Miracle-dz/UniFAR-FTUs huggingface dataset:
Partnering People with Deep Learning Systems: Human Cognitive Effects of Explanations

Partnering People with Deep Learning Systems: Human Cognitive Effects of Explanations by Sean E. Dougherty May 2019 Chair: Pamela Scholder Ellen Major Academic Unit: Executive Doctorate in Business Advances in “deep learning” algorithms have led to intelligent systems that provide automated classifications of unstructured data. Until recently these systems could not provide the reasons behind a classification. This lack of “explainability” has led to resistance in applying these systems in some contexts. An intensive research and development effort to make such systems more transparent and interpretable has proposed and developed multiple types of explanation to address this challenge. Relatively little research has been conducted into how humans process these explanations. Theories and measures from areas of research in social cognition were selected to evaluate attribution of mental processes from intentional systems theory, measures of working memory demands from cognitive load theory, and self-efficacy from social cognition theory. Crowdsourced natural disaster damage assessment of aerial images was employed using a written assessment guideline as the task. The “Wizard of Oz” method was used to generate the damage assessment output of a simulated agent. The output and explanations contained errors consistent with transferring a deep learning system to a new disaster event. A between-subjects experiment was conducted where three types of natural language explanations were manipulated between conditions.
An Exploratory Study of the Research on Instructional Practices in Taiwanese, Finnish and American Secondary Science Classrooms

In the past decade, students from the United States have continued to underperform on science assessments relative to their consistently high performing counterparts, including Taiwan and Finland. Theoretically, countries should be able to improve their own education systems by analyzing those of high performing countries. The present study specifically explores the research surrounding instructional practices in Taiwanese, Finnish, and American secondary science education; it aimed to discover what pedagogical strategies each country most regularly implemented and their effectiveness. The research studies included in this review of literature were peer-reviewed research articles published in reputable scholarly journals in the past two years. Although it was difficult to define what instructional practices each country most regularly implements, this study did determine that five specific instructional practices were found to be most effective internationally, in terms of increased student conceptual knowledge or performance. These practices were: engineering design, modeling, argumentation, technology integration, and efficacy-enhancing teaching. In addition, various trends throughout the literature emerged, including a necessity for teachers to make science content relevant and applicable and to mimic the way science is enacted in the field. The results from this study provide obvious meaningful implications for pre-service and current secondary science educators.
Digital professional learning: triggers in an online badge-driven process

Digital open badges describe in detail the expertise and professional competencies achieved in digital environments. “Learning Online” is a Finnish national professional development programme (PDP) of digital pedagogical competencies for vocational teachers. This study aims to identify the students who are particularly motivated by digital open badge-driven learning. The research question asks what triggers learning in such a badge-driven process. The data were collected in 2017 from in-service trained professional teachers and pre-service students (n = 329) of vocational teacher education who have earned digital open badges in a Learning Online PDP. A questionnaire was used to collect data, and a constrained correspondence analysis was conducted to analyse the data. The theoretical approach focuses on the concepts of gamification, the triggers of online learning and the triggering effect of gamification in learning. The study is based on recognized variables affecting motivation in badge-driven learning: progressive challenges and the extent of required performance, enthusiasm for the badge-driven learning, study progress, inspiring gamification, option to study regardless of time and place and optional study paths. The results indicate differences and similarities in the experiences associated with achieved skill-set levels. The findings also suggest applying gamification and digital badging for the professional development of both pre-and in-service teachers; gamification motivates students, especially in the beginning of their studies. Furthermore, the results propose considering flexible study options that include customising studies and learning new and up-to-date competencies triggering digital open badge-driven learning.
Classmates like Me: Race and Ethnicity in College

The role of racial diversity at college campuses has been debated for over a half a century with limited quasi-experimental evidence from classrooms. To fill this void, I estimate the extent that classmate racial compositions affects Hispanic and African-American students at a large California community college where they are minorities. To estimate these effects, I leverage a campus setting that is over-subscribed and first-time students are by default placed on the lowest priority for course registration. I find that Hispanic and African-American students are more likely to earn course credit and persist in the same subject the next term when there is a greater share of same race classmates. Although I do not detect that the effects extend to institutional persistence for Hispanic students, I find evidence that the African-American students are also more likely to return for a second term. The findings from this study provide empirical evidence that the under-representation of minority students in classrooms perpetuate college achievement gaps.
The Impact of Immigrant Status and Racial/Ethnic Group on Differences in Responses to a Risk Aversion Measure

Factors related to differences in risk aversion were analyzed with a measure of risk aversion inferred from answers to a hypothetical income gamble question in the U.S. Health and Retirement Study. Cumulative logistic regressions, controlling for income, age, gender, health status, current job status, and home ownership, showed that Blacks were more risk averse than Whites, but Hispanics born in the United States were not different from Whites. U.S. born respondents in an “other” group, largely Asian, were also not different from Whites. Hispanics and those in the other group who were immigrants were more risk averse than Whites. Racial/ethnic differences found in other risk aversion studies may be partly due to differences in immigrant status.
Screening for chlamydial infection in men: An evidence update

Introduction Scope and Purpose Prevalence and Burden of Suffering Natural History Risk Factors for Chlamydial Infection Management of Infection Levels of Prevention and Screening Current Recommendations by the USPSTF Current Practice Chlamydial Screening Tests Rationale for Chlamydial Screening in Men Controversies about Chlamydial Screening in Men Methods Analytic Framework Critical Key Questions Literature Search Strategy Inclusion/Exclusion Criteria Data Abstraction Literature Synthesis Results Literature Review Process Key Question Summaries and Study Details Discussion Conclusion Appendix A. USPSTF Recommendation for Grading Classification B. Search Strategies C. Inclusions and Exclusion Criteria for Key Questions D. Search results and Article flow E. Evidence Tables F. Excluded studies by exclusion/inclusion criteria
Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

Besides learning outcomes, motivation and problem solving skill are the essential indicators for successful learning. Hence, the existence of learning media which considerably follow the advance of technology has been assumed to be able to support the achievement of the indicators mentioned. Thus, the current research aimed at implementing the Augmented Reality (AR) technology to improve students’ problem solving skill, motivation, and learning outcomes. The sample was 56 of eighth graders which covered the both control and experimental classes. This quasi experimental research employed test and observation sheet as the instruments. The data was analyzed using one-way analysis of covariance (ANCOVA). The ANCOVA test results showed that were significance differences of the three indicators (problem solving skills, motivation, and learning outcomes) achieved, in which the experimental class was higher than control class. In conclusion, the AR can influence students’ problem solving skills, motivation, and learning outcomes.
Self-perception of friendship style: Young adults with and without autism spectrum disorder

Background It has been reported that people on the autism spectrum have difficulty making and maintaining friendships. Congruence of perspective on friendships and friendship practices may affect the frequency and intensity of friendships, but this is not well understood. Aims The aims of the current project were to identify the similarities and differences in the broad perspectives and friendship practices of young adults with and without autism. Method and procedures Young adults with and without autism between the ages of 18 and 24 years completed an online survey to determine the friendship preferences that most define the perspectives of young adults with autism. Outcomes and results The results identified primarily differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder, which may provide a context for understanding the values and priorities that need to be considered as two people (whether they have an autism spectrum disorder diagnosis or not) embark on a new potential friendship, and may help people with autism (as well as clinicians, educators, and caregivers) understand why some friendships flounder and others are established and maintained with relative ease.
Examining social support, self-efficacy, stress, and performance, in U.S. Division I collegiate student-athletes’ academic and athletic lives

ABSTRACT Stress can significantly harm ones physiological and psychological well-being. For student-athletes, the stress that accumulates across their dual roles as a student and an athlete is arguably unavoidable. The purpose of this study was to examine how social support is related to, if at all, the stress-coping process for collegiate student-athletes in their academic and athletic lives. This study included N = 459 Division I collegiate student-athletes from 18 different sports and institutions. Using a series of linear regressions, in both an academic and athletic setting, results revealed that stress negatively predicted self-efficacy; social support did not moderate the relationship between stress and self-efficacy; self-efficacy positively predicted performance; and self-efficacy partially mediated the relationship between stress and performance. It is suggested that institutional infrastructures consider targeting resources to emphasize all forms of social support to provide student-athletes with an overall sense of support.
AGILITY EXERCISE PROGRAM FOR SCHOOL EMERGENCY STUDENT-RESPONDERS’ TEAM

This study assessed the effectiveness of the four-week agility exercise program for emergency student-responders. It employed a quasi-experimental with a single group where pretest and posttest results are paired. Twenty-nine participated in the study grouped to 19 male and 10 female student-responders. Hexagon agility test was used to assess the agility level of the research participants before (pretest) and after (posttest) participating in the exercise program. The student-participants underwent a 4-week agility exercise program to develop their agility using plyometric exercises. Findings revealed a significant difference between the pre-test and post-test agility levels among the research participants. These findings led to the conclusion that the agility exercise program improved the agility level of emergency student-responders and is recommended for the implementation for all members’ emergency responding team and to the students in general. Article visualizations:
Economic Growth and Poverty Reduction in Sub-Saharan Africa

This study confirms a strong and robust relationship between economic growth and poverty reduction in sub-Saharan Africa. Employing a panel of 46 countries covering the period 1972-97, the analysis finds that a 10 percent increase in per capita GDP leads to a 1 percent increase in life expectancy, a 3-4 percent decline in infant mortality rates, and a 3½-4 percent increase in the rate of gross primary school enrollment. The results are robust for high- and low-income, as well as fast- and slow-growth, countries. The study also finds that quality of growth, civil conflict, HIV/AIDs, civil and institutional freedom, and island economies are important control variables that help explain the variability of poverty across Africa. A country`s latitude is not found to be a significant factor explaining life expectancy or infant mortality rates, though it is a significant factor explaining gross primary school enrollments.
Flipped Classroom and Independent Learning

The aim of this study was to investigate the possible ways in which the flipped classroom could promote independent learning. Two research questions were formulated: 1. What are the possible elements of independent learning that the flipped classroom can develop? 2. What are the possible skills required by teachers and students for independent learning that the flipped classroom can develop? The research was conducted in a secondary school in Cyprus. A mixed methodology was selected and the participants were invited to concurrently complete one quantitative and one qualitative questionnaire. The analysis of the answers has shown that the implementation of the flipped classroom can promote independent learning and develop, to a greater or lesser degree, its elements and the skills required by teachers and students. It has also revealed the strengths of this teaching method but also some weaknesses that must be considered. Future research that would periodically evaluate the degree of independent learning, diagnose needs and set new objectives is recommended.
Should They Stay or Should They Go? How the 2017 U.S. Travel Ban Affects International Doctoral Students

In the wake of the U.S. government’s executive orders restricting travel from six Muslim-majority countries (Iran, Libya, Somalia, Sudan, Syria, and Yemen) in January 2017, we collected data from four focus groups consisting of international doctoral students aiming to provide insight on the following research question: How do international doctoral students make sense of the U.S. political climate on their lived experiences? This article contributes to the literature by discussing a timely issue concerning international students in the United States and points out that the 2017 travel ban has affected not only international doctoral students from those banned countries but has also alarmed students from other countries, who described the climate as stressful, confusing, and hostile. Several students changed their travel plans for conferences or family visits being worried that they might not be able to reenter the United States. Other students feared the immigration rules might suddenly change and affect their visa status. Students also expressed their concerns in regard to job prospects after graduation. This article derives from a larger qualitative study exploring the experiences of international doctoral students in the U.S. academic and cultural settings.
LEARNING EXPERIENCE AS A FACTOR OF MOTIVATION IN LOWER-SECONDARY SCHOOL IN FOREIGN LANGUAGE LEARNING

This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept of foreign language motivational self-system by Dörnyei. The research aim was to find out the perception of learning experience and the level of its dependence on the category of the Associations with the expression “German” in the selected categories. Moreover, it was to find out the differences in perception of learning experience, motivational structure, and the length of foreign language studying. The research sample consisted of German FL learners from six different lower-secondary schools within Slovakia. Motivational Structure Questionnaire was used as a research tool to obtain the research data. The data were processed by the selected quantitative and qualitative research methods. The research results supported ambivalence of learning experience. The statistical significance was found in the two categories: the category of Negative emotions related to the category negative perception of educational situation, and the category of German speaking countries related to the higher level of motivation in the factor of learning experience. Furthermore, significant relations were found between the factor of learning experience and the factors of the ideal self of the motivational structure and the length of studying a foreign language. The results in the qualitative part of the research opened up a possible intervention steps towards foreign language motivation reinforcement. Keywords: foreign language, learning experience, motivation in education, qualitative research methods, quantitative research methods.
The Improvement of Students’ Competence in Islamic Education Programme Through Tahsin Al-Quran Activities

The study is aimed at looking at students’ ability in reading Quran and writing the Arabic script of the holy book as well as exploring the Tahsin Al-Quran programme to improve students’ competence in reading and writing the script of Quran. The methods implemented in the study are both quantitative and qualitative (explanatory mixed methods design). The quantitative data was collected by testing two hundred and eight students in reading and writing the Quran script. The source of the qualitative data was ten informants consist of lecturers and students. The data is obtained through interview. The findings of the study show that (58.70%) students have good ability in reading Quran, (24.50%) students have moderate ability and (16.80%) students have poor ability in reading the holy book. Moreover, (19%) students have good ability in writing the script, (66%) students have moderate ability and the rest (15%) has poor ability in writing the script of the Quran. Related to the Tahsin Quran programme, the interview data shows that there are seven strategic steps conducted by the university to improve students’ competence in reading Quran. Pursuant to the finding of the study it is revealed that the students’ competence in reading Quran and writing the script through Tahsin activities can be improved, yet the activities requires to be more well-planned that the outcome of the learning can be better.
The Effects of Listing Authors in Alphabetical Order: A Review of the Empirical Evidence

Each time researchers jointly write an article, a decision must be made about the order in which the authors are listed. There are two main norms for doing so. The vast majority of scientific disciplines use a contribution-based norm, according to which authors who contributed the most are listed first. Very few disciplines, most notably economics, instead resort primarily to the norm of listing authors in alphabetical order. It has been argued that (1) this alphabetical norm gives an unfair advantage to researchers with last name initials early in the alphabet and that (2) researchers are aware of this ‘alphabetical discrimination’ and react strategically to it, for example by avoiding collaborations with multiple authors. This article reviews the empirical literature and finds convincing evidence that alphabetical discrimination exists and that researchers react to it.
Real Estate Price Inflation, Monetary Policy, and Expectations in the United States and Japan

During the mid- to late 1980s, inflationary pressures were highly concentrated in asset markets in many industrial countries. This paper discusses why this may have occurred and then develops a forward-looking supply and demand model of the real estate market in which equilibrium prices depend on price expectations, monetary conditions, income, returns to alternative assets, and construction costs. In this model, the current equilibrium price is determined by expectations formed in different time periods by consumers and producers. The model and its more generalized dynamic specifications are estimated by maximum-likelihood methods. The empirical results do not reject the view that the relationship between real estate values and monetary policy was altered in 1980s.
Stress At Work Management And Prevention

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Monetary Policy Transmission Mechanisms and Inflation in Slovakia

This paper presents the results of an empirical analysis into monetary policy transmission mechanisms and inflation in the Slovak Republic. The estimated vector autoregression (VAR) model suggests that inflation is determined by changes in foreign prices, the exchange rate, and wage costs, with a modest effect of aggregate demand, in line with theory for small, open economies. Monetary policy is shown to affect inflation via these channels. Changes in money supply seem to have a modest but rapid impact on prices. The measured effect of interest rate changes is modest and gradual, although it appears to have become more important in recent years.
Telecommunications Deregulation and the Motives for Mergers

We study mergers in the regulated telecommunications industry to test theories of merger gains. We find that mergers yield positive returns to the combined firms. Because this effect is consistent with the collusion, competitive advantage and anticipation hypotheses, we study returns to rivals to differentiate the hypotheses. Our results indicate that rival firms earn positive abnormal stock returns upon the announcement of an industry merger and that returns exhibit substantial cross-sectional dispersion. Rivals that become targets in subsequent mergers earn significantly greater announcement returns than do subsequent non-targets. Financial characteristics of initial target firms and subsequent targets are statistically indistinguishable. Finally, rival abnormal returns are insignificantly related to market concentration and horizontal vs. vertical deal status. These results are consistent with predictions of the anticipation hypothesis and inconsistent with collusion. Thus, our findings indicate that deregulation did not foster collusion in mergers in the telecom industry but, instead, merger gains are due to merger-induced efficiencies.