Miracle-dz/UniFAR-FTUs huggingface dataset:
Branding Territory: Inside the Wonderful Worlds of PR and IR Theory:

The practice of 'branding' has invaded all aspects of public and private life. Increasingly, cities, regions and states are using the services of PR and branding consultants to strengthen their ties with so-called stakeholders, aiming to achieve economic and political benefits. This essay studies the intersection between the two worlds of PR and IR theory; two epistemic communities that have little real contact with each other, despite the fact that they share an interest in concepts such as globalisation, identity and the changing nature of power in international politics. This essay offers numerous concrete examples of the phenomenon of location branding to describe how and why territorial entities have decided to jump on the `brandwagon'. It relates the trend of location branding with some strands of constructivist thinking and explores the possible consequences for the study of nationalism and democracy. In this, it sketches the outlines of a potential new research agenda.
The Flare Activity of Sgr A * New Coordinated mm to X-Ray Observations

Context. We report new simultaneous near-infrared /sub-millimeter/X-ray observations of the SgrA* counterpart associated with the massive 3–4 ×10M⊙ black hole at the Galactic Center. Aims. The main aim is to investigate the physical processes respon sible for the variable emission from
Assessing Reading Skill With a Think-Aloud Procedure and Latent Semantic Analysis

The viability of assessing reading strategies is studied based on think-aloud protocols combined with Latent Semantic Analysis (LSA). Readers in two studies thought aloud after reading specific focal sentences embedded in two stories. LSA was used to estimate the semantic similarity between readers' think-aloud protocols to the focal sentences and sentences in the stories that provided direct causal antecedents to the focal sentences. Study 1 demonstrated that according to human- and LSA-based assessments of the protocols, the responses of less-skilled readers semantically overlapped more with the focal sentences than with the causal antecedent sentences, whereas the responses of skilled readers overlapped with these sentences equally. In addition, the extent that the semantic overlap with causal antecedents was greater than the overlap with the focal sentences predicted performance on comprehension test questions and the Nelson-Denny test of reading skill. Study 2 replicated these findings and also demonstrated that the semantic overlap scores (based on the protocols) predicted recall for stories that were read silently. Together, the findings supported the viability of developing a computerized assessment tool using verbal protocols and LSA.
Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program

Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors among diverse learners. Teachers also need support to successfully implement universal practices as well as to develop and enact plans for supporting students with disruptive behavior. This article describes a universal classroom management program that embeds coaching within the model. The coach supported teachers both in implementing universal strategies and in developing and implementing behavior support plans for students with disruptive behavior. The study evaluates the effectiveness of the behavior support plans and the types of coaching activities used to support these plans. Findings indicated that during meetings with teachers, coaches spent time action planning and providing performance feedback to teachers on their implementation of the behavior support plans. In addition, teachers reduced their rate of reprimands with the targeted at-risk students. Students receiving behavioral supports demonstrated decreased rates of disruptive behavior, increased prosocial behavior, and a trend toward improved on-task behavior. In comparison, a matched sample of students with disruptive behaviors did not demonstrate improved outcomes. Implications for practice are discussed.
Roofless in a steel city: learning from the homeless mentally ill

A small, city-wide clinical outreach service for the homeless mentally ill in Sheffield, UK, attained its present configuration 6 years ago. This paper discusses the lessons learnt in the course of the service's existence. The homeless mentally ill identified by the service have disengaged from the ‘mainstream’ services and society. Most are from disturbed homes, nearly all have had prior contact with psychiatric services and as many as half have served prison terms. As service users, they must be actively sought out and engaged, which places specific demands upon a mental health team: flexibility of approach, patience and a willingness not to judge others' values. Though largely anecdotal, the inferences drawn in Sheffield may have parallels elsewhere, not least since individual lives can turn upon pivotal (‘anecdotal’) encounters and those evinced by the homeless tell us much about society, psychiatry and the values of contemporary healthcare providers. Also, most of the time, the proposed model has been successful.
IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT

Swain's (1985, 1995, 2000) output hypothesis states that language production is facilitative of second language (L2) learning. An important component of the output hypothesis involves pushing learners to produce appropriate, accurate, and complex language (Swain, 1993), which may occur when interlocutors provide learners with negative feedback (Gass, 1997, 2003; Long, 1996; Mackey, in press; Pica, 1994; Swain & Lapkin, 1995). When learners modify their previous utterances in response to negative feedback, learning opportunities are created by both the provision of negative feedback and the production of modified output. Consequently, it is difficult to determine how these interactional features—alone or in combination—positively impact L2 development. The current study examines the impact of negative feedback and learners' responses on English as a second language (ESL) question development, which is operationalized as stage advancement in Pienemann and Johnston's developmental sequence for ESL question formation (Pienemann & Johnston, 1987; Pienemann, Johnston, & Brindley, 1988). Thai English as a foreign language (EFL) learners (n = 60) carried out a series of communicative tasks with native English speakers in four conditions that provided different negative feedback and modified output opportunities and also completed four oral production tests over an 8-week period. Analysis of the treatment data identified the amount of modified output involving developmentally advanced question forms produced by the learners, and analysis of the test data revealed whether the learners' stage assignment changed over time. Logistic regression indicated that the only significant predictor of ESL question development was the production of modified output involving developmentally advanced question forms in response to negative feedback.I am grateful to Alison Mackey for her insightful comments on this paper and on the dissertation research on which it is based. I also thank Rhonda Oliver, Jeff Connor-Linton, Jennifer Leeman, Jenefer Philp, Ana-Maria Nuevo, and the anonymous SSLA reviewers for their valuable comments. Any errors, of course, are my own.
A rival for Babcock's star: the extreme 30-kG variable magnetic field in the Ap star HD 75049

The extraordinary magnetic Ap star HD 75049 has been studied with data obtained with the European Southern Observatory Very Large Telescope and 2.2-m telescopes. Direct measurements reveal that the magnetic field modulus at maximum reaches 30 kG. The star shows photometric, spectral and magnetic variability with a rotation period of 4.049 d. Variations of the mean longitudinal magnetic field can be described to first order by a centred dipole model with an inclination i = 25 ◦ , an obliquity β = 60 ◦ and a polar field Bp = 42 kG. The combination of the longitudinal and surface magnetic field measurements implies a radius of R = 1.7 R� , suggesting that the star is close to the zero-age main sequence. HD 75049 displays moderate overabundances of Si, Ti, Cr, Fe and large overabundances of rare earth elements. This star has the second strongest magnetic field of any main-sequence star after Babcock’s star, HD 215441, which it rivals.
Analytic Method to Calculate and Characterize the Sag and Tension of Overhead Lines

The mechanical behavior of overhead conductors is described by a catenary function, stress-strain relations, the relation among three types of strains, and a tension balance equation. These functions are consolidated to form a single equation. The tension of a conductor in a ruling span is determined by solving this equation. It is a polynomial function of degree 4 or less and can be easily solved in Excel or by a simple code. For some special cases, analytical solutions can be found. This method is versatile. It covers a broad range of engineering applications, such as producing a stringing chart, establishing tension-temperature relations after load, determining the effect of creep, calculating the thermal-knee point, performing auto sagging, evaluating the temperature gradient effect, etc. It is also a powerful R&D tool, providing great insight into the mechanical behavior of overhead conductors. Many interesting features of conductors can be revealed or verified by it. The method aids in the investigation of the abnormality or failure of conductors observed in the field and in laboratories.
Foundations for Highly Available Content-Based Publish/Subscribe Overlays

Content-based publish/subscribe overlays offer a scalable messaging substrate for various event-based distributed systems. In an enterprise environment where service level agreements(SLAs) are strictly enforced, maintaining high availability and efficiency of the broker overlay is critical. To support these requirements, a set of three primitive operations are proposed to allow arbitrary transformations of an overlay to an optima lone, and two additional primitives are developed to enable ondemand adjustments when there are permanent or transient failures. Both sets of primitive operations minimize disruption by preserving message delivery guarantees even as the overlay topology changes, requiring no overhead when the overlay is not being modified, operating on a fixed neighborhood of brokers regardless of the size of the overlay, and completing quickly under a variety of conditions.
The aspiration for social distinction: Malaysian students in a British university

This article reports on research exploring the extent to which a group of Malaysian students in a British university expect to secure a competitive edge in the positional race for jobs, income and status. It explores the students’ understandings of a good job and success, as well as their perceived chances of fulfilling their aspirations. Qualitative, semi‐structured interviews were conducted with 10 students. Interviewees assumed a direct link between a prestigious UK degree and better material and status incentives. Felt obligations to ensure inter‐generational mobility shaped their life projects. Private sector work and global labour mobility were particularly attractive for participants from ethnic minority backgrounds. While interviewees were confident of achieving their goals, some uncertainties were felt. The article concludes with suggestions for future research on middle‐class practices of distinction in the global education marketplace.
An Improved Superjunction Structure With Variation Vertical Doping Profile

An analysis of an improved superjunction structure with variation vertical doping profile (VVD-SJ) is presented in this brief. It features a better tradeoff between breakdown voltage (BV) and specific ON-resistance (Ron) than the prior art, due to a higher average doping concentration in columns. A simple 2-D electric field model of the VVD-SJ structure is derived based on charge superposition principle. Optimized results show that the specific ON-resistance of the VVD-SJ structure is reduced by ~10%, compared with the SJ one under the same BV and aspect ratio. The mainstream multiple epitaxial growth and implantation technology is suitable to fabricate the VVD-SJ power MOSFET without extra process cost.
Portraying Tiger Woods: Characterizations of a "Black" Athlete in a "White" Sport

Communication and sport scholars have built a large body of research concerning descriptions employed about White and Black athletes in the media, but Tiger Woods, being part Black, represents a new type of challenge when assessing stereotypes of athletes. This study employs a database of 2,989 descriptors and classifies these evaluations into 11 categories for analysis. Results indicate that Tiger Woods was portrayed as being more likely to succeed because of experience than were other golfers. Additionally, Woods was characterized as failing because of loss of concentration and composure, whereas other golfers were not described in these termsas frequently. There was also a decreased frequency of comments regarding Woods' body as compared to other golfers. As a result, the reasons for Woods' success do not fit traditional stereotypes of the Black athlete, but the explanations for failure did match previously studied Black stereotypes. When Woods won, he was not portrayed as Black, but when he was not as successful he was more likely to be characterized using traditional stereotypes of Black athletes. Implications are drawn at the methodological, pedagogical, and applied levels. sport Tiger Woods ethnicity media golf
Impulse response analysis of the Van Nuys 7‐storey hotel during 11 earthquakes and earthquake damage detection

Wave travel times of vertically propagating waves are measured in the Van Nuys 7‐storey hotel, located in the Los Angeles metropolitan area, from impulse response functions computed by deconvolution of the recorded earthquake response. East‐West response data from 11 earthquakes over a period of 24 years are analysed. Changes in wave travel times are used to infer about local (between sensors) and global changes of structural stiffness, from one event to another, and with time during the earthquakes that damaged the building (San Fernando and Northridge). Also, wave travel times are used to estimate the fundamental fixed‐base frequency of the building, f1, which is compared with independent estimates of the soil–structure system frequency fsys during the same earthquakes and during five ambient vibration tests. The analysis shows that monitoring only the changes of fsys can be misleading for structural health monitoring and can lead to erroneous alarms, while monitoring changes of f1 over suitably chosen time windows (before, during, and after excitation by strong earthquake motions) can be a powerful and robust tool for structural health monitoring. It is concluded that, under favourable conditions, this method can be used as a tool for global and local structural health monitoring. Copyright © 2007 John Wiley & Sons, Ltd.
Activity‐specific barriers to recreation participation

Abstract This paper represents a contribution to the small but growing body of literature that directly examines reasons for nonparticipation or barriers to participation in recreation. Unlike most previous studies, in which the emphasis has been on the attributes of nonparticipants, the present study examines differences in barriers among nine categories of recreational and leisure activity. Nonparticipants are defined as those people who identify a recreational activity in which they would like to participate but currently do not participate. Fifteen specific barriers are examined, including time, money, opportunity, knowledge, ability, overcrowding, lack of partners, shyness, and lack of transportation. Barriers to participation that are both most important to and best discriminate between groups of survey respondents defined according to their recreational desires are identified.
A role for TSLP in the development of inflammation in an asthma model

Thymic stromal lymphopoietin (TSLP) is a cytokine that promotes CD4+ T cell homeostasis. We now demonstrate that TSLP is required to mount a normal CD4+ T cell–mediated inflammatory response. TSLP acts directly on naive, but not, memory CD4+ T cells, and promotes their proliferation in response to antigen. In addition, TSLP exerts an effect indirectly through DCs to promote Th2 differentiation of CD4+ T cells. Correspondingly, TSLP receptor (TSLPR) knockout (KO) mice exhibit strong Th1 responses, with high levels of interleukin (IL)-12, interferon-γ, and immunoglobulin (Ig) G2a, but low production of IL-4, -5, -10, -13, and IgE; moreover, CD4+ T cells from these animals proliferate less well in response to antigen. Furthermore, TSLPR KO mice fail to develop an inflammatory lung response to inhaled antigen unless supplemented with wild-type CD4+ T cells. This underscores an important role for this cytokine in the development of inflammatory and/or allergic responses in vivo.
Effect of music-integrated instruction on first graders' reading fluency

Kerry G. Bryant. EFFECT OF MUSIC-INTEGRATED INSTRUCTION ON FIRST GRADERS’ READING FLUENCY (Under the direction of Dr. Mark A. Lamport, Assistant Professor). School of Education, March, 2012. The study examined music-integrated (MI) instruction, framed by automatic information processing theory and elements of prosody. A quasi-experimental, preand posttest design was utilized to ascertain the effect of MI instruction on reading fluency among first grade students. Subjects were students in two public elementary schools in Georgia. To determine the effect of MI instruction on reading fluency scores, independent samples t-tests were employed to compare students’ Dynamic Indicators of Basic Literacy Skills (DIBELS) test scores. Analysis revealed to what degree MI instruction in reading had effect upon two DIBELS indicators, specifically nonsense word fluency (NWF) and phoneme segmentation fluency (PSF) scores. Researching the application of MI instruction to the teaching of reading establishes its potential impact upon academic rigor and pedagogical creativity.
Physical Activity Increases after an Affectively Arousing Daily Life Event

Evidence that structured physical activity can help to regulate affective state has spurred interest in identifying associations between unstructured physical activity and affective states during daily life. The present study examined whether stressful daily life situations that elicit affective arousal also elicit increased physical activity in the form of restless movement. The study compared the physical activity of professors (n = 25) after presenting a classroom lecture to their physical activity at the same time of day on a non-lecture workday. The expectation was that lecturing would increase affective arousal, leading to greater restless movement following the lecture compared to the non-lecture control day. The study assessed subjective arousal to confirm that arousal was higher during the lecture. The primary outcome measures were actigraphy-measured standing and stepping times and number of steps and posture transitions. Results indicate that energetic and tense arousal were higher during the lecture than during the control period. Mean (±SE) up time (standing and stepping) for the 1st minute of the 20 minute post-lecture period was double that of the last minute (32.8 ± 5.73 s to 16.5 ± 5.41 s), while it remained low throughout the comparison period on the control day (p = 0.01). Subjects also took more steps (p = 0.006) and engaged in more transitions between sitting and standing (p = 0.02) after the lecture than after the control period. These results support the conclusion that stressful daily life situations that elicit affective arousal also elicit increased physical activity in the form of restless movement and suggest that affective responses to stressful situations may be important determinants of physical activity during daily life.
The use of the thionin blue sensitivity test in the examination of Brucella.

SUMMARY: A total of 171 cultures of Brucella, mostly isolated in this country from milk and foetal material, was examined for sensitivity to thionin blue as well as to basic fuchsin and thionin, and for agglutination in monospecific sera. Standard strains of Brucella abortus, B. melitensis and B. suis grew in the presence of thionin blue in the concentration studied. Three groups of B. abortus were found, however, which were sensitive to thionin blue. These were: (a) strains resembling the vaccine strain B. abortus strain 19; (b) dye sensitive strains (B. abortus type II Wilson), (c) a previously undescribed group. Cultures of this last group required added CO2 for growth, grew on basic fuchsin and were virulent for guinea-pigs. The significance of these results is briefly discussed.
Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs

This study had two purposes. The first was to explore the construct of teacher knowledge of educational technology through the lens of three components of Shulman's model of teachers' knowledge—content knowledge, pedagogical knowledge, and pedagogical content knowledge. A second purpose was to investigate the ways in which teacher knowledge is acquired, shared, and used by student teachers and their mentors in the context of the student teaching placement. The literature in educational technology takes, for the most part, a limited view of educational technology knowledge, reporting on teachers' awareness of technological applications and affordances. By using Shulman's model, this study constructed and considered a more comprehensive depiction of teacher knowledge. Teacher knowledge of educational technology as thus depicted was explored as it developed within a particular setting. Data were drawn from a three-month observation and interview period in the spring of 1999. Six participants—three student teachers and three mentor teachers—were observed and interviewed at a middle school in a working-class suburb of a large Midwestern city. From observations of teacher practice, inferences were made about the underlying body of knowledge evidenced by the participants. The perspective of student and mentor teacher participants was gained through a quasi-ethnographic interview process. Observation and interview data were analyzed using a shared coding system, allowing a rich description to be created. Results of the study indicated that employment of Shulman's model revealed a set of knowledge derived from and applicable to practice with educational technology. This knowledge could be considered a Pedagogical Content Knowledge of technology, corresponding to Shulman's identification of a particular understanding by teachers of content in service of teaching and teaming. Within the context of the mentor/student teacher pairs, both knowledge acquired in and brought to the setting was shared in a multi-year cycle from student teacher to mentor to subsequent student teacher. Impact on the field includes a broadening sense of the nature of knowledge of educational technology, as well as increased attention to the importance of the student teaching placement and student and mentor teachers' roles within that environment.