Miracle-dz/UniFAR-FTUs huggingface dataset:
Probabilistic latent variable modeling for predicting future well-being and assessing behavioral influences on mood, stress and health

In recent years, there has been a shift in the psychological research literature from an emphasis on dysfunction to a focus on well-being and positive mental health. As a result, enhancing well-being in individuals has become a viable approach to improving health, in addition to treating disorders when present. Also, the availability of rich multi-modal datasets and advances in machine learning methods have spurred an increase in research studies assessing well-being objectively. However, most of these studies tend to primarily focus on using data to estimate or detect the current state of well-being as opposed to the prediction of well-being. In addition, these studies investigate how stand-alone health behaviors and not a combination of health behaviors influence well-being. Furthermore, these studies do not provide data-backed insights and recommendations to individuals seeking to improve their well-being. In this dissertation, we use a real-world dataset from a population of college students and interpretable machine learning methods to (1) predict future mood, stress and health, (2) uncover how combinations of health behaviors work together to influence well-being, and (3) understand how to make evidence-based recommendations to individuals looking to improve their well-being. The use of these methods contributes to the development of objective techniques that can help individuals monitor their wellbeing. In addition, insights from this study contribute to knowledge advancement on how combinations of daily human behaviors can affect well-being.
Wrong for womankind and the nation: Anti-abortion discourses in 20th-century Ireland

This article asks how anti-abortion discourses and dialogues engaged with ideas about motherhood, national identity, and women’s reproductive decision-making in 20th-century Ireland, particularly from 1967, when abortion was decriminalized in Britain, to 1983, when Ireland’s Eighth Amendment became the law of the land. It assesses the ways in which ‘pro-life’ advocates rejected the notion that women were independent adults capable of reproductive decision-making. Indeed, throughout the 1960s, 1970s, and 1980s, anti-choice activists defined all Irish women as innately innocent, moral, and naturally desirous of domesticity and motherhood. Abortion, they argued, was encouraged, coerced, and even forced by outsiders or ‘others’. The arguments of some anti-abortion activists utilized meaningful themes in Ireland’s colonial and nationalist history, including the historical notion of Irish sacrificial motherhood, the depiction of Irish women as young and vulnerable, and the explanation of abortion as foreign, anti-Irish, and reminiscent of British colonial repression.
Symmetrical Voice Constructions in Besemah: A Usage-based Approach

Author(s): McDonnell, Bradley James | Advisor(s): Mithun, Marianne | Abstract: This dissertation presents a comprehensive account of the symmetrical voice system in Besemah, an under-documented Malayic language spoken in the highlands of southwest Sumatra, Indonesia. Utilizing a corpus primarily consisting of conversational data, but also including narrative data, this study treats both the syntactic structure and discourse properties of symmetrical voice constructions in Besemah. Previous research on voice in the languages of western Indonesia has sought to understand these languages in terms of well-established systems of voice and grammatical relations, whether that be active-passive or ergative-absolutive. Since the notion of symmetrical voice—a voice system with multiple transitive voice constructions, none of which is clearly the ‘basic’ voice form—was introduced by Foley (1998) just under two decades ago, it has provided valuable insights into the voice systems of the languages of western Indonesia (Riesberg 2014). Drawing on these insights, this dissertation presents a thorough treatment of symmetrical voice in Besemah, which has not been the subject of any in-depth grammatical analysis.The dissertation has two primary objectives. The first objective is to describe the syntactic nature of symmetrical voice by identifying grammatical relations in Besemah. Based on several ‘diagnostic’ constructions that have been used to provide evidence for grammatical relations in related languages of western Indonesia, this study identifies two grammatical relations in Besemah, primary argument and secondary argument, by utilizing data from the corpus of Besemah. While two of these ‘diagnostic’ constructions, word order and quantifiability, provide evidence for grammatical relations in Besemah, this study demonstrates that many of these ‘diagnostic’ constructions cannot be used for determining grammatical relations in Besemah.The second objective seeks to answer the following question concerning voice selection in Besemah: at any given point in a conversation, what factors lead a speaker to choose one symmetrical voice construction over the other? In order to answer this question, this study uses advanced statistics to investigate the role of information flow (Chafe 1994), syntactic priming (Gries 2005), and collostructional analysis (Stefanowitsch a Gries 2003) in voice selection. The findings reveal that each of these factors play an important role in voice selection in Besemah conversation.
MEANS, GENES, AND MEANINGS: SCIENTIFIC UNDERPINNINGS FOR PERSONAL GROWTH AND LASTING HAPPINESS

Statement of the problem: Positive psychology has led to a proliferation of research on many positive phenomena, however there lacks theoretical organization among constructs (Gable & Haidt, 2005; Held, 2004; Pawelski, 2016). In an effort to ground research on diverse but related subjects, Christine Winston (2016) suggested that there may be a more basic developmental process underpinning phenomena. Her theory relies heavily on existentialism and humanistic psychology with no data analysis included as empirical validation. The goal of this thesis is to provide a scientific analysis of the credibility of her claims. Methods: The first manuscript is a metrical analysis to account for a lack of empirical scales in existentialism and humanism. A summary scale is provided to specifically assess development of happiness as described by Winston (2016). Exploratory and confirmatory factor analyses are used with a sample of 310 undergraduate psychology students to accomplish this goal. The second manuscript considers physiological underpinnings to Winston’s (2016) theory. Canonical correlation analysis is used on a sample of 20 psychology students (10 undergraduate, 10 graduate) to consider relationships between Winston’s (2016) forms of happiness and biomarkers cortisol, interleukin-6, and DNA methylation. Summary of results: Results were significant and directionally as hypothesized drawing from Winston’s (2016) theory. This demonstrates a more basic role of happiness in human functioning. Furthermore, seeing an epigenetic link, this provides preliminary evidence for possible ways to change stable happiness.
A case study of senior students' perceptions of factors that shape aspirations in one low-income rural Iowa high school

Rural Iowa high school graduates from districts enrolling fewer than 600 students are more likely than their more urban peers to be economically disadvantaged as measured by eligibility for free and reduced cost meals. They are also less likely to aspire to high levels of educational attainment. Over the last decade, the percentage of graduates from small, rural schools intending to pursue any postsecondary education or training has approached or exceeded the percentage in more urban districts. However, among rural graduates with postsecondary intentions, the ranks of those students planning to pursue a four-year degree or higher remain disproportionately thin. This case study o f seniors in one predominantly low-income rural Iowa district employed focus groups to gather seniors’ perceptions regarding factors that influence their aspirations. Group and individual interviews conducted with parents and school personnel provided additional insights. The results illuminate the important role of rural culture and context in shaping students’ sense of possibility and their plans for the future as well as ways in which rural values of place and connectedness collide with the national agenda of developing a competitive workforce ready for a global marketplace. The findings suggest that participants: (a) value hard work, independence, responsibility, and relationships; (b) view education primarily as a means to becoming credentialed; (c) feel little pressure to pursue four year college degrees but believe their parents are supportive of at least some postsecondary education; (d) are not knowledgeable about choosing, gaining entrance to, and paying for a postsecondary option suited to their needs and interests; (e) rely heavily on college admissions Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. counselors as the most important source for information about college selection and financial aid; (f) find their parents to be the most important source of support in considering their postsecondary options; and (g) have been offered few planned experiences at school designed to help them explore postsecondary options and understand the processes related to college selection, admissions, and financial aid. Recommendations for additional research include comparative case studies of seniors in urban and rural settings and studies that would follow rural students throughout their senior year exploring how their perceptions change over time. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
The Consciousness of Learning Grammar Communicatively Through Role Play in EFL Classroom

Consciousness is a very important aspect in the teaching and learning of Grammar in EFL Classroom . It make s students become aware not only on the form or the language pattern , but also on the meaning and the way to use it. For this case, this research aims to describe the us e of role play as a communicative task for encouraging students’ consciousness in learning grammar. The research was done in grammar class B of 2016-2017 that consisted 35 students as the participant s of this research. The researcher did observation and interview to collect the relevant data to give the better supports in finding out what had been stated in the research’s purpose. T he finding of this research showed that role play enable d the students to study grammar communicatively . In this case, the students became conscious to create many sentences based on the given topic and context and then use those sentences in their role-play. In other word, the students gained both grammar competence and communicative competence. Also, the researcher found that the students showed positive attitudes during the teaching and learning grammar process by using role play.
If We Don’t Look, We Won’t See: Measuring Language Development to Inform Literacy Instruction

Oral language abilities enable children to learn to read, and they predict future academic achievement and life outcomes. However, children with language impairment frequently go unidentified because schools do not systematically measure oral language development. Given that identification paves the way for treatment, schools should increase attention to oral language development, particularly within response to intervention (RTI) frameworks, which aim to prevent learning disabilities by identifying and intervening at early stages. Formal schooling should address language comprehension (in addition to word reading) to ensure an adequate foundation for future reading comprehension. In support, we overview the developmental relations between oral language abilities and reading skills, review current school-based assessment frameworks, and discuss how these frameworks can include language assessments. Measuring language skills early and often benefits not only those who have language impairment but also all children, as it documents language variability to inform differentiated instruction.
Translating Experience: A Framework for Developing Graduate Employability.

Employability is generally considered to be a set of achievements that provide the potential for graduates to obtain employment and be successful in their careers. Employers expect graduates to have the knowledge, skills and understandings of a professional field but they also expect graduates to be able to do a job. This is largely about the personal attributes that guide performance in the workplace which are best developed through experiential learning. This paper examines the creation of a framework for employability at the University of Queensland which supports the development of work-ready graduates who can add value to an organisation and make a significant contribution to society and the economy throughout their careers. The framework has been developed out of a pilot project with students in a range of extra-curricular activities. It includes a self-reflection process that allows students to translate learning from various experiences into improved employability. The pilot project has been evaluated using qualitative surveys of student participation in employability workshops. Results show that students value the selfreflective process to realise and articulate their employability and thus it has formed the basis of the framework that will guide the university‟s student employability strategy.
Developing mathematical models of complex social processes: radicalisation and criminality development

The purpose of this thesis is to examine the use to which mathematical modelling techniques can be put in answering hard questions in social science. The specific area that this thesis focuses on is the development of an individual's propensity for crime or terrorism, with the primary research question answered being: are the process by which an individual develops the propensity to commit crime and the radicalisation process indistinguishable? The answer to this question may assist policy makers and practitioners in the fields of counter-terrorism and crime prevention develop more effective interventions, but it is a difficult question to answer using techniques rooted in social science alone, as crime and terrorism are the outcomes of complex social processes that form part of large socio-ecological systems. The thesis answers this question through the use of mathematical modelling. A model is developed based on the Individual Vulnerability, Exposure and Emergence (IVEE) theoretical framework for radicalisation. This model is realised as a computer simulation imitating the process by which an individual develops the propensity to commit an act of crime or terrorism, and is parameterised using data from secondary sources. The behaviour of the simulation is then explored to determine whether, with sufficient data, it could potentially be of practical use to practitioners: for example, the simulation is used to explore whether crime prevention interventions might also be effective for countering radicalisation, or vice versa. It is concluded that while the simulations developed in this thesis are still theoretical, the models themselves have the potential for further development, and the methodology could be applied to a range of alternative fields.
Beginning teacher agency in the enactment of fundamental British values: a multi-method case study

ABSTRACT There has been significant discussion and debate about the meaning and implementation of the requirement for schools to promote fundamental British values. While much of the research in this area focuses on surveying teachers’ attitudes, this paper set out to understand the processes of professional enactment through which beginning teachers interpret the policy agenda across sites and contexts in initial teacher education. A multi-method case study was undertaken at a large provider of initial teacher education in the North of England, following beginning teachers on project placement in primary schools. Theorising awareness and agency as axes of professional formation, the paper identifies three key thematic foci: community partnership; the treatment of inclusiveness and diversity; and the professional understanding, interpretation and performance of value language. Context shapes enactment of each theme, with reflective space for criticality required if beginning teachers are to develop professional agency with regard to their role as values educators. This is a feature of the culture of placement schools, and while university-based teaching can ameliorate the effects of unreflective compliance, it cannot provide a replacement for professional acculturation. The paper explores the implications of reflection on enactment for the professional acculturation of beginning teachers, making recommendations for teacher education.
The Effect of Cultural Familiarity on Improving Iranian EFL Learners’ Listening Skill

The present study was an attempt to investigate the effect of cultural familiarity on Iranian intermediate EFL learners’ listening comprehension. The study was carried out at Iran-doostan Language Institute in Tabriz. From among initial 80 participants, 60 intermediate EFL learners were selected based on the results of Preliminary English Test (PET). Next, the selected participants were randomly assigned in to an experimental and a control group. The design of the study was quasi-experimental. Then, a listening pretest was administered to the participants to ensure their listening knowledge before the treatment. Afterwards, the treatment was carried out for 20 sessions twice a week. The traditional instruction was conducted in the control group. After the treatment, another listening post-test, similar to the pretest was administered to the participants of both groups. The analysis of the listening scores, attained through independent samples t-test at the end of the treatment showed that cultural familiarity had significant effect on the Iranian learners’ listening comprehension. The obtained results have some implications for learners. Through exposure to specific culturally-oriented materials, for example, English culture materials, language learners can advance their listening comprehension.
Student Residential Accommodation and Student Engagement: a study of two cases in England

This thesis explores the relationship between student residential accommodation (SRA) and student engagement (SE) in England. My own experiences living and working as a student and professional in multiple higher education institutions (HEI) in the United States (US) and England inspired the pursuit of this work. Three key questions emerged from engaging with existing literature and research on SRA and SE for this thesis. The three key questions framing this study were: what factors influence HEI provision of SRA, what is the relationship between SRA and SE, and, what does SE in and with SRA mean to students and staff? To address those three primary research questions, the following were my aims for fieldwork: to gather, synthesise and analyse key texts and institution policy documents related to provision of SRA; to provide a description of two institution provided SRA through the use of observations (including: field notes, photographs of the buildings under study, floor plans and internal design, amenities, students’ rooms, student room layout and organization); to collect student and staff feedback on SE in and with SRA, and, to compare and contrast stated institution policy related to SRA with student and staff feedback on institution provided SRA. Reflecting on existing empirical research related to SRA and SE, this study was designed using a qualitative case study lens. The qualitative case study lens was underpinned by three data generation methods, including: observations, interviews and questionnaires. Triangulation of staff and student feedback across these data generation methods provided opportunities to compare and contrast staff and student feedback within and across the two case sites under study. A number of key findings and contributions emerged from this study. First, the use of SE as a lens provided a novel way of framing and exploring SRA. The use of SE as a lens also illuminated a number of factors influencing staff and students’ experiences in and with SRA. Second, the study of undergraduate and postgraduate domestic and international students contributed new data and feedback to the existing literature and research. Third, institutional policy and approach to provision of SRA framed staff and student expectations and engagement in and with SRA. Fourth, practice and practitioner approaches to SRA provision were key to staff and student’s experiences with and in SRA. Finally, the interface of SRA physical, social and personal space were key components of SE in and with the SRA studied for this research. Further research may explore the relationship between SRA and SE across diverse institutional, national and international HE contexts.
LBT/ARGOS adaptive optics observations of z ∼ 2 lensed galaxies

Aims. Gravitationally lensed systems allow a detailed view of galaxies at high redshift. High spatial- and spectral-resolution measurements of arc-like structures can offer unique constraints on the physical and dynamical properties of high-z systems. Methods. We present near-infrared spectra centred on the gravitational arcs of six known z ∼ 2 lensed star-forming galaxies of stellar masses of 109−11 M⊙ and star formation rate (SFR) in the range between 10 and 400 M⊙ yr−1. Ground layer adaptive optics (AO)-assisted observations are obtained at the Large Binocular Telescope (LBT) with the LUCI spectrographs during the commissioning of the ARGOS facility. We used MOS masks with curved slits to follow the extended arched structures and study the diagnostic emission lines. LBT observations are used to demonstrate the spectroscopic capabilities of ARGOS. Results. Combining spatially resolved kinematic properties across the arc-like morphologies, emission line diagnostics and archival information, we distinguish between merging and rotationally supported systems, and reveal the possible presence of ejected gas. For galaxies that have evidence for outflows, we derive outflow energetics and mass-loading factors compatible with those observed for stellar winds in local and high-z galaxies. We also use flux ratio diagnostics to derive gas-phase metallicities. The low signal-to-noise ratio in the faint Hβ and nitrogen lines allows us to derive an upper limit of ≈0.15 dex for the spatial variations in metallicity along the slit for the lensed galaxy J1038. Conclusions. Analysed near-infrared spectra presented here represent the first scientific demonstration of performing AO-assisted multi-object spectroscopy with narrow curved-shape slits. The increased angular and spectral resolution, combined with the binocular operation mode with the 8.4 m wide eyes of LBT, will allow the characterisation of kinematic and chemical properties of a large sample of galaxies at high-z in the near future.