Miracle-dz/UniFAR-FTUs huggingface dataset:
Antisocial Behavior in School: Strategies and Best Practices

Antisocial Behaviour Patterns in Children and Youth: Behavioural Characteristics, Causal Factors and Long-Term Negative Outcomes. Issues, Guidelines and Procedural Recommendations Regarding the Implementation and Delivery of Intervention Strategies Within Public School Settings. Establishing a School-Wide Discipline Plan. Instructing and Managing the Classroom Environment. Managing the Antisocial Student in the Classroom Setting. Managing the Antisocial Student on the Playground. Parent Involvement in the Schooling of Antisocial Students. Social Skills: Universal and Selected Interventions. Case Study Applications of Best Practices with Antisocial Students. Appendix A: Empirical Foundations in Discriminating, Predicting and Changing Aggressive, Antisocial Behaviour in School and Home Settings. Exhibit 1: The Influence of Arrest Status and Special Education Certification on Adjustment Status for At-Risk Students: Markers for Negative Developmental Outcomes. Exhibit 2: Regular Classroom Behavioural Profiles of Negative/Aggressive Versus Acting Out/Disruptive Students in the Primary Grades. Exhibit 3: Comparisons of the School Adjustment Status of Middle School, At-Risk Boys Who Are: (1) Deviant in Two or More Settings, (2) Deviant in Only One Setting and (3) Deviant in No Settings. Exhibit 4: Adjustment Profiles of Antisocial and At-Risk Middle School Boys. Exhibit 5: Positive Versus Negative Social Behavior in Discriminating Antisocial and At-Risk Students Within Playground and Classroom Settings. Exhibit 6: Differential Parenting Profiles that Discriminate Antisocial and At-Risk Students. Exhibit 7: The Path from Failed Parenting to Antisocial Behaviour in School to Delinquency in Adolescence. Exhibit 8: Generalization of Antisocial Behaviour Patterns from Home to School. Exhibit 9: The Efficacy of Praise, Token Reinforcement and Cost Contingency in Reducing Negative-Aggressive Social Interactions Among Antisocial Boys. Exhibit 10: Regular Classroom Applications of Reinforcement and Cost Contingency in Reducing Negative-Aggressive Social Interactions. Exhibit 11: The Efficacy of a Response-Cost Intervention for Increasing Positive Social Interactions Within Free-Play Settings. Exhibit 12: Cost Contingency and Its Frequency of Use in Maintaining Behavioural Levels. Exhibit 13: External Replications of the RECESS Program for Aggressive Students.
Twenty years of haunting eidetic imagery: where's the ghost?

Abstract This paper is a theoretical analysis of eidetic imagery, based upon the author's ten-year study of elementary-school-aged children. The presence of eidetic imagery is inferred from reports of persisting visual images of stimuli when they are no longer in view. According to the criteria for differentiating eidetic images from afterimages, eidetic images should occur even when saccadic eye movements are made during exposure to the stimulus; it should be possible to make saccadic eye movements while one is reporting the image without the image also moving; the image should last long, and it should be positive. The criteria for differentiating eidetic images from nonvisual memorial representations include: reports of seeing an image projected onto a surface in space, the consistent use of present tense when reporting images as opposed to past tense when reporting from nonvisual memory, and the ability to superimpose two images and report the composite image. Eidetic images are only available to a small percentage of children 6–12 years old, and are virtually nonexistent in adults. However, extensive research has failed to demonstrate consistent correlates between the presence of eidetic imagery and any cognitive, intellectual, neurological, or emotional measure. The negative correlation between eidetic imagery and age has prompted hypotheses to explain eidetic imagery as a developmentally less mature memorial representation, which is gradually replaced by more abstract representations as the child acquires abstract thought, reading, and more advanced cognitive abilities. The evidence in the present review casts doubt on this hypothesis on numerous grounds: an extensive longitudinal study over the entire span of elementary school years found that eidetic abilities remain remarkably stable; there is no correlation between eidetic imagery and abstract thinking or reading performance; there is no higher incidence in preschool ages, among retarded or brain-injured subjects, or among illiterate subjects in crosscultural studies. It is concluded that we should not abandon work on eidetic imagery or simply force it into a preconceived mold of what memory must be, but rather, expand work on the phenomenological indicators of perception and memory.
Electrical Parameter Identification of Single-Phase Induction Motor by RLS Algorithm

Controlled induction motor drives have been employed on several appliances in the last decades. Commonly, the control schemes are based on the FOC and sensorless techniques. These methods are mainly applied to three-phase induction machine drives, and a wide number of papers, such as [5, 9, 10, 15, 19, 23, 26] have described such drives. On the other hand, for several years the SPIM has been used in residential appliances, mainly in low power and low cost applications such as in freezers and air conditioning, consuming extensive rate of electrical energy generated in the world. In most of these applications, the SPIM operates at fixed speed and is supplied directly from source grid. However, in the last few years several works have illustrated that the operation with variable speed can enhance the process efficiency achieved by the SPIM ([1, 4, 8, 31]). Furthermore, some other studies have presented high performance drives for SPIM using vector control and sensorless techniques, such as is presented in [7, 12, 18, 24] and [29]. However, these schemes applied on single-phase and three-phase induction motor drives need an accurate knowledge of all electrical parameters machine to have a good performance.
The imported underclass: poverty and social exclusion of black African refugees in Aotearoa New Zealand

: Changes in immigration and refugee policy since 1991 have led to an increasing number of minority ethnic groups settling in Aotearoa New Zealand. The number of Black African migrants and refugees granted permanent residence in New Zealand has increased substantially from about six in 1982 to over 770 in 1998 (New Zealand Immigration Services, 2001). The socio-economic, professional and cultural characteristics of this emerging Black African minority ethnic community are complex but fascinating. In mid 2000 the majority of the Black African community in New Zealand were refugees (Chile 1999A). This paper is part of a broader study to analyse the nature and structure of Black African migration and settlement in New Zealand. It is an attempt to undertake applied migration research from a participatory methodology framework that addresses the expressed needs of the grass-roots level client community. The paper examines the socio-economic status of Black African refugees in New Zealand and analyses the factors and processes that create an impoverished community that is increasingly excluded from mainstream society. Strategies to reverse the process of marginalisation and create a healthy, vibrant community with the capacity to participate effectively in New Zealand society are examined.
Splendid Contributions and Flawed Conclusions

This book has a lot going for it. Having identified five school systems in other countries that generate consistently high scores in comparative studies of reading, mathematics, and science achievement, it uncovers key structural features of those systems and argues that the (less impressive) achievements of American schools would be improved if they adopted those features. This refreshing thesis is well argued and is backed by detailed discussions of education in the five non-American systems, and for these reasons alone this book should be read by all persons concerned with improving American education. On the other hand, this book concludes that by identifying school systems that lead in three specific types of achievement, these systems are (therefore) among “the best in the world,” and by adopting their features the U.S. would (of course) join their ranks. This shaky conclusion ignores important aspects of American education that have not yet been assessed in comparative studies, among them unique and valued tasks and curricula that have long characterized education in the United States. As well, this book concludes that if American education were only to adopt the features of these “leading nations,” the achievements of American schools would thereafter match if not “surpass” those found in such nations. This even shakier conclusion ignores extensive research concerned with serious societal problems that are known to debilitate school achievement in the United States, crucially America’s huge rate of youth poverty, highest in the advanced world. Thus, Americans who truly want to understand and improve their education system should be suspicious of this book’s overly ambitious conclusions. As a rule, Americans are remarkably insular, and most persons who promote specific “reforms” for American education seem to be unaware that they might learn anything from other countries. In sharp contrast, this book makes a strong case for learning from the features of successful, non-American education systems. Five such systems are targeted, those of: Finland, Japan, Singapore, Ontario (within Canada), and Shanghai (within China). As this work shows, schools within each of these venues generate consistently high scores in comparative studies of reading, mathematics, and science achievement, and it carefully teases out features of education in each venue presumably responsible for such high scores. Some of these features appear in several venues (but not the United States). In particular, two features seem to be crucial for “success of the countries with the best education record . [a] quality teaching force . [and] coherence in the design of the overall education system itself ” (p. 205). In detail, by comparison, teacher quality in the United States is said to falter because:
How Useful is Braille Music?: A Critical Review

This article discusses the usefulness of Braille music as a mediational means for musicians with visual impairment (MVI). Specifically, three broad issues are the focus of this study: (1) three notions as the conceptual frameworks, namely, mediation, appropriation and mastery; (2) three criteria of the usefulness of Braille music, including adaptability, learnability and availability; and (3) three alternative channels to Braille music: auditory input, haptic sense and technical devices. Based on this structure, the author interviewed nine music teachers and seven students with visual impairment at a specialised school for the blind in Korea. The major findings of this research are as follows. Firstly, Braille music alone cannot be a sufficient tool for practice, and the combination of alternative tools is expected. Secondly, the current level of development, diffusion and employment of Braille music in Korea is not satisfactory. Thirdly and finally, more effort should be invested to make Braille music more adapted to the needs and conditions of MVI, more appropriate to learn and utilise, and more available to be accustomed to.
Differential Item Functioning Detection and Effect Size: A Comparison between Logistic Regression and Mantel-Haenszel Procedures

This article compares several procedures in their efficacy for detecting differential item functioning (DIF): logistic regression analysis, the Mantel-Haenszel (MH) procedure, and the modified Mantel-Haenszel procedure by Mazor, Clauser, and Hambleton. It also compares the effect size measures that these procedures provide. In this study, different conditions of item parameters (difficulty and discrimination) and DIF magnitude were manipulated. Furthermore, both uniform and nonuniform DIF conditions were simulated. Results suggest that logistic regression analysis generally detected more items with DIF than the standard MH procedure and the modified MH procedure for symmetrical nonuniform DIF. The DIF effect size measures based on logistic regression, however, appeared to be insensitive to the specified DIF conditions.
Adolescents' Same-Sex and Opposite-Sex Peer Relations

Theorists have suggested that adolescents'same-sex peer relations are related to their opposite-sex peer relations. To test this hypothesis, 112 tenth graders were asked to complete sociometric ratings, a perceived social competence questionnaire, and a questionnaire designed to measure empathic perspective-taking and idiosyncratic strategy use. Results indicated that there was a relation between same-sex and opposite-sex measures, but there were sex and target differences. Both same-sex and opposite-sex popularity were more strongly related for boys than for girls. Compared to boys, girls indicated greater empathic perspective taking in their same-sex peer relations, but there was no sex difference for empathic perspective taking in the subjects' opposite-sex peer relations. Compared to girls, boys were more idiosyncratic in their ranking of the effectiveness of the strategies. Finally, popularity and perceived social competence was more strongly related for girls than for boys.
Clocking Gender Differences

Analysis of all 348 prime-time hours of the 1996—2006 Olympic telecasts (three Summer, three Winter) pinpointed trends in coverage of men's and women's sports. Results indicate that while men athletes and events received the majority of clock time in all six Olympic telecasts, the Summer Olympic telecasts treated women far more equitably than the Winter Olympic telecast. The longitudinal study does not offer any reason to feel that coverage of women's athletics is improving over time, finding that the proportion of clock time devoted to men's and women's sports is relatively the same in 2006 compared to ten years earlier.
Strategies for using MLP based features with limited target-language training data

Recently there has been some interest in the question of how to build LVCSR systems when there is only a limited amount of acoustic training data in the target language, but possibly more plentiful data in other languages. In this paper we investigate approaches using MLP based features. We experiment with two approaches: One is based on Automatic Speech Attribute Transcription (ASAT), in which we train classifiers to learn articulatory features. The other approach uses only the target-language data and relies on combination of multiple MLPs trained on different subsets. After system combination we get large improvements of more than 10% relative versus a conventional baseline. These feature-level approaches may also be combined with other, model-level methods for the multilingual or low-resource scenario.
Political Discussions with Family and Friends: Exploring the Impact of Political Distance

Young people's engagement in political discussions with parents and friends represents a significant component of the political socialization process and can be seen as an activity where they learn some very basic democratic skills. Based on data from qualitative interviews and a questionnaire survey, this article explores how young people experience political discussions in their everyday life. Our data indicate that young people who feel that their father, mother or friends, respectively, hold more distant political views are less likely to engage in political discussions with each of them. These findings support previous studies in political communication suggesting that people tend to avoid social situations where political disagreements are likely to appear. Furthermore, the results show that there are significant gender differences when analysing the role of the parents as political discussion partners.
Colby's paranoia model: An old theory in a new frame?

: Algorithmic model building in artificial intelligence provides a contemporary method for explaining certain kinds of human behavior. The paranoid mode of thought and action represents a kind of pathological behavior that has been well recognized for over twenty centuries. This article describes a computer simulation model embodying a theory that attempts to explain the paranoid mode of behavior in terms of strategies for minimizing and forestalling shame-induced distress. The model consists of two parts, a parsing module and an interpretation-action module. To bring the model into contact with the conditions of a psychiatric diagnostic interview, the parsing module attempts to understand the interview input of clinicians communicating in unrestricted natural language. The meaning of the input is passed to an interpretation-action module made up of data structures and production rules that size up the current state of the interview and decide which (linguistic) actions to perform in order to fulfill the model's intentions. This module consists of an object system which deals with interview situations and a metasystem which evaluates how well the object system is performing to attain its ends. The fidelity of the simulation has been tested using Turing-like indistinguishability tests in which clinical judges attempt to distinguish the paranoid model-patient from an actual paranoid patient. Since clinicians are unable to make the relevant distinctions, the simulation is considered successful at the input-output level of functional equivalence. Issues of underlying structural equivalence and the nature of generative pattern explanations are discussed in the light of the model's potential value in guiding clinicial decisions and intervention strategies in paranoid disorders.
Suicide Survivor Support Groups: Comings and Goings, Part I

This two-part report examines important aspects of survivor of suicide support groups: some of the motivating factors attracting survivors to join these groups and why many withdraw as time after a loss passes. From a variety of data sources, including survey data collected from 462 parents losing a child to suicide, participant observation data (collected over a 7-year period from more than 200 suicide survivors observed at monthly group meetings) and from follow-up interviews with 24 respondents withdrawing from groups, we investigate the above questions. In this first part, we focus on motivating factors leading suicide-bereaved individuals to participate in support groups and explore several hypotheses associated with participation: conventional religious involvements, family size differences, perceived grief and psychological distress, and help received from bereavement professionals. The present study did not confirm the research-based expectation that support group members would be more distressed than their less active counterparts.
Therapeutically relevant plasma concentrations of memantine produce significant L-N-methyl-D-aspartate receptor occupation and do not impair learning in rats

Subchronic treatment with memantine using osmotic pumps in male rats was used to verify whether plasma levels significantly blocking L-N-methyl-D-aspartate (NMDA) receptors (and shown previously to be neuroprotective) may impair learning. Treatment with 6.27, 12.5 and 18.8 mg/rat/day provided plasma levels of 1.03±0.08, 5.07±0.68 and 11.68±0.90 μmol/l. Only the lowest plasma level is therapeutically relevant and has previously been shown to be neuroprotective. Significant deficits in a passive avoidance task were only observed at the highest dose. Working memory, tested as spontaneous alternation in the cross maze, was impaired by the middle and highest doses, and these doses also induced hyperlocomotion. Microdialysis experiments with in-vivo recovery (27.4%) showed that infusion of memantine at 6.27 mg/rat/day (ca. 23 mg/kg/day) produced a concentration of 990±105 nmol/l in extracellular fluid. In-vivo NMDA receptor occupancy experiments demonstrated significant, dose-dependent receptor occupancy of 32.7 and 65.7% by memantine at the doses producing 1 and 5 μmol/l plasma levels, respectively. Moreover, acute administration (2.5 mg/kg intraperitoneally) of memantine to mature female rats produced approximately two-fold higher plasma levels than in young male rats. In conclusion, a dose of memantine which produces a plasma level (1 μmol/l) within the therapeutic range, reported previously to be neuroprotective, leads to intracellular brain levels similar to the affinity of memantine for NMDA receptors (receptor binding, patch clamp). This has been also extended by the experiments showing that at this plasma concentration, memantine occupies ca. 30% NMDA receptors in the brain and produces no cognitive impairment.
Connecting Sarcomere Protein Mutations to Pathogenesis in Cardiomyopathies: The Development of “Disease in a Dish” Models

Recent technological and protocol developments have greatly increased the ability to utilize stem cells transformed into cardiomyocytes as models to study human heart muscle development and how this is affected by disease associated mutations in a variety of sarcomere proteins. In this perspective we provide an overview of these emerging technologies and how they are being used to create better models of “disease in a dish” for both research and screening assays. We also consider the value of these assays as models to explore the seminal processes in initiation of the disease development and the possibility of early interventions.
Experiencing Food Allergy and Food Intolerance

This article offers an analysis of 28 lay accounts of the experience of living with either food allergy or food intolerance in England. We structure the presentation of our data in terms of Mike Bury’s three types of narrative form — contingent, moral and core. We suggest that people with food allergies at risk of acute, severe and potentially fatal symptoms on exposure to allergens find their condition to be less socially problematic than do those who suffer intolerances to certain foods, which can result in chronic, but not life-threatening, symptoms. Drawing on the extant literatures on the sociology of food and eating we propose a conceptualization in relation to notions of identity, anomie and communality that attempts to make sense of this finding.
The discomfort of patient power

Patients will often chose to ignore their doctors' advice and do something that their doctors regard as odd, even crazy. The BMJ described the case of a young man who lost blood after a road crash, declined a blood transfusion, and died in front of disbelieving and disturbed doctors. He was a Jehovah's Witness, and nobody disputed his right to do as he did.1 This is the reality of patient autonomy and power. But does it extend beyond individuals? Does patient power mean that large groups of patients should have the right to behave in a way that “the authorities” think misguided? We see more and more examples where groups of patients chose to ignore the advice of authorities, and it seems likely that this will happen increasingly. The most prominent example in Britain at the moment concerns MMR (measles, mumps, and rubella) vaccine.2 The authorities, including the BMJ ,3 are unanimous in seeing it as a highly effective vaccine with minor side effects. Following a report in the Lancet ,4 …