Miracle-dz/UniFAR-FTUs huggingface dataset:
Stress-coping strategies among medical residents in Saudi Arabia: A cross-sectional national study

Objectives: Maladaptive stress-coping strategies have been linked to reduced quality of life, psychiatric disorders, and reduced work performance among residents or physicians. This study aimed to examine stress-coping strategies among medical residents in Saudi Arabia and their association with stress levels and important personal characteristics. Methods: This cross-sectional study was conducted between May and October 2012. Residents of different specialties were recruited from a national database. Stress-coping strategies were assessed using the 28-item brief coping scale (BCS), while stress was assessed using the perceived stress scale (PSS). Results: Nine hundred seventeen residents completed both BCS and PSS assessments. Almost 55% of participants were males, 88% were Saudi, 58% were married, and 15% had positive history of psychiatric disorders. The adaptive stress-coping strategy with the highest score was religion, followed by planning, acceptance, and active coping. The maladaptive stress-coping strategy with the highest score was self-blame, followed by self-distraction, and venting. Maladaptive stress-coping strategies were associated with high stress level, female gender, and history of psychiatric disorders. Stress-coping strategies were not correlated/associated with age, presence of major medical illnesses, or stress management education/training. Conclusion: Adaptive stress-coping strategies were more frequently used among a sample of residents in Saudi Arabia than maladaptive stress-coping strategies, with higher use of religion in coping than previously reported. To avoid potential negative impact on resident well-being, future studies among residents should aim to identify the type of stress management program that most positively impacts stress-coping skills.
Educational Psychology: Reflection for Action

Chapter 1. Introducing Educational Psychology & Reflective Practice. Chapter 2. Effective Teachers and the Process of Teaching. Chapter 3. Cognitive Development. Chapter 4. Personal and Social Development. Chapter 5. Individual Differences and Special Needs. Chapter 6. Behavior Learning Theory. Chapter 7. Classroom Management. Chapter 8. Cognitive Theories of Learning. Chapter 9. Learning from Peers. Chapter 10. Social Constructivism and Learning in Community. Chapter 11. Engaging Students in Learning. Chapter 12. Motivation to Learn. Chapter 13. Assessment for Learning. Chapter 14. Standardized Assessments.
Literacy and Language in the Primary Years

Introduction 1.Classroom Talk 2.Language Diversity and Language Awareness 3.Children's Literature and the Power of Stories 4.The Emergence of Literacy 5.Literacy in the Early Years of Schooling 6.The Teaching of Reading 7.Writing: Purpose and Process 8.Developing Literacy Across the Curriculum 9.Literacy for Learning 10.The Use of the Computer to Develop Language and Literacy 11.Assessing Language and Literacy Development Conclusion
Challenges Faced by Principals in Implementing Physical Education in Public Secondary Schools in Githunguri District

The purpose of the study was to establish the challenges faced by principals in implementing Physical Education in public secondary schools in Githunguri district. This study covered the following objectives; to find out the curriculum coverage, availability of trained personnel, status of facilities and the attitude of teachers and students towards Physical Education. The study adopted survey design and was guided by curriculum theory. The study targeted 30 principals, 180 Physical Education teachers and 720 students of the form 2 and 3 classes in the 30 public secondary schools in Githunguri district. The study randomly sampled 30% of the 30 schools. Purposive sampling technique was used to sample the 54 Physical Education teachers and 72 students. The study sampled 30% of the teacher and 10% of the student. This resulted to 9 principals, 54 Physical Education teachers and 72 students. Questionnaires for the students and interview schedules for the principals and teachers were used for data collection. Validity of the research instruments was ensured by discussing with the supervisor and colleagues. Reliability was ensured by undertaking a pre-test and calculating the Cronbach coefficient. The research utilized descriptive statistics and presented them in tables and graphs. The study found that there is no enough time provided for Physical Education. Physical Education is not adequately staffed and there are no facilities in school for Physical Education. The condition of the available facilities is poor. The attitude of the majority of Physical Education teachers towards the lesson is negative. The principals should be sensitized on the importance of Physical Education to understand their role in the implementation of the Physical Education curriculum. Every school should be mandated to provide the necessary facilities needed for Physical Education curriculum. Research findings may enable the Ministry of Education in development of Physical Education curriculum and to identify challenges facing its implementation in secondary. Academia also benefit from the study as basis for further study. Keywords: Physical Education, curriculum coverage, secondary schools, teachers attitude and trained personnel.
A new role for an old enzyme: Nitrate reductase-mediated nitric oxide generation is required for abscisic acid-induced stomatal closure in Arabidopsis thaliana

The plant hormone abscisic acid (ABA), synthesized in response to water-deficit stress, induces stomatal closure via activation of complex signaling cascades. Recent work has established that nitric oxide (NO) is a key signaling molecule mediating ABA-induced stomatal closure. However, the biosynthetic origin of NO in guard cells has not yet been resolved. Here, we provide pharmacological, physiological, and genetic evidence that NO synthesis in Arabidopsis guard cells is mediated by the enzyme nitrate reductase (NR). Guard cells of wild-type Arabidopsis generate NO in response to treatment with ABA and nitrite, a substrate for NR. Moreover, NR-mediated NO synthesis is required for ABA-induced stomatal closure. However, in the NR double mutant, nia1, nia2 that has diminished NR activity, guard cells do not synthesize NO nor do the stomata close in response to ABA or nitrite, although stomatal opening is still inhibited by ABA. Furthermore, by using the ABA-insensitive (ABI) abi1–1 and abi2–1 mutants, we show that the ABI1 and ABI2 protein phosphatases are downstream of NO in the ABA signal-transduction cascade. These data demonstrate a previously uncharacterized signaling role for NR, that of mediating ABA-induced NO synthesis in Arabidopsis guard cells.
On the Evaluation of Dialogue Systems with Next Utterance Classification

An open challenge in constructing dialogue systems is developing methods for automatically learning dialogue strategies from large amounts of unlabelled data. Recent work has proposed Next-Utterance-Classification (NUC) as a surrogate task for building dialogue systems from text data. In this paper we investigate the performance of humans on this task to validate the relevance of NUC as a method of evaluation. Our results show three main findings: (1) humans are able to correctly classify responses at a rate much better than chance, thus confirming that the task is feasible, (2) human performance levels vary across task domains (we consider 3 datasets) and expertise levels (novice vs experts), thus showing that a range of performance is possible on this type of task, (3) automated dialogue systems built using state-of-the-art machine learning methods have similar performance to the human novices, but worse than the experts, thus confirming the utility of this class of tasks for driving further research in automated dialogue systems.
Teachers’Attitudes and Use of Multimedia Technology in the Classroom

Abstract The purpose of this research was to design and evaluate the effectiveness of a constructivist-based inservice professional development model for schools as they are becoming more responsible for modifying the curriculum and providing teachers inservice training. The sample included 73 K–3 teachers from a rural school district involved in integrating the use of computers into an already existing reading program, as opposed to introducing a new curriculum. The study focused on three variables: skills from previous workshop experiences, teachers’ attitudes toward the use of computers as instructional tools, and teachers’ perceived and actual computer use in the classroom. The findings indicated that regardless of previous workshop experience, the constructivist-based, ongoing training strategies designed and implemented in the existing curriculum helped teachers develop more positive attitudes toward using computers, increased their planned future use of the computer applications in their classroom, and affected the teachers’ transfer of the training into their own classroom.
Movement Patterns of a U-20 National Women’s Soccer Team during Competitive Matches: Influence of Playing Position and Performance in the First Half

Abstract The aim of this study was to determine the match locomotor characteristics of a sample of U-20 Brazilian female soccer players. Seven international matches were analyzed during the 2015 U-20 South American Championship, using global positioning technology. During a typical match, fullbacks and forwards covered greater distances in high-intensity running and sprinting than central defenders and midfielders (effect size [ES]=1.42–3.69). In the final 15 min of a game, total and high-intensity running distance and player load were ≈20 to 35% (ES=0.41–3.86) lower than in the first 15 min period for midfielders, fullbacks, forwards, and central defenders. Sprinting, and high-intensity running distances, and the frequency of accelerations >2 m.s−2 immediately after the most intense 5-min period declined in forwards (ES=1.78–2.67), fullbacks (ES=1.96–5.25), midfielders (ES=1.66–3.77), and central defenders (ES=1.50–4.22). Maintaining ‘high’ levels of activity in the first half resulted in ≈19% reductions in the second half for sprinting distance and frequency of accelerations >2 m.s−2 (ES=0.43 and 0.88), while increases in these locomotor activities were observed in situations with ‘low’ levels of activity (ES=0.64 and 1.12, for sprinting and accelerations >2 m.s−2, respectively) (within-subject analysis). The data demonstrate that high-intensity efforts are reduced during various phases of international matches and overall activity patterns vary among playing positions. This information could be useful in the development and prescription of sex- and age-specific training regimes.
Teaching Organizational Skills to Promote Academic Achievement in Behaviorally Challenged Students

Organizational difficulties are major obstacles for many students with learning and behavior problems (Minskoff & Allsopp, 2003). These students often neglect to separate notebooks into various subject areas, forget to bring necessary items to class, and stuff assignments randomly into their book bags and pockets. Students’ disorganization, including their inability to keep track of assignments and turn them in on time, can contribute to low grades and academic failure, particularly beginning in secondary school when teacher expectations are greater and supervision of students tends to be more limited than during the elementary years. Students with learning challenges may not acquire essential skills unless they are provided with systematic direct instruction (Minskoff & Allsopp, 2003); youth who fail to apply organizational skills may not have had the opportunity to acquire them through an explicit instructional approach (Bos & Vaughn, 2006). This oversight places struggling students at increased risk for unsatisfactory or failing grades and tends to heighten misperceptions of their academic performance in relation to that of their more successful peers (Young, West, Smith & Morgan, 1991).
Action-perception coupling in violinists

The current study investigates auditory-motor coupling in musically trained participants using a Stroop-type task that required the execution of simple finger sequences according to aurally presented number sequences (e.g., “2,” “4,” “5,” “3,” “1”). Digital remastering was used to manipulate the pitch contour of the number sequences such that they were either congruent or incongruent with respect to the resulting action sequence. Conservatoire-level violinists showed a strong effect of congruency manipulation (increased response time for incongruent vs. congruent trials), in comparison to a control group of non-musicians. In Experiment 2, this paradigm was used to determine whether pedagogical background would influence this effect in a group of young violinists. Suzuki trained violinists differed significantly from those with no musical background, while traditionally trained violinists did not. The findings extend previous research in this area by demonstrating that obligatory audio-motor coupling is directly related to a musicians' expertise on their instrument of study and is influenced by pedagogy.
Creating a Preferred Counselor Identity in Supervision: A New Application of Bernard's Discrimination Model

Bernard's discrimination model is frequently used in the supervision of counseling practice. The advantages of this model include its simplicity, flexibility, and research support across a variety of interdisciplinary domains. When working from the foundation of Bernard's discrimination model in counseling supervision, use of narrative techniques can be helpful in reducing supervisee anxiety, promoting creativity, and exploring and solidifying personal and vocational values.
Sequencing Training Interventions to Promote Self-Regulation, Knowledge, and Adaptive Transfer

SEQUENCING TRAINING INTERVENTIONS TO PROMOTE SELF-REGULATION, KNOWLEDGE, AND ADAPTIVE TRANSFER Katherine Ely, Ph.D. George Mason University, 2009 Dissertation Director: Stephen J. Zaccaro Changes in the nature of work, such as the shift away from repetitive and well-defined tasks toward increasingly novel and ambiguous tasks, require training programs to prepare trainees to be adaptable. As a result, researchers have examined a variety of training interventions designed to encourage different self-regulatory processes that theory suggests are important for promoting knowledge acquisition and adaptive transfer (e.g., Bell & Kozlowski, 2008). The current study focused on two of these approaches: error management training and prompting strategy regulation. These interventions are based on active learning principles and are theorized to increase adaptive transfer via self-regulation and task knowledge. Despite the growing body of research in this area, this line of research has developed independently from the literature on the nature of knowledge acquisition—despite evidence that self-regulatory processes are differentially beneficial at different stages of knowledge acquisition. As such, the present study was designed to integrate research on adaptability training interventions with the literature on the nature of knowledge acquisition. The results highlight the importance of considering the timing of implementing training interventions. Specifically, receiving error management training in the first half of training led to higher levels of mid-training emotion control and basic knowledge, while receiving strategy regulation prompts in the second half of training led to higher levels of post-training motivation and strategic knowledge. Additionally, results from mediation analyses suggested that self-regulation processes and knowledge levels fully mediated the relationship between training conditions (early and late training) and adaptive transfer.
Becoming Adoptive Parents: Shifts in Identity from Biological to Adoptive Parenthood Among Infertile Couples

This research is based on a sawple of 76 couples experiencing a fertility problew. Recruited through a wedical fertility clinic and several adoption agencies, the response rate was 43%. Data were collected by weans of written questionnaires and semi-structured interviews. The focus of this research is on the way that parenthood identity changes for couples who are unable to have biological children and who therefore pursue adoption as an alternate route to parenthood. Conceptualized as a "transformation of identity", the analysis traces the process by which couples relinquish identification with biological parenthood and assuwe identification with adoptive parenthood. Several key issues are explored in the study: the iwpact of infertility on the taken-for-granted weaning of parenthood; critical incidents that initiate the transition to adoptive parenthood; objective and subjective indicators of what it weans to be ready to take on adoptive parenthood; and finally, the resocialization process involved in shifting frow biological to adoptive parenthood. Also examined is the relationship between infertility resolution and adoption readiness. The findings suggest that this is not always a sequential relationship as usually assuwed, but rather, way be experienced as a concurrent cowwitwent to both biological and adoptive parenthood.
Gibberellin Regulates Pollen Viability and Pollen Tube Growth in Rice[W]

Gibberellins (GAs) play many biological roles in higher plants. We collected and performed genetic analysis on rice (Oryza sativa) GA-related mutants, including GA-deficient and GA-insensitive mutants. Genetic analysis of the mutants revealed that rice GA-deficient mutations are not transmitted as Mendelian traits to the next generation following self-pollination of F1 heterozygous plants, although GA-insensitive mutations are transmitted normally. To understand these differences in transmission, we examined the effect of GA on microsporogenesis and pollen tube elongation in rice using new GA-deficient and GA-insensitive mutants that produce semifertile flowers. Phenotypic analysis revealed that the GA-deficient mutant reduced pollen elongation1 is defective in pollen tube elongation, resulting in a low fertilization frequency, whereas the GA-insensitive semidominant mutant Slr1-d3 is mainly defective in viable pollen production. Quantitative RT-PCR revealed that GA biosynthesis genes tested whose mutations are transmitted to the next generation at a lower frequency are preferentially expressed after meiosis during pollen development, but expression is absent or very low before the meiosis stage, whereas GA signal-related genes are actively expressed before meiosis. Based on these observations, we predict that the transmission of GA-signaling genes occurs in a sporophytic manner, since the protein products and/or mRNA transcripts of these genes may be introduced into pollen-carrying mutant alleles, whereas GA synthesis genes are transmitted in a gametophytic manner, since these genes are preferentially expressed after meiosis.
THE PROFILE OF PRIMARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING OF EQUIVALENT FRACTIONS BASED ON KOLB’S LEARNING STYLES

Fraction equivalence is one concept within the extensive fraction schemata. The understanding of fractions concepts is very important in understanding equivalent fractions. Therefore, it is essential for students to acquire the conceptual understanding of mathematical ideas in order to develop higher order mathematical thinking skills. Even though, have not yet found past research that specifically focus on relationship between Kolb’s learning styles and primary students’ conceptual understanding of equivalent fractions, the piloting study was conducted to know the relationship between those variables. Considering this fact, it is important to know further, how students’ conceptual understanding of equivalent fractions will be varied depending on their different Kolb’s learning styles. This research describes the profile of primary school students’ conceptual understanding of equivalent fractions based on Kolb’s learning styles. The results showed the way of represent the symbolic representation into pictorial representation and vice versa. Two students in fifth grade from SD Laboratorium Unesa which have different Kolb’s learning style and have already taught the topic were administered as the research subjects. The gender, mathematical ability, and age were considered as control variables. This research used qualitative approach, where the data were collected from written test and interview. It was completing each other and was gathered in different time with similar questions. The data were triangulated with time triangulation. Each profile, the differences and the similarities between two subjects in their conceptual understanding of equivalent fractions were highlighted in this research.
Improved imaging of bone with scan equalization radiography.

Use of scan equalization radiography (SER) for imaging bone in the head, face, neck, and shoulder was evaluated in a clinical comparison study with conventional radiographs of randomly selected patients. Two hundred nine pairs of normal and abnormal SER images and conventional radiographs were compared by four radiologists in a side-by-side viewing situation. The radiologists compared the visibility of specific anatomic features and rated the SER images as better than, equal to, or worse than the conventional radiographs. In the evaluation of the images of the cervical spine, the radiologists much preferred the SER images 63% of the time because of slight improvement in bone detail and marked improvement in detail of the soft tissues. In the evaluation of the images of the shoulder, the radiologists preferred the SER image 58% of the time and preferred the conventional radiograph only 5% of the time (p less than .05). In the evaluation of the images of the skull, face, and mandible, the radiologists preferred the SER images 62% of the time and the conventional images 4% of the time (p less than .05). The superior image quality with the SER technique was recognized by all radiologists in the study and was the overwhelmingly preferred way of imaging the shoulder, neck, head, and face.
Social practices, culture and children’s ideas. Convergence between anthropology and critical genetic psychology / Prácticas sociales, cultura e ideas infantiles. Una convergencia entre la antropología y la psicología genética crítica

Abstract This article explores recent studies in anthropology and critical genetic psychology, both of which analyse the relationships between children’s constructions of social knowledge and sociocultural conditions. For this, we have used research studies that have initiated the dialogue between these disciplinary fields as well as to our own empirical approaches. In order to establish shared problems, recent conceptual developments are explored and their methodological implications are analysed. Finally, the compatibility between the two approaches is analysed.