Miracle-dz/UniFAR-FTUs huggingface dataset:
Constraints to the effective implementation of vocational education program in private secondary schools in Port Harcourt Local Government Area

The main purpose of this study was to identify the constraints to the effective implementation of vocational education program in private secondary schools in Port Harcourt Local Government Area of Rivers State. The research work was limited to four randomly selected private secondary schools and addressed the following research questions: What student factors affect the non-implementation of vocational education program in Nigerian private secondary schools? What facilities factors affect the non-implementation of vocational education program in Nigerian private secondary schools? What teachers' factors affect the non-implementation of vocational education program in Nigerian private secondary schools? What government/parental factors affect the non-implementation of vocational education program in Nigerian private secondary schools? The main instrument for data collection was a questionnaire administered to about 20 per cent of the target population of teachers (N=24) and students (N=72) in the Rivers State area. Data were analysed using descriptive statistics including the sample mean and grand population mean. The findings reveal a dearth of professional and qualified teachers for the teaching of vocational/technical subjects; inadequate infrastructure and equipment in schools; insufficient instructional materials and books in schools; and that schools are generally poorly financed. Two key recommendations are that adequate infrastructure should be provided in schools so that they are properly equipped for functional teaching and learning, and that an 'enlightenment' campaign should be carried out in the society to emphasise the importance of technical and vocational education.
Harmful Memories—Present Dynamics: The Heroic Helper’s Effect on Collective and Individual Responsibility and Prejudice

This study was aimed at testing if exposure to a narrative about a heroic helper, can increment responsibility—taking about past ingroup wrongdoings and reduce prejudice and intergroup hostility in the present. We used the narrative of a Hungarian hero in an experiment who acted for targets of the Holocaust in Hungary, and measured if this narrative might increase collective responsibility for the Holocaust, decrease Hungarians’ hostile attitudes towards the Jewish minority, and this effect could be expanded to ongoing conflicts with other minorities. We used an experimental group (N = 99) exposed to the narrative, and a control group (N = 101) that was not. Both groups completed a test-battery measuring national identification, empathy, responsibility-taking, and prejudice. Data were analyzed with SPSS, and open-ended questions were content—analyzed by four independent coders. Results show that learning about a heroic helper increased acceptance of responsibility for the Holocaust and empathic abilities, whereas these effects were not generalized to current intergroup relations.
Values or origin? Mandatory immigrant integration and immigration attitudes in Europe

ABSTRACT One of the most significant European policy developments of the past decade has been the proliferation of mandatory immigrant civic and language integration requirements. The primary intention of these policies is to facilitate immigrant integration, but do they also improve public support for immigration by fulfilling the type of deservingness criteria many hold for benefits or status? Or do such integration requirements contribute to growing mass anti-immigration sentiment through signalling cultural distance? We contribute to this ongoing debate by examining whether mandatory integration fosters or diminishes public support for immigration. In doing so, we first use biennial data across 14 Western European countries between 2007 and 2014 and second implement an original survey experiment in the UK. Our unique contribution across these two studies reveals that neither mandatory language nor civic integration requirements appear to meaningfully affect public support for immigration. Rather, we identify immigrant origin as the deciding line between open and antagonistic immigration attitudes. Further, we find these patterns persist regardless of integration target, policy measurement, requirement difficulty, or analytical strategy. We thereby conclude mandatory integration of immigrant communities appears to do little in terms of reducing widespread anti-immigration sentiment.
Research Preregistration as a Teaching and Learning Tool in Undergraduate Psychology Courses

The preregistration of research plans and hypotheses may prevent publication bias and questionable research practices. We incorporated a modified version of the preregistration process into an undergraduate capstone research course. Students completed a standard preregistration form during the planning stages of their research projects as well as surveys about their knowledge of preregistration. Based on survey results, our senior-level psychology students lacked knowledge of importance of the preregistration movement in the sciences but could anticipate some of its benefits. Our review of the completed preregistration assignment suggested that students struggle with data analysis decision-making but generally perceive preregistration as a helpful planning tool. We discuss the value of a preregistration assignment for generating discussions of research practice and ethics.
A qualitative analysis of school psychology trainers’ perspectives on evidence-based practices

ABSTRACT This study examined school psychology faculty beliefs, attitudes, and perceptions regarding the status of graduate training in evidence-based assessment and intervention. The perspectives of a national sample of faculty in the U.S. were obtained through an online survey. A qualitative examination of faculty responses provided an understanding of the current state of instruction and dissemination of evidence-based assessment (EBA) and evidence-based intervention (EBI) in school psychology training programs. Four themes emerged from a content analysis of evidence reflecting faculty perspectives about EBAs and EBIs including barriers, facilitators, courses in EBI/EBAs, and supports for EBI/EBA implementation. Faculty provided 991 barrier-oriented comments compared to 276 support-oriented comments. The findings of this study provide insight into faculty notions about the status of evidence-based intervention and assessment in the training of school psychologists, as well as ways to overcome barriers and support a shift toward implementation science in the field.
Emotional Maturity and Mental Health Among New Couples Referred to Pre-Marriage Health Center in Karaj, Iran

Background: Emotional maturity and mental health are the foundation of a successful marriage and indeed emotional maturity is the key to a satisfying happy life. Objectives: This study aimed to assess emotional maturity and mental health among couples referred to pre-marriage health centers in the city of Karaj. Methods: A cross-sectional study was conducted in the main center of pre-marriage testing in Karaj from March 2012 to August 2012. Using randomized sampling method 547 couples participated and filled the questionnaires, including a demographic scale, emotional maturity scale (EMS), and Mental Health Inventory (GHQ 28). Data were analyzed using ANOVA, t student, Pearson, and Multiple Regression tests to assess the correlation between variables. Results: Results showed a significant positive relationship between emotional maturity and mental health of couples (r = 0.67; P < 0.05). There was an association between couples’ emotional maturity and sex, religion, occupation, and previous marital history. Also, the relationship between mental health of couples and gender, place of birth, employment history and previous marital history was significant. Regression analysis also indicated that mental health and having a permanent job were predictors of emotional maturity (P < 0.05). The mean score of emotional maturity was detected 91.3± 21.6, which was interpreted as emotional instability, and the mean score of mental health was determined 16.2 ± 9.9. Conclusions: The mental health and having a constant job can predict the level of emotional maturity. In addition, the results suggested that emotional maturity has a positive correlation with mental health.
Body-worn images: Point-of-view and the new aesthetics of policing

Police organisations across much of the Western world have eagerly embraced body-worn video camera technology, seen as a way to enhance public trust in police, provide transparency in policing activity, reduce conflict between police and citizens and provide a police perspective of incidents and events. Indeed, the cameras have become an everyday piece of police ‘kit’. Despite the growing ubiquity of the body-worn video camera, understandings of the nature and value of the audiovisual footage produced by police remain inchoate. Given body-worn video camera’s promise of veracity, this article is interested in the aesthetics of the camera images and the socio-cultural construction of the cameras as tellers of truth. We treat body-worn video cameras as image-making devices linked to techniques and technologies of power, which construct and frame police encounters in specific ways, and we suggest that the aesthetics and point-of-view nature of the image contribute greatly to the truth-value that the images acquire. This article begins by providing an historical context for the use of cameras and images in policing. We then introduce our framework of visual criminology and present theories of point-of-view as a construct in the diverse areas of gaming, pornography and the visual arts, as well as in television and cinema. The article deploys the cinematic use of point-of-view to unpack the affective impact and aesthetic of the police body-worn video camera footage. We suggest that viewers of the footage are placed in the position of the corporeally absent police officer whose experience has been recorded by a viewfinderless device. This generates a vacillating interplay between subjectivity and objectivity, given that the alleged faithful recording of the event by the body-worn video camera presents a singular perspective and incomplete document that may not necessarily capture the full context of the law enforcement event.
Teacher and student interactions in the first year of university

ABSTRACT The first year of university is often considered challenging and difficult for students who are adjusting to different academic and social demands. In this context, teacher-student interactions can play a crucial role in fostering student motivation, engagement in learning, a sense of belonging to the university and academic persistence. Although the benefits of teacher-student interactions have been researched, to date few studies have examined in-depth the characteristics, role and value of these interactions from students’ perspectives in the Australian higher education context. Through semi-structured interviews, this study investigated the experiences of 21 undergraduate students who reflected on their interactions with teaching staff (lecturers and tutors) in the first year, particularly the type and frequency of interactions they had with teachers and the influences these interactions had on their learning and engagement in the subject as well as the broader university. Overall, students reported that the majority of interactions were positive and helpful in influencing their engagement in learning. However, the benefits of their interactions with teachers were not perceived to extend beyond the classroom to help them develop a sense of belonging to the university.
Association of Weight With Sociometric Status in Classrooms of Taiwanese Adolescents

This study examined the association between adolescents’ obesity and sociometric status among their peers across 1 year. The participants were 2,528 junior high school students from Taiwan (mean age = 13.31 years). The negative associations discovered between obesity and sociometric status were both concurrent and cumulative. Moreover, the adolescents who changed from nonobese to obese were more likely to have lower social acceptance and be isolated in their classrooms. These findings inform concerns regarding the sociometric status of adolescents who are (or are becoming) obese.
Exploring career satisfaction, burnout, and compassion fatigue as indicators of the quality of career engagement of public school educators

Exploring Career Satisfaction, Burnout, and Compassion Fatigue as Indicators of the Quality of Career Engagement of Public School Educators Beth Colleen Robinson This study explored the experiences of career satisfaction, burnout, and compassion fatigue in public school educators working with students in Primary/Kindergarten through grade 12 in schools in Nova Scotia and West Virginia. The research participants included 184 teachers, counselors, and administrators employed by the Annapolis Valley Regional School Board in Nova Scotia and Monongalia County Board of Education in West Virginia. Participants completed a questionnaire assessing the constructs of compassion satisfaction, burnout, and compassion fatigue that have been conceptualized in this study as indicators of healthy career engagement, career disengagement, and career overengagement, respectively. Participants also responded to a demographic survey and to questionnaires exploring history and residual effects of direct and indirect traumatic experiences. Measures included the Professional Quality of Life: Compassion Satisfaction and Fatigue Subscales – Revision III (ProQOL-CSF-R III), History of Traumatic Experiences (HTE), and Impact of Events Scale Revised (IES-R) for direct and indirect trauma. Previous career engagement studies with educators focused on career satisfaction and burnout. Very few addressed educator trauma or compassion fatigue. In the current study, evidence of career satisfaction, burnout, and compassion fatigue was found across all educator subgroups. Burnout and compassion fatigue were significantly related with current traumatization status deriving from a history of direct and indirect trauma. Multiple regression analyses provided limited support to the hypothesis that elementary educators would exhibit higher rates of compassion fatigue than middle and high school educators. The hypothesis that classroom teachers at all grade levels would report higher levels of compassion fatigue than counselors and administrators was not supported. Nor was support obtained for the hypothesis that educators with fewer years of experience would be more vulnerable to compassion fatigue than those with lengthier career paths. The inability of demographic characteristics to differentially predict the 26.09% of the sample who scored in the upper quartile for risk for burnout, and 33.15% who scored in the upper quartile for risk for compassion fatigue, suggests that prevention and intervention programs should target all educators across demographic subgroups.
The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers

ABSTRACT This special issue bundles a set of eight empirical studies and one review article that explore the role of statistical learning (SL) mechanisms (both domain-specific and domain-general) in supporting word reading and spelling development, and vice versa. In this introduction to the special issue, we worked to summarize the extent to which studies support our hypotheses relating SL to reading and spelling development while pointing out inconsistencies across studies that require us to refine and rethink our hypotheses.
Demographic Characteristics as Antecedents of Organisational Commitment

The purpose of this study was to investigate employeesâ€™ demographic characteristics as antecedents of organizational commitment. Using a combination of descriptive statistics and multiple regression analysis on data collected from a population of staff at CNG Rwanda, the study finds the following: Employees recorded high levels of organizational commitment. Age and gender significantly negatively affected overall organizational commitment, continuance and normative commitment, while marital status affected the same significantly positively. Work experience and duty station affected affective commitment positively but continuance commitment negatively. Employeeâ€™s work location significantly affected continuance and normative commitments. Level of formal education insignificantly affected all types of commitment consistently. The findings imply that demographic characteristics played a significant role as antecedents of organizational commitment. Generalization of these findings is, however, limited to the studied organization. It is therefore recommended that a bigger sample from a well-mixed set of organizations across Rwanda should be studied.
Perceived Autonomy Support and Motivation in Young People: A Comparative Investigation of Physical Education and Leisure-Time in Four Countries

Physical education focuses on the development of sports skills as well as fitness for health. In Central European countries there has been a shift in these focuses since the fall of Communism to follow internationally-recognised health-related physical activity recommendations, similar to Western European countries. In this study we investigated the extent to which motivation from school physical education transfers to leisure-time physical activity providing autonomy support by three social agents: school (physical education teachers), family and peers. Our study utilised the Aetological Approach (AA), Ecological Model (EM) and the Trans-Contextual Model (TCM) that consists of the Theory of Planned Behaviour (TPB) and the Self-Determination Theory (SDT) to explore how autonomous motivation is transferred between contexts (physical education, leisure-time and current behaviour). Nine-hundred and seventy-four students aged 11–18 (55% girls) participated in our study from four countries: Hungary, United Kingdom, Romania and Slovakia. A prospective research design was employed, and questionnaires were administered at three time points. Using 7-point Likert scales, attitude, usefulness, and affectiveness were measured. Furthermore, subjective norms and perceived behavioural control (PBC) were tested within TPB. Autonomous and controlling motivation were measured within SDT by administering the Behavioural Regulation in Exercise questionnaires (BREQ and BREQ-2). Finally, past physical activity, intention and current physical activity behaviours were tested. Results indicated that perceived autonomy support from family and friends predicted autonomous motivation towards leisure-time physical activity in all four countries. However, teachers’ behaviour in some Eastern European countries did not predict this transfer. In general, in line with previous literature, boys reported more physical activity than girls. A strong influencing factor in the path model was that past behaviour predicted current behaviour, and according to that factor, boys reported being more active than girls.Boys also perceived more support from PE teachers than girls which was likely to have influenced their autonomous motivation in PE, which in turn transferred to leisure time. We discuss these results in the context of theories exploring the role of motivation and social environment on children’s choices related to physical activity. In conclusion, we suggest providing more autonomy support, especially by schools, for the enhancement of autonomous motivation of young people to promote their leisure time physical activity.
Modeling Resilient and Adaptable Work-Integrated Learning Practice: The Importance of Learning Dispositions in Initial Teacher Education.

Global industry requires resilience and adaptability to match the new fluid necessities of 21st Century reality. Learning as a finite suite of knowledge and skills at university to prepare for a static career is now anathema, with industry demanding constant new insight and innovation to meet the needs of an ever-changing global society. In the case of initial teacher education, however, programs that purposefully develop these capabilities are not prevalent, with knowledge and skills sets too often being presented as script and thus reinforcing static thinking and teaching practices. This paper explores qualitative data collected across a network of globally focused secondary schools in Denmark and presents a positive approach for cooperative work-integrated education (CWIE) educators and institutions in initial teacher education that is based on the explicit modeling of learning dispositions. Importantly, the approach can also be seen as being the basis for any practice across professional fields where resilience and adaptability are essential.
Convolutional neural network‐based multi‐label classification of PCB defects

Due to the rapid development of printed circuit board (PCB) design technology, inspection of PCB surface defects has become an increasingly critical issue. The classification of PCB defects facilitates the root causes of detects’ identification. As PCB defects may be intensive, the actual PCB classification should not be considered as a binary or multi-category problem. This type of problem is called multi-label classification problem. Recently, as one of the deep learning frameworks, a convolutional neural network (CNN) has a major breakthrough in many areas of image processing, especially in the image classification. This study proposes a multi-task CNN model to handle the multi-label learning problem by defining each label learning as a binary classification task. In this study, the multi-label learning is transformed into multiple binary classification tasks by customising the loss function. Extensive experiments demonstrate that the proposed method achieves great performance on the dataset of defects.
Level of Cognitive Biases of Representativeness and Confirmation in Psychology Students of Three Bío-Bío Universities.

Alexandra Castro M. Universidad del Bío-Bío, Chillán, Chile ORCID: https://orcid.org/0000-0002-4522-2083 Zabrina Hernández A. Universidad del Bío-Bío, Chillán, Chile ORCID: https://orcid.org/0000-0002-7510-5611 Elisa Riquelme M. Universidad del Bío-Bío, Chillán, Chile ORCID: https://orcid.org/0000-0002-8939-8478 Carlos Ossa C. * Universidad del Bío-Bío, Chillán, Chile ORCID: https://orcid.org/0000-0002-2716-2558 Jaime Aedo S. Universidad Santo Tomás, Los Ángeles, Chile ORCID: https://orcid.org/0000-0002-1739-5446 Silvia Da Costa D. Universidad del País Vasco, San Sebastián, España ORCID: https://orcid.org/0000-0001-6011-821X Darío Páez R. Universidad del País Vasco, San Sebastián, España ORCID: https://orcid.org/0000-0002-8459-6037