Miracle-dz/UniFAR-FTUs huggingface dataset:
A Classification of Pure Malt Scotch Whiskies

Single-malt Scotch whiskies are produced by 109 distilleries in Scotland. The layman may wonder what are the major types of single malts that can be recognized, and what are their chief characteristics and best representatives, whether there is a geographical component in that classification and whether the various categories of characteristics lead to the same classification. This paper provides an answer to these questions, applying an array of statistical methods to a database derived from a connoisseur's description of these liquors. The taster's literary descriptions of Scotches were turned into a numerical database (109 Scotches × 68 binary variables). A first classification was produced by distance computation and hierarchical clustering
Extending Technology Acceptance Model to EPV Application

This study intends to determine the acceptance of the technology in making ethical performance among auditors. We have reviewed current technology acceptance theories and formulates a unified model for the context of EPV application based on several constructs which is: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, motivating and impeding factor and perceive risk. Hypothesis are generated and their validity is analyzed by using Pearson Correlation and Multiple Linear Regression and a model has been produces for findings of the study namely Technology Acceptance towards EPV application (TAEPV). From the model, hedonic motivation has been excluded because it shows no significant relationship towards technology acceptance which means it is not suitable to be a factor to determine technology acceptance of EPV application. The respondents are tertiary students that are undergoing study in accounting, as they are the future pool of talent for the workforce. The results show that TAEPV outperforms current technology acceptance model by significantly improving the R-squares. Thus, this study makes modest theoretical and empirical contributions to the professional sector to (1) analyse existing tools in measuring ethical performance of individuals, (2) propose a unified model of technology acceptance toward EPV application and (3) evaluate technology acceptance in implementing EPV application. As for recommendation, it is hoped that TAEPV theories can be then evaluated by the financial auditors to assess their acceptance and use behavior of EPV application, the pioneer of professional judgment system.
Rethinking the camp: On spatial technologies of power and resistance

In light of the recent proliferation and co-presence of institutional and makeshift camps and encampments in Europe, this article explores the current multifaceted geographies of the camp and their formal and informal spatialities. By engaging with key work in ‘camp studies’ we analyse contemporary institutional and makeshift refugee camps in their complex relationship. While the review of the existing literature is a fundamental starting point for our analysis, in this article we propose to depart from a perspective exclusively focussed on institutional camps to incorporate a reflection on the informal encampments that have recently proliferated in Europe. In particular, we reflect on how these makeshift spatial formations are associated with the presence and workings of institutional camps, at times in a complementary, almost symbiotic relationship. We conclude by suggesting that camps should not be studied in isolation and that both institutional and informal camps should be examined as dynamic spaces that may be transformed and appropriated by their residents, becoming part of the current fragmented mobilities of irregular migrations across Europe and of the related political geographies of bordering, smuggling, and humanitarian care.
An Investigation of the Relationship between Compulsory Citizenship Behaviour and Psychological Withdrawal

This study used Lazarus and Folkman’s stress and coping theory to develop and test a model of the way employees’ cope with compulsory citizenship behavior at workplace. The model identifies psychological withdrawal as an emotion focused coping behavior. Factor analysis and linear regression were used to analyze the data collected from 368 clerical staff working in four large universities of Faisalabad, Pakistan. Analysis found that employees who experienced frequent compulsory citizenship behavior used psychological withdrawal to cope with it. This study contributes to the limited research on compulsory citizenship behavior at work. Recommendations for future research and implications are discussed.
Qualitative methods I: On current conventions in interview research

This is the first in a series of three reviews that scrutinise the conventions of doing and describing qualitative research that currently predominate in human geography. Since we find that interviews are the most widely used method in this field, we begin with an examination of how they feature in the work of today’s human geographers. How many people do geographers speak with and what do they say about their interviewing procedures? What do they imagine their interviews to be in terms of the social occasion? And how do they present the empirical material that is thereby generated?
Ideation at Canon business services

Digitalisation, globalisation, and evolving customer demands are only a few of the factors that are bound to transform the business process services industry for CBS. By investigating new ways to address these imminent challenges, this thesis explores the feasibility of implementing a formal approach to ideation to complement CBS’ service innovation practice. Two workshops were therefore conducted to put theory into action by generating new service ideas in a multifunctional team. Applying both divergent and convergent ideation techniques revealed that the latter improved an idea’s novelty and creativity as opposed to the expected increase in workability and relevance. Additionally, further analysis sheds light into the potential influence of individual characteristics and group dynamics on creativity. The thesis concludes with a discussion on the organisational implications of the findings and recommendations for future research.
A Transactional Model of Infant Still-Face Response and Maternal Behavior During the First Year.

Face-to-face parent-infant interactions provide a critical context for the development of infant social, communicative, and emotional skills. A large literature supports the contention that parents who readily and accurately interpret their infants’ signals and respond in an appropriate, positive, and prompt manner facilitate infant development across multiple domains (Ainsworth, Blehar, Waters, & Wall, 2015; Bowlby, 1983; Feldman, Greenbaum, & Yirmiya, 1999; Tamis-LeMonda, Bornstein, & Baumwell, 2001). Specifically, studies have shown that parenting behaviors such as warmth, sensitivity, and responsivity predict a range of positive infant outcomes including attachment security, language development, and school readiness (Ainsworth & Bell, 1972; Bigelow et al., 2010; de Wolff & Ijzendoorn, 1997; Tamis-LeMonda et al., 2001). Moreover, parents’ proclivity to ‘read’, understand and attribute mental-states (e.g. desires, intentions and beliefs; Meins, Fernyhough, Fradley, & Tuckey, 2001) appear to have unique influences on children’s later social and cognitive development (Meins et al., 2003). There is also convergent evidence for associations between “hostile” and “intrusive” parenting in the first year of life and negative childhood outcomes including increased risk for later externalizing and internalizing problems (Belsky, Hsieh, & Crnic, 1998; Edwards & Hans, 2015; Levendosky, Leahy, Bogat, Davidson, & Von
A School Like Me: Culturally Responsive School Leadership and Organizational Learning in a Secondary School Serving Traditionally Marginalized Students

This study’s purpose was to explore how faculty members in a middle school serving traditionally marginalized students perceived culturally responsive school leadership in their school and to examine how those perceptions could affect their use of culturally responsive teaching practices (CRTP) in their classrooms. This study also sought to determine how faculty perceptions of culturally responsive school leadership (CRSL) might influence faculty participation in a learning culture as demonstrated by the use of organizational learning mechanisms. Additionally, the study examined how leader perceptions of culturally responsive school leadership were similar or dissimilar to faculty perceptions. A diverse purposeful sample of faculty participants provided data relevant to the research questions collected through interviews, observations, and document analysis. These data were analyzed through the lens of social justice leadership as praxis, and made use of provisional, open, and axial coding to develop themes relative to culturally responsive school leadership, culturally responsive teaching practices, and organizational learning mechanisms to determine their relationships and how they may influence social justice leadership. The findings of this study demonstrated that faculty members in a middle school serving traditionally marginalized students perceived the practice of CRSL in their school and reported use of culturally responsive teaching practices. Several secondary organizational learning mechanisms (OLMs) were in place, but their presence did not indicate consistent use among faculty teachers. The school leaders’ perceptions of CRSL behaviors were similar to the faculty’s perceptions and demonstrated that employment of CRSL behaviors can assist school leaders in pursuing social justice leadership. INDEX WORDS: Culturally Responsive School Leadership, Culturally Responsive Teaching, Traditionally Marginalized Students, Organizational Learning, Social Justice Leadership A SCHOOL LIKE ME: CULTURALLY RESPONSIVE SCHOOL LEADERSHIP AND ORGANIZATIONAL LEARNING IN A SECONDARY SCHOOL SERVING TRADITIONALLY MARGINALIZED STUDENTS
Improving Mental Health Outcomes for Young Children Through the Implementation of the Primary Project

Primary Project (formerly known as Primary Mental Health Project) is one of the longest standing and wellestablished school-based preventative mental health interventions for addressing the social, emotional, behavioral, and learning needs of preschool through primary grade children. Existing now for over 60 years and building on its historical antecedents, this article describes the history, current state, and future implications of Primary Project. We discuss children’s mental health needs and the role of the school in addressing these needs. We present Primary Project’s current research efforts with a specific focus on University-community studies in Arkansas and Massachusetts. Implications for future research and school based counseling and policy and evaluation are addressed.
Family Structure and Child Educational Attainment in the Slums of Nairobi, Kenya

Research shows that children living with two biological parents outperform those raised in other family structures. A growing number of children do not live with two biological parents in sub-Saharan Africa, but few studies have examined the consequences. In this article, data from the African Population and Health Research Center collected in the slums of Nairobi are fitted to a logistic regression model to test the hypothesis that two-parent families are most favorable to schooling outcomes in Kenya. After controlling for socioeconomic variables, the effect of family structure on educational attainment of children persists. Children in two-parent households were 40% (unadjusted odds ratio [UOR] = 1.40, p = .01) and 16% (adjusted odds ratio [AOR] = 1.16, p = .1) more likely to be in the right age for grade compared with children in one-parent households. The study calls for strengthening single-parent households to achieve better educational outcomes for the children.
Medium Access Control in Energy Harvesting - Wireless Sensor Networks

Focusing on Wireless Sensor Networks (WSNs) that are powered by energy harvesting, this dissertation studies energy-efficient communication links between senders and receivers that are alternating between active and sleeping states of operation. In particular, the focus lies on Medium Access Control (MAC) protocols that are following the receiver-initiated paradigm of asynchronous communication. According to the receiver-initiated paradigm the communication is initiated by the receiver that states its availability to receive data through beacons. The sender is passively listening to the channel until it receives the beacon of interest. In this context, the dissertation begins with an in-depth survey of all the receiverinitiated MAC protocols and presents their unique optimization features, which deal with several challenges of the link layer such as mitigation of the energy consumption, collision avoidance, provision of Quality of Service (QoS) and security. Focusing on the particular requirements of an energy harvesting application, the dissertation continues with the presentation of a MAC protocol, named On Demand MAC (ODMAC), which extends the receiver-initiated paradigm with several energy-efficient features that aim to adapt the consumed energy to match the harvested energy, distribute the load with respect to the harvested energy, decrease the overhead of the communication, address the requirements for collision avoidance, prioritize urgent traffic and secure the system against beacon replay attacks. The performance and behavior of ODMAC and its features are compared to the stateof-the-art and evaluated using mathematical models, simulations and testbed experiments that are based on eZ430-rf2500 wireless development platform. The results validate the efficient use of the harvested energy and demonstrate sustainable operation.
The Grinch Who Stole Thoughts: A Virtual Reality Study of Theory of Mind in Early Psychosis and Chronic Schizophrenia

Social cognition refers to the collection of cognitive processes that enable fluid social engagement. One of the core processes subsumed under social cognition is theory of mind (ToM), which refers to the capacity to infer the thoughts, feelings, and intentions of others. A substantial body of research has demonstrated that ToM is impaired in a variety of neuropsychiatric disorders including schizophrenia. There is good empirical evidence that many psychotic symptoms may best be understood in light of a disturbed capacity to monitor one’s own and others’ intentions. Nonetheless, exactly how impaired ToM contributes to the clinical presentation of schizophrenia remains unclear, as is the magnitude of deterioration in ToM that results from illness chronicity. Furthermore, the extent to which ToM is associated with neurocognition and other domains of social cognition (e.g., empathy) is still under debate. Preliminary research has also started to examine the different types and functional consequences of ToM impairment in schizophrenia. Examination of these potential research areas has likely been limited by the lack of psychometrically sound and sensitive measures of ToM that are suitable for use with healthy and clinical adult populations.
PENGARUH KOMUNIKASI INTERPERSONAL DAN STRES KERJA TERHADAP KOMITMEN ORGANISASI PEGAWAI PUSDIKLAT BEA DAN CUKAI

The objective of the research is to know the effect of interpersonal communication and job stress on organizational commitment on employee. This research used quantitative approach. The research was conducted of Customs and Excise Training Center by using a survey method with path analysis applied in testing hypothesis. The number of 50 employee as sample was selected by using Slovin formula. The research conclude: (1) There is a direct positive effect of interpersonal communication on organizational commitment (2) There is a direct negative effect of work stress on commitment organization (3) There is a direct negative effect of interpersonal communication on organizational commitment.
The emergence of the hybrid older reader: A cross-national study

Abstract Based on a survey of 6,989 individuals aged 60 and up from six countries (Austria, Denmark, Israel, the Netherlands, Romania and Spain), this study aimed at exploring the extent to which digital media practices complement and/or replace print media among older internet users. Results indicated a relative strength of print media among this audience and pointed to four differentiated sub-segments: hybrid readers—who comprised the majority of sample respondents—, heavy print readers, heavy online readers and non-readers. The segment type significantly associated with sociodemographic characteristics. The findings indicate that older readers are not a homogenous group and that their reading habits are affected by a complex configuration of factors: technological features of different media, specific individual psychosocial needs, unequal allocation of cultural capital among varied social groups that results in different levels and types of literacy, and—at least to some extent—idiosyncratic cultural and political conditions in each country.
Effortful Control in Childhood: Dimensionality and Validation Through Associations With Sex, Aggression, and Social Information Processing Skills

Objective: Many school-based prevention programs seek to strengthen effortful control in students. However, the concept of effortful control has been defined and measured inconsistently in prior studies. We identified 3 theory-based, practice-relevant dimensions of children’s effortful control and developed a teacher-rated measure to evaluate effects of programs to prevent or reduce aggressive behavior in elementary school children. Method: Using data from 690 3rd-grade students in 10 Southeastern U.S. schools, we conducted exploratory factor analysis (EFA) of 16 teacher-rated items in a training sample (n = 350). Results: The final EFA model included 13 items in an obliquely rotated solution that included factors of inhibitory control, attention control, and impulsivity. Confirmatory factor analysis revealed acceptable model fit. Effortful control was positively associated with female sex and negatively associated with aggression and conduct problems. Conclusion: Our effortful-control measure showed acceptable reliability and validity and could be used to evaluate outcomes such as aggression in tests of preventive interventions for elementary school children.
Antecedents of academic performance of university students: academic engagement and psychological capital resources

Abstract This study investigates the relationship between academic engagement, psychological capital (PsyCap) resources (efficacy, hope, optimism, resilience) and academic performance. Data were collected in two different universities, one in Spain (N = 389) and another in Portugal (N = 243). Undergraduate students completed self-report questionnaires regarding academic engagement and Psychological Capital. Academic performance was assessed through Grade Point Average, provided by the universities at the end of the exam period. Results showed a positive relationship between academic engagement, PsyCap, and academic performance in both samples. Results also supported PsyCap as a full mediator in the relationship between academic engagement and academic performance. Exploration of alternative models yielded a superior fit for the proposed model. Accordingly, academically engaged students were likely to experience higher levels of psychological resources, which in turn positively impacted their academic performance. The results point to the importance of considering psychological predictors, rather than the prevalent reliance on traditional predictors of academic performance.
Rights, inclusion and citizenship: a good news story about learning in the early years

ABSTRACT Including all children is something many education settings aspire to, yet the outcome of children realising their right to an inclusive education remains elusive for far too many. In this article we present the narrative of an inclusive early childhood education setting. The first author undertook an ethnographic study of the experiences of an disabled child in a kindergarten1 in Aotearoa New Zealand as part of her Master of Education degree. This was done with the express intention of relaying a narrative of active participation, inclusion and citizenship experienced by that child and their family within that community. The collective narrative that emerged highlights what is possible for the meaningful inclusion of disabled children, not just in New Zealand but internationally, when communities act with inclusive intent. In this article we identify the themes of learner identity, adopting a pedagogy for participation, establishing a culture of belonging and contribution, and lastly, using the environment as the third teacher, which emerged after analysing interviews with some of the participants. Together these themes combine to provide an evaluative framework to review inclusive curriculum and performance in early childhood settings.
E-Learning of Andalusian University's Lecturers. Gender.

This study forms part of the research project: “Use of eLearning in Andalusian Universities: current status and analysis of good practice”. Our research focuses on two fundamental areas: firstly, the Virtual Andalusian Campus (VAC) as defined in the Digital University project set up by the Andalusia’s Regional Administration, and secondly an assessment of the technical and didactic potential of Learning Management Systems (LMS) for the teaching staff at these universities. The research was ndertaken using a quantitative methodology hich collected and analysed data through questionnaires to find out how eLearning is used by 1302 lecturers of
Six dimensions describe action understanding: The ACT-FASTaxonomy.

Humans engage in a wide variety of different actions and activities. These range from simple motor actions like reaching for an object, to complex activities like governing a nation. Navigating everyday life requires people to make sense of this diversity of actions. We suggest that the mind simplifies this complex domain by attending primarily to the most essential features of actions. Using a parsimonious set of action dimensions, the mind can organize action knowledge in a low-dimensional representational space. In seven studies, we derive and validate such an action taxonomy. Study 1 uses large-scale text analyses to generate and test potential action dimensions. Study 2 validates interpretable labels for these dimensions. Studies 3-5 demonstrate that these dimensions can explain human judgments about actions. We perform model selection on data from these studies to arrive at the optimal set of six psychological dimensions, together forming the Abstraction, Creation, Tradition, Food, Animacy, Spiritualism Taxonomy (ACT-FAST). Study 6 demonstrates that ACT-FAST can predict socially relevant qualities of actions, including how, when, where, why, and by whom they are performed. Finally, Study 7 shows that ACT-FAST can explain action-related patterns of brain activity using naturalistic functional MRI (MRI). Together, these studies reveal the dimensional structure the mind applies to organize action concepts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).