Miracle-dz/UniFAR-FTUs huggingface dataset:
The third visual complex of rhesus monkey prestriate cortex.

1. Two independent but neighbouring visual areas, V3 and V3A, sharing a common cytoarchitectural plan, but in each one of which the visual fields are separately represented, have been studied anatomically, functionally, and in combined anatomico‐physiological experiments. 2. The properties of single cells in the two areas are so similar, judged by the techniques used in this study, that it is often impossible to tell whether any one penetration was sampling from cells in V3 or V3A. This is especially so if the cells have receptive fields in the lower hemi‐quadrants, since the vertical meridian of the lower visual fields is represented along the V3‐V3A boundary and since a transition from V3 to V3A along this border is not accompanied by a shift in receptive field positions of cells. 3. Since the visual fields, including the vertical meridian, are separately represented in these two areas, and since regions of vertical meridian representation are callosally connected, a simple and certain method of specifying the boundary between V3 and V3A is to examine the degeneration following section of the callosal splenium. A heavy patch of degeneration then marks the V3‐V3A boundary. Within this patch, however, is a sub‐patch containing fewer callosal fibres, or none at all. The boundary between V3 and V3A was taken to be at this subpatch. 4. Since the horizontal meridian is represented at the V2‐V3 boundary, and since V1 projects to both these areas, sending coarse fibres to V3 and fine fibres to V2, it was found that the boundary between V2 and V3 could be precisely drawn by making a lesion in the horizontal meridian representation in V1 and noting where, in the prestriate cortex, fine fibres give way to coarse ones, without an intervening gap. 5. Double tracer anatomical experiments, in which tritiated proline was injected into V1 of animals whose callosal splenium had been sectioned, showed that whereas V3 receives a direct input from V1, V3A does not. V3A, instead, was found to receive an input from V3. Double tracer anatomical experiments were undertaken to study a possible input from V2 to V3A. Although such experiments did not reveal a direct input from V2 to V3A, they were not entirely conclusive. 6. The vast majority of cells in V3 and V3A were binocularly driven, without obvious monocular preferences. Some cells, however, though responding to stimulation of the individual eyes, summated their responses to binocular stimulation. Others responded only when both eyes were simulataneously stimulated. In any oblique penetration, cells preferring binocular stimulation only occurred either singly or in groups. 7. In an oblique penetration, the shift from a cell responding to binocular stimulation only to one responding equally well to stimulation of either eye was not necessarily accompanied by a shift in orientational preferences, shifts in the former.
"That Was Then, This Is Now!" Paraprofessional Supports for Students With Disabilities in General Education Classrooms

Increasingly, paraprofessionals are being employed to support a wide array of students with disabilities in general education classrooms. This descriptive study, based on quantitative and qualitative data from 215 school personnel in 4 schools, provides a portrait of issues and concerns about paraprofessional supports that have implications for other schools. In addition to demographic and quantitative information about paraprofessionals' roles, the study presents 7 themes based on interviews and observations in the schools. Each of the themes addresses a different aspect of the evolution of paraprofessionals services in these 4 schools. The 7 themes address (a) increases in paraprofessional services, (b) hiring challenges, (c) turnover, (d) paraprofessional role shift to instruction, (e) paraprofessional assignments, (f) insufficient training, and (g) academic skillfulness concerns. The study concludes with practical implications for schools and suggestions for future research, which focus on student outcomes.
Beyond New Public Governance

This article proposes a value-based model for performance management, governance, and public service leadership development. There are three distinguishing features of this model. First, the model is the product of considerable research and curricular “field-testing” with academic partners in the United States, China, Vietnam, and Japan. Second, the model deliberately integrates an emphasis on values, leadership, management, and governance into an organic framework that addresses many of the criticisms that have been made of New Public Management. Third, the model incorporates differences in the values and structures of authority among political settings, thus making it applicable across a wide variety of regimes.
Hydrogeology and Framing Questions Having Policy Consequences

Assessing the hydrogeological modeling at the Yucca Mountain and Maxey Flats nuclear repositories reveals a number of important ways in which theory choice can go wrong. The two cases suggest that there are at least six important criteria for evaluating the suitability of scientific models to be used for predictions intended to serve public policy. More generally, the paper argues that applied philosophy of science, as practiced in environmental policymaking, requires one to employ ethical rationality as well as scientific rationality, to heed the advice of the moral philosopher, not merely that of the epistemologist or philosopher of science.
The Need to Measure and Manage the Cumulative Impacts of Resource Development on Public Health: An Australian Perspective

Australia is home to several resource-intensive regions that feature vast mineral, ore and/or coal deposits pooled in one physical location (Figure 1). These areas are usually character‐ ised by multiple mediumto large-scale extraction and processing facilities, and typically in‐ clude extensive road, rail and port infrastructure. The Australian resources sector has been defined by the Commonwealth of Australia [1] as:
Reorder user's tweets

Twitter displays the tweets a user received in a reversed chronological order, which is not always the best choice. As Twitter is full of messages of very different qualities, many informative or relevant tweets might be flooded or displayed at the bottom while some nonsense buzzes might be ranked higher. In this work, we present a supervised learning method for personalized tweets reordering based on user interests. User activities on Twitter, in terms of tweeting, retweeting, and replying, are leveraged to obtain the training data for reordering models. Through exploring a rich set of social and personalized features, we model the relevance of tweets by minimizing the pairwise loss of relevant and irrelevant tweets. The tweets are then reordered according to the predicted relevance scores. Experimental results with real twitter user activities demonstrated the effectiveness of our method. The new method achieved above 30% accuracy gain compared with the default ordering in twitter based on time.
Reconsidering Worklife Balance Debates: Challenging Limited Understandings of the Life Component in the Context of Ethnic Minority Women's Experiences

This article argues for a broader, more diverse approach to the life component of the worklife balance equation. This is discussed within the context of ethnic minority women's experiences of balancing their work and personal life, contending that there are restrictions in our understanding of lives that may fall outside the standard white western model. A key aim of this work is to question existing understandings of worklife balance debates that focus almost exclusively on gender and childcare, ignoring issues around ethnicity, culture and religion. A social constructionist framework was adopted for this study, which acknowledges an interaction between structure, culture and agency. Primary data were collected in the form of semi-structured, in-depth interviews with 26 minority female participants, 15 ethnic minority men, eight white women and six white men, all employed across a range of industries and occupations. Although the focus of this paper primarily lies with ethnic minority women's experiences, data from ethnic minority men, white women and men are incorporated in the analysis where appropriate or useful. The empirical data have indicated that both white and ethnic minority women struggle with balancing work and personal life demands to a greater extent than their male counterparts. However, an ethnicity or cultural dimension was apparent, as ethnic minority women often had to deal with additional cultural, community or religious demands. It is argued, nevertheless, that a deeper understanding of the diversity within groups is necessary to avoid essentializing experiences and needs. By acknowledging different forms of life, a more realistic analysis can take place which can inform organizational policy and practice.
Preschool follow-up of infants of dysphoric mothers

Observed dysphoric (chronically but not clinically depressed) mothers with their infants from 3 months following birth to the preschool stage (M = 3.9 years). The infants of dysphoric mothers had lower interaction ratings and lower heart rate variability. At the preschool stage, the dysphoric dyads also had lower interaction ratings, and the dysphoric mothers rated their preschool children as being more vulnerable and having more internalizing (depressed) and externalizing problems (aggressive and destructive). Only the internalizing and externalizing problems at preschool age were significantly related to infancy stage measures, including the Profile of Mood States (mothers' depressed mood), the infants' interaction ratings, and heart rate range during interactions with a stranger and the infants' weight. These infancy variables may be early markers for later behavior problems.
Critical Reflection and Management Education: Rehabilitating Less Hierarchical Approaches

In response to the growing interest in applying a more critical perspective within management education, this article proposes an approach thatwould reflect critical principles in both its contents and its methods. The essential characteristics of a critical approach to management education are summarized, followed by a discussion of the significance of educational methods and of the ways in which less hierarchical methods in particular could, with some provisos, provide the basis for a critical management pedagogy. The article ends by drawing attention to some of the potential pitfalls of introducing management students to a critical perspective.
Machiavellianism and personal success in marketing: The moderating role of latitude for improvisation

According to theory, the success of Machiavellians rests, in part, on the situational factor “latitude for improvisation”—the freedom to improvise in order to successfully manipulate others. In their study of Machiavellianism and marketing, Hunt and Chonko concluded that Machiavellianism is unrelated to success; however, the analysis did not include latitude for improvisation as a moderating variable. The data are reanalyzed with a measure of latitude for improvisation included. Theory predicts that Machiavellianism is positively related to success when latitude for improvisation is high. The results of this analysis suggest that Machiavellianism is unrelated to personal success in marketing when latitude for improvisation is high but is negatively related to success when latitude for improvisation is low.
Ideology in Consumer Research, 1980 and 1990: A Marxist and Feminist Critique

This article presents textual evidence drawn from the 1980 and 1990 volumes of the Journal of Consumer Research (NCR) to demonstrate the dominance of masculine ideology in consumer research. Through both Marxist and feminist perspectives, it argues for the recognition and inclusion of previously muted voices and invisible constituencies, especially those of groups currently excluded from achieving social and economic equality. Copyright 1993 by the University of Chicago.
Teaching composing in secondary schools: the creative dream

Composing is an obligatory activity at Key Stage 3 in the present National Curriculum in music for England and for Wales. The research programme, based on field visits, seminars and questionnaires, seeks to identify a basis for effective classroom practice through direct observation of experienced teachers and their pupils in twenty-six State secondary schools across England. Visits have also been made to Northern Ireland, Scotland and Wales. Group-work is the dominant working method in most secondary schools. Much time is at present wasted in group-work and it contributes significantly to stress in both teachers and pupils. Composing is largely an individual activity and this is insufficiently acknowledged or planned for at Key Stage 3. Too many teachers use methods inappropriate to the resources available to them. There are problems of progression and preservation of pupils' work. Despite these problems there is strong evidence that many children enjoy composing activities in school and compose music in and out of school for a variety of reasons and occasions. Composing is firmly established in our music education curriculum and provides a unique feature of practice in the United Kingdom. When composing is taught well, pupils look forward to their music lessons in the secondary school and approve of and enjoy composing activities.
Applicability of a genetic signature for enhanced iloperidone efficacy in the treatment of schizophrenia.

OBJECTIVE To demonstrate how several polymorphisms previously associated with the efficacy of the novel antipsychotic iloperidone could be used together to predict clinical response and provide practical information for individualized treatment. METHOD This inpatient randomized, double-blind, placebo- and ziprasidone-controlled, 28-day study of the efficacy of iloperidone was conducted from November 2005 to September 2006. Likelihood ratios, predicted probabilities of response, and number needed to treat were calculated for patients with schizophrenia (DSM-IV criteria) using 6 genetic markers of iloperidone response as measured by change in the Positive and Negative Syndrome Scale-Total (PANSS-T) score. Data analysis was performed on 409 patients of various ethnic origins. RESULTS The 6-marker genotype combinations defined 4 groups of patients with distinct probabilities of response. More than 75% of iloperidone-treated patients in the group with the optimal genotype combinations showed a 20% or greater improvement, compared with 37% for patients with other genotypes. These patients had a significant response by the first week of treatment, which was earlier than for patients with other genotype combinations. The odds of responding to iloperidone treatment with at least 20% improvement ranged from 2.4 to 3.6 for patients with 1 of the 6 favorable single-marker genotypes. The odds increased to 9.5 or greater for patients with the most favorable 6-marker combinations. The difference in PANSS-T score improvement observed between the genotype groups was also seen for the positive, negative, and general psychopathology PANSS subscales. The relationship between treatment efficacy and genotype combinations was not observed for patients treated with ziprasidone. CONCLUSION These results illustrate the combined use of genetic markers to predict enhanced response to iloperidone and support the application of pharmacogenetics to differentiate medication options and improve individualized treatments for schizophrenia. TRIAL REGISTRATION (ClinicalTrials.gov) Identifier: NCT00254202.
A rapid ischemia-induced apoptosis in isolated rat hearts and its attenuation by the sodium-hydrogen exchange inhibitor HOE 642 (cariporide).

Apoptosis is a potentially important myocardial response to pathology including ischemia and reperfusion. Na-H exchange (NHE) represents an important mechanism for mediating such injury. The present study was done to determine if NHE inhibition can affect early apoptosis in an acute model of ischemia and reperfusion. Isolated rat hearts were subjected to zero-flow ischemia for various durations with or without subsequent 30 min of reperfusion. Nick-end-labelling of biotin-dUTP (TUNEL staining), as well as DNA extraction followed by agarose gel electrophoresis, were used to semiquantify apoptotic cells and identify DNA laddering, respectively. Apoptosis first appeared after 10 min of ischemia and reached a maximum level after 30 min. The number of apoptotic cells after 30 min of ischemia was 31 +/- 3 per 100 high power microscopic fields, whereas in reperfused hearts the number of cells was 34 +/- 3. To determine the effect of NHE inhibition, hearts were pretreated 15 min prior to ischemia with HOE 642, a potent and specific inhibitor of the isoform (NHE-1) found in myocardium. HOE 642 significantly reduced the number of apoptotic cells in the ischemic and reperfused heart to 2 +/- 1 and 6 +/- 1, respectively (P<0.05 from untreated hearts). DNA laddering was not observed with electrophoretic DNA analysis, likely owing to the small number of apoptotic cells involved. Hearts recovered nearly 100% of function in both groups, although there was a significantly higher recovery after 1 and 2 min of reperfusion in those hearts treated with HOE 642. Our study shows that apoptosis, albeit very mild in nature, can be rapidly induced in isolated hearts by a relatively brief period of ischemia without reperfusion, which can be markedly attenuated by the NHE inhibitor HOE 642. The ability of HOE 642 to markedly attenuate apoptosis may be important in terms of understanding the drug's cardioprotective properties as well as the overall role of NHE in heart disease.
Teaching Practice and the Reading Growth of First‐Grade English Learners: Validation of an Observation Instrument

Validation of a classroom observation measure for use with English Learners (ELs) in grade 1 was the focus of this study. Fourteen teachers were observed during reading and language arts instruction with an instrument used to generate ratings of instructional quality on a number of dimensions. In these classrooms we assessed the reading performance of all ELs, as well as a sample of native English speakers, at the beginning and end of the school year. Technical characteristics of the observation measure and the reading growth of ELs are described. The major finding was that observers were able to rate instructional practice in a way that predicted classroom reading growth. Correlations were on the order of . 6 to . 75, indicating a relatively strong relation between ratings of instructional practice and student reading growth. We interpret the relation between classroom instruction and ELs’ reading growth using a framework of measurement validity developed by Messick that proposes an integrated conception of validity. We use the framework to discuss data analysis and interpretation and the potential implications of these interpretations for instruction and for professional development in early reading with ELs.
Known by the Company We Keep: Stigma-By-Association Effects in the Workplace

We integrate the psychological literature on spillover effects in interpersonal perception, the sociological literature on stigma, and the organizational literature on gossip in social networks to develop a model explaining how coworkers evaluate organizational members who interact with stigmatized individuals. We present propositions predicting how coworker characteristics, relationship characteristics, and stigma characteristics influence the likelihood an initially nonstigmatized employee will be negatively evaluated following association with a stigmatized individual. Finally, we discuss implications of the model for organizations trying to foster relationships between organizational members and stigmatized individuals.
The role of the blended action learning facilitator: an enabler of learning and a trusted inquisitor

This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary aspects of this role were: enabling learning, the main focus of which was encouraging participation in online interactions; and acting as a trusted inquisitor, a process involving both supporting and challenging participants in their leadership learning. This study found that the balance between these two roles varied over the course of the blended action learning groups and this led to the identification of five distinct stages of blended action learning facilitation.
The education of teachers of English as a lingua franca: a transformative perspective

The article responds to the emerging need for a general framework forELF (English as a lingua franca) teacher education that would appropriatelyinform and sensitize ESOL (English for speakers of other languages) practi-tioners about ELF teaching matters. The teacher education model put forwardis based on the transformative framework for adult education suggested byMezirow and has five phases. The framework aims at bringing about themuch-needed paradigm shift in postmodern ESOL pedagogy by transform-ing ESOL teachers’ worldviews about English and English language pedagogyand empowering them in bringing about the necessary changes in their ownteaching context.
Recent Progresses in Characterising Information Inequalities

In this paper, we present a revision on some of the recent progresses made in characterising and understanding information inequalities, which are the fundamental physical laws in communications and compression. We will begin with the introduction of a geometric framework for information inequalities, followed by the first non-Shannon inequality proved by Zhang et al. in 1998 [1]. The discovery of this non-Shannon inequality is a breakthrough in the area and has led to the subsequent discovery of many more non-Shannon inequalities. We will also review the close relations between information inequalities and other research areas such as Kolmogorov complexity, determinantal inequalities, and group-theoretic inequalities. These relations have led to non-traditional techniques in proving information inequalities and at the same time made impacts back onthose related areas by the introduction of information-theoretic tools.
Creative Daily Scheduling: A Nonintrusive Approach to Challenging Behaviors in Community Residences

How a person's day is organized contributes to his or her quality of life. Some people choose to go about their day in a highly structured manner, whereas others choose to function in a more unplanned fashion. Many residential programs, however, do not take these types of life-style preferences into consideration when designing daily activity or routine schedules. Guidelines are presented for individualizing each person's daily schedule of routines to reflect better his or her preferred lifestyle. In so doing, increased control over daily life will be offered to each person. Manipulation of an individual's daily routine also represents a nonintrusive, multicomponent strategy for reducing challenging behaviors and increasing meaningful participation in daily life. The routine schedule offers a method of incorporating information from functional analysis into natural contexts across the day. Four dimensions are presented that can be systematically manipulated as independent variables to address challenging behavior in community residences. Examples are presented to demonstrate the application of schedule manipulations.