Miracle-dz/UniFAR-FTUs huggingface dataset:
Passive, Active, and Cryotherapy Post-Match Recovery Strategies Induce Similar Immunological Response in Soccer Players

Recovery strategies in soccer are key for restoration of the metabolically challenged body homeostasis. To better understand the mechanisms of recovery, we analyzed the hematologic and immunological responses of three different recovery strategies after competitive soccer match play. Forty-two male professional soccer players (age, 25.7 ± 4.6 years; body mass, 75.8 ± 6.4 kg; % body fat, 11.0 ± 2.2%; VO2max, 50.4 ± 3.9 mL/kg/min) were followed-up during three consecutive days. The players were divided into three equal groups (n = 14), each of which performed one of three recovery programs after completing a soccer match: passive recovery (PR), active/jogging recovery (AR), and cryotherapy (CR). Blood samples were collected before, immediately after, and 24, 48, and 72 hrs after the match. After the match, the hematologic parameters were not significantly different between groups (p > 0.05). Regardless of the recovery strategy, significant changes were observed after the match in erythrocyte count (hemoglobin and hematocrit), yet with no physiological value. All groups showed post-match leukocytosis, which was mostly a reflection of increased neutrophil and monocyte count (p < 0.05). Match-induced leukocytosis was reversed during the recovery period. The metabolic demands of a soccer game were not sufficient to elicit a hematologic response with physiological meaning. Passive, active, and cryotherapy recovery strategies similarly reversed match-induced immunological responses in soccer players.
TEACHER PERCEPTION USING THE MOBILE PHONE IN THE TEACHER WORKING GROUP; AGE MATTERS

This study examined senior teachers and junior teachers at primary school to show their mobile phone activity level among teacher working group in Lampung Province in 5 districts. The category of junior teachers are teachers whom are under 32 years (246 teachers) and senior teachers are categorised among teachers whom are over 50 years (304 teachers) and the total respondent is 550 teachers. There are two main elements of this research. Firstly, there is perception on the activity on junior teachers and senior teachers in primary school in teacher working group in Lampung Province. The research found that senior teachers are more active and care about being a part of teacher working group as compared to junior teachers, but both of them said that teacher working group helps them to improve their competencies. Secondly, there is a perception of the activity by junior teachers and senior teachers in the mobile phone group chat in the teacher working group. The result indicates that the junior teachers perceive themselves as experts (63% of the respondents) in using mobile phone, higher than senior teachers (23%). The result has also found that not all junior teachers were engaged in the group chat in teacher working group (72%), and the same pattern was seen among senior teachers as only 75% of them were engaged in group chat. There is a different perception of activity between junior teachers and senior teacher in collaborative learning through the mobile phone in teacher working group based on t-test with an independent sample test. The data indicates (2 tailed) 0.011 compare to the table
Social Media and Young People’s Mental Health

Evidence suggests that social media can impact detrimentally on children and young people ’ s mental health. At the same time, social media use can be beneficial and have positive effects. This chapter outlines the detrimental and positive effects of social media use for young people. Schools play a critical role in educating young people about how to use social media safely and responsibly. However, schools cannot address all the issues and parents, social media and advertising companies also have a responsibility to protect children and young people from harm. This chapter outlines some of the potential solutions to the issues that are identified. but our research demonstrates that some as little as 2 hours These students attend school in a state of exhaustion. They too tired to concentrate and it affects their learning and their behaviour. Disengagement in lessons results in them falling behind in their schoolwork and they then develop other problems such as low confidence and low self-worth . Real-time social connections are vital for positive wellbeing. Schools play a key role in teaching young people about how to stay healthy and in particular, the need for sleep. However, parents also play a critical role in supporting young people to develop positive habits through setting boundaries. Examples of boundaries might include restricting access to technology in bedrooms and at mealtimes. Also, parents need to be good role models by ensuring that they do not allow technology to interrupt conversations and other daily experiences.
Framing Equitable Classroom Practices: Potentials of Critical Multimodal Literacy Research

This article presents an illustrative case study to explore the classroom potentials of critical multimodal literacy. We feature Marcela’s multimodal response to demonstrate how she engaged with visual and textual tools for learning. Illustrative cases are especially useful to explore a particular issue and often involve in-depth analysis of qualitative data that represents theoretical constructs or significant findings. Critical multimodal literacy is a framework that we developed from a synthesis of the research literature to describe the ways that children use tools (e.g., sketches, videos) for personal meaning-making, critique, and agentive learning in classrooms. Findings from the critical analysis of a young Latina fourth-grader’s multimodal production illuminate our framework, which consists of the following four components: communicate and learn with multimodal tools; restory, represent, and redesign; acknowledge and shift power relationships; and leverage multimodal resources to critique and transform sociopolitical realities all seen through an equity lens. We conclude with implications for how this critical multimodal literacy framework can promote equitable classroom practices that expand the literacy learning of all students.
Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology

Perceptions of the ecology and middle school transition are examined in relation to interpersonal competence patterns (ICPs) of approximately 3,000 sixth graders (46.2% boys) including 415 students with disabilities from 26 metropolitan schools. Teacher ratings of students’ academic competence, externalizing and internalizing behavior, popularity, physical attractiveness/athletic ability, and friendliness are used to determine students’ ICPs. Using latent profile analyses, distinct ICPs are identified, including Model (high adaptive), Average, Tough (popular-aggressive), Passive (shy, withdrawn), and Troubled (low adaptive) for boys and girls, respectively. Although students with disabilities are overrepresented in Passive and Troubled ICPs and underrepresented in the Model ICP, 804 students without disabilities (367 boys) were identified in risk ICPs (i.e., Passive, Tough, Troubled) compared with 197 students with disabilities (128 boys). Risk ICPs are differentially associated with students’ perceptions of the school ecology and the transition experience of students with disabilities. Implications for Multitiered Systems of Support and the tailoring of interventions are considered.
Influence of Personality and Learning Styles in English Language Achievement

Reconnoitering the factors that may impact the academic achievement of learners is relevant for instructional scientists. The absence of knowledge of this likely connection with teachers and learners can lead to discouragement of the further perseverance of language learners. The present study seeks to define the prevalence of personality types and learning styles in Bangladeshi context as well as to address the impact of traits and styles on the samples (N = 676). A cross-sectional quantitative research design was used for this study and self-reported BFI questionnaire, VARK questionnaire and an achievement test were used for collecting relevant data. Analysis of data shows that Agreeable is the most dominant trait for both boys and girls. Again, boys prefer multiple learning styles (multimodal) whereas girls prefer Auditory. In this study, some demographic factors, personality traits and learning styles of the learners were discovered to have an important connection with GPA. Study results indicate that there is a statistically significant association between Multimodal and academic achievement. At the same time, the relationship between the trait extraversion and EFL learners, English language achievement is also found statistically significant. The results of the research questions are highly expected to offer educators some idea of amending the country’s state of affairs in terms of EFL teaching and learning not just in Bangladesh but in other non-English nations as well. Further study can be done in exploring the learning styles and personality traits of the teachers as it is observed in previous studies that these are significantly related to the academic excellence.
Increasing Students’ English Language Learning Levels via Lesson Study

The study aims to develop students’ higher cognitive skills e.g. analysis, synthesis and assessment and to increase their academic successes by reflecting their cognitive skills in psychomotor skills in practice with the help of lesson study. Therefore, the aim of the study is to increase students’ English as a foreign language learning level. Action research was used in the study. “English Achievement Test” and “Semi-Structured Interview Form” developed by the researchers were used as data collection instruments. English achievement test was used as pre-test and post-test to define students’ English language levels, and semi-structured interview form was used to determine teachers’ views about lesson study practice. According to research result, lesson study has increased students’ learning levels significantly. Moreover, teachers stated that lesson study was highly beneficial and affected their professional development in a positive way. It was stated by teachers in the study that lesson study had the teachers a chance to observe and assess their teaching qualities and so, it made the students’ learning levels increase significantly. Furthermore, all of the teachers agreed that lesson study as an in-service training model could be an approach used for both other lessons and nationally.
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai

There is now a general acceptance that schools need to prepare students for the realities of a globalised world, which necessitates developing intercultural competence. Such an educational mandate is felt particularly keenly in internationalised schools, where the work of teaching and learning involves the negotiation of diverse cultural assumptions, practices, and identities on a daily basis. Whilst schools are in a position where they need to formulate some kind of understanding of what intercultural competence means and how it is expected to be developed with educational content and pedagogical practices, the notion of intercultural competence is perpetually contested. Critical scholars have critiqued the tendency for theorising on intercultural competence to adhere to â€œsolidâ€ notions of culture and assume that there is an end to the intercultural process at which point an individual will become interculturally competent (e.g., Dervin, 2016; Ferri, 2018). This paper, however, argues that it is important to understand the ways in which solid notions of culture surface in the lived experiences of teachers working in intercultural contexts. The paper draws on findings from a qualitative case study of international teachersâ€™ cross-cultural experiences in an international school in Shanghai, China to highlight the ways in which individuals draw on notions of solid culture as a resource for claiming an identity position in relation to dominant cultural practices in the local context.
Intertwining and NCA Maps Based New Image Encryption Scheme

In this digital era, the Internet is a main source of communication. Due to exponential advancement in Internet technologies, transmission of multimedia data is very common now. However, transmitting sensitive information over the Internet is always vulnerable to different kind of attacks. In order to address such issues, cryptographers are proposing encryption techniques. In encryption, data is manipulated in such a way that intruders cannot access the original information. This paper presents a secure image encryption scheme via Intertwining and Nonlinear Chaotic Maps (NCA). Both main steps i.e., confusion and diffusion are implemented using chaotic maps. Numerous security parameters are applied to the proposed improved technique and strength of the scheme is evaluated. All experimental results proved the robustness and higher security of the proposed chaos- based scheme.
Embodied Visual Perception Models For Human Behavior Understanding

Many modern applications require extracting the core attributes of human behavior such as a person's attention, intent, or skill level from the visual data. There are two main challenges related to this problem. First, we need models that can represent visual data in terms of object-level cues. Second, we need models that can infer the core behavioral attributes from the visual data. We refer to these two challenges as ``learning to see'', and ``seeing to learn'' respectively. In this PhD thesis, we have made progress towards addressing both challenges. We tackle the problem of ``learning to see'' by developing methods that extract object-level information directly from raw visual data. This includes, two top-down contour detectors, DeepEdge and Hf L, which can be used to aid high-level vision tasks such as object detection. Furthermore, we also present two semantic object segmentation methods, Boundary Neural Fields (BNFs), and Convolutional Random Walk Networks (RWNs), which integrate low-level affinity cues into an object segmentation process. We then shift our focus to video-level understanding, and present a Spatiotemporal Sampling Network (STSN), which can be used for video object detection, and discriminative motion feature learning. Afterwards, we transition into the second subproblem of ``seeing to learn'', for which we leverage first-person GoPro cameras that record what people see during a particular activity. We aim to infer the core behavior attributes such as a person's attention, intention, and his skill level from such first-person data. To do so, we first propose a concept of action-objects--the objects that capture person's conscious visual (watching a TV) or tactile (taking a cup) interactions. We then introduce two models, EgoNet and Visual-Spatial Network (VSN), which detect action-objects in supervised and unsupervised settings respectively. Afterwards, we focus on a behavior understanding task in a complex basketball activity. We present a method for evaluating players' skill level from their first-person basketball videos, and also a model that predicts a player's future motion trajectory from a single first-person image. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) Graduate Group Computer and Information Science First Advisor Jianbo Shi
Early science education in preschools – the contribution of professional development and professional exchange in team meetings

ABSTRACT Science is an important domain in early childhood education. Though, initial results indicate that preschool teachers rarely offer science activities. Against this background professional development aims to encourage preschool teachers to provide science activities more frequently. In Germany, professional development is often offered as short-term courses. It is not clear whether the participation in these courses results in an increase of the frequency of science activities and which role the work environment plays for the frequency of science activities provided by preschool teachers. Therefore the present study investigated how a supportive work environment, assessed by the indicator professional exchange on early science education between preschool teachers, is related to their amount of professional development and the frequency of their science activities for preschool children. A questionnaire was completed by 301 preschool teachers. The results revealed a positive relation between the amount of professional development in science and the frequency of science activities. Further findings indicate that this relation is mediated by the frequency of professional exchange about science content. In addition, we found that preschool teachers without any professional development provided science activities more frequently, when science content was discussed in team meetings. Implications for practice are discussed.
The Self, Agency and Spatial Externalizations of Inner Verbal Thoughts, and Auditory Verbal Hallucinations

Aim: Auditory Verbal Hallucinations (AVH) are experienced as the “voices” of others (O-AVH) or self (S-AVH) in internal space/inside the head (IS-AVH) or external space (ES-AVH), and are considered to result from agency and spatial externalizations of inner speech. Both types of externalizations are conflated, and the relationship between these externalizations and AVH experiences is unclear. In this paper, I investigate the relationship between cognitive agency and spatial externalizations and between these externalizations and the types of AVH experience. Method: Twenty-five patients with history of AVH and 24 matched healthy controls performed agency and spatial distinction tasks: distinction between self-generated (read) (S) sentences and other-generated (O) sentences, and between sentences read silently (experienced in internal space, IS) and sentences read aloud (experienced in external space, ES). Regression analyses between misattribution biases (S-O vs. IS-ES, and O-S vs. ES-IS) were obtained. t tests were used to compare misattribution biases between AVH subtypes (S-AVH vs. O-AVH, and IS-AVH vs. ES-AVH). Results: Regressions suggest that agency distinction is independent from spatial distinction in both groups. O-AVH and S-AVH subgroups differed only with respect to S-O bias, and IS-AVH and ES-AVH subgroups differed only with respect to IS-ES bias. Conclusion: These results suggest that agency and spatial externalizations of inner speech are independent at phenomenological and cognitive and levels; and that these externalizations are co-related across levels. I discuss the implications of these findings in the wider context of research on AVH and on the experience of self.
Pengaruh Reputasi Perusahaan Dan Kualitas Pelayanan Terhadap Kepuasan Pasien (Kasus Rumah Sakit Islam Ibnu Sina Pekanbaru)

This study aims to look at the Effect of Corporate Reputation and Quality Service Patient Satisfaction (Case Islam Ibn Sina Hospital Pekanbaru). The study was conducted with descriptive analysis method, by collecting 100 questionnaires data then tabulated into a table that is further described systematically and to determine which variables are most dominant in determining patient satisfaction by using SPSS 21:00 as data processing tools. Rated R Square of 0.667 which indicates that customer satisfaction is able to be explained by the company's reputation and the quality of services by 66.7% while the remaining 33.3% is explained by other causes. The influence of the company's reputation and quality of service to positive patient satisfaction, which means that every increase in the implementation of the company's reputation and the quality of service it will cause an increase in the patient satisfaction.
The changing roles of teaching assistants in England and special needs assistants in Ireland: a comparison

When reporting on those conditions which they perceive as necessary for the inclusion of students with special educational needs, teachers often refer to the importance of additional adult support. The deployment of teaching assistants in England and special needs assistants in Ireland has been regarded as an important factor in supporting national policies for inclusion in both countries. This paper reports on research which through survey and interview methods investigated the working practices of these colleagues and discusses the different approaches to their deployment in schools. It is suggested that whilst there are clear distinctions between the role of the teaching assistant in England and the special needs assistant in Ireland, both play a distinct and essential role in the development of inclusive schooling. The paper considers how two distinctive models of classroom support have emerged and the different ways in which they impact upon inclusion. Consideration is given to the changes which are taking place in the development of classroom teams and the ways in which this may impact upon current and future inclusion agendas
Mental Health Jail Diversion: A Therapeutic Approach to Offending in Twenty-First Century America

This analysis is concerned with understanding the facets of criminal justice diversion programs that successfully improve the mental wellbeing of participants and, as a subsequent effect, reduce offending amongst the mentally ill populous in the United States. An inquiry of pre-program and post-program data from both adult and juvenile mental health specific programs reveals that participation amongst both groups shows a meaningful reduction in new/repeat offending in comparison to non-participants. The data shows that the expansion of law enforcement Crisis Intervention Team’s (CIT’s) has a compounding effect to the positive results. A review of these programs in Australia indicates that an expansion of like-programs would reduce offending in less invested nations such as the United States. A consideration of the aggregated data prompts a discussion about the benefits of further development.
Teacher Efficacy and Commitment in Teaching Arabic: A Correlational Study

Teacher efficacy researches have been widely examined by many researchers in various context and subject areas. Yet, in the field of Teaching Arabic as a Foreign Language (TAFL) , the investigation into teacher's efficacy and its relation to their commitment is extremely uncommon. Therefore, the current study explores the validity and reliability of the instrument used in assessing teacher's efficacy in teaching Arabic and also their commitment to teaching. The study also examined Arabic teaching efficacy in relation to teacher commitment. The current study involved 252 teachers out of 487 teachers from 57 National Religious Secondary Schools throughout Malaysia. A structural equation modelling with AMOS was employed to investigate the effects of hypotheses model. Confirmatory factor analysis supported the adequacy of the constructs of teacher efficacy and teacher commitment and found that the two constructs were multidimensional constructs with four underlying dimension respectively. The findings also showed that teacher efficacy influence teacher commitment. Several essential theoretical implications for developing and enhancing teachers in the Malaysian Secondary Arabic education context have arisen from the current study.