Miracle-dz/UniFAR-FTUs huggingface dataset:
Shifting the primary focus: assessing the case for dialogic education in secondary classrooms

Dialogic theories and practices in education have grown over the last decade; in the United Kingdom, however, most research in the field has been carried out in primary schools. Six leading academic researchers in the field are interviewed to explore the reasons for this primary bias to date, and their perceptions of both the difficulties and the potential benefits of dialogic education in secondary schools. Primary schools are portrayed as having greater flexibility and a more holistic approach that is conducive to dialogue; secondary schools, as restricted by organisational, psychological and assessment pressures. These issues are seen as significant but not insurmountable; furthermore, a consensus emerges about the validity and necessity of dialogic approaches in secondary schools. Distinct affordances are suggested and explored. The case is then made for greater research and practice of dialogic secondary education: away from the study of individual subjects as unitary and segregated bodies of knowledge, and towards encouraging dialogues within and across academic subjects as a way of increasing students’ motivation, enriching their learning, and promoting more flexible thinking.
Supernatural beliefs: Adaptations for social life or by-products of cognitive adaptations?

In this paper, we discuss the limits of the traditional view that supernatural beliefs and behaviors are adaptations for social life. We compare it to an alternative hypothesis, according to which supernatural thinking is a secondary effect of cognitive predispositions originally shaped for different adaptive reasons. Finally, we discuss the respective role of such predispositions and socio-cultural factors in shaping and promoting the diffusion of supernatural beliefs.
INHIBITION OF THE BIOSYNTHESIS OF THE PYRIMIDINE PORTION OF THIAMINE BY ADENOSINE

Moyed, H. S. (Harvard Medical School, Boston, Mass.). Inhibition of the biosynthesis of the pyrimidine portion of thiamine by adenosine. J. Bacteriol. 88:1024–1029. 1964. —The bacteriostatic effects of adenosine and several other purines on Aerobacter aerogenes can be overcome by either thiamine or the pyrimidine portion of thiamine. Adenosine causes almost complete cessation of the synthesis of the pyrimidine and consequently also of thiamine. However, synthesis of deoxyribonucleic acid, ribonucleic acid, and protein persists in the absence of thiamine synthesis until a three-or fourfold increase has occurred, indicating that A. aerogenes has a surplus supply of either thiamine or the pyrimidine. The failure of cells to continue production of the thiazole portion of thiamine when the synthesis of the pyrimidine is blocked indicates that control over the thiazole is exerted by the thiazole itself rather than by the intact thiamine molecule. Bacteria blocked in the synthesis of the pyrimidine either as the result of mutation or because of inhibition by adenosine excrete an intensely fluorescent, but as yet unidentified, compound. The fluorescent compound bears the nutritional relationship to the pyrimidine characteristic of that between an intermediate and an end product: an excess of the pyrimidine prevents its formation, whereas a deficiency of the pyrimidine greatly stimulates its formation. Adenosine inhibition of the synthesis of the pyrimidine is partially relieved by histidine or succinate. It is suggested that these compounds either bypass the blocked reaction or participate in the detoxification of adenosine.
Identification of a Human Decapping Complex Associated with hUpf Proteins in Nonsense-Mediated Decay

ABSTRACT Decapping is a key step in general and regulated mRNA decay. In Saccharomyces cerevisiae it constitutes a rate-limiting step in the nonsense-mediated decay pathway that rids cells of mRNAs containing premature termination codons. Here two human decapping enzymes are identified, hDcp1a and hDcp2, as well as a homolog of hDcp1a, termed hDcp1b. Transiently expressed hDcp1a and hDcp2 proteins localize primarily to the cytoplasm and form a complex in human cell extracts. hDcp1a and hDcp2 copurify with decapping activity, an activity sensitive to mutation of critical hDcp residues. Importantly, coimmunoprecipitation assays demonstrate that hDcp1a and hDcp2 interact with the nonsense-mediated decay factor hUpf1, both in the presence and in the absence of the other hUpf proteins, hUpf2, hUpf3a, and hUpf3b. These data suggest that a human decapping complex may be recruited to mRNAs containing premature termination codons by the hUpf proteins.
Older prisoners—A challenge for Australian corrections

Historical data indicate that the number of older people in Australian prisons is increasing (ABS 2010b). Researchers, policymakers and corrections administrators have yet to reach a consensus as to what constitutes an 'older offender' and definitions vary substantially, ranging from 45 years and above to 65 years and above (eg Stojkovic 2007; Yorston and Taylor 2006). The issue of definition is essential for comparative research and a lack of consensus can impede the development of a sound evidence base concerning older prisoners and related issues, such as offence types, recidivism rates, health concerns and prison management issues. Heckenberg (2006) suggests that any functional definition must also avoid bundling 'older prisoners' together as a homogenous group and in doing so, neglecting individual characteristics and needs.
Everyday urban encounters as stratification practices

Geographies of urban encounter explore how people live with difference in contemporary, super-diverse cities. For a deeper understanding of the role of encounters for living with cultural and social differences, we conceptualise encounters as manifestations of Foucauldian micro-mechanisms of power conducted by affects. Affects, understood as complex, reflexive states of being, are direct responses to social or environmental stimuli. Our main point is that affects have a great impact on situational struggles for interactional dominance as expressions of power. On the empirical basis of video-recorded chance interactions in Berlin and focus groups we analyse the influence affects display in mutual negotiations of power as situational stratifications between interlocutors. As our main result we conclude that spaces of mundane transgression emerge out of the impact of affects, which can be observed in moments of situational stratification on account of the influence that affects can have on passers-by.
Team Interaction and the Emergence of Leadership and Interpersonal Attraction in Field Hockey

This study quantified the interaction channels used by intercollegiate field hockey teams and compared these to Bavelas' centrality index and the emergence of leadership/interpersonal attraction. Interaction frequencies, defined as passes to teammates, were determined for each playing position for three teams (N = 37) using 4-3-2-1-1, 5-3-2-1, and 4-2-3-1-1 structural systems. Members of four teams for each system (N = 177) then rated each teammate on leadership and attraction. Analyses of variance showed leadership and attraction differences among low, moderate, and high interactors (p < .05), but these differences disappeared when goalies were eliminated from the analysis. Thus, high-interaction frequencies were not indicative of high leadership and attraction ratings. Only “leadership,” “years on the varsity,” and “attraction” were found to discriminate between captain and noncaptains. The results suggest that for highly dynamic tasks functional centrality and task independency are perhaps more importa.
Teaching Culture: Perspectives in Practice

1. Introduction to Teaching Culture 2. The Cultural Experience 3. Defining Culture 4. Language-and-Culture 5. Cultural Products 6. Cultural Practices 7. Cultural Perspectives 8. Cultural Communities 9. Cultural Persons 10. Culture Learning Outcomes 11. The Culture Learning Process 12. Teaching Culture
Illuminating light field: image-based face recognition across illuminations and poses

We present an image-based method for face recognition across different illuminations and different poses, where the term 'image-based' means that only 2D images are used and no explicit 3D models are needed. As face recognition across illuminations and poses involves three factors, namely identity, illumination, and pose, generalizations from known identities to novel identities, from known illuminations to novel illuminations, and from known poses to unknown poses are desired. Our approach, called the illuminating light field, derives an identity signature that is invariant to illuminations and poses, where a subspace encoding is assumed for the identity, a Lambertain reflectance model for the illumination, and a light field model for the poses. Experimental results using the PIE database demonstrate the effectiveness of the proposed approach.
Feeling bad: antecedents and consequences of negative emotions in ongoing change

This paper examines how and why ongoing organizational change is experienced emotionally on an everyday basis and identifies important consequences of such emotional experiences. Three main antecedents to negative emotions in ongoing change are proposed: perceptions of an insecure future; perceptions of inadequate working conditions; and perceptions of inadequate treatment by the organization. Two outcome variables are identified: trust in the organization and withdrawal from the organization. The model is tested with cross-sectional and follow-up data from a field study. Regression and path analysis reveal that: a) ongoing changes are associated with negative emotions; b) this relationship between ongoing changes and emotions is mediated by the three proposed antecedents; and c) negative emotions predict employee lack of trust and employee withdrawal, both immediately and one month later. Copyright © 2005 John Wiley & Sons, Ltd.
An Application of Attribution Theory to Clinical Judgment

The current article presents an application of attribution theory to clinical judgment, with a focus on the theory’s application to clinical judgments of violence risk assessment. While attribution theory has been applied to many diverse fields of human behavior, a comparatively limited level of research and discussion has been raised regarding its application to the very relevant and practical study of clinical decision making (Elbogen, 2002). The current article argues that is not only important for practicing clinicians to understand the way in which their client attributes causality to their behaviour in order to improve upon the effectiveness of therapeutic interventions, but also emphasizes the importance of recognizing and understanding the way in which the clinician attributes causality to the clients behaviour, and how this may affect the development of suitable therapeutic interventions and risk management plans. Through better understanding the effects of attribution on clinical judgments of violence risk assessment, it is argued that improvements to the effectiveness of clinical judgments in violence risk assessment may be possible.
Stress and the Instructional Environment.

IN THEIR REVIEW OF EMPIRICAL research across content areas, Gaudry and Spielberger (1971) reported that anxiety was generally associated with low achievement at all academic levels. Researchers have investigated the inter action between anxiety and instruction particularly closely in the context of computer-assisted instruction. A series of studies in which different compo nents of the software were systemati cally altered (for example, the amount of feedback provided to students) was used to examine the effects of instruc tional method on the academic achieve ment of highversus low-anxiety stu dents (Sieber, O'Neil, and Tobias 1977). A detailed analysis of these studies lead Tobias to formulate a model identi
Pathways and Labyrinths: Language and Education in Development

Because much education through ESL takes place in broader contexts of development, this article explores the links between areas often dealt with separately, namely, language, literacy, education, and development, particularly national economic development. We characterise the contrasting histories of rich and poor countries and discuss definitions of development, poverty, literacy, and L1. We review evidence showing that education and literacy are more effectively achieved in a known language, and that effective education contributes to both economic and human development. Education in poor countries, however, is ineffective, one reason being that students have an insufficient understanding of the instructional medium (typically English or French). Unfortunately, the status quo is maintained because of political priorities of unification and modernisation, and parental pressure. Development depends on an interdependent complex of economic, social, and educational factors that combine to produce vicious or virtuous circles: Effective education at the primary level, implying the use of a language understood by the students, is therefore crucial.
Factors Affecting Wealth Accumulation in Hispanic Households

This research addresses differences between Hispanic (N = 2,333) and White (N = 15,521) households in the ownership and allocation of two representative measures of wealth accumulation, stock and homeownership. Using data from the 2008 panel of the Survey of Income and Program Participation, this research estimates a two-stage interaction model to examine differences in both asset ownership and asset allocation decisions. This article established two important findings: (1) results indicate that the negative effects of Hispanic ethnic identity on asset ownership were the result of disadvantaged positions of Hispanic households in the distribution of financial, immigration-related, and demographic characteristics, and (2) once ownership was controlled for, there is no difference in the holdings of stock allocation or home equity between Hispanic and White households.
THE LIMITS OF TECHNOLOGY

Drawing upon the concept of capital and its uneven distribution, as outlined by Bourdieu, the article highlights the importance of social class, occupational status and place in understanding how individuals and communities make use of and benefit from technology in their everyday lives. Based upon quantitative and qualitative research conducted in the city of Sunderland, England, the article addresses the extent and manner to which those in ‘socially excluded’ areas of the city engage with technology, specifically personal computers and the internet and the impact of such engagement upon quality of life and social inclusion. The research indicates that the manner in which technology is experienced by marginalized social groups in this place, does not fit neatly with a dominant discourse of digital inclusion which emphasizes technology as a means for social inclusion, particularly in the realms of civic participation, educational achievement and employment.
Improving Quality of Work Life with Transactional Analysis as an Intervention Change Strategy

Although Transactional Analysis (TA) is a widely used organisational intervention change strategy, little data exists on its relative effectiveness. This research attempts to understand the relationship between TA and QWL. More specifically, can TA improve workers' perceptions of their group processes? Work groups (intact) from a nationwide U.S. company were used in a change intervention. These intact groups were pre-test and post-test measured. The results show a statistically significant difference between the group that received TA training and the group that did not. A systematic programme of TA in an organisational context resulted in an improvement of perceived group processes by organisational members. The positive results of this study provide new insight into workers' perceptions of group processes. Furthermore, it showed that TA is compatible with the increasing interest in QWL. Alors que l'analyse transactionnelle (A.T.) est une technique de changement organisationnel largement repandue, peu de donnees existent sur son efficacite relative. Cette recherche essaie d'explorer la relation existant entre l'A.T. et la qualite de la vie professionnelle. Plus precisement, l'A.T. peut-elle ameliorer la perception que les travailleurs ont de leurs processus de groupe? Des groupes de travail reels d'une entreprise americaine de dimension nationale ont ete l'objet d'une strategie de changement. Ces groupes ont ete sondes avant et apres l'intervention. Les resultats devoilent une difference statistiquement significative entre le groupe qui n'a pas et celui qui a beneficie d'une formation par A.T. Un programme systematique d'A.T. dans un contexte organisational a debouche sur une amelioration de la comprehension de processus de groupe par les membres de l'organisation. Les resultats positifs de cette etude fournissent une vision nouvelle des perceptions des processus de groupe par les travailleurs. Elle montre en outre que l'A.T. est compatible avec l'interet croissant portea la qualite de la vie au travail.
Very early steroid withdrawal or complete avoidance for kidney transplant recipients: a systematic review.

BACKGROUND The safety and efficacy of early steroid withdrawal or avoidance in patients receiving a kidney transplant (KT) are controversial. METHODS We performed a systematic review and a meta-analysis of the randomized controlled studies about steroid avoidance or withdrawal after a few days in patients receiving a KT and treated with antibody induction and cyclosporine (CsA) or tacrolimus (Tac) plus mycophenolate mofetil (MMF) (nine available studies and 1934 participants). RESULTS Death and graft loss (including or excluding death with function) were similar in steroid avoidance and control patients, with no differences between CsA and Tac studies. After steroid avoidance, acute rejection was more frequent than conventional steroid use in CsA trials [risk ratios (RR) 1.59, 95% confidence intervals (95% CI) 1.01-2.49] but not when Tac was used (RR 1.06, 95% CI 0.79-1.42). Steroid avoidance was associated with less frequent new-onset diabetes mellitus, but this decrease was only evident with CsA (RR 0.54, 95% CI 0.30-0.98), whereas this difference was not significant analysing Tac studies (RR 0.75, 95% CI 0.32-1.77). Despite this trend, the corresponding interaction tests were not statistically significant (P = 0.140 and P = 0.535, for acute rejection and new-onset diabetes mellitus, respectively). Serum creatinine, creatinine clearance, mean blood pressure, serum cholesterol and serum triglycerides were similar in both groups. CONCLUSIONS Steroid avoidance or early withdrawal within the first 2 weeks is safe in KT recipients receiving induction with anti-interleukin-2 receptor antibodies or thymoglobulin and a drug regimen based on calcineurin inhibitor and MMF. However, the real benefits remain unclear.
Designing E-learning Interactions in the 21st Century: revisiting and rethinking the role of theory

In this article, I shall consider research and development in e-learning in terms of learning processes and interactions that are stimulated, supported and favoured by innovative educational technologies. I examine relationships between learning theory and interaction design by reviewing and critiquing a relevant selection of work that has been undertaken in the last 50 years. Implicit in this review is the development of an argument that emphasises the role of collaborative dialogue and discourse in the learning process, with particular reference to Vygotsky’s theory of the development of higher mental processes. In evaluating the roles that computers can play in supporting effective educational interaction, the importance of dialogue models and dialogue games is proposed; and the implications which these paradigms hold for how we actually conceive of design are articulated. E-learning: half a century of design The notion that ‘electronic learning’ is a recent initiative is a popular misconception. Arguably, electronic learning (hereafter e-learning) started in the 1950s. We should be mindful of this and initiatives since then when we consider the current feverish interest and activity in exploiting maturing Internet technologies, particularly in the context of open and distance learning (ODL) and to design virtual learning environments (VLEs), on-line courses, virtual universities and the like. Are these initiatives properly exploiting the highly interactive, communicative and participative possibilities provided by contemporary technologies? Or are we simply replicating or augmenting ‘conventional’ approaches to teaching and learning, locally or at a distance, in ways that downplay the opportunity to re-evaluate ‘what it actually takes to learn’ and thus ignoring ways of developing more innovative and improved pedagogical practices. I suggest that we should step back from the more practical and institutional concerns for a moment and focus on more fundamental issues concerning the learning processes and interactions that are, or can be, supported by innovative educational technologies. This focus is relevant to all levels of education. I argue
Quantifying Quality: The importance of student feedback

Higher education institutions throughout the United Kingdom are now scrutinised by assessors from the Quality Assurance Agency. The Agency's mission is to promote public confidence that quality of provision and standards of awards in higher education are being safeguarded and enhanced. This paper focuses initially on the subject review results and reports for the mathematics, statistics and operational research aspect of provision. Of the six areas that are graded, the one which consistently produces the poorest results is quality management and enhancement. The most common reasons why institutions lose marks in this category are identified and the second biggest area of weakness, namely, seeking and implementing student views, is examined in the context of a survey carried out by the Educational Development Unit at the University of Ulster. It is evident that student evaluation, whether of courses, teaching quality or the overall student experience, is extremely important and has a significant role to play in the quality assurance process. Finally, recent initiatives are reported that attempt to raise the profile of teaching and learning and reward staff committed to excellence in teaching.
Relationship satisfaction as a predictor of similarity ratings: A test of the attraction-similarity hypothesis

The attraction-similarity hypothesis predicts that in ongoing relationships projection of the self onto the other person is the result of the attraction (e.g., satisfaction, liking, loving) between the two individuals. That is, attraction (i.e., satisfaction) leads to perceptions of similarity. Two studies tested this hypothesis in same-sex friendships. Study 1 correlated individuals’ satisfaction with an ongoing friendship with perceptions of similarity on traits and behaviors. Study 2 used a priming method to manipulate satisfaction in an ongoing friendship and then tested for perceptions of similarity. Consistent with the attraction-similarity hypothesis, the more satisfied individuals were with their friendships the more similar they perceived their friends to be to themselves. These perceptions of similarity were not predicted by the duration or closeness of the friendship. Finally, perceptions of similarity were made in a self-serving fashion. The implications for close relationships are discussed.