Miracle-dz/UniFAR-FTUs huggingface dataset:
The Factors That Are Related to Native American Community College Students' Intent to Persist

The Factors That Are Related to Native American Community College Students' Intent to Persist Garnet Laureen Williams Old Dominion University, 2011 Director: Dr. Alan M. Schwitzer More than half of Native American higher education students choose community colleges as their institution of choice. However, when compared with other ethnic groups, Native American/Alaska Natives (NA/AN) students earn the second-lowest number of associate degrees and the lowest number of bachelor's degrees. Despite this substantive gap, few studies have explored the factors related to Native American community college students' intent to persist. With the projected population surge of NA/AN residents over the next 15 years, more research on the factors related to Native American community college students' intent to persist in college is warranted. This ex post facto study of 2010 survey data from the Center for Community College Student Engagement examined the relationship between the following educational benchmarks and Native American community college students' intent to persist in college: (a) academic challenge, (b) active and collaborative learning, (c) student effort, (d) student-faculty interaction, and (e) support for learners. Student-faculty interaction and support for learners were found to be predictors of students' intent to remain enrolled in college. This study also explored the relationship between students' participation in extracurricular activities and their intent to persist in college. The number of hours in which students participated in extracurricular activities was statistically significant to their intent to persist in college. The frequency at which students participated in student organizations was also positively associated with their intent to persist. iv ACKNOWLEDGMENTS I am so grateful to my committee members for their attentiveness and support throughout this process. My committee chair, Dr. Schwitzer, provided expertise and motivation every step of the way. Dr. Dustin's knowledge and attention to detail proved extremely helpful during each stage of this journey. Dr. Richels was a constant source of encouragement whose thoroughness often helped to expedite otherwise lengthy and arduous processes. A big thanks to the members of Cohort 5 (p2C5! ), my friends, and family. I am indebted to my forebears for exhibiting strength of character in their tireless pursuit for the empowerment and advancement of Native Americans. I would also like to extend my appreciation to the Center for Community College Student Engagement for providing me with the data set used in this dissertation.
Japanese Gender Role Expectations and Attitudes: A Qualitative Analysis of Gender Inequality

Due to current technology and the third wave feminist movement, gender inequality in other countries now has a global, socially aware platform. However, due to non-reporting, the voices of women experiencing violence and inequality in Japan are largely unheard. The purpose of this qualitative study is to investigate the gender role expectations in Japan that lead to inequality and victimization inflicted on Japanese women. Data was obtained through interviews with all available and consenting bilingual speakers at a Japanese University, and findings reveal that there are very specific expectations for Japanese women in the home, at work, and in society. For example, women were and are still expected to have children after getting married, to quit work after such a life event, and are treated differently under the law. This research adds to the existing literature by confirming previous findings while providing more in-depth and qualitative explanations of gender expectations and inequality.
Learning Aggression: The Association Between Parental Psychological Control and Adolescent Relational Aggression

Learning Aggression: The Association Between Parental Psychological Control and Adolescent Relational Aggression Jennifer Jaeun Byon School of Family Life, BYU Master of Science Late adolescence and early emerging adulthood are important developmental time periods during which transitions to adulthood begins including independence from one’s parents. While adolescents spend more time away from their homes, especially as they start attending college, the influence of their parents is still salient. Parental psychological control has been shown to impact adolescents’ developmental outcomes, including their engagement in relational aggression. While past research has focused mostly on children and young adolescents, the current study seeks to explore the bidirectional associations between parental psychological control and relational aggression among late adolescents and early emerging adults. It also seeks to explore adolescent sex as a potential moderator. Using the Flourishing Families Project data, the results revealed that across ages 16-19, there were significant bidirectional associations. However, there were no sex differences. Several important implications as well as suggestions for future studies are drawn.
Decolonizing Professional Development: A Re-humanizing Approach

ABSTRACT After the outlawing of the Mexican American Studies (MAS) program in Tucson, Arizona, K-12 Ethnic Studies programs have materialized across the U.S. at an accelerated rate creating an urgent need for critical Ethnic Studies professional development for K-12 educators. In direct response to both the elimination of the MAS program and the pressing need for teacher training, the Xicanx Institute for Teaching & Organizing (XITO) emerged as a strategy to continue the legacy of the MAS program. XITO, a grassroots urban education collective, has developed a decolonizing and re-humanizing model of Ethnic Studies professional development to counter the deficit model of current teacher education by infusing critical identity work—a critical analysis of race, power, and systems of oppression—together with an Indigenous epistemological framework formerly implemented in the highly successful MAS program. A thorough description of the philosophy and model of XITO’s praxis is presented along with testimonios from participants of the professional development and how they have integrated this critical Ethnic Studies training into their own educational spaces. Recognizing the rate of expansion of K-12 Ethnic Studies programs in the U.S., coalition-building with other grassroots urban education collectives is necessary to scale up the movement to prepare critically and politically conscious Ethnic Studies teachers and organizers.
Agreement Between Parent and Teacher Ratings of Social Communication Abilitieson the Children's Communication Checklist-Second Edition

Agreement Between Parent and Teacher Ratings of Social Communication Abilities on the Children’s Communication Checklist–Second Edition Courtney Lynn Millar Hammond Department of Communication Disorders, BYU Master of Science The Children’s Communication Checklist-Second Edition (CCC-2) is a behavior rating scale developed to address the difficulties of assessing social communication in children. It was designed to be completed by a parent rater. However, since it would be helpful to know the extent to which ratings are context-dependent, this study looked at the agreement between parent and teacher ratings on the CCC-2 as well as the percent agreement on the severity of disorder. Twelve parent-teacher pairs completed the CCC-2 for children who had a documented developmental language disorder with specific impairment in social communication. Cohen’s kappas, Cohen’s weighted kappas, and percent agreement of severity of disorder were calculated. Kappa results ranged from less than chance agreement to fair agreement. When differentiating between scores that represent disorder and no disorder, parent and teacher percent agreement for the CCC-2 10 subscales range from 42% to 75%. Further delineation between no disorder, disorder, or severe disorder yielded percent agreement ranging from 17% to 50%. Overall percent agreement on the general communication composite was 92%. Results indicate that while parents and teachers have poor to fair agreement on the exact nature of a child’s social communication strengths and weaknesses, they largely agree when a social communication problem exists. Lack of agreement likely resulted from the parent and teacher seeing the child in different contexts which required a somewhat different set of social communication abilities, or a difference in rater perception of what is within the developmental norms. These findings suggest that the best indication of a child’s social communication profile may lie in a holistic assessment of performance in all the important contexts in a child’s life, including school and home.
Kajian Refleksi Teori Pengembangan Karakter Anak Melalui Pembelajaran Agama Perspektif Albert Bandura

In the current reform era, character education has experienced a decline marked by increasing juvenile delinquency, corruption and moral deviations carried out by students and intellect to show character education has been eroded gradually. The role of school plays an important role in character development through religious learning. In the process, religious learning in schools should use two learning approaches, that is transfer of knowlage and transfer of value. Synchronized with the theory of Albert Bandura, the teacher as a model and students as a observers. As an observer, there are two processes in learning: that is 1) imitation processs, the learning process changes itself through certain stimuli, 2) modelling process, the process of changing his own behavior through observing the behavior of oth
Internalized Heterosexism, Outness, Athletic Identity, and Perceived Stress Among Queer Female Athletes

Internalized Heterosexism, Outness, Athletic Identity, and Perceived Stress Among Queer Female Athletes Olivia Scott The historical presence of heterosexism in sport has been discussed in numerous publications, with unique considerations for female athletes (Anderson, Magrath, & Bullingham, 2016; Cahn, 1993; Griffin, 1998; Rankin, 1998). Unfortunately, few studies have examined the impact of this climate on female athletes with minoritized sexual identities. Most research pertaining to this population has been qualitative and largely focused on lesbian athletes (Fynes & Fisher, 2016; Stoelting, 2011). Consequently, more generalizable conclusions about queer female athlete experiences has been limited. The present study was an attempt to address this research gap, by assessing the internalized heterosexism, outness, athletic identity, and perceived stress of queer women competing at the college level. Two mediation models were proposed. The first situated internalized heterosexism as a mediator of the relationship between athletic identity and perceived stress. The second situated internalized heterosexism as a mediator between outness and perceived stress. Participants were recruited via online webpages and email advertisement. Only cisgender women over 18, competing in the National Collegiate Athletic Association (NCAA), and identifying with a minoritized sexual identity were eligible to participate. Athletes were administered a demographic questionnaire, the Revised Internalized Homophobia Scale (IHP-R; Herek, Gillis, & Cogan, 2009), the Athletic Identity Measurement Scale (AIMS; Brewer & Cornelius, 2001), the Nebraska Outness Inventory (NOS; Meidlinger & Hope, 2014), and the Perceived Stress Scale (PSS; Cohen & Williamson, 1988). Results indicate support for the first mediation model but not for the second. Additional analyses revealed a regression model in which athletic identity, sexual orientation, and religiosity predicted internalized heterosexism. Findings related to demographics offer insight into athletes who may be at greater risk for negative outcomes. Applications and directions for future research are discussed to aid coaches, mental health professionals, and university administrators in better serving queer female athletes.
Beginnings: intakes and the initiation of relationships

Athlete meets sport psychologist: What happens? Before we answer that question, we need to look at the situations, environments, and referral processes that help bring an athlete (or coach, or athletic trainer) and a sport psychologist together for the first time face to face. In many of the applied psychology professions, the pathways to psychologists and clients meeting each other are fairly limited. A self-initiated phone call to a psychologist's office and an appointment made with a receptionist; a prescreening interview with an HMO psychology technician; a referral from a physician, school counselor, or social worker; and a few other routes are the primary avenues for referral to psychologists. The meeting places for such referrals are often formal office settings.
Urban/Rural Disparities in Cancer Incidence in New York State, 2008-2012

We measured urban/rural disparities in cancer incidence in New York State using a data set with more than 500,000 tumors diagnosed among New York State residents between 2008-2012 geocoded to the census tract level. Using poisson regression, we computed the site and stagespecific relative risks of cancer by level of urbanicity after adjustment for age, sex, socioeconomic status and race/ethnicity. 18 of the 23 cancer sites analyzed showed some form of significant association between cancer incidence and urbanicity, although the risk differences were generally small. Differences in risk of 50% or more were seen for stomach, liver, distantstage uterine, and thyroid cancers (each higher in New York City than in rural areas); esophagus, distant-stage kidney, and distant-stage lung (each lower in New York City than in rural areas); and distant-stage prostate cancer (higher in rural areas).
ICT in University: How Lecturers Embrace Technology for Teaching

Current era demands educators to deal with technology. Seeing that most students of university are supported with abundant facilities in learning nowadays, lecturers need to get familiar with current issues and technologies to encounter it. Role of Information and Communication Technology (ICT) in pedagogy will facilitate lecturers in teaching and learning process as well as improving their professionalism. It is a qualitative research with fifteen lecturers as the sample of research. The result shows that although all lecturers have used ICT for teaching, they apparently still need traditional medium such as whiteboard since ICT is also lack in some parts. Keywords: ICT, teaching technology, teaching media
Laparoscopic management of ectopic pregnancy: An observational study from North Kashmir

Background: With advancements in field of minimally invasive surgery, increasing number of patients with ectopic pregnancy (EP) can be managed laparoscopically. Aims and Objective: To evaluates our experience of laparoscopic management of ectopic pregnancy in terms of its safety and efficacy. This is an observational study conducted over a period of seven years at Guru Multi-specialty Hospital Sopore, Kashmir, India. Materials and Methods: A total of 84 patients with EP were included in the study. The diagnosis was made by detailed history, clinical examination, βHCG assay, abdominal and transvaginal ultrasonography. All patients underwent laparoscopic salpingectomy or salpingostomy depending on the clinical scenario. The outcome was analysed in terms of details of the procedure, mean operative time, post-operative VAS score (0-10), complications, hospital stay and subsequent fertility. Histopathological examination of the resected fallopian tubes was also evaluated. Statistical analysis was done as a prospective sample survey analyzing percentage and mean values. Results: Sixty-one patients had chronic ectopic while 23 presented acutely. Seventy-seven (91.66%) patients were diagnosed by clinical, laboratory and sonographic modalities while 7 (14.17%) required diagnostic laparoscopy for confirmation. Ampulla was the site of EP in 75% of cases. Ruptured fallopian tubes were found in 20 (86.95%) and 9 (14.75%) patients who presented with acute and chronic ectopic respectively. The patients with chronic ectopic were managed with laparoscopic salpingectomy and laparoscopic salpingostomy in 45 (73.77%) and 16 (26.22%) patients respectively. Patients with acute ectopic were underwent laparoscopic salpingectomy in 18 (78.26%) and salpingostomy in another 5 (21.73%) cases. The operative time was longer in patients with chronic ectopic ranging between 55-135 minutes. A total of five (5.95%) patients required blood transfusions. One each case of chronic and acute ectopic required conversion to open surgery. Histopathological examination of salpingectomy specimen revealed chronic salpingitis was seen in 39.68% of the cases. On follow-up, a total of 18 (29.5%) and 9 (39.13%) patients conceived within a year and another 5 (8.19%) and 2 (8.69%) did so between 1-2 years who presented with chronic and acute ectopic respectively. Conclusions: Laparoscopic approach in treatment of EP is safe and feasible irrespective of the type of presentation with all advantages of minimal access surgery and greatly reduced morbidity.
Emotion Regulation in Context: Social Connectedness Moderates Concurrent and Prospective Associations With Depressive Symptoms

Introduction: Emotion regulation in healthy functioning and in depression is typically examined as an intrapersonal phenomenon, but growing evidence suggests social factors affect individuals' strategy use and effectiveness. We examined whether the role of emotion regulation in depression—concurrently and over four weeks—depends on social connectedness, predicting that higher social connectedness would dilute effects of one's own strategy use regardless of specific strategy. Methods: Young adult participants (n = 187) completed measures of perceived social connectedness, depressive symptoms, two avoidant emotion regulation strategies (ruminative brooding and experiential avoidance), and two approach-oriented strategies (positive reappraisal and planning), and depressive symptoms again four weeks later (n = 166). Results: Cross-sectional associations of emotion regulation with symptoms were moderated by social connectedness: effects of both avoidant and approach strategies were weaker among more connected individuals. Prospectively, social connectedness moderated effects of approach strategies, but not avoidant strategies. Among more socially connected individuals, using approach strategies—which are typically adaptive—was associated with higher symptoms over time. Discussion: Results partially replicate previous research and support the role of social factors as important contexts of intraper-sonal emotion regulation and dysregulation in depression. Findings suggest that social resources can dilute intrapersonal effects regardless of strategy type—more in the shorter term than in the longer term—and can even lead seemingly adaptive strategies to backfire over time. Implications for research integrating emotion regulation, relationships, and depressive psychopathology are discussed.
What are universally accepted human values that define ‘a good life’? Historical perspective of value theory

Aim: This paper reviews existing theories over five decades on universally accepted human values from a multidisciplinary perspective. The main purpose is to assess the broad acceptability of the different dimensions of “Years of Good Life (YoGL)”, a newly proposed human well-being indicator (Lutz et al. 2018) that has been designed to serve as criterion for sustainable development. The Years of Good Life well-being indicator aims to measure well-being in any population or population subgroup around the world. The fundamental dimension of YoGL is being alive, and a good life is measured by having capable longevity – being in acceptable health, being out of poverty and being cognitively functioning – and overall satisfaction with life. Problem: Besides being alive, what are universally accepted human values that define ‘a good life’? Approach: Human values are the basis for people’s behavior and define what individuals deem important and worthy of having, keeping, and pursuing. We identify 14 human values from relevant theories in social sciences, ranging from values that are based on cognitive instigators and motivation to achieve ultimate meaning of life (value theories by Allport-Venon-Lindzey, Rokeach, or Schwarz, social fulfilment (List of Values by Kahle), fulfillment of basic needs (basic needs theories by Galtung and Triandis), cultural differences (Hofstede’s work-related values, and Ingelhart-Welzel’s Cultural Map), capability approach (Nussbaum and Social Progress Index Worldwide), and accumulation of previous categories (Allardt’s theory for Scandinavia, Max-Neef’s Model of Human Scale Development, Narayan’s values based on the poor, Wolfensberger’s Social Role Valorization, and the Intergovernmental Platform on Biodiversity and Ecosystem Services). Some theories have become obsolete over time, some have been re-evaluated and improved. The most recent basic values, such as values employed by the Social Progress Index Worldwide, are an abstraction and adaptation of the capabilities theory with a focus on the attachment between human beings and their environment. Limitation: This paper is fully relying on a review of existing literature. Signiﬁcance: The key ﬁndings of the literature review on human values highlight the interdisciplinary approach needed to support the subjective and objective well-being dimensions of the YoGL indicator.
Mechanisms underlying hypoxic ischemic injury to the developing brain : the significance of matrix metalloproteinase 2 and 9.

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What about Middle Class? Theoretical Approaches and Realities

This article regards a systematic, but selective, searching in a big pool of ideas, terms, data, and ideologies. The middle class is a part of the “trinity” of class and social analysis, for two (or more) centuries. Its official birth is done in the “place” of liberal political economy. In the common empiricism of the British Empire or of the Anglophone counties, every person, who isn’t an aristocrat, is a member of middle class. A serious question is the next: where and why the boarders between the three classes are been located? The classic analysis has developed discussable, but explanative, criteria for the description of economic or social classes. The contemporary theories have delivered more complexity of answers, but have not overcome the initial empirical image. The middle class remains a phantom. It is a spiritual inhabitant of beliefs, but we can find it only in shadows, as an active social subject. Is it a real social class, an intellectual problem, or a distortion? In this article the elaboration of the different approaches and their confrontation with data are the first steps for the creation of a brief, but systematic, description for the trajectory of middle class.