Miracle-dz/UniFAR-FTUs huggingface dataset:
Evaluación de la velocidad de nombrar en las dificultades de aprendizaje de la lectura

En este trabajo se examina la velocidad de nombrar de un grupo de alumnos con dificultades de aprendizaje en la lectura (DAL) que presentan deficit fonologico, utilizando un diseno de nivel lector. Se selecciono una muestra de 97 sujetos (52 ninos y 45 ninas). Se utilizo un diseno de nivel de lectura de tres grupos: un grupo experimental formado por 29 sujetos con DAL de 4o nivel de Primaria; un grupo control de 41 buenos lectores igualados en edad con el grupo anterior; y un grupo control de 27 sujetos de 2o nivel igualados en nivel lector con el grupo con DAL. Se utilizo la tecnica de Denckla y Rudel (1976), denominada Rapid Automatized Naming (RAN), para evaluar la velocidad de nombrar. Los resultados mostraron que los ninos con DAL y deficit fonologicos son mas lentos que los buenos lectores de la misma edad y que su velocidad de nombrar es similar a la de los buenos lectores mas jovenes. Este hallazgo sugiere que los ninos con DAL y deficit fonologico no presentan un deficit en la velocidad de nombrar. Naming speed assessment in reading disabilities. The present study was designed to examine if the reading disabled (RD) children with phonological deficit show deficits in naming speed using a readinglevel match (RLM) design. A sample of 97 children (52 male, 45 female) was classified into three groups: an experimental group of 29 RD children of 4 th grade; a control group of 41 normal readers matched in age with the RD, and a control group of 27 younger children of 2 nd grade matched in reading level with the RD group. Children were tested in naming speed using the Denckla and Rudel (1976) technique named Rapid Automatized Naming (RAN). Results showed that the RD children were slower than their age matched controls, but similar to their reading level matched controls. This finding suggests that RD children with phonological deficit did not show deficit in naming speed.
Maintenance of non-consciously presented information engages the prefrontal cortex

Conscious processing is generally seen as required for flexible and willful actions, as well as for tasks that require durable information maintenance. Here we present research that questions the assumption that only consciously perceived information is durable (>500 ms). Using the attentional blink (AB) phenomenon, we rendered otherwise relatively clearly perceived letters non-conscious. In a first experiment we systematically manipulated the delay between stimulus presentation and response, for the purpose of estimating the durability of non-conscious perceptual representations. For items reported not seen, we found that behavioral performance was better than chance across intervals up to 15 s. In a second experiment we used fMRI to investigate the neural correlates underlying the maintenance of non-conscious perceptual representations. Critically, the relatively long delay period demonstrated in experiment 1 enabled isolation of the signal change specifically related to the maintenance period, separate from stimulus presentation and response. We found sustained BOLD signal change in the right mid-lateral prefrontal cortex, orbitofrontal cortex, and crus II of the cerebellum during maintenance of non-consciously perceived information. These findings are consistent with the controversial claim that working-memory mechanisms are involved in the short-term maintenance of non-conscious perceptual representations.
Doing Knowledge Transfer: Engaging Management and Labor with Research on Employee Health and Safety

In workplace health interventions, engaging management and union decision makers is considered important for the success of the project, yet little research has described the process of making this happen. A case study of a knowledge-transfer process is presented to describe the practices and processes adopted by a knowledge broker who engaged workplace parties in discussions on research on physical and psychosocial factors important for employee health. The process included one-on-one interactions between the knowledge broker and individuals to explain the research, to build trust and credibility, and to explore the applicability of the research to their work (sense making). It also included facilitated group sessions, where the groups explored how the research could solve problems within the workplace (social construction of knowledge). The workplace context offered multiple opportunities that helped and hindered the flow of research. Nevertheless, this intense, sustained, knowledge-transfer intervention noted conceptual, structural, and political knowledge use.
Hybrid what? Partial consensus and persistent divergences in the analysis of hybrid regimes

Despite initial scepticism about their very existence, hybrid regimes have increasingly attracted scholarly attention. The rapid development of the debate, however, is in striking contrast with its often inconclusive results. The goals of this article are to identify the causes of this impasse and to seek a solution for it. In particular, the article focuses on a crucial point of contention: how to define hybrid regimes. The analysis shows why divergences on this issue hamper dialogue among researchers, as well as the accumulation of knowledge. We suggest shifting attention from regimes to institutions and propose a “consensus-sensitive” indicator to establish which regimes can be defined as hybrid regardless of disagreement on their conceptualisation. The new measure is used to replicate the contrasting results of two recent studies. The conclusion is that by going beyond conceptual barriers, we can successfully shed light on the “grey zone”.
Does Anyone Have a Band-Aid? Anti-Homophobia Discourses and Pedagogical Impossibilities

Abstract This article focuses on the effectiveness of antihomophobia discourses and explores the process of teaching and learning about heteronormativity. The author offers an interrogation of the regulatory fictions within heteronormativity and frameworks of resistance and examines attempts to move beyond established views of sexual minority students and explore the ways in which queer research has, and continues to, bring a counternarrative to staid liberal notions of reform and the well-intentioned rhetoric of diversity and difference. This analysis raises critical questions about the possibility of moving beyond standard antihomophobia curricula and questions approaches such as the one-off lecture format and other condensed discussions of heteronormativity and homophobia.
Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program

The universal design for learning (UDL) principles provide a blueprint for designing a curriculum that addresses the diverse needs of all learners. The author provides an overview of UDL, connections to curriculum planning, and practical techniques that guide general and special education teachers in planning and implementing curriculum, using the planning for all learners (PAL) procedures. PAL is a 4-step process for designing and implementing a curriculum (goals, methods, materials, and assessments) that is accessible and effective for all learners. In this article, the author focuses on high school social studies content with a goal of supporting all students' understanding of the content by bringing together principles of UDL, the PAL process, and research-based reading comprehension strategies.
Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12

Because literacy skills are critical for most academic subject matters, researchers have become increasingly interested in understanding children's motivation in this domain as a way to increase academic success. In this study, we extend previous work by looking at the heterogeneity of children's motivational changes in literacy across Grades 1--12. We used a cross-sequential design based on 3 different cohorts of children (N = 655) coming from 10 public elementary schools. Data were collected over an 8-year period (1988--1996) starting when children were in 1st, 2nd, and 4th grades. Using multiple-process growth mixture modeling, we identified 7 groups of children showing distinct trajectories of change in literacy subjective task value and ability self-concept across school years. For all children, ability self-concept and subjective task value decreased between Grade 1 and Grade 12; however, this decline was more apparent for some youths than for others. Our findings suggest the importance of school-based interventions that aim to prevent decreases in student motivation for literacy over time and that focus on the early detection of children at risk for dramatic declines.
Proliferation rate of stem cells derived from human dental pulp and identification of differentially expressed genes

Stem cells from human exfoliated deciduous teeth (SHED) and dental pulp stem cells (DPSCs) obtained from the dental pulp of human extracted tooth were cultured and characterized to confirm that these were mesenchymal stem cells. The proliferation rate was assessed using AlamarBlue® cell assay. The differentially expressed genes in SHED and DPSCs were identified using the GeneFishing™ technique. The proliferation rate of SHED (P < 0.05) was significantly higher than DPSCs while SHED had a lower multiplication rate and shorter population doubling time (0.01429, 60.57 h) than DPSCs (0.00286, 472.43 h). Two bands were highly expressed in SHED and three bands in DPSCs. Sequencing analysis showed these to be TIMP metallopeptidase inhibitor 1 (TIMP1), and ribosomal protein s8, (RPS8) in SHED and collagen, type I, alpha 1, (COL1A1), follistatin‐like 1 (FSTL1), lectin, galactoside‐binding, soluble, 1, (LGALS1) in DPSCs. TIMP1 is involved in degradation of the extracellular matrix, cell proliferation and anti‐apoptotic function and RPS8 is involved as a rate‐limiting factor in translational regulation; COL1A1 is involved in the resistance and elasticity of the tissues; FSTL1 is an autoantigen associated with rheumatoid arthritis; LGALS1 is involved in cell growth, differentiation, adhesion, RNA processing, apoptosis and malignant transformation. This, along with further protein expression analysis, holds promise in tissue engineering and regenerative medicine.
Adolescent Suicide Risk and Peer-Related Violent Behaviors and Victimization

This exploratory study seeks to better understand the link between peer-related violence (perpetration and victimization) and suicide risk among youth. The study uses data gathered from Arizona, Nevada, and Wyoming, where the highest rates of adolescent suicide in the United States are found. The data derive from in-school surveys of eighth-grade students conducted during 1998 and 1999. Higher levels of reported suicide risk were prominent among the multiethnic, urban, and female respondents. Male and female respondents who perpetrated violence by initiating fights, threatening to use weapons, and using weapons to assault others were more likely to be classified in the high-risk suicide group than those who did not. General results were similar for victims and those witnessing violence. Implications for prevention programming and future research are discussed.
Percepção de professores sobre alunos superdotados

Esse estudo investigou a percepcao do professor de ensino fundamental e de educacao infantil sobre o aluno superdotado. Questionarios foram aplicados em um grupo de 41 professores de escolas particulares e publicas de Brasilia. Uma abordagem qualitativa foi usada nesse estudo. Procedeu-se a uma analise de conteudo dos dados obtidos. Os resultados sugeriram que tanto os professores de escolas publicas quanto os de escolas particulares consideram importante o papel da escola na educacao do aluno superdotado. Entretanto, nao adotavam medidas ou instrumentos para identificacao desses alunos, nem os atendiam de forma diferenciada. Os professores relataram nunca terem trabalhado com alunos superdotados. A maioria dos professores possuia um conhecimento superficial do conceito de superdotacao, do processo de identificacao do aluno superdotado e nao contava com uma orientacao especifica sobre praticas educacionais compativeis com as necessidades desses alunos superdotados.
Language acquisition, ethnicity and social integration among former Soviet immigrants of the 1990s in Israel

Russian immigrants in different host countries are prone to ethno-linguistic retention, which in Israel was augmented by their advanced age structure. The issue of the dominant language (Hebrew versus Russian) is very central to the local discourse on ethnicity and immigrant integration. As a by-product of ethnic mobilization during the 1990s, a rather autonomous Russian community has emerged in Israel – with its own labour market, consumer services, media and social networks. Drawing on the survey in a representative national sample of 804 post-1989 immigrants, this article highlights the key role of host language acquisition as a pathway to economic success and social integration. The improvement of Hebrew skills with increasing tenure in Israel was mainly found among young and middle-aged respondents, while older ones did not report positive change over time. Younger and upwardly mobile immigrants showed a tendency towards additive bilingualism, incorporating the elements of Hebrew into their everyday communications and cultural/media consumption. Mastering and using Hebrew serves as a trigger for reshaping immigrants’ identity, resulting in the gradual formation of a new ethnic entity – Russian Israeli.
Characterization of Digestive Involvement in Patients with Chronic T. cruzi Infection in Barcelona, Spain

Background Digestive damage due to Chagas disease (CD) occurs in 15–20% of patients diagnosed as a result of peristaltic dysfunction in some endemic areas. The symptoms of chronic digestive CD are non-specific, and there are numerous confounders. Diagnosis of CD may easily be missed if symptoms are not evaluated by a well trained physician. Regular tests, as barium contrast examinations, probably lack the necessary sensitivity to detect early digestive damage. Methods 71 individuals with T. cruzi infection (G1) and 18 without (G2) coming from Latin American countries were analyzed. They were asked for clinical and epidemiological data, changes in dietary habits, and history targeting digestive and cardiac CD symptoms. Serological tests for T. cruzi, barium swallow, barium enema, an urea breath test, and esophageal manometry were requested for all patients. Principal findings G1 and G2 patients did not show differences in lifestyle and past history. Fifteen (21.1%) of G1 had digestive involvement. Following Rezende criteria, esophagopathy was observed in 8 patients in G1 (11.3%) and in none of those in G2. Manometry disorders were recorded in 34 G1 patients and in six in G2. Isolated hypotensive lower esophageal sphincter (LES) was found in sixteen G1 patients (23.9%) and four G2 patients (28.8%). Achalasia was observed in two G1 patients. Among G1 patients, ineffective esophageal motility was seen in six (five with symptoms), diffuse esophageal spasm in two (one with dysphagia and regurgitation), and nutcracker esophagus in three (all with symptoms). There were six patients with hypertonic upper esophageal sphincter (UES) among G1. Following Ximenes criteria, megacolon was found in ten G1 patients (13.9%), and in none of the G2 patients. Conclusions The prevalence of digestive chronic CD in our series was 21.1%. Dysphagia is a non-pathognomonic symptom of CD, but a good marker of early esophageal involvement. Manometry could be a useful diagnostic test in selected cases, mainly in patients with T. cruzi infection and dysphagia in whose situation barium swallow does not evidence alterations. Constipation is a common but non-specific symptom that can be easily managed. Testing for CD is mandatory in a patient from Latin America with constipation or dysphagia, and if diagnosis is confirmed, megacolon and esophageal involvement should be investigated.
Future Scenarios and Environmental Education

This article explores a number of questions about visions of the future and their implications for environmental education (EE). If the future were known, what kind of actions would be needed to maintain the positive aspects and reverse the negative ones? How could these actions be translated into the aims of EE? Three future scenarios are discussed: the limits to growth (the great tragedy and demise); sustainable development and ecological modernization (hope and innovation); and the Anthropocene park. These scenarios are linked to corresponding EE/ESD approaches and instrumentalism in education is argued as a morally justifiable goal. Finally, education for deep ecology is advocated in order to address the ethical implications of the last scenario.
Adult students' achievement goal orientations and evaluations of the learning environment: a person-centred longitudinal analysis

This study focused on the stability and change in students' achievement goal orientations and whether the students' perceptions of the learning environment vary as a function of their achievement goal orientations. Participants were 169 students of the Finnish National Defense University. The students' goal orientations and their evaluations of the learning environment were assessed twice, approximately four months apart. Four groups of students were identified based on their achievement goal orientation profiles, and 60% of the participants displayed identical profiles in both measurements. Students with different goal orientation profiles differed in their evaluations of the quality of pedagogical materials, effort and attainment, and participation. Students oriented towards an increase of competence and mastery or towards normative performance and success were most positive in their evaluations. Students oriented towards avoidance of effort or display of incompetence gave less positive ratings. The relation between motivation and perceptions of learning environment is discussed.
On Complex Hypercontractivity

Abstract We give a new proof of a hypercontractivity theorem for the Mehler transform with a complex parameter, earlier proved by Weissler (1979, J. Funct. Anal. 32 , 102–121) and Epperson (1989, J. Funct. Anal. 87 , 1–30). The proof uses stochastic integrals and Ito calculus. The method also yields new proofs of some related results.
Trajectories of Abuse and Disclosure

The distribution of the incidents of sexual abuse by Catholic priests in the United States (event structure) and the reports of these abuse events (reporting structure ) present two distinct trajectories, confounding existing individual-level research results. Data from an institutional census of records of abuse between 1950 and 2002 show a steady increase in cases through the late 1970s and early 1980s, followed by a surge in reporting in the mid-1990s and again in 2002. These patterns are stable throughout all regions of the Catholic Church in the United States. Rather than analyze the abuse or reporting from a conventionally individual, psychological framework, this research reframes the analyses for the event structure and the reporting of abuse by priests.
Hewitt's tennis achievement test.

Abstract Hewitt's tennis achievement test evaluates three basic skills in tennis at the university level—service, forehand, and backhand drives. By use of the “test-retest” method reliabilities range from . 75 to . 94. Validity coefficients for each of the three skills in tennis when compared with individuals' rank order of play ability range from . 52 to . 93. The data indicate that the Hewitt service placement tennis test predicts best at the varsity level, whereas the revised Dyer wall test has the highest validity coefficient for advanced players. Hewitt's speed of service test as measured by the distance the ball bounces is the best test for beginners. Achievement scale norms for the forehand, backhand, and service skills at the university level are listed for the beginner, intermediate, and varsity groups.
Educational reforms, cultural clashes and classroom practices

This article presents an ongoing study of educational policy enactment in Singapore lower primary English classrooms. It explores how teachers react to and interpret educational reforms in their classroom practices against a backdrop of traditional cultural values. Using a prescribed coding scheme, the article presents the instructional organisational patterns and participation structures of the lessons. Through a systematic analysis of the enacted curricula, the paper examines classroom practices as well as teaching and learning activities in Primary 1 (7–8 years) and Primary 2 (8–9 years) English lessons in Singapore. The results suggest that there are cultural clashes between major educational reforms which emphasise independent/critical thinking and ‘Asian values’ which promote respect for authority and conformity.
When Do Instructional Methods

The results of instructional re­ search offer little comfort to em­ pirically oriented ins t ruct ional psychologists. Reviews of research comparing different instructional methods, educational innovations, or methods of organizing class­ rooms have generally reported few significant differences (Stephens, 1967). This research suffered from numerous problems including the t h o r o u g h n e s s wi th which the learning task was analyzed (Mon­ tague, Ellis, & Wulfeck, 1981), the fidelity with which different treat­ ments were implemented (Cooley, 1978), and the match between the content of instruction and evalua­ tion (Montague, 1980). Neverthe­ less, the findings of no differences between treatments are troubling to both ins t ruct ional designers and researchers. Perhaps in reaction to this state of affairs a number of researchers, including the author, turned their at tention to the interaction be-
Negotiating Boundaries of Social Belonging

Second-generation Mexican youth in San Diego actively engaged with the immigrant rights movement by participating in protests they organized and orchestrated in spring 2006. The protests highlighted the encounter—and clashing—of different categories of immigrant social belonging in U.S. society. State-oriented constructions of social belonging clashed with the teens' own notions of belonging developed in relation to the lived experiences of members of their social circles. The teens generally constructed their own boundaries of belonging to be more inclusive of “contributing” immigrants; however, they also internalized—and self-defensively rearticulated—negative messages about immigrant “illegality. ” The teens' engagement with the immigrant rights movement demonstrated they were not merely “partial” citizens, as youth are typically portrayed. Rather, the teens had their own ways of navigating extant categories of belonging and articulating messages about cultural citizenship. The protests were ultimately transformative for the teens because they were both consciousness-raising and identity affirming.