Miracle-dz/UniFAR-FTUs huggingface dataset:
Introduction to meta-cognitive processes of thought separation: an illustrative overview / Introducción a los procesos metacognitivos de separación del propio pensamiento: una visión general ilustrativa

Abstract The main goal of this introductory article is to provide an overview of some of the main empirical illustrations relevant to the psychology of separating from one’s thoughts. Separating from our own thoughts often involves thinking about our own thoughts (meta-cognition). We describe meta-cognitive processes relevant to how individuals calibrate and control the impact of their thoughts on judgement and behaviour. Amongst other things, this special issue presents us with an opportunity to examine the similarities and differences between key contributions focused on correction and suppression processes, decentering approaches and separating from thoughts by using a variety of techniques. In addition to these paradigms covered in the articles of this special issue, we review other approaches that also involve reducing the impact of thoughts, with special attention to invalidation processes. Additional frameworks relevant to mental separation included in this review are those relevant to non-evaluative observation of thoughts, psychological distance and mental hygiene.
The Astute Communicator: Strategic Choices and Consequences of Goal-Oriented Workplace Communication

Employee voice is a topic of central interest to organizational scholars and practitioners due to its potential to increase innovation, remedy injustices, and prevent wrongdoing. Yet, we know little about what employees themselves can do to navigate the tension between expressing voice and risking penalty, on one hand, and staying silent and allowing objectionable behavior to persist, on the other. The goal of this chapter is to delineate how employees can optimally engage in voice, such that they maximize the likelihood that their voice will be acted upon, while minimizing the likelihood that they will be punished for speaking up. We conducted a series of experiments to determine how people in a position of power react to varying levels of challenging voice. We find that the benefits and costs of voice are non-linear, such that most of the benefits are obtained at low to moderate levels of challenge and then plateau, while most of the costs are incurred at high levels of challenge. Based on these findings, we develop a model of responsivity to voice, illuminating the factors that influence how people respond to challenging voice in ways that are optimal to those expressing it.
Common Killing Mechanism for Bactericidal Antibacterial Compounds

Recent findings identify a common toxic mechanism for drugs within 3 bactericidal antimicrobial families, A-lactams, quinolones, and aminoglycosides, beyond the primary target interaction. In vitro studies show that treatment with these compounds blocks cell division, which promotes a buildup of reduced nicotinamide adenine dinucleotide, and its oxidation promotes the production of reactive oxygen species, including hydroxyl radicals. The hydroxyl radical oxidizes guanine to 8-deoxy-guanine. 8-deoxy-guanine can base pair with both deoxycytosine and deoxyadenosine, and this mismatch promotes mutation. The cell’s effort to repair closely spaced mismatches with 8-deoxy-guanine causes double-strand breaks in the DNA, which kill the bacteria. These findings identify a common killing mechanism for bactericidal drugs and suggest mechanisms that contribute to the intrinsic susceptibility of bacteria to these drugs.
Beyond natural geometry: on the nature of proto-geometry

ABSTRACT We discuss the thesis of universality of geometric notions and offer critical reflections on the concept of “natural geometry” employed by Spelke and others. Promoting interdisciplinary work in this field, we bring in logical results and historical evidence, turning to cognitive history and cognitive archaeology in search of clarification of what basic “proto-geometry” might be. This notion is proposed as an alternative to “natural geometry. ” Moreover, we highlight the role of cognitive artifacts and external representations (e.g., pictures, diagrams) in making possible the emergence of proto-geometric notions, and we end up with a tentative characterization of “proto-geometry” that underscores its differences with Euclidean geometry. Regarding universality, we suggest that a line of argument toward such a conclusion might be based on comparative historical considerations.
Bucknell Digital Commons Bucknell Digital Commons Can I Have your Number? Men's Perceived Effectiveness of Pick- Can I Have your Number? Men's Perceived Effectiveness of Pickup Lines Used by Women up Lines Used by Women

We examined which pick-up lines that women may use on men, in the context of dating, are the most e ﬀ ective. E ﬀ ectiveness was de ﬁ ned as success in securing a phone number or agreeing to meet again. We tested to determine which type of line (direct, innocuous, or ﬂ ippant) was rated as most e ﬀ ective when attractiveness and perceived promiscuity of the women were manipulated. We predicted that direct pick-up lines would be the most e ﬀ ective when trying to pick-up men for the purpose of dating. We also predicted that men would rate the pick- up lines used by women rated high on attractiveness and promiscuity as being more e ﬀ ective than the pick-up lines used by those rated low on both characteristics. Results indicate that direct pick-up lines are preferred over ﬂ ippant or innocuous pick-up lines, with the innocuous being the least preferred. Further, regardless of the line that is used, once a woman has been viewed as attractive by men, she is rated positively. This study provides insight into the e ﬀ ectiveness of women's tactics for soliciting dating attention.
Development of Web-Based Learning Media on Social Studies Subject at Junior High School Methodist Lubuk Pakam, Indonesia

Prioritizing WEB-based knowledge learning. The approach taken to familiarize students with high-level thinking is helped by WEB. Based on preliminary analysis, it is known that teachers have difficulties in designing a WEB-based social science learning media. This study uses the ADDIE model to develop web-based learning media. The development research flow, namely, analysis, design, development, implementation, and evaluation. The results of research in the form of WEB-based social studies learning media products have been declared feasible by a team of experts. Practically, this research can be useful for teachers, the government.
A Phenomenological Study of the Lived Experiences of International Educators Working Abroad: A Global Perspective

ii Dedication . iii Acknowledgments . iv List of Tables . ix Chapter 1: Introduction . 1 Background, Context, History, and Conceptual Framework for the Problem.3 Statement of the Problem . 4 Purpose of the Study . 5 Research Questions . 6 Rationale, Relevance, and Significance of the Study . 7 Definitions of Terms . 8 Assumptions, Delimitations, and Limitations . 10 Summary . 12 Chapter 2: Literature Review.14 Conceptual Framework . 16 Transformational Leadership Theory.18 Servant Leadership Theory.21 Maslow’s Hierarchy of Needs Theory.26 Review of Research Literature and Methodological Literature . 28 Teacher Retention and Attrition . 30 Professional Development.33 Mentorship . 35
Show your teeth and tilt your head! Customer preferences towards a service with a smile

The notion of service with a smile is a commonplace one in the realm of customer service. However, there are cultural variations when it comes to the perception and display of a smile as customers interpret smiles differently, depending on their background, gender and/or ethnicity. This research paper aims to analyze in greater depth, the distinct characteristics and nuances behind the smiles of presenters (i.e., service agents) and to investigate the interpreters’ (i.e., customers) perceptions. The findings revealed that non-Asians, normally regarded as more individualistic, tend to display a wider spectrum of different facial expressions, compared to Asians. The association between an Asian cultural identity and collectivism might partly account for this difference. In addition, it was discovered that customers are more likely to be attracted by service representatives of a different ethnicity during a service encounter, with gender playing a negligible role. On the whole, this paper will present significant contributions to the tourism and hospitality industries, by providing guidelines and insights for managers, hotel operators, and human resource departments, to improve and refine employee training.
Language teaching strategies and techniques used to support students learning in a language other than their mother tongue

This research attempts at exploring language teaching strategies and techniques that can be used in classroom settings to improve student learning in a language other than their native languages. This paper aims to investigate the previous research on models of learning and raise teacher awareness of language learning and create a resource bank of language teaching strategies, ideas and techniques for teachers to use when implementing units of inquiry. Keywords: Language teaching, learning strategies and techniques, mother tongue, student learning.
Student social workers in school settings: A practice assessor's perspective

Much has been written about the experiences of student social workers who are based in schools for their practice learning opportunity (Hafford-Letchield & Spatcher, 2007: Wilson & Hillison 2004: Craddock 2006: Fielding 2006). This article sets out to record the experience from the perspective of two Practice Assessors, who were employed by Newcastle City Council. Each Practice Assessor worked with approximately six students per year who were placed in a range of schools including primary schools, secondary school, schools for children with special educational needs and behavioural units. During the school holidays the students were placed in Children's Social Care Services teams, which provided valuable experience of working in statutory settings. These are complex practice learning opportunities and the role of the Practice Assessor is pivotal. Students need to be motivated and pro-active, which has implications for careful matching of students to the learning opportunities available. This article examines the role of the Practice Assessor in relation to preparing students and link workers, identifying learning opportunities and supervising students.
COGNITIVE REFLECTION TEST - NEXT GENERATION

Purpose ? The aim of this paper is to investigate the correlation between the short Cognitive Reflection Test and the long Cognitive Reflection Test (CRT), the gender effect and the educational level effect on short CRT and long CRT, as well as the Granger causality between the two ones.Design / Methodology / Approach ? A statistical analyze was provided and econometric measures and tests were used, in EViews and SPSS, like the Pearson Correlation Coefficient and the Granger Causality. A critical assessment of literature review was made. For collecting the data, quantitative methods were used (questionnaires). Findings - There is a significant, strong and positive correlation between the short Cognitive Reflection Test version (short CRT) and the long version (long CRT), long CRT Granger causes short CRT, girls outperformed boys on each educational level.Practical implications - Long CRT could be an alternative for short CRT, which is now overexposed and widely known.Originality / Value - Once thinking system 2 is trigged by completing another questionnaire, the results on CRT in either version increased, even if the nature of the other questionnaire is completely different.Limitations ? The other questionnaire was administrated only for high school students. Future research should be conducted in order to trig the thinking system 2 before administrating the test for secondary school and university students too.
The information-seeking paradigm: Moving beyond ‘if and when’ to ‘what, where, and how.’

Over the past two decades, researchers have explored the question of whether animals have access to their knowledge states, and further, whether they moderate their behavior in relation to this knowledge. This paper summarizes the research that has been done using the so-called ‘information-seeking paradigm’, pioneered by Call and Carpenter in 2001. The paper describes patterns of findings that have emerged across the primate order, alternative interpretations of these findings, and remaining questions. It closes with suggestions for further investigation in the field, with a focus on exploring the following: What types of information do animals gather? Where do they access information? And, do animals modify their search behavior depending on how informative the source is?
Genre Knowledge and Writing Development: Results From the Writing Transfer Project

Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an expanded view of Tardy’s four genre knowledge components and argue for their explanatory power. We recognize these genre components can be cultivated by using three particular strategies: writing for nonclassroom audiences, using source texts explicitly to join existing disciplinary conversations, and cultivating two types of metacognitive awareness (awareness of the writing strategies used to complete specific tasks and awareness of one’s levels of proficiency in particular types of writing knowledge). Findings can be used to enrich first-year or upper-division writing curricula in the areas of genre knowledge, audience awareness, and source use.
Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM

First-year students who enter college pursuing a STEM degree still face challenges persisting through the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers examine the impact of a utilitarian scientific literacy based academic intervention on retention of first-year students in STEM using a mixed methods approach. A sample (n = 116) of first-year students identified as at-risk of not persisting in STEM were enrolled in a for credit utilitarian scientific literacy course. Participants of the semester long course were then compared with a control group of first-year students identified as at-risk of persisting in STEM. A two-proportion z test was performed to assess the mean differences between students and participants of the course were given a survey to gauge student experiences. Quantitative results (φ 0.34, p < 0.05) indicate that the utilitarian scientific literacy course had a statistically significant impact on retention among first-year students at-risk of persisting in STEM. Moreover, qualitative data obtained from participant responses describe internal and external growth as positive outcomes associated with the intervention.
Career Adaptability and Social Support of Vocational Students Leaving Upper Secondary School

This study used a sample of 3,028 vocational upper secondary Czech students to validate the measurement model of the Career Adapt-Abilities Scale—Czech Form, assessing concern, control, curiosity, and confidence as the psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. We moreover examined the associations of parental psychosocial support, parental instrumental support (action), teacher support, and peer support with the four components of career adaptability. As expected, social support provided by significant others was positively associated with career adaptability. Diverse sources of social support related differently to various career adaptability components. Career concern and confidence were associated simultaneously with parental psychosocial support, teacher support, and peer support while control was associated only with the parental and friend support and curiosity was associated with the social support from teachers and friends. Moreover, parental instrumental support did not show any significant link to career adaptability components.
The student voice in employability within tertiary business and management education

Employability is a set of skills needed to get a job. There is an expectation that students will exit education having developed employability skills in order to be successful in their chosen occupation. It remains therefore an important topic for research and it covers many areas from policies in Higher Education (HE) through to ideologies, practices and models to embed employability within the curriculum. The aim of this study was to discover the undergraduate student voice with respect to employability. It used Bourdieusian social theory and Tomlinson’s graduate capital model to better understand the meaning and development of employability. Higher Education, government and employers are all grappling with the problems of employability for graduates and this study provided practical and academic contributions in this area. The thesis presents a literature review, drawing upon government policy, empirical and theoretical academic studies to contribute to the research of employability. The study took place within the business school of the University of Salford, located within the North West of England. Questions were posed in focus groups and interviews to undergraduate students undertaking a core professional development module. Responses to the student views were then collected via interviews with HE staff and employer stakeholders. A constructivist grounded theory method was applied across this study capturing various dimensions of opinion regarding employability. The student view of employability was grounded in the data and the method allowed the researcher to construct the reality as seen from the perspective of the students. The findings of this thesis are that students had a deep understanding of the meaning of employability though its development was considered to be challenging. In contrast to some of the literature, students understood employability goes beyond simple listing of ‘transferable’ skills. This thesis uncovered a ‘placement dilemma’ whereby students understood the value of work experience for developing employability but due to various factors, uncertainty prevented some students from pursuing this avenue. Furthermore confidence, a form of psychological capital was found to underpin the meaning of employability for students (Rattray, 2016; Tomlinson, 2017a). Within the theoretical framing for this thesis it has therefore been concluded that psychological capital is found to be a key enabler for the development of employability. Responses to students’ views by employers and staff suggested that continuous development is also a key element of employability. Hence this thesis advocates that HE and stakeholders should use continuous development and psychological capital to form a revised definition of employability contributing to an improved understanding.
Trend in the eradication rates of Helicobacter pylori infection in the last 11 years

Background/Aims: The standard triple therapy used as the first-line treatment for Helicobacter pylori that combines a proton pump inhibitor (PPI), amoxicillin, and clarithromycin had an initial eradication rate of 90%. However, many recent studies have not found this level of effectiveness. This study evaluated the trend in the eradication rates of H. pylori infection over the last 11 years. Methods: This was a retrospective study of patients diagnosed with H. pylori infection between 1997 and 2007 and treated with triple therapy (PPI, amoxicillin, and clarithromycin). The patients answered questions about compliance and side effects within 2 weeks of completing their treatment. In addition, we assessed whether the H. pylori had been eradicated at least 4 weeks after the treatment using a -urea breath test, rapid urease test, or histopathological examination. Results: The eradication rate with first-line triple therapy decreased over the study period. There was no change in the eradication rate with second-line quadruple therapy (PPI, bismuth, metronidazole, and tetracycline). There were no differences in the eradication rate and recrudescence between 1- and 2-week regimens. Conclusions: The effectiveness of the recommended first-line triple therapy for H. pylori eradication has decreased significantly in the last decade. Therefore, the first-line therapy based on the combination of PPI, amoxicillin and clarithromycin may need to be changed in the near future.
An analysis of the cognitive rigor of questions used in secondary three English textbooks

Textbooks are an essential component in the classroom, making it extremely crucial to regularly evaluate textbooks used in schools so that their pedagogical contributions towards the teaching and learning processes can be guaranteed. This study aimed to identify and analyse the cognitive levels of questions available in Secondary Three “All About English” textbooks, which have been used in Singapore since 2013. The objective of carrying out the analysis was to determine the overall cognitive rigor of questions, using a matrix superimposing two taxonomies: Revised Bloom’s Taxonomy and Webb’s Domain-of-Knowledge (DOK) model. The sample of this study consisted of questions from the Express and Normal Technical (NT) English language textbooks from Hodder Education, where 346 questions were analysed in total. The cognitive rigor matrix was used in the classification of the questions. The results revealed that in the Express level textbook, most questions were within the cell [2,3] (35.9%), consisting of Understand and “Strategic Thinking” questions. In contrary, for the Normal Technical level textbook, most questions were within the cell [5,4] (17.6%), consisting of Evaluate and “Extended Thinking” questions. Overall, there was a good mix of Lower-order thinking skill (LOTS) and Higher-order thinking skill (HOTS) questions. However, not all cognitive levels were clearly varied, with an overemphasis on Understand and Evaluate questions, neglecting Remember and Apply questions. In light of the results, it is recommended that coursebook writers incorporate questions of varied cognitive demands. Similar studies should also be conducted regularly to evaluate the effectiveness of school textbooks in their potential in enhancing students’ critical thinking.