mainly utilized attributes of objects and binary relations between objects. However, such an approach does not work well when there is no distinctive attribute among objects. To overcome this limitation, this paper proposes a method utilizing the perceptual groups of objects and n-ary relations among them. The key is to identify groups of objects that are naturally recognized by humans. We conducted psychological experiments with 42 subjects to collect referring expressions in such situations, and built a generation algorithm based on the results. The evaluation using another 23 subjects showed that the proposed method could effectively generate proper referring expressions.
Expression of a stable articular cartilage phenotype without evidence of hypertrophy by adult human articular chondrocytes in vitro

Chondrocytes that were isolated from adult human articular cartilage changed phenotype during monolayer tissue culture, as characterized by a fibroblastic morphology and cellular proliferation. Increased proliferation was accompanied by downregulation of the cartilage‐specific extracellular matrix proteoglycan, aggrecan, by cessation of type‐II collagen expression, and by upregulation of type‐I collagen and versican. This phenomenon observed in monolayer was reversible after the transfer of cells to a suspension culture system. The transfer of chondrocytes to suspension culture in alginate beads resulted in the rapid upregulation of aggrecan and type‐II collagen and the downregulation of expression of versican and type‐I collagen. Type‐X collagen and osteopontin, markers of chondrocyte hypertrophy and commitment to endochondral ossification, were not expressed by adult articular chondrocytes cultured in alginate, even after 5 months. In contrast, type‐X collagen was expressed within 2 weeks in a population of cells derived from a fetal growth plate. The inability of adult articular chondrocytes to express markers of chondrocyte hypertrophy has underscored the fundamental distinction between the differentiation pathways that lead to articular cartilage or to bone. Adult articular chondrocytes expressed only hyaline articular cartilage markers without evidence of hypertrophy.
Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations

This study examined elementary school students’ perceived support for recreational reading from their mothers, fathers, and friends. Participants, including 130 fourth graders and 172 fifth graders, completed the researcher-developed Reading Support Survey, which assesses how often children experience and how greatly they enjoy multiple types of reading-supportive behaviors. The survey was based on a synthesis of quantitative, qualitative, and mixed-methods research on older children’s experiences of support for recreational reading. Theories emphasizing the importance of social factors in the development of reading motivation and attitudes and domain-general theories of motivation and social support also influenced the survey design and study hypotheses. Perceived reading support showed four underlying dimensions, two reflecting source of support and two reflecting type of support as the organizing element. Hierarchical multiple regression analyses demonstrated that perceived parent and friend support each contributed uniquely to the prediction of multiple dimensions of self-reported reading motivation and frequency, controlling for reading achievement, gender, and grade level. Children perceived greater reading support from their mothers than from their fathers or friends. There were few differences in perceived reading support, reading motivation, or habits by gender or grade level. The findings of this study expand the research base on the relations of children’s experiences of parental support for reading with reading motivation and activity, which has largely focused on preschool and primary-grade children, to older children.