Miracle-dz/UniFAR-FTUs huggingface dataset:
Development of Smart Adventure Games to Improve the Readiness of the Initial Ability of Reading, and Writing on Early Childhood

Based on these circumstances, this study aims to develop an appropriate game to improve readiness of the initial ability of early childhood called "Smart Adventure". This game can help children to learn the ability of the initial reading and writing with a fun method (play) and in accordance with the characteristics and stages of early childhood development. This study used a qualitative and quantitative approach (mix method) with "Borg and Gall" research and development model. The procedures used include: research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation.The results of this study indicate the effectiveness and usefulness of the Smart Adventure game product on the ability to reading and writing early childhood.
Generativity and Socially Responsible Leadership among College Student Leaders Who Mentor.

The current study examined and explained the relationship between generativity and socially responsible leadership using an explanatory sequential mixed methods design. The first, quantitative phase examined the predictive relationship between generativity and socially responsible leadership among 82 college student leaders who mentor at a four-year, Midwestern, land-grant university using multiple regression. The second, qualitative phase used a phenomenological design to explain the quantitative results by conducting semistructured interviews among a sub-sample (n=9) of the quantitative phase participants. Results from the current study advance leadership research in social change as well as advance instruction by helping leadership educators demonstrate their outcomes related to generativity and social responsibility.
An Evaluation of a Hospital’s Communication Cultural Competence Staff Training to Increase Disclosure and Data Collection on Sexual Orientation and Gender Identity: Toward Reducing Health Disparities for Lesbian, Gay, Bisexual, and Transgender Patients

AN EVALUATION OF A HOSPITAL’S COMMUNICATION CULTURAL COMPETENCE STAFF TRAINING TO INCREASE DISCLOSURE AND DATA COLLECTION ON SEXUAL ORIENTATION AND GENDER IDENTITY: TOWARD REDUCING HEALTH DISPARITIES FOR LESBIAN, GAY, BISEXUAL, AND TRANSGENDER PATIENTS Jillian Allison Rose The study used a pre-/post-test design within a secondary analysis of existing de-identified data obtained from a major Northeastern hospital for use by permission, in order to evaluate the impact of a communication cultural competency training of hospital registration personnel focused on teaching the collection of gender identity and sexual orientation data (SOGI). The study’s convenience sample (N=240) was diverse, given 34.6% (N=83) identified as White/Caucasian, 28.3% (N=68) as Hispanic/Latino, 27.1% (N=65) as Black /African American, and 10.0% (N=24) as Asian. For gender identity, 74.6% (N=179) identified as female, and 15.8% (N=37) as male. Those who identified their sexual orientation as heterosexual comprised 79.6% (N=191) of the sample. The mean time in current role for the sample was 3.97 years (Min = 1-1 to 6 months, Max = 6-over 10 years, SD = 1.547). For example, 18.3% (N=44) indicated being in their current role for between 5-10 years. Some 74.2% (N=178) indicated that they know someone who is LGBTQ+. Of note, 16.7% (N=38) indicated that they had other training in the last three months. Cronbach’s Alphas ranged from . 858-. 978 for the 11 new study scales, as very good to excellent internal consistency. As main study findings, paired t-tests for all five global scale scores (knowledge, self-efficacy, skill/ability level, and personal preparation for collecting SOGI data—and engagement in recommended SOGI data collection behavior) demonstrated significant differences from preto posttraining in this sample (p˂.000; Bonferroni Significance level, p<.007). This suggested that participation in the training was associated with statistically significant improvements from preto posttraining for knowledge, self-efficacy, skill/ability level, personal, and engagement in recommended SOGI data collection behavior. Through backward stepwise regression, having higher post-training self-efficacy was significantly predicted by: higher pre-training personal skill/ability (B=.589, SEB=.468, p=.000); and, higher post-training overall evaluation (B=.244, SEB=.305, p=.000). The adjusted R-squared value for this model was 0.346, meaning that 34.6% of the variance for higher post-training self-efficacy for collecting for collecting patients’ sexual orientation and gender identity data was explained by this model. Findings suggest the need for further dissemination, implementation and evaluation of the new communication cultural competence training.
A Hot-Cold Cognitive Model of Depression: Integrating the Neuropsychological Approach Into the Cognitive Theory Framework

In the 50 years following Beck’s cognitive theory, empirical research has consistently supported the role of dysfunctional, ‘hot’ cognition in the onset and maintenance of major depressive disorder. Compromised ‘cold’ cognition in attention, memory, and executive control abilities, independent of the affective state, has attracted much clinical interest for its role throughout the course of illness and into remission. We propose integrating cold cognition into Beck’s cognitive theory framework to account for the complementary roles of both hot and cold cognition in depression onset and maintenance. A critical review of cognitive research was conducted to inform an integrated hot-cold cognitive model of depression. Cold cognitive deficits likely act as a gateway to facilitate the activation and expression of the hot cognitive biases through a weakened ability to attend, retrieve, and critically assess information. Cold deficits become exacerbated by the negative mood state, essentially ‘becoming hot’, lending to maladaptive emotion regulation through ruminative processes. Depleted cognitive resources contribute to the manifestation of further deficit in problem-solving ability in everyday life, which in itself, may act as a stressor for the onset of recurrent episodes, perpetuating the depressive cycle. We discuss the interaction between hot and cold cognition within the cognitive theory framework and the potential of complementary hot-cold pathways to elucidate novel means of prevention and treatment for depression. Dysfunction in hot (emotion-dependent) and cold (emotion-independent) cognition has been demonstrated in depression, but psychological treatment has largely focused on hot cognition only. Hot and cold cognition are complementary processes throughout the activation and maintenance of depressive schemas and biases, necessitating the consideration of both hot and cold cognitive aspects to disrupt the depressive cycle. The proposed hot-cold cognitive model shows promise to stimulate new research avenues for the prevention and treatment of depression. Dysfunction in hot (emotion-dependent) and cold (emotion-independent) cognition has been demonstrated in depression, but psychological treatment has largely focused on hot cognition only. Hot and cold cognition are complementary processes throughout the activation and maintenance of depressive schemas and biases, necessitating the consideration of both hot and cold cognitive aspects to disrupt the depressive cycle. The proposed hot-cold cognitive model shows promise to stimulate new research avenues for the prevention and treatment of depression.
The association between science achievement measures in schools and TIMSS science achievements in Sweden

ABSTRACT The aim of this study was to examine the association between students’ TIMSS (Trends in Mathematics and Science Study) science achievement, and students’ school achievements, in terms of national tests and grades from school years 6 and 9. Further to examine the association with TIMSS science achievement and different subgroups of students based on their home background. The study is based on a unique possibility to analyse TIMSS 2015 data together with register data of the Swedish students’ national test results from school years 6 and 9 and their science subject grades from school years 6 and 9. The overall results show that there were moderate associations between TIMSS science achievement and school achievement measures. The association between grades and the high-stakes national tests were stronger than between grades and TIMSS. The students’ home background had a clear impact on the results as students with highly educated mothers, who comes from homes with many books and are nonimmigrants had on average higher TIMSS science achievements.
Fostering and evaluating learner engagement with academic literacy support: Making the most of Moodle

This paper reports on the evaluation of an ambitious attempt to embed academic literacy support within a core content course for first-year students at the University of the South Pacific. The course is offered in both blended and online modes, catering for on-campus and off-campus students, respectively, using Moodle as the virtual learning environment (VLE). We begin by explaining how we have made the most of Moodle as a learning platform, enabling us to supplement the core content resources with additional components that support students’ academic literacy development, rather than sacrificing content to create this space. Since the additional material is embedded into the main learning design of the course, students acquire academic literacy within the disciplinary context of their academic programme, rather than through standalone ‘study skills’ provision that is devoid of content. We then devote the majority of the paper to discussing the evaluation of this course design, again explaining how we have made the most of Moodle to do so. We have used learning analytics data from Moodle tracking and completion reports to calculate engagement scores for each student, focusing on a composite of their access to resources, their compliance with sequencing and timing, their investment in activities, and their overall achievement. We have then examined the extent to which the different elements of engagement appear to impact achievement in assignments, demonstrating that the students who achieved the highest grades were those who accessed more materials, kept up with the intended schedule, and invested more than they needed to in activities, despite no immediate rewards for doing so.
Student health-related fitness testing in school-based physical education: Strategies for student self-testing using technology

If used appropriately in schools, youth fitness testing can play a significant role in promoting a physically active lifestyle among school-age children. Unfortunately, many issues exist when testing students’ health-related fitness (HRF) components, such as privacy concerns, misuse of testing results, and time-consuming test procedures. This paper provides an alternative approach to implementing youth fitness testing, attempting to solve some of these long-standing problems. Contextual information concerning global youth fitness testing practices is first introduced, followed by strategies for fitness self-testing using emerging technologies instead of more traditional testing methods conducted in a physical education (PE) setting. We also address how a self-testing approach could be used as part of a fitness education programme where students learn about HRF components, develop competence, and learn how to improve their HRF over time, absent of an expert evaluator to monitor their own HRF. The potential role of modern technology in solving some of the seemingly unsolvable problems with youth fitness testing in schools worldwide and facilitating the implementation of self-testing HRF in school-based PE programmes is also presented. More effort should be given to the development of technology-based HRF self-testing and empirical research.
The Effect of Teaching and Supply Chain Management on Employeesâ€™ Skills in Small and Medium Sized Enterprises of Russia

Abstract- In recent years, there has been an increasing interest in the intervention of thinking skills. One of the main ways of guiding people's thinking about having a healthy and sensible life is to teach employees how to think correctly. Therefore, since the ultimate goal of education is learning, it is important to consider every factor that achieves this goal. Therefore, the main objective of the study was to investigate the effect of training and supply chain management on problem solving, critical thinking, creativity and social skills of employees. The statistical population of this research was all employees of the enterprises of Russia. A sample of this study included 40 employees who were selected through random sampling.
An Analysis of Swearing Words Used by Characters in Blood Father Movie

This study aims at identifying the types of swearing words used by all characters in Blood Father Movie and the factors contributing those swearing. It is a descriptive qualitative research which formulates the conclusion by collecting, classifying, and interpreting the data. The data is elicited through documentation technique then classified based on theory before interpreted. The source of the data is the script of the movie taken from the internet. The utterances containing swearing words are used as the data of the research. The types of swearing words which found in this research are 5 stand-alone functions, 4 slot filler functions, and 4 themes. The stand-alone functions include expletive interjection (58 data or 27%), oaths (2 data or 1%), curses (4 data or 2%), unfriendly suggestion (4 data or 2%), name-calling (55 or 25%). The slot fillers are adjectival intensifier (4 data or 2%), adjective of dislike (6 data or 4%), emphasis (72 data or 34%), and modal adverbial (6 data or 3%). The themes are religious theme (24 data or 11%), scatological theme (40 data or 20%), sex organ theme (2 data or 1%), and sexual activities theme (147 data or 68%). Among the three factors which contribute to swearing, the most dominant factor is neurological (80 data or 38%). After that is psychological factor (73 data or 34%) and the least dominant factor is sociocultural (60 data or 24%). Keywords: swearing words, Blood Father movie, types of swearing, factors contributing swearing
Assessing Augmented Reality in Helping Undergraduate Students to Integrate 2D and 3D Representations of Stereochemistry

Organic chemistry students exhibit great difficulty grasping stereochemistry and chemical bond hybridization concepts. The 2D representations of molecules presented to them in lectures and exams serve as tools for communication between professional chemists. However, these students’ ability to link the molecular formulas, 2D pictures, geometric structures, and molecular characteristics has repeatedly been found challenging. 2D depictions, physical model sets, and 3D computer models are currently used in classrooms and courses in an attempt to tackle the problem of tying the 2D representations to the 3D stereochemistry properties but each tool falls short in one aspect or another. In the present study, we examine how an augmented reality (AR) mobile app combining 2D and 3D representations may be used to support understanding of these concepts.
The Contribution of the Technology Acceptance Model for an Active Teaching and Learning Process in Higher Education

Building up a more engaging and active teaching and learning experience is now crucial to face the challenges that the profile of today's digital learner requires. The relevance of digital technology in the educational field cannot be denied as many studies have been conducted and many frameworks have been developed trying to understand the advantages that digital tools can bring to education. This chapter presents a bibliometric analysis of scientific articles indexed at Scopus from the previous 10 years related to the use of the Technology Acceptance Model (TAM) in higher education. This resulted in the identification of the perspectives, digital technologies, methodologies, and developments in this field of research. It was possible to verify that the studies are more focused on the acceptance of technology from the perspective of the students and not so much on the perspective of the teachers. Along with the perceived ease of use and usefulness, self-efficacy is another variable to consider when accepting using technology.
A trial of a school-based cognitive behaviour program for anxiety on 4th Generation Immigrants

El propósito del estudio en esta dirección es examinar la efectividad del programa de comportamiento cognitivo basado en la escuela para reducir los niveles de ansiedad de los niños entre los 9 y los 10 años de edad. En la investigación se utilizó un patrón experimental con un grupo de control de prueba previa / prueba posterior. El estudio se realizó en 36 participantes que se dividieron en 3 grupos de 12 alumnos, uno de los cuales fue un grupo experimental y dos de los cuales fueron grupos de control. Se utilizó la "Escala de Ansiedad Infantil de Spence" para determinar el nivel de ansiedad. El tamaño del impacto se ha determinado en un 56,3% para el grupo experimental. Los resultados del estudio muestran que el programa de comportamiento cognitivo basado en la escuela es eficaz. The purpose of the study in this direction is to examine the effectiveness of the school-based cognitive behaviour program on the reduction in anxiety levels of children at 9-10 years of age. An experimental pattern with pre-test/post-test control group was used in the research. The study was conducted on 36 participants who were divided into 3 groups of 12 pupils, one of which was experiment group and two of which were control groups. “Spence Children’s Anxiety Scale” was used in order to determine the anxiety level. The impact size has been determined as 56.3% for experiment group. The results of the study show that school-based cognitive behaviour program is effective.
Effect of gaming on behavioral intention to use online training: an adjustment of the UTAUT model applied to TRT-2

The objective of this research was to analyze the effect of gamification on intention to use online training from the partial validation of the UTAUT model for qualification of members and servers of the Regional Labor Court of the 2nd Region (TRT-2). The study analyzed the relationship between constructs performance expectancy, effort expectancy, facilitating conditions, and familiarity with the intention to use gaming in distance media. This was conducted through an empirical application, which used the Structural Equation Modeling (SEM) for data analysis. The research was a single cross-sectional survey, carried out with TRT-2 members and servers who participated in the distance-feeding course ‘Healthy Living’ in 2015. Of the four hypotheses, only familiarity (F) was not significant as it did not serve as a behavioral intentions (BI) predictor of gamification for distance learning courses. Some explanations for such phenomenon may be career promotion and additional qualifications, learning by doing and sample size. The results confirmed that most hypotheses have a high statistical significance of the structural paths and have demonstrated that the model proposed in this study is consistent and can be applied in future studies with appropriate adjustments.
Negotiating inclusion: Revealing the dynamic interplay between individual and group inclusion goals

We aim to improve our understanding of how perceptions of social inclusion come about, unfold over time, and relate to individual and group outcomes. To do so, we draw on the MARGINI model, which offers a novel theoretical account of inclusion by delineating that inclusion is the result of a dynamic interplay between the individual's motivation to be included in the group (individual inclusion goal) and the group's willingness to include the individual (group inclusion goal). In a longitudinal field study (3 waves) following project teams (n = 304, divided into 46 teams) working on an eight-week consultancy project, we found that individual and group inclusion goals (a) mutually influenced each other over time and (b) in conjunction determined group members' individual outcomes as well as overall group performance. Together, this research sheds new light on the dynamics and effects of inclusion on individuals and groups.
Popularity-Aware Multi-Failure Resilient and Cost-Effective Replication for High Data Durability in Cloud Storage

Large-scale data stores are an increasingly important component of cloud datacenter services. However, cloud storage system usually experiences data loss, hindering data durability. Three-way random replication is commonly used to lead better data durability in cloud storage systems. However, three-way random replication cannot effectively handle correlated machine failures to prevent data loss. Although Copyset Replication and Tiered Replication can reduce data loss in correlated and independent failures, and enhance data durability, they fail to leverage different data popularities to substantially reduce the storage cost and bandwidth cost caused by replication. To address these issues, we present a popularity-aware multi-failure resilient and cost-effective replication (PMCR) scheme for high data durability in cloud storage. PMCR splits the cloud storage system into primary tier and backup tier, and classifies data into hot data, warm data and cold data based on data popularities. To handle both correlated and independent failures, PMCR stores the three replicas of the same data into one Copyset formed by two servers in the primary tier and one server in the backup tier. For the third replicas of warm data and cold data in the backup tier, PMCR uses the compression methods to reduce storage cost and bandwidth cost. Extensive numerical results based on trace parameters and experimental results from real-world Amazon S3 show that PMCR achieves high data durability, low probability of data loss, and low storage cost and bandwidth cost compared to previous replication schemes.
Affective factors during field research that influence intention to persist in the geosciences

Abstract Although field and research experiences have been shown to help retain students in the geosciences, there is less known about how and why this is the case. We created a field-based research experience for five students with a range of backgrounds and prior experiences. We used mixed methods case study research to identify affect-related persistence factors influencing geoscience interns during a field-based research experience, to interpret how the experience elicited those factors, and to explain why the factors influenced students’ intention to persist. The study is framed within the Social Cognitive Career Theory and Geoscience Identity theoretical frameworks. Results indicate that the students in this field-research experience were influenced by five main factors: increasing self-efficacy, discovering people as resources, developing a geoscience identity, making connections with Earth, and maintaining interest. The first three factors have important social aspects to them that were impacted by the design of the field experience. The field experience contributed, positively or negatively, to the students developing the self-efficacy to succeed as a geoscientist and the geoscience identity needed to pursue a geoscience career. Therefore, these affective reactions of the students to the field experience, rather than cognitive reactions, played a key role with regard to impacting their intention to major in the geosciences.