Miracle-dz/UniFAR-FTUs huggingface dataset:
Patience and its Components in Predicting Bullying among Primary School Students

Introduction: The purpose of this study was to investigate the role of patience and its components (Transcendence, Tolerance, Contentment, Persistence, and Hesitation) in predicting bullying among primary school children in Shiraz, Iran. Another purpose was to compare patience and bullying between male and female students. Method: The participants were 317 elementary school students (169 females and 148 males) selected through cluster random sampling. The sample group completed the Child/Adolescence Patience Scale and Revised Olweus Bullying/Victim Questionnaire. Results: The results showed that the total score of patience and its components including Contentment, Persistence, and Hesitation had a significant negative correlation with bullying (P <0.01). The total score of patience negatively and significantly predicted bullying (P <0.01; β = -0.31). Hesitation (P <0.01; β = -0.18) and Contentment (P <0.01; β = -0.21) could also negatively and significantly predict bullying. In addition, there was a significant difference in the total score of patience between males and females (P <0.001, t = 5.12) with females obtaining a higher mean on this variable. Also, there was a significant difference between male and female students in Contentment (P <0.01, t =2.79), Persistence (P <0.001, t =5.45), and Hesitation (P <0.001, t =4.56) with females obtaining a higher mean on these variables. Conclusion: Based on the findings of this study, it is suggested that counselors or psychologists dealing with students try to treat and prevent the phenomenon of bullying among students by using educational strategies of patience.
An integrated model of attitude and affect: Theoretical foundation and an empirical investigation

Abstract The affect (feelings and emotions) and attitude (evaluative judgment based on brand beliefs) streams of research are combined to propose an integrated model of attitude and choice. The essence of the proposed model is based on the interaction effect between affect and cognition. The predictive validity of the proposed model is tested and compared to several other nested models using a regression and logit framework. Results indicate that the proposed model is significantly better than the traditional multiattribute model both in terms of percentage correctly classified and predictive validity. The proposed interaction model is also tested using structural equations modeling with gratifying results. Building on the Kenny and Judd [Psychol. Bull. 96 (1984) 201] approach, the interaction term is estimated using both the Ping [J. Acad. Mark. Sci. 22 (4) (1994) 364; J. Mark. Res. 32 (3) (1995) 336] method and Joreskog and Yang [Nonlinear structural equation models: the Kenny–Judd model with interaction effects. In: Marcoulides GA, Schumacker RE, editors. Advanced Structural Equation Modeling: Issues and Techniques, Mahwah, NJ: Erlbaum, 1996] method. Important findings and implications are discussed together with directions for future research.
The Discourse of Politics in Action: Politics as Usual (2nd revised edition)

List of Figures, Tables and Photographs Preface 'Doing Politics' The (Ir)rationality of Politics 'Politics as Usual' on the 'European Stage': Constructing and performing 'European Identities One Day in the Life of a MEP Everyday Politics in Television: Fiction and/or Reality? Order or Disorder: Fiction or Reality? The Implications of 'Power and Knowledge Management' on the Organization of 'Politics as Usual' Appendix Notes References Index
Job Satisfaction and Self-Efficacy as Correlates of Job Commitment of Special Education Teachers in Oyo State

The study examines job satisfaction and self-efficacy as correlates of job commitment of special education teachers in Oyo State. Four research questions were generated in the study. A sample of 250 special education teachers were the respondents used to ascertain or otherwise the job satisfaction and self-efficacy as correlates of job commitment. The result revealed that there was a positive significant relationship between job satisfaction and commitment (r = .012, p<0.5). Also, there was a positive significant relationship between self-efficacy and job satisfaction of special education teachers (r = .004, p < .05). Further, the study revealed that job satisfaction and self-efficacy when combined together were reliable predictors F (2,247) = 20.163; p < 0.05. Job satisfaction when used alone as the predictor of job commitment was found significant (? = .012, t=2.543; p<.05). Also, self-efficacy of special education teachers was a significant predictor of job commitment when used alone (? =.362, t=6.120; p<0.05). It was recommended that teachers working environment should be improved upon as well as giving more incentives, better remuneration package than what prevailed now to enhance their job commitment. Keywords: Job Satisfaction, Self Efficacy, Job Commitment, Special Education Teacher.
Reconciliation through the public use of reason: Remarks on John Rawls's political liberalism

L'A. critique la conception de la justice de J. Rawls qui, fondee sur des principes deontologiques, ne fait pas de distinction entre les questions de justification et les questions d'acceptation, d'une part, et l'autonomie privee et l'autonomie publique, d'autre part. Dans l'article suivant intitule «Reply to Habermas» («The Journal of Philosophy», vol. 42, n°3, mars 1995, pp. 132-180), J. Rawls explique la signification de son liberalisme politique
Measuring Syntactic Development in L2 Writing: Fine Grained Indices of Syntactic Complexity and Usage-Based Indices of Syntactic Sophistication

Syntactic complexity has been an area of significant interest in L2 writing development studies over the past 45 years. Despite the regularity in which syntactic complexity measures have been employed, the construct is still relatively under-developed, and, as a result, the cumulative results of syntactic complexity studies can appear opaque. At least three reasons exist for the current state of affairs, namely the lack of consistency and clarity by which indices of syntactic complexity have been described, the overly broad nature of the indices that have been regularly employed, and the omission of indices that focus on usage-based perspectives. This study seeks to address these three gaps through the development and validation of the Tool for the Automatic Assessment of Syntactic Sophistication and Complexity (TAASSC). TAASSC measures large and fined grained clausal and phrasal indices of syntactic complexity and usagebased frequency/contingency indices of syntactic sophistication. Using TAASSC, this study will address L2 writing development in two main ways: through the examination of syntactic development longitudinally and through the examination of human judgments of writing proficiency (e.g., expert ratings of TOEFL essays). This study will have important implications for second language acquisition, second language writing, and language assessment. INDEX WORDS: Second language acquisition, Syntactic complexity, Writing development, Language use, Language assessment, Natural language processing MEASURING SYNTACTIC DEVELOPMENT IN L2 WRITING: FINE GRAINED INDICES OF SYNTACTIC COMPLEXITY AND USAGE-BASED INDICES OF SYNTACTIC SOPHISTICATION
Research and Trends in the Studies of Phonological Knowledge and Reading Development: A Review on Selected Journals.

Developing phonological knowledge of students is believed to be beneficial toreading development. This paper reviews selected eight articles on the issue ofphonological knowledge and reading development in both native and English asSecond Language (ESL) context. In finding the trends and patterns across all eightarticles, the content and context of each study was critically analyzed. Thediscussion is divided into five sub sections; research settings, data collectionmethods, samples selection, focus or issue of the current studies, as well as thesimilarities and differences of the findings. It is found that phonologicalknowledge (as developed in phonics instruction) is undeniably effective to developreading skills, even for readers with limited exposure to English. Students whowere exposed to phonics instruction were able to read fluently compared to theircounterparts. Some of these studies even highlighted that these students acquiredreading skills faster compared to the control groups. The findings of the selectedstudies have also established contributing factors on reading success. Of interest,gender, age and type of phonics instruction are among influential factors toreading development. Despite the impressive findings, this paper also discussesthe other components and structure of the selected studies, such as the researchdesign, settings, sample selection as well as focus or issue highlighted in eachselected study. It is hoped that this paper will enlighten readers on the trends andpatterns of the current literature in the area of phonological knowledge andreading development across language settings
Further Exploring Processing Differences Between Geometric Shapes and Shape Words

The current study sought to expand upon the research of geometric shape processing in relation to theories of domain specificity and modularity. Sturz, Edwards, and Boyer (2014) presented results for possible processing differences between geometric shapes and geometric shape words. The authors found that when processing a bi-dimensional sample (i.e., a shape word transposed inside either the same or a different picture of a shape), there was asymmetric interference. Shape words would interfere with identifying the correct shape in a delayed match-to-sample (DMTS) task but there was no such interference from geometric shapes when identifying shape words. It was concluded that geometric shapes activate a visual representation only, while shape words activate both visual and verbal representations. Sturz et al. (2014) proposed this was possible evidence in favor of an independent processing module involved in the early processing of geometric shapes. The current study further tested whether geometric shapes are processed independently from linguistics (i.e., verbal representations) by utilizing DMTS tasks along with imbedded distractor tasks (DTs). It was hypothesized that if a DT was based on visual information (i.e., nonsense shapes; adapted from Lin & Yeh, 2014), it should only affect the performance for geometric shape matching, whereas a verbal DT (i.e., strings of letters) should affect both shape and shape word matching. Results showed evidence that only the nonsense shape DTs negatively impacted performance times for geometric shapes whereas the shape words were negatively impacted by both DTs. INDEX WORDS: Geometric processing, shape words, distractor task, domain specificity, modular processing, delayed match-to-sample, working memory, dual-task
Improving information reporting in data-intensive organisations by determining individual data presentation preferences

Improving information reporting in data-intensive organisations by determining individual data presentation preferences C.M. Zastron Department of Industrial Engineering, University of Stellenbosch, Private Bag X1, Matieland 7602, South Africa. Thesis: MEng (Industrial) March 2016 Advancements in data capturing capabilities have allowed organisations to collect and store more data than at any other time in corporate history. However, researchers have found that a big proportion of this data is never used as managers often feel overwhelmed by the new volume of information that they need to process. An investigation into the human cognitive processes showed that the difficulty associated with interpreting information is influenced by the format in which the information is conveyed. The strain placed on an individual’s cognitive processes can be reduced in two ways. Firstly, by conveying information in a format with which the receiver is familiar. Secondly, by selecting a format which supports the task that needs to be completed using the information. These are often competing factors and traditionally report designers had to decide on one of the two approaches when designing reports. This study proposes an information encoding framework which considers both the preferences of the individuals receiving the information as well as the requirements of the task that needs to be completed using the information. A comprehensive literature review preceded the development of the framework and serves as the foundation for the steps proposed in the framework. Twenty managers from six different data-intensive industries were consulted to validate the framework. Of the managers consulted, 68% believed that some of the decisions made in their organisations are based on opinions rather than factual data, even when data is available. A mere 53% of the managers reported that they are satisfied with the way information is currently presented ii Stellenbosch University https://scholar.sun.ac.za
Statistical inference for the linear model with clustered data

JEFFREY J. HARDEN: Statistical Inference for the Linear Model with Clustered Data (Under the direction of Thomas M. Carsey.) Political scientists often confront clustered data, which can present problems for statistical inference. Through Monte Carlo simulation I examine the performance of standard error methods in clustered data for two linear estimators: Ordinary Least Squares (OLS) and Median Regression (MR). I consider changes to several parameters: sample size, number of clusters, intra-cluster correlation, and error term distribution (normal, which favors OLS as the most efficient estimator, and Student’s t, which favors MR). Results indicate that conventional OLS and MR standard errors are often, but not always, biased downward in clustered data. Within OLS, the performance of the robust cluster standard errors (RCSE), which are designed for clustered data, is conditional on the level of covariate variation and the severity of cluster correlation. Regarding MR, two nonparametric methods perform well. I conclude that researchers should carefully examine the nature of the clustering in their data before choosing a standard error method.
Interpreting Statutes: A Comparative Study

Contents: Introduction, Robert Summers Ithaca on method and methodology, Zenon Bankowski, Neil MacCormick and Jerzy Wroblewski Statutory Interpretation in Argentina, Enrique Zuleta-Puceiro Statutory interpretation in the Federal Republic of Germany, Robert Alexy and Ralf Drier Statutory interpretation in Finland, Aulis Aarnio Statutory Interpretation In France, Michel Troper, Christophe Grzegorczyk and Jean Louis Gardes Statutory Interpretation in Italy, Massimo La Torre, Enrico Pattaro and Michele Taruffo Statutory Interpretation in Poland, Jerzy Wroblewski Statutory Interpretation in Sweden, Alexsander Peczenik and Gunnar Bergholtz Statutory Interpretation in the United Kingdom, Zenon Bankowski and Neil MacCormick Statutory Interpretation in the United States, Robert S. Summers Interpretation and Comparative Analysis, Robert S. Summers and Michele Taruffo Interpretation and Justification, Neil MacCormick and Robert S. Summers Appendix Index.
Functional flexibility: A new conception of interpersonal flexibility.

Traditional conceptions of interpersonal flexibility emphasize two critical components: (a) a widerange of interpersonal responses and (b) situational appropriateness. Most current measures arebased on standard trait ratings, which cannot address situational adjustment. In place of trait ratings,we suggest the use of capability ratings, that is, self-reports of the ease of performing social behaviorswhen required by the situation. Our proposed index of flexibility, the Functional Flexibility Index(FFI), is the composite of 16 interpersonal capabilities. In Study 1, factor analyses indicated that theFFI is distinct from other widely used flexibility measures. Study 2 supported the validity of the FFTby showing substantial correlations with peer ratings of interpersonal flexibility. In Studies 3 and 4,the FFI outperformed other flexibility measures in predicting adjustment. Another form of interper-sonal variability, situationality, is the tendency to view one's personality as being dependent on thesituation. Situational individuals reported lower self-esteem than nonsituational individuals. Mea-sures of functional flexibility and situationality were found to be orthogonal.
Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors.

When teachers are more supportive of autonomy and less controlling, students demonstrate higher levels of intrinsic motivation and self-determination. The purpose of this study was to examine socialcontextual conditions that led teachers (N 254) who taught classes from Grades 1 to 12 to be more autonomy supportive versus controlling with their students. Using structural equation modeling, the authors observed that the more teachers perceive pressure from above (they have to comply with a curriculum, with colleagues, and with performance standards) and pressure from below (they perceived their students to be nonself-determined), the less they are self-determined toward teaching. In turn, the less they are self-determined toward teaching, the more they become controlling with students.
Phonological working memory in very young children

By Gathercole, Susan E. ; Adams, Anne-Marie Developmental Psychology. Vol 29(4), Jul 1993, 770-778. Abstract This study was designed to establish whether phonological working memory skills could be assessed in children below 4 yrs of age. A group of 2- and 3-yr-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that tapped other cognitive skills. Scores on the 3 phonological memory tasks were closely related. In addition, repetition performance was linked with both vocabulary knowledge and articulation rate. Results indicate that phonological memory skills can be reliably assessed in very young children by using conventional serial span and repetition procedures. (PsycINFO Database Record (c) 2008 APA, all rights reserved)
Specificity in mother-toddler language-play relations across the second year.

Relations among specific aspects of language (comprehension and production, semantics and utterance length) and relations between language and symbolic play were evaluated when children were 13 and 20 months of age. The contributions of maternal stimulation to toddler performance and whether associations among toddler abilities might be explained by maternal behaviors were also examined. Although measures of toddler language covaried, language-play associations in toddlers were specific to semantic aspects of language. Associations between mother and toddler behaviors emerged and tended to be specific: Maternal language related to toddler language, and maternal play related to toddler play. Moreover, relations among toddler abilities maintained after maternal influences were partialed. The multidimensional structure of language and specificities in languageplay associations were discussed with reference to models of early representational development.
Development of a National Evaluation System to Evaluate CDC-Funded Health Department HIV Prevention Programs

This article discusses the recent experience of the Centers for Disease Control and Prevention (CDC) in developing a national evaluation system for monitoring and evaluating health department HIV prevention programs that are funded by CDC. The foundation for such a system is evaluation guidance that establishes standardized data elements for a variety of evaluation activities. The article discusses barriers to developing such a system, strategies used to deal with those barriers, the contributions made by stakeholders to the development of the system, the end product, strategies and activities used to meet the capacity building, and technical assistance needs of stakeholders. Lessons learned from this experience should be useful to any organization intending to develop a large evaluation system.
Cognitive Regularities in Creative Activity

Theories of creativity have not traditionally considered whether novel ideas or inventive behaviors can result from regularities in the cognitive processes responsible for such activities. Most of these traditional theories are based on the evaluation of products as meeting (or not) some abstract metric of creative output. However, cognitive theories of creativity can be proposed in which creative activity is a function of more traditional cognitive processes that are not unique to inventive behaviors. The purpose of this article is to review the cognitive regularities of creative activity and organize the research on this topic into a framework that might be useful in understanding and extending investigations directed at studying creativity. To these ends, cognitive processes underlying generation, synthesis, and selection of information in creative activities are delineated.
Development of face recognition: A maturational component?

In these studies we assessed development between ages 6 and 16 of the ability to encode unfamiliar faces. Performance improved markedly between ages 6 and 10 and then remained at a fixed level or actually declined for several years, finally improving again by age 16. Evidence is provided that this distinctive developmental course reflects, in part, acquisition of processes specific to the encoding effaces rather than general pattern encoding or metamemorial skills. The possibility that maturational factors contribute to the developmental course efface recognition is raised, and two sources of data relevant to assessing this possibility are discussed. Normal adults have a prodigious capacity for making new faces familiar. Whether one's high school class contained 90 or 800 people, approximately 90% of those classmates are recognized 35 years after graduation (Bahrick, Bahrick, & Wittlinger, 1975). Less dramatically, laboratory studies have shown that very brief exposure to previously unfamiliar faces permits subjects to distinguish those faces from new ones at a later time. The level of performance remains high across inspection sets that range in size from 20 to 72 (Bower & Karlin, 1974; Galper, 1970; Hochberg & Galper, 1967; Yarmey, 1971; Yin, 1969; but also see Diamond & Carey, 1977, and Patterson & Baddeley,
Direct estimates of SDy and the implications for utility analysis

Utility analysis suggests that human resources policies can have an economically significant impact on business organizations. Confidence in such conclusions, however, requires an accurate estimate of SD y . This article provides a validity check on prevailing subjective methods of SD y estimation by directly estimating SD y from unique field data. Using both simulated and field data, we first illustrate the range of potential bias associated with predictor unreliability in regression analysis and show how to calculate corrected values. We then discuss the methodological problems of directly estimating SD y with organizational data and provide a range of estimates for SD y . Our direct estimation of SD y yielded values ranging from 74% to 100% of mean salary, which are considerably greater than conventional subjective judgments