Miracle-dz/UniFAR-FTUs huggingface dataset:
Pedagogic practices in a deregulated upper secondary school: Students’ attempts to influence their teaching

This article explores strategies, targets, and responses to young people’s attempts to influence pedagogic practices, and the variations between different programmes in a deregulated upper secondary school system. Using Basil Bernstein’s code theory, the study draws on ethnographic data from two of the most popular academic programmes in one upper secondary school in Iceland, the natural science programme and the social science programme. Students tried to a greater extent to influence the ‘how’ of their everyday education rather than the ‘what’. That is, neither of the student groups tried to influence the content of their lessons or courses. There was a strong framing of the selection of knowledge but variations in the framing of pacing and teaching methods, which presented students with various options as to what they tried to influence. The findings imply that mathematics within the natural science programme was a gatekeeper to students’ further studies as it was strongly framed and classified, and students’ attempts to slow down the pacing were unsuccessful. The students in the social science programme targeted monotonous teaching methods, without success. Some of the students responded to the failed attempts by interrupting classes and reducing lesson time for the whole group. The findings indicate that the deregulation of the upper secondary school curriculum needs to be considered, as it leads to stronger classification between schools, subjects, and programmes.
Comparison of lumbar spine loads during back and front squats

The purpose of the research was to compare the peak resultant joint torque (T), peak resultant joint compressive force (CF), and peak resultant joint shear force (SF) at the plane of the L3/L4 junction (L3/L4) between the back squat and front squat. The hypothesis was that the back squat would result in a higher peak T, peak CF, and peak SF. The participants were twenty college-aged students (males = 15, females = 5) who each performed both the back and front squat at 70% of their estimated 1RM. The lifts were video recorded and peak resultant joint torques, peak resultant joint compressive forces, and peak resultant joint shear forces were calculated using static equilibrium equations. Statistical analyses revealed that the back squat resulted in a larger peak T, peak CF, and peak SF. Additional analysis showed that both peak T and peak SF occurred for most subjects when the trunk angle was smaller than that of the front squat. Peak CF was found to occur when the heavier loads were lifted but not found to occur consistently with any given trunk angle. It was concluded that when using the same relative load, the back squat results in a larger peak T, peak CF, and peak SF acting at L3/L4 than a front squat. Results also provide evidence that peak T and peak SF occur when the trunk is less upright, and that peak CF are more likely to occur when heavier loads are lifted, rather than when the trunk is more or less upright.
Whose ideas are worth spreading? The representation of women and ethnic groups in TED talks

ABSTRACT We investigate the representation of women and ethnic groups in TED talks, which reach a large online audience on YouTube with science-related content and topics on societal change. We argue that gaps in representation can create a misleading perception of science and the respective topics discussed in these talks. We validate annotations from an image recognition algorithm for identifying speaker ethnicity and gender to compile a data set of 2333 TED talks and 1.2 million YouTube comments. Findings show that more than half of all talks were given by white male speakers. While the share of women increased over time, it is constantly low for non-white speakers. Topic modelling further shows that the share of talks addressing inequalities which affect both groups is low, but increasing over time. However, talks about inequalities and those given by female speakers receive substantially more negative sentiment on YouTube than others. Our findings highlight the importance of speaker and topic diversity on digital platforms to reduce stereotypes about scientists and science-related content.
Preschool teachers’ beliefs about and instruction for writing

ABSTRACT Early writing—a valuable early literacy skill—begins to develop prior to kindergarten. Young children participating in preschool benefit from writing opportunities facilitated by teachers. Writing opportunities, however, are often limited in preschool settings. It is important to understand teachers’ beliefs and practices for promoting early writing, because teachers’ beliefs inform their practices of this valuable skill. Thus, this study examined ways in which preschool teachers talk about and enact practices to support children’s writing. Thirty-two preschool teachers participated in structured interviews about their beliefs and practices for promoting writing and were observed using the Writing Resources and Interactions in Teaching Environments assessment to examine reported and observed practices. Qualitative coding organized teachers’ interview responses into conceptually meaningful categories. Results indicated that teachers’ reported and observed practices generally aligned but represented a limited set of pedagogical approaches. Although teachers reported and were observed providing materials and enacting strategies for guiding children’s handwriting, few identified strategies to support children in writing for meaning (i.e., composing) or in a manner that supported other literacy skills (e.g., letter-sound knowledge). Programmatic structure, curriculum, and teachers’ background characteristics were not associated with teachers’ beliefs or practices.
From knowledge sharing to quality performance: The role of absorptive capacity, ambidexterity and innovation capability in creative industry

Article history: Received: July 9 2019 Received in revised format: July 19 2019 Accepted: August 21, 2019 Available online: August 21, 2019 Creative industry has high contribution to the national economy. Some literature shows that creative industry does not highlight some important aspects such as knowledge sharing, absorptive capacity, and ambidexterity. The aim of this study is to analyze the relationship between knowledge sharing, absorptive capacity, ambidexterity, innovation capability and company's quality performance. This study uses mixed methods with the results of empirical study through the distribution of questionnaires to 150 business people in the creative industry and combined by interview result of creative industry entrepreneurs. The result shows that knowledge sharing had a positive and significant relationship with absorptive capacity and ambidexterity. While ambidexterity and absorptive capacity had positive and significant relationships with innovation capability and innovation capability had a positive and significant relationship with the company's quality performance. The results of this study are expected to help business people in the creative industry improve their quality performance through increased knowledge sharing, absorptive capacity, ambidexterity, and innovation capability. © 2020 by the authors; licensee Growing Science, Canada
A sex-critical reading of the homosexual sex acts depicted in Inxeba

In this paper, I aim to analyse the homosexual sex acts depicted in the film, Inxeba (Trengove 2017). The analysis is informed by Lisa Downing’s ‘sex-critical’ approach that deems that ‘all forms of sexuality should be equally susceptible to critical thinking about the normative or otherwise ideologies they uphold’ (Downing 2013:95). The findings of the analysis underscore that the film displays a phallocentric scripting of the sex act: thepractices and sequence of sexual acts that privilege the erect, penetrating penis. In cognisance of this point, the sex scenes under discussion can be critiqued for perpetuating a narrow phallocentric ideal of sex that runs parallel to hetero-patriarchal norms. To offer an alternative expression of homosexual sex acts, Alphonso Lingis’s writings on sexuality and sexual desire provide a springboard to explore erotic caresses and couplings thatencompass the entire male body. To this end, Lingis’s work is presented as a means to queer homosexual sex from hetero-patriarchal and phallocentric scriptings. The paper concludes by using Lingis’s theories to imagine an alternative sex scene in Inxeba that illuminates queer eroticism and pleasure outside of penile penetrative sex.
Stress effects on learning and feedback-related neural activity depend on feedback delay.

Depending on feedback timing, the neural structures involved in learning differ, with the dopamine system including the dorsal striatum and anterior cingulate cortex (ACC) being more important for learning from immediate than delayed feedback. As stress has been shown to promote striatum-dependent learning, the current study aimed to explore if stress differentially affects learning from and processing of immediate and delayed feedback. One group of male participants was stressed using the socially evaluated cold pressor test, and another group underwent a control condition. Subsequently, participants performed a reward learning task with immediate (500 ms) and delayed (6,500 ms) feedback while brain activity was assessed with electroencephalography (EEG). While stress enhanced the accuracy for delayed relative to immediate feedback, it reduced the feedback-related negativity (FRN) valence effect, which is the amplitude difference between negative and positive feedback. For the P300, a reduced valence effect was found in the stress group only for delayed feedback. Frontal theta power was most pronounced for immediate negative feedback and was generally reduced under stress. Moreover, stress reduced associations of FRN and theta power with trial-by-trial accuracy. Associations between stress-induced cortisol increases and EEG components were examined using linear mixed effects analyses, which showed that the described stress effects were accompanied by associations between the stress-induced cortisol increases and feedback processing. The results indicate that stress and cortisol affect different aspects of feedback processing. Instead of an increased recruitment of the dopamine system and the ACC, the results may suggest enhanced salience processing and reduced cognitive control under stress.
Modelling attention control using a convolutional neural network designed after the ventral visual pathway

ABSTRACT We recently proposed that attention control uses object-category representations consisting of category-consistent features (CCFs), those features occurring frequently and consistently across a category’s exemplars [Yu, C. -P., Maxfield, J. T. , & Zelinsky, G. J. (2016). Searching for category-consistent features: A computational approach to understanding visual category representation. Psychological Science, 27(6), 870–884. ] Here we extracted from a Convolutional Neural Network (CNN) designed after the primate ventral stream (VsNet) CCFs for 68 object categories spanning a three-level category hierarchy, and evaluated VsNet against the gaze behaviour of people searching for the same categorical targets. We also compared its success in predicting attention control to two other CNNs that differed in their degree and type of brain inspiration. VsNet not only replicated previous reports of stronger attention guidance to subordinate-level targets, but with its powerful CNN-CCFs it predicted attention control to individual target categories. Moreover, VsNet outperformed the other CNN models tested, despite these models having more trainable convolutional filters. We conclude that CCFs extracted from a brain-inspired CNN can predict goal-directed attention control.
Makeup Lifestyles of the Female Youths in Ghana. Evidence from Kumasi and Accra Tertiary Institutions

Women would want to appear more attractive and feminine to enjoy the benefits that accompany it. It is against this background that they predominate in makeup usage. The study fundamentally determined the makeup lifestyles of the female youths in selected tertiary institutions in Ghana. Employing descriptive research through cross sectional survey and using convenience sampling techniques, data was collected from female students, mainly in Accra and Kumasi tertiary institutions and 260 questionnaires analysed. Findings revealed that respondents generally used makeup for glamour, attractiveness, supporting their career, creativity, feeling confident and empowerment. More respondents applied makeup only on special occasions and mostly considered the complexion, skin tone, skin type, clothing, occasion and quality of the product before using it. Generally, respondents used makeup whilst going to ‘lectures’, ‘on a date’, ‘to church’, and ‘to work’. Some did not use make on all and more makeup users spent less than 15 minutes on all situations especially to ‘lectures’, ‘job interviews’, ‘church’ and ‘visit to friends’. Greater respondents ‘sometimes’ or ‘once daily’ touched up their makeups and many ‘seldom’ carried makeup item(s) for touch-ups mostly being lipstick, powder, and lip-gloss. More respondents started makeup between 16 and 19 years and more viewed makeup to social situations as ‘important’ and that makeup enhances their self-appearance, and boost their consciousness. Respondents were satisfied without makeup than with makeup and majority were aware of the negative effects of makeup on human skin. The study recommends that makeup users be educated on the negative effects of colour cosmetics so that they would be better informed in their application. This study is the first to have been conducted in Ghana and could be useful for the cosmetic industry, researchers and the academia. Keywords: Attractiveness, makeup cosmetics, female youths, tertiary institutions, makeup lifestyle, Ghana. Definition of Terms In this paper, makeup refers to cosmetic makeup and makeup cosmetics means coloured cosmetics, makeup items, cosmetics and are thus used interchangeably. DOI: 10.7176/ADS/75-01 Publication date: August 31 st 2019
Inconsistency in Abnormal Functional Connectivity Across Datasets of ADHD-200 in Children With Attention Deficit Hyperactivity Disorder

Many studies have shown abnormal functional connectivity in children with attention deficit hyperactivity disorder (ADHD) by using resting-state functional magnetic resonance imaging (rs-fMRI). However, few studies illustrated that to what extent these findings were consistent across different datasets. The present study aimed to assess the consistency of abnormal functional connectivity in children with ADHD across the four datasets from a public-assess rs-fMRI ADHD cohort, namely, ADHD-200. We employed the identical analysis process of previous studies and examined a few factors, including connectivity with the seed regions of the bilateral dorsal anterior cingulate cortex, bilateral inferior frontal gyrus, and bilateral middle frontal gyrus; connectivity between default mode network and executive control network; stringent and lenient statistical thresholds; and the ADHD subtypes. Our results revealed a high inconsistency of abnormal seed-based connectivity in children with ADHD across all datasets, even across three datasets from the same research site. This inconsistency could also be observed with a lenient statistical threshold. Besides, each dataset did not show abnormal connectivity between default mode network and executive control network for ADHD, albeit this abnormal connectivity between networks was intensively reported in previous studies. Importantly, the ADHD combined subtype showed greater consistency than did the inattention subtype. These findings provided methodological insights into the studies on spontaneous brain activity of ADHD, and the ADHD subtypes deserve more attention in future studies.
Professional identity formation in contemporary higher education students

ABSTRACT The study examines the prevalence of emergent professional identity (PI) among different groups of higher education students as well as the determining factors in the formation of PI. Drawing on evidence from a survey among Australian and UK students (N = 433), from two institutions and across a range of disciplines, empirical and conceptual insights are developed on the formation and impacts of students’ professional identity. The article shows the significance of identity formation as a crucial bridge between higher education and future employment and its mediation by other key resources – in particular social and cultural capital – that students acquire before entering the labour market. The relative strength of identity formations can impact on students’ sense of familiarity, proximity, and confidence around targeted employment areas. The article finally discusses the implications this has for individuals and institutions.
PRINCIPAL LEADERSHIP STYLE AND ITS EFFECT ON TEACHERS PERFORMANCE

This study aims to analyze the effect of the application of leadership style on the teacher’s performance and the dominant leadership style on the teacher’s performance. The method used in this research is multiple regression analysis methods with SPSS. The object of this research is Junior high school in North Galesong District, Takalar District. This study used a sample of 47 people. The results showed that the leadership style had a positive and significant effect on the teacher’s performance, and the dominant leadership style that influencedthe teacher’s performance was delegative leadership style. This finding is an input for the principal to be able to understand the characteristics and enhance harmony with teachers for the achievement of educational goals.
Effectiveness of Jigsaw Cooperative Learning Models In Lessons of the Basics of Building Construction on Students Learning 'Outcomes Viewed From Critical Thinking Skills

This study aims to analyze the differences in the effectiveness of the Jigsaw cooperative learning model and the direct learning model of student learning outcomes in DKB subjects in class X DPIB of Vocational High School 2 Surakarta; to analyze the differences in learning outcomes between students who have high critical thinking skills and students who have low critical thinking skills in DKB subjects in class X DPIB Vocational High School 2 Surakarta; and to analyze whether there is an interaction between the learning model and students' critical thinking skills towards student learning outcomes in the class X DKB DPIB Vocational High School 2 Surakarta. This study is a quantitative experimental study with a 2x2 factorial design. The sample of this study was the tenth grade students of DPIB Vocational High School 2 Surakarta in the 2018/2019 academic year, totaling 64 students. Data obtained from the results of observations, interviews, and tests. The data analysis technique uses 2-way Anava technique. The results is study's learning using Jigsaw cooperative learning model obtain the results of cognitive learning higher significant than learning outcomes cognitive students learn by using direct learning model on the subjects of DKB in Vocational High School 2 Surakarta; cognitive learning outcomes for students who have critical thinking skills height significantly higher than the results of cognitive learning students who have the skills to think critically low on the subjects of DKB in Vocational High School 2 Surakarta; and there is a very significant interaction between the learning model and the skill level which is critical to the cognitive learning outcomes of students in the DKB subjects at Vocational High School 2 Surakarta.
The Role of Dual-Self Constructs in Determining Payment Card Choice: Insights for Working with Credit Card Borrowers

Evidence has shown that consumers are better off using credit cards rather than debit cards as a payment choice (King & King, 2005). This assumes that credit card payers are “convenience users” and do not carry a balance. However, there are habitual credit card borrowers (“revolving users”), as well as those that elect to use debit cards, even though the costs outweigh the benefits. By examining the determinants of payment choice, with a specific focus on dual-self constructs (attitudes, myopia, and financial sophistication), results from this study can provide insight for financial professionals to help mitigate the incidence of revolving credit card users. Using data from Survey of Consumer Finances (SCF) collected between 1998 and 2013, results indicated that while myopia does not explain variation between revolving credit and debit card users, differences in attitudes exist. All dual-self constructs discriminated between revolving and convenience credit card users, with attitudes having the greatest effect. Combining results from these payment choice profile comparisons suggested that financial professionals may find value in initially encouraging revolving credit card users to be debit card users, while working to change credit attitudes, with the goal of transitioning these former revolvers to convenience credit card users.
Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?

ABSTRACT Although Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.