Miracle-dz/UniFAR-FTUs huggingface dataset:
Does employees’ psychological capital buffer the negative effects of incivility?

Purpose Workplace relationship has widely been recognized as an important factor to shaping employees’ workplace experience. Workplace incivility, a low-intensity form of deviant behavior, is deemed to have an adverse effect on both businesses and their employees. However, the role of individuals’ positive psychology in buffering the adverse effects of workplace incivility remains unclear even though social stressors like incivility are prevalent among Jordanian heath care workers. Applying the conservation of resources (COR) theory and social exchange theory (SET), the purpose of this paper is to investigate the relationship between coworker incivility and psychological distress as moderated by psychological capital (PsyCap). Design/methodology/approach Survey data were collected from a sample of Jordanian health workers and a structural equation modeling technique was utilized. Findings The findings show that coworker incivility predicts higher levels of psychological distress, and employee PsyCap moderates the link between incivility and psychological distress. Originality/value Although research concerning the link between incivility and unwanted work or personal outcomes has been established, studies examining the variables that can buffer these effects are largely lacking. This study fills this void in the literature. The implications for practice and theory are discussed.
Classed patterns in the course and outcome of parent-teacher interactions regarding educational decision-making

ABSTRACT Educational transitions are crucial sites of social selection. Whereas social bias in teacher recommendations is well-established, less is known about teacher guidance in the process preceding the actual choice. Bridging the literature on social class and educational choice and home-school relations this study explores classed patterns in the course and outcome of parent-teacher interactions regarding educational decision-making (EDM) at the transition from primary to secondary education in Flanders (Belgium). We used a qualitative research design combining observational data from 104 parent-teacher conferences in two schools in the final year of primary education, with 26 in-depth interviews with parents reflecting on educational choice and teacher guidance. Using grounded theory, our results show that the importance of teacher guidance for parents’ decision-making is strongly dependent on their social and cultural resources on the one hand and the types of educational decisions they are facing on the other. Nevertheless, teachers remained largely blind to the social dynamics in the choice market. Our results depict how teacher guidance regarding EDM is little proactive and unstandardized. In this context parents’ cultural and symbolic capital came into play. When needed, middle-class parents proved to be entitled and effective in their exchanges with the primary school. Working-class and migrant parents more often showed constraint and therefore failed to extract the necessary information. Disagreement and fear for biased recommendations further complicated the interaction, alienating those most in need of assistance.
How Principal Leadership Seems to Affect Early Career Teacher Turnover

Early Career Teacher (ECT) turnover is a critical issue; the teacher turnover rate is significantly higher among ECTs as compared with experienced teachers, and they are more likely to fill vacancies in hard-to-staff schools. This study examines how principal leadership might affect ECT turnover by using a large-scale, nationally representative data set, the Beginning Teacher Longitudinal Survey (BTLS). Using a discrete survival analysis, the author showed that ECT turnover in terms of leaving one’s school was indeed substantial. More importantly, principal leadership had a consistent negative association with the odds of ECTs leaving their school during the first five years. Among various aspects of principal leadership, principal leadership related to student behavior management had the strongest association with ECT turnover. In contrast, the association between principal leadership and ECTs leaving the profession was not significant. This study provides empirical evidence of the importance of principal leadership in reducing ECT turnover.
Generativity and Life Satisfaction of Active Older People: Advances (Keys) in Educational Perspective.

Through the theoretical framework of pedagogy and education as an instrument of social and personal development, this study addresses two key issues for the construction of a mature-older person’s identity, namely, generativity and life satisfaction. The main aim here is to explore the generative interest and life satisfaction of a group of mature-older university students and verify whether the years linked to the program and the rate of participation in other types of social agencies and institutions have a positive impact on both constructs. The sample comprised 347 subjects, who were administered the Loyola Generativity Scale – LGS and the Satisfaction with Life Scale – SWLS. The results show that level of education and rate of participation have a positive influence on generative interest, while health, marital status and time linked to the higher education program have a positive effect on life satisfaction.
Collaborative Uncoupling: How to break up and stay together*

Divestitures and other forms of organizational separation are not commonly associated with continuity and ongoing collaboration in inter-organizational relationships. Instead, separation is often equated with terminating relationships and gaining independence. Here, the authors argue that achieving separation does not require terminating relationships and that ongoing collaboration between separating entities may actually contribute to successful separation. The authors base this argument on the assertion that the objective of organizational separation is to achieve organizational autonomy for all entities involved and that separating entities can enable each other’s development of autonomy while remaining interdependent. The authors also discuss how collaborative separation may contribute to a range of benefits, as well as why it may nevertheless fail to emerge in practice. In this respect, the authors consider the relevance of ethical perspectives and emotional dynamics related to feelings of (dis)respect, (dis)trust, pride and shame. The authors conclude by discussing activities that may contribute to, and undermine, effective collaborative separation.
STUDENTS’ PERCEPTIONS OF THEIR ICT-BASED COLLEGE ENGLISH COURSE IN CHINA: A CASE STUDY

This study investigated foreign language students’ perceptions about their Information and Communication Technology (ICT)-based College Englis h Course (CEC) in China. The research used a five-point Likert-scale questionnai re based on Simsek (2008). A factor analysis confirmed the construct validity of the questionnai re and 6 factors were delineated. 200 nonEnglish majors who responded mentioned that ICT was ell integrated into the CEC. They reported that the ICT-based CEC gave them a good en vironment for independent learning and they were more motivated to learn English as they h ad more opportunities to communicate, interact and cooperate with other students in Engli sh using authentic language in a variety of contexts. They found learning was more effective co mpared to the traditional learning environment; it provided freer learning environment , less restricted communication, more time flexibility and more self-scheduled study plan ensu ring learner-centeredness and learning autonomy.
Experiential philanthropy in China

ABSTRACT Experiential philanthropy is a form of service-learning where students are provided with money (generally from a foundation) to distribute to nonprofit organizations. The pedagogy is intended to teach students not only about philanthropy but also about how to evaluate philanthropic responses to social issues. In recent years, scholars have begun to explore how an experiential approach to the philanthropic process could result in a more philanthropically engaged and committed citizenry. This research has provided promising evidence of the efficacy of experiential philanthropy as a pedagogic strategy – particularly within higher education. Despite its effectiveness, research on experiential philanthropy has focused primarily on the US. As such, we have no knowledge of the effectiveness of this pedagogic strategy in other regions of the world – especially in emerging philanthropic regions such as China. Therefore, using three semesters of original pre- and post-course survey data (including quantitative and qualitative responses) obtained from students enrolled in an Introduction to Nonprofit Management course at a university in northeast China, this study addresses the following question: To what extent does experiential philanthropy enhance Chinese students’ understanding of, and commitment to, philanthropy?
A novel model for minimizing unnecessary handover in heterogeneous networks

Over the years, vertical handover necessity estimation has attracted the interest of numerous researchers. Despite the attractive benefits of integrating different wireless platforms, mobile users are confronted with the issue of detrimental handover. This paper uses extensive geometric and probabilistic techniques to develop a realistic and novel model for the coverage area of a wireless local area network (WLAN) cell with an aim to minimize unnecessary handover and handover failure of a mobile node (MN) traversing the WLAN cell from a third-generation network. The dwell time is estimated along with the threshold values to ensure an optimal handover decision by the MN, while the probability of unnecessary handover and probability of handover failure are kept within tolerable bounds. Monte Carlo simulations were carried out to assess the behavior of the proposed and existing models. Simulation results showed that our proposed model is more robust and capable of keeping unnecessary handover probability and handover failure probability closest to a predefined probability benchmark. For model validation, the Nash–Sutcliffe coefficient was used to compute the efficiency of the proposed model, which achieved a value of 98.82% indicating the accuracy of the model.
Domain-general perspectives on the neurocognitive specialization of language

This dissertation proposes that the frontotemporal network involved in the neural substrate of language processing is as a subset of a domain-general system mediated by predictive processing mechanisms. Instead of attributing independent functions to each of its patterns of activity, it redescribes them as deriving from differences in the performance of this system when attempting integrations. In particular, it proposes that dorsal-ventral interactions are behind all linguistic and cognitive functions, representing as a single stream the exchange of feedforward (prediction error) and feedback (prediction) information under differing degrees of estimated certainty. This exchange is in turn manifested across a rostrocaudal hierarchy ending in pars triangularis, which connects the current processing context with retrieved task sets for its more efficient, proactive processing, and is generally involved in cognitive control. The proposed domain-general system produces different cross-network interactivity patterns based on the ongoing levels of expected and unexpected uncertainty, sustaining language and cognition. Evidence for these is gathered from event-related potentials, oscillatory activity, neurochemistry, network neuroscience, and a broad range of cognitive neuroscience studies. The last part of the dissertation studies the related problem of how language and speech could evolve simultaneously as a result of continuous, quantitative changes taking place in the aforementioned domain-general system. This section proposes a new framework to study the evolution of vocal learning abilities in connection with domain-general cognition, based on primate neural scaling rules and connectivity enhancements, and argues against comparative perspectives that only focus on animal vocalizations in order to explain human specificity.
Harmonizing Small-Group Cohesion and Status in Creative Collaborations: How Songwriters Facilitate and Manipulate the Cowriting Process

Because of economically induced changes in record label contracts, recording artists are now required to cowrite their songs. Despite this obligation, many recording artists are unskilled as writers. For their professional songwriter teammates, using face-work to save the recording artist from the embarrassment of being an unskilled songwriter can be at odds with status maintenance in the larger social community if the collaboration results in a bad song. Interviews with 39 country songwriters revealed two key strategies for orienting the songwriting process toward writing a song that will allow for status maintenance among peers while still attending to group cohesion. Of the two strategies for achieving this goal, most common was a process of commercially oriented “bespoke facilitation” to match songs’ lyrical content to artists’ personal branding goals. In a second strategy, referred to as a “manipulation dance,” songwriters prewrite songs or portions of songs to guide the creative process toward content that will contribute to their status among industry peers. Both strategies rely on songwriters using face-work to be perceived as a “good hang” to keep the recording artist happy while still ensuring that the song is well crafted and will help to build and maintain their status. This study contributes to understanding how an individual working in a collaborative group might orient efforts toward maintaining status in a wider community while attending to group cohesion when the group has mismatched goals, skills, or tastes.
Campus Sexual Assault Policies: A Feminist Policy Analysis Framework

The purpose of this study is to conduct a feminist-based policy analysis to examine the role of power in campus sexual assault policies. This research investigated the role of power in campus policies that are in response to addressing sexual assault using a feminist policy analysis framework. McPhail’s (2003) Feminist-Based Policy Analysis Framework was used to study the policy-setting documents authored by the United States (U.S.) Department of Education’s Office of Civil Rights and White House Task Force to Protect Students from Sexual Assault that was established in 2014. Together, these documents encompass the federal guidelines for college campuses’ compliance, rights, and responsibility under Title IX. The Framework provides four questions to consider when analyzing the role of power within a policy. Several strengths of the policies are identified as well as tension between the power of institutions versus the power of student survivors, specifically in mandatory reporting policies. Implications for social work research, practice, and policy are explored along with identifying the study’s limitations and future research suggestions.
Examining the Interactive Positions and Storylines of an Emergent Bilingual Learner.

The U.S. storyline of emergent bilinguals has historically failed to highlight the mathematical and linguistic assets of this group; instead, it has primarily focused on providing support. To disrupt this narrative, a case study of one elementary teacher, Ms. Bristow, is presented. Ms. Bristow’s discursive practices and pedagogy illustrate how she fostered the storyline of mathematical competence for an emergent bilingual Latina by positioning her in ways that called attention to her mathematical thinking. Ms. Bristow’s creation of mathematical goals and participatory expectations provided the foundation for classroom interactions that enabled the student’s storyline to come to fruition and be appropriated by peers.
Cognitive-load of activities for Māori and non-Māori: a New Zealand consensus

Introduction: To estimate the cognitive-load of self-reported physical and cognitive activities by New Zealand’s (NZ) indigenous population (Māori) and non‑Māori from the Life and Living in Advanced Age‑Cohort Study New Zealand (LiLACS NZ). Methods: Three-round panel Delphi exercise in NZ involving six panellists across an expert rater group and a peer-rater agroup of Māori and non‑Māori respectively, via web-based and face‑to‑face discussion. Results: In Round i (pre-Delphi exercise) the investigator group, gathered and categorised data from LiLACS NZ and developed a 9-point Likert-scale to rate the cognitive-load. Round ii panellists each rated the cognitive‑load of each activity. If a priori specified criteria were not met, then round iii involved a face‑to‑face meeting to discuss and re-rate activities on which consensus was lacking. Conclusions: Māori reached consensus in round ii while non‑Māori did so in round iii. Panellists provided a formal consensus-based cognitive-load rating for 181 activities separately for Māori and non‑Māori. Keywords: three to five keywords: Delphi Technique, physical activity, ageing, cognitive activity
“Hey Sexy Thing, Why Don’t You Come Over Here?” Simulated Stranger Harassment and Its Effects on Women’s Emotions and Cognitions

“HEY SEXY THING, WHY DON’T YOU COME OVER HERE? ” SIMULATED STRANGER HARASSMENT AND ITS EFFECTS ON WOMEN’S EMOTIONS AND COGNITIONS Rima Hanna Advisor: University of Guelph, 2019 Dr. Paula Barata The primary purpose of the current study is to investigate whether exposure to simulated street harassment in a laboratory setting increases women’s anxiety and fear of rape. Different male voices for the stimuli were randomly assigned to investigate if perceived ethnic identity interacts with the experimental conditions to further elevate negative emotions (anxiety and anger) or fear of rape. Female identified students were recruited (n = 165). There were negative effects of exposure to harassment (complimentary or hostile) regardless of ethnicity of the man (Black/African/Caribbean Canadian or White/European Canadian) with increases in women’s anxiety and anger. Hostile street harassment had the largest negative effect on women’s anxieties and anger. There were small differences found between the groups on the fear of rape measure. Results also showed that participants reported high levels of reacting passively to street harassment. This is a replication study based on a 2014 study by R. Hanna.
I CARE Training to Increase the Self-Efficacy and Prosocial Behavior of Students Observers of Bullying

Bullying is a problem that often occurs in school communities. One factor that contributes to the continuance of bullying is the number of passive witnesses to the bullying who stand by and do nothing to prevent it or to help the victim. Decreased pro-social behavior in bystanders has been correlated with low self-efficacy. In such cases, people prefer to avoid intervening in the situation because they are afraid of becoming the next victim of bullying and because they do not know what to do. The present research consists of two studies, the first of which is focused on I CARE training to increase self-efficacy on bystanders. Both studies used the same participants. The effectiveness of the training was evaluated using the Self-Efficacy Scale, the Prosocial Behavior Scale, and the Wilcoxon Signed-Rank Test. Data from the second study showed a significant correlation between self-efficacy and pro-social bystander behavior. The results show that, after the I CARE training, 1) the student participants know what to do when bullying occurs, 2) they try to stop the bullying, and 3) they become more confident in their ability to help the victims of bullying. In addition, the results of Study 2 show that self-efficacy has a positive correlation with the pro-social behavior of bystanders. Thus, a bystander with higher self-efficacy also has higher pro-social behavior. If bystanders intervene when bullying occurs, the bullying will likely stop. Therefore, I CARE training programs in schools can increase selfefficacy behaviors in witnesses of bullying incidents and promote pro-social behaviors to help victims.
Equitable Higher Education: Students' Perspective on Access to Resources, Participation, and Educational Outcomes.

Equity refers to fairness in education, which represents all irrespective of any differences with the goal of access, participation and progression in education. The study, thus, analyzed students’ equity in terms of access, participation and outcomes at higher education. The data had been collected from 641 students enrolled in three public sector general universities of the Punjab using multistage sampling technique. The tool of the study was a self-developed questionnaire, comprising 65 items on Likert-type scale. The quantitative data analysis included percentage analysis, correlation, t-test and ANOVA. The study confirmed the link of equitable access and equitable participation to equitable educational outcomes. The results presented the less positive situation of equity in public sector higher education, whether related to equitable access to resources, equitable participation and equitable educational outcomes. Significant differences were also observed in students’ equity, with respect to family income and mother education. Findings suggested that the education system needed to commit to the principle of fairness leading to equitable higher education.
Examining whether Time Orientation Mediates or Moderates Age Effects on Goal Selection and Pursuit

Examining whether Time Orientation Mediates or Moderates Age Effects on Goal Selection and Pursuit Amy Knepple Carney Future time perspective has been studied in a number of domains and shown to influence the associations among age and a range of personal, health and social goals (Carstensen et al., 1999; Cate & John, 2007; Nurmi, 1992; Stahl & Patrick, 2012). However, the past and present also matter. It is likely that future goals are affected by our present feelings or behaviors (Lewin, 1939), as well as by our future orientation. What is not clear, however, is whether and in what ways past and present orientation relate to current goals and age. The aim of the current study was to examine the associations among age, temporal orientations, and goal selection and pursuit. We examined these questions using data provided by 167 adults, ranging in age from 18 to 87 years (M age = 39.8, SD = 15.7). Age showed a positive, but weak, correlation with goals, showing that older adults had more goals than younger adults. Time orientations showed both moderating and mediating effects on the relationship between age and total number of goals a person was pursuing. Negative past time perspective mediated the relationship between age and goals, F(2,164) = 4.54, p = . 012; R2 = . 053. The moderating effects between age and goals seem to be isolated to the people who have the highest levels of positive past, present, and/or future. This is important because how we feel about our present and our future, no matter the age, will help to determine how many goals we have.