Miracle-dz/UniFAR-FTUs huggingface dataset:
Perceptions of Primary School Teacher Candidates towards the Turkish Education System, School, Teacher, and Student: A Metaphor Analysis

This study aimed to determine the perceptions of primary school teacher candidates about the Turkish education system, school, teacher, and student concepts by means of metaphors. The study group consisted of 82 primary school teacher candidates enrolled in the senior class of a university in the Black Sea Region in Turkey in 2018. The study data were collected using a questionnaire which involved gap filling questions aiming to determine the metaphors for the Turkish education system, school, teacher, and student. Findings indicated that the majority of the primary school teacher candidates had a negative perception of the Turkish education system. More than half of the negative metaphors that the participants used were about the unceasing change of the system. Primary school teacher candidates' perceptions of the school concept were mostly positive. The participants saw school as a home that educates and shapes people. Nevertheless, a considerable number of the participants considered school like an oppressive and uniformizing prison, where they would not like to be. Majority of the primary school teacher candidates had positive perceptions of the teacher concept. Nonetheless, there were neutral and negative perceptions as well. The participants mostly emphasized the educating and shaping characteristics of the teacher concept in their descriptions. Although primary school teacher candidates’ perceptions of student were generally positive, a student description, in which student was seen passive in the learning process and highlighted as an entity that can be shaped, stood out.
UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING

Vygotsky is the father of the Zone of Proximal Development (ZPD) theory who claims that a leaner can do what he can almost do alone with the presence of assistance. This literature study aims at investigating what factors need to be present for developing someone’s potential. From the literature study, it was found that there are six factors that need to be present, including assistance, mediation, cooperation, imitation, target and crises. With the presence of assistance from the more capable other and keeping attention to the six important factors, a learner will be able to do what he/she can almost do alone.BAHASA INDONESIA ABSTRAK: Vygotsky adalah penemu konsep Zona Perkembangan Proksimal yang menyatakan bahwa seseorang yang belajar akan mampu melakukan apa yang hampir dapat dilakukannya secara mandiri dengan tersedianya bantuan. Studi kepustakaan ini bertujuan untuk meneliti unsur apa saja yang penting untuk membantu perkembangan potensi seorang pelajar. Dari studi kepustakaan ditemukan bahwa ada enam unsur yang penting yakni bantuan, mediasi, kerjasama, kemampuan untuk meniru, sasaran dan masa sulit atau keluar dari zona nyaman. Dengan adanya bantuan dari orang yang lebih mampu dan kehadiran dari enam unsur tersebut, seorang pelajar akan mampu melakukan apa yang hampir dapat dilakukannya sendiri.
Temperament and social adjustment in first grade: the moderating role of teacher sensitivity

ABSTRACT The present study examined teacher sensitivity as a potential moderator of the relationship between children’s temperament in infancy and their social development in first grade. Using data from the Study of Early Child Care and Youth Development (NICHD SECCYD), we found that first grade teachers who were sensitive and responsive to students’ individual needs tended to have a buffering effect against poor peer interactions during unstructured play for children with difficult temperament. Furthermore, for children low in temperamental approach, greater teacher sensitivity was linked to more positive peer interactions. Greater teacher sensitivity was also related to fewer negative peer interactions for children rated high in negative affect and low in adaptability. Our findings suggest teacher sensitivity is an important factor in young children’s social development, and may be particularly beneficial to children at temperamental risk for poor social adjustment.
Forensic accounting core and interdisciplinary curricula components in Australian universities: analysis of websites

The recent reforms of accounting education in higher education institutions globally have opened new avenues for forensic accounting education. This paper captures the structure of forensic accounting curricula within educational programs offered by Australian universities. Using a qualitative thematic analysis, a website analysis of the 40 Australian universities offers an understanding of the core and interdisciplinary topics of forensic accounting curricula. The findings suggest that there exists a lack of emphasis on law knowledge, business valuation, and IT forensic integration. The courses emphasize fraud as core content knowledge, while criminology and ethics are interdisciplinary components. This pioneering study is undertaken in response to scholarly calls for the advancement of empirical research in this area. The paper provides suggestions for educators to develop a forensic accounting program. It also sets the stage for an empirical journey regarding further studies in the face of the ever-growing importance of forensic accounting education and of forensic accounting as a profession.
Look to Others Before You Leap: A Systematic Literature Review of Social Information Effects on Donation Amounts

People are often influenced by information about other people’s behavior, that is, social information. Social information is frequently used by practitioners hoping to increase charitable giving, while the precise mechanisms through which social information works are unknown. We conducted a systematic literature review of 35 studies reporting on the effects of social information on charitable giving. We show that several studies report no or even negative effects and that a theoretical understanding of social information effects is lacking. We integrate the empirical findings in the wider fields of social psychology and behavioral economics and propose an integrative theoretical model. The model includes four mediators and three moderators that can explain positive and negative effects of social information. This theoretical framework can assist researchers to obtain a deeper understanding of social information and support practitioners in implementing giving tools in donation campaigns.
Investigating the Motivational and Psychosocial Dynamics of Dysregulated Gaming: Evidence From a Preregistered Cohort Study

The American Psychiatric Association (APA) and World Health Organization (WHO) have called for research investigating the clinical relevance of dysregulated video-game play. A growing number of exploratory studies have applied self-determination theory to probe the psychological dynamics of problematic gaming, but little is known about these dynamics in adolescents—the targets of most concerns—or the extent to which dysregulated gaming, in turn, affects functioning. In our study of British adolescents and their caregivers (n = 2,008), we adopted a confirmatory lens to test the extent to which basic psychological need satisfactions and frustrations underlie dysfunctional gaming behavior. The results, in line with preregistered sampling and data-analysis plans, indicated the frustrations, but not the absence of satisfactions, of psychological needs predicted adolescents’ dysregulated gaming and psychosocial functioning. Our discussion focuses on the clinical significance of gaming dysregulation and the advantages of transparent scientific practices for research informed by, and meant to inform, APA and WHO guidance.
Short-term effects of combined training on the performance of the Brazilian women’s basketball team

Abstract Competitions are considered of paramount importance for high-performancesports because they determine the entire orientation of the training process. When analyzing the calendar of the International Basketball Federation, it can be observed that international competitions occur in short periods of time. In this sense, the aim of this study was to verify the effects of the application of combined training in the short-term preparation period on the speed of athletes of the Brazilian women’s basketball team. Thirteen athletes participated in this study, who took part of the preparation for the 2015 Pan American Games. Athletes were submitted to anthropometric measures and biomotor capacity evaluation at cyclic speed -20m run, and acyclic speed - T test at the beginning (M0) and end of a 27 - day preparation period (M1). Considering the period available for training, the total duration percentage was:technical / tactical 73.7%, strength and conditioning: 5.7%, preventive: 10.5% and general and special warm up: 10.1%. After data collection, the Shapiro-Wilk test was used to verify normality and then, the Student’s T test was also applied. The main results indicate that the best time to evaluate cyclic speed (M0 and M1, respectively) was 3.34 ± 0.22s and 3.39 ± 0.21s and acyclic speed (M0 and M1, respectively), 9.30 ± 0.49s and 9.52 ± 0.57s. The results of the current study suggest that short-term intervention was not efficient to improve the cyclic and acyclic speed of female basketball athletes.
Evaluation of the Impact of Touch Screen Technology on People with Dementia and their Carers Within Care Home Settings.

Although the benefits of restorative memory interventions for people with dementia are well known, implementation of these interventions remains limited. Touchscreen technology such as the iPad has the potential to provide an easily accessible medium for such interventions and so increase uptake. This evaluation provides an independent assessment of pilot projects using iPad touchscreen devices with adults with dementia within the West Midland and South West regions. The evaluation aimed to assess the effectiveness and impact of the use of touchscreen technology on the day-to-day lives of people with dementia and the staff engaged in their care.
The Effect of Explicit Vocabulary Instruction Through Read Alouds on Spanish-speaking Kindergartners' Word Acquisition

The purpose of this research study is to examine the effect of explicit vocabulary instruction through read alouds on Spanish-speaking kindergartners’ word meaning acquisition. Research indicates robust vocabulary instruction is essential in early grades to narrow the gap between disadvantaged children and their privileged peers who typically start school with more extensive vocabularies and cumulative language experience (Hart & Risley, 1995). Numerous studies (Beck & McKeown, 2007; Coyne, McCoach & Kapp, 2007; Biemiller & Boote, 2006; Zipoli, Coyne, & McCoach, 2011) have reported on the success of various vocabulary-building strategies for early grades, including direct word meaning instruction paired with repeated readings and supplementary word reviews. The present four-week study was conducted in a lowincome urban charter school in which approximately 50% of students are classified as English Language Learners (ELL). Eighteen Spanish-speaking kindergartners participated in the study. Four children’s books were read, and eight target words from each story were identified. Half of the target word meanings were explicitly taught to participants, whereas they were incidentally exposed to the remaining half of the target words. Information was gathered at pretest and posttest on the students’ knowledge of the 32 target words: 16 taught words and 16 untaught words. Pretest and posttest results were compared to determine each participant’s vocabulary growth. Results indicate that explicit vocabulary instruction involving repeated readings of children’s books and meaningful extension activities and word reviews can produce vocabulary growth among kindergartners. EFFECT OF EXPLICIT VOCABULARY INSTRUCTION 4 Table of
ANALISIS UPAYA RUMAH SAKIT ISLAM SULTAN AGUNG KOTA SEMARANG SEBAGAI FASILITAS KESEHATAN TINGKAT LANJUT DALAM PENERAPAN PROGRAM JAMINAN KESEHATAN NASIONAL TAHUN 2014

Communities are entitled to the protection of health and the state arranged for the fulfillment of a healthy life. The state develops social assurance system for all people. Implementing the national social assurance system which is done by health insurance BPJS health. The implementation of the health insurance program needs support from health facilities including private hospitals. One of the private hospital that are implementing the of health care benefit is RSI Sultan Agung. Based on preliminary survey known that there are still problems about the process of filing a claim. The percentage of patients participant BPJS health and the patient's health continues to increase GENERAL tends to decrease. The purpose of this study was to describe the efforts of Sultan Agung Islamic Hospital in implementing health assurance program of variable inputs and process. The form of descriptive research with a qualitative approach. The subject of research is board of directors, the head of state and staff. The informant triangulation of patients and unit head referral services management the BPJS Health. The results of research that the input variables consist of human resources, funds, infrastructure, procedures and policies, and information. While the process variables consist of team building JKN, INA CBG's claims management and health care. Human resources experienced an increase in staff and training staff there are ever followed: Funding comes sourced from claims ina cbg not managed in a special hospital and entering the public revenue and used for operational hospital : Conducted the relocation of the infrastructure, the addition of VIP room, VVIP & room team JKN, system and succeeded in bridging: procedures be performed rekredensialing BPJS partners, coordination of benefits procedure has not been carried out in cooperation with the private commercial insurance, existing policies on the cost and quality control, costs iur policy: information such as the flow of information to staff to patients, coordination and flow of complaints. The formation of the team JKN selected based units that are involved in the health insurance program: INA CBG's claims management already made a request refisi rates: health care guided by the clinical pathways of the Hospital.
“Respeta mi idioma”: Latinx Youth Enacting Affective Agency

ABSTRACT Although hegemonic approaches to education privilege rationality as the sole legitimate form of knowledge production and consumption, research on emotion in socially transformative learning demonstrates that it is only through affective investment that intellectual engagement takes place and leads to social change. Hence, the agentive action of racialized youth to produce knowledge challenging dominant ideological systems is also an affective agency, the production of social action informed by and involving embodied, emotional encounter with the world. The article identifies three key components of affective agency—affective encounter, mobilization, and persistence—through ethnographic interactional analysis in an innovative after-school program for Latinx youth. The analysis examines one student’s emotional response to linguistic racism in U.S. political discourse and how this affective experience moved her to speak out for sociolinguistic justice for Spanish speakers. The article concludes that educators committed to antiracism and social justice must interactionally support students’ affective agency.
Unseen and Unheard: Exploring the Mental Health of Mostly Heterosexual College Students

College years have long been understood to be a difficult yet important developmental period in an individual’s life, which may be particularly challenging for sexual minority students who tend to face discrimination on campus, which can undermine their mental health. Research in both college student and non-college student samples has shown that mostly heterosexual is a distinct sexual orientation. However, little is known about the wellbeing of individuals, including college students, who identify as mostly heterosexual. Moreover, among college students, little is known about the intersections between a mostly heterosexual identity and mental health. This study examined the association between sexual orientation and anxiety, depression, and risk for alcohol abuse. Specifically, it compared outcomes between students who identify as mostly heterosexual and students who identify as completely heterosexual. This study also compared outcomes between mostly heterosexual participants and lesbian, gay, bisexual, and queer (LGB+) students (as one group) to investigate potential differences among sexual minority students. In order to attempt to explain why differences exist, the mediating role of discrimination, namely incivility and hostility, were investigated. Several key findings emerged showing that mostly heterosexuals differ significantly from their completely heterosexual and LGB+ peers, in terms of their mental health and the role that forms of discrimination play in explaining disparities. Implications for the field of social work and other allied health professionals are discussed. Running head: MOSTLY HETEROSEXUAL COLLEGE STUDENTS iii
Curriculum coherence and teachers’ decision-making in Scottish high school history syllabi

Abstract Debates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe. These debates invariably weigh the perceived benefits to social cohesion of a ‘common core’ of knowledge against the perceived risks to democracy of government-sanctioned ‘official knowledge’. Scotland has, perhaps, taken an extreme position on this debate by specifying no mandatory historical content in its social studies curriculum. This paper uses 21 interviews with Scottish history teachers to explore how schools use this curricular autonomy: which historical periods they choose to teach and why. The paper suggests that, without access to theoretical debates about the nature of historical knowledge, schools fall back on instrumental justifications for content selection within the curriculum. The result in many cases is an extremely narrow and fragmented syllabus in which pupil preference, teacher interests and the logistics of timetabling guide content selection. The paper concludes that the formulation of coherent school-level history curricula is dependent on the fostering agency among a theoretically-informed teaching profession.
Preference Reversals in Discrete Choice Experiments. Inattention or Preference Uncertainty? Some Evidence Using Eyetracking

We investigate the relationship between visual attention and attendence with the rate of "preference reversals" in a discrete choice experiment (DCE) that employed eyetracking. We nd that visual attention and attendance, counter to our initial expectations, is positively related to the rate of preference reversal. Our results indicate that moderately low levels of visual attention should not be used as a way of identifying individuals with low levels of engagement, nor should preference reversals necessarily be assumed to indicate low levels of participant engagement. We nd that those reversing preferences do not substantively di¤er from the rest of the population in terms of their underlying preferences. Rather, these respondents spend longer looking at tasks that are similar in terms of utility, so more complex, and as a result these respondents are more uncertain of the choice to make.
The neural correlates of attention bias and interpretation bias in aggression

Preferentially allocating attention towards hostile stimuli, and attributing hostile intent towards ambiguous stimuli, is thought to contribute to the aetiology of aggression. Using behavioural and ERP methodology, across five studies, this thesis investigated the neural correlates of attention and interpretation bias within aggression. The first four studies explored attention bias towards angry, happy and neutral stimuli across two stimulus types; words and faces. Behavioural results showed a significant correlation between aggression and increased reaction time to probes replacing hostile words and angry faces. However, this effect was not replicated in the follow up studies for either modality. Overall, the ERP results showed significant effects of congruency (evoked P1/P300 amplitudes differed between probe positions, following the simultaneous presentation of two stimuli) across all studies. However, these effects did not always interact with aggression. Nevertheless, study three indicated that low aggression participants differentiated between angry and neutral faces, whereas, high aggression participants had relatively stable amplitudes. Interestingly, results showed differences in ERP patterns when participants responded to different modalities of stimuli. The findings suggest that angry faces are subject to automatic processing and therefore demand attentional resources. However, hostile words may be subject to slower processing and may not grab attention in the same way as angry faces. The final study used a recognition task to investigate neural correlates of interpretation bias. Behavioural results revealed between-group differences suggesting that aggressive individuals had an increased hostility-related interpretation bias. Largely, the interpretation bias ERP results mirrored those found across the attention bias studies, although processes relating to interpretation bias influence the later LPP component. I believe the original design of the studies presented in this thesis, and the subsequent findings, contribute to the understanding of attention and interpretation biases in aggression. Based on previous results, attention and interpretation theories, and current findings, I consider how cognitive biases may contribute to the maintenance of aggression and make recommendations for future work.
Should we teach first language grammar in compulsory schooling at all? Some reflections from the Spanish perspective

This text explores the controversial issue of grammar teaching in Language Arts. It considers the importance of grammar in schooling based on the learners’ reflection on language (i.e., their “metalinguistic activity”), and some of the features of such a reflection. A model of intervention is presented as well as its particularities, especially the goal of establishing new dimensions with regard the methodology of teaching, the conception of grammar, and the final objectives of grammar instruction. The text ends by referring to some of the challenges for the future.
Exploring Predictors of Expressive Grammar Across Different Assessment Tasks in Preschoolers With or Without DLD

Predictors of expressive grammar were compared in formal and naturalistic assessment tasks for children with typically developing (TD) language and with Developmental Langauge Disorder (DLD). Standardized expressive language assessments were administered to 110 preschoolers. The parents of these children reported whether or not they were concerned about their child’s speech and language development. Stepwise regression analyses revealed receptive language as the only significant predictor of expressive grammar across assessment tasks. For TD preschoolers, receptive vocabulary and grammar accounted for expressive grammar performance in the formal task; however, only receptive grammar accounted for performance in the naturalistic task. For DLD preschoolers, only receptive vocabulary accounted for expressive grammar performance across both tasks. Nonverbal IQ and parent concern did not predict expressive grammar performance in either task. Implications for treatment of preschool DLD using relative strengths in vocabulary are discussed.