Miracle-dz/UniFAR-FTUs huggingface dataset:
Parenting Styles and Gender Practices of Teachers and How These Effect the Way Gifted Girls Face Adversities

The present study aims to determine the influence of the gender practices and parenting styles of teachers on the manner in which gifted girls face adversity. Gifted girls (n=64) in grades 7 and 8 formed the participants for this investigation. The adversity questionnaire, the gender practice questionnaire, and the Parental Authority Questionnaire (PAQ) were the instruments of measurement used by this study. A linear regression analysis was employed in the analysis of the data. The obtained results revealed that only authoritarian parenting affects the adversity quotient of gifted girls. Authoritative and permissive parenting styles as well as the gender practices of teachers did not affect the resilience of gifted girls to the difficulties faced by them.
“I am Not a Failure”: Embracing the Assets of Latinas in Continuation High Schools

ABSTRACT This study centers the experiences of 9 Latinas enrolled in a continuation high school. This study attempts to understand how this continuation school engages with Latinas and attempts to improve their conditions and opportunities in this marginalized sector that is overrepresented with racially minoritized youth. Despite all the challenges they have encountered, their resiliency and agency was evident in their narratives as they remain hopeful and opmistic about their education and future. This study offers recommendations for continuation high schools on how to engage and support the educational aspirations of Latinas.
Clinical profile of geriatric patients in medical wards at a rural tertiary care hospital in South India

Background: Health problems associated with ageing are multiple and sparse data are available on this topic from India. Methods: We carried out an observational study in 200 of geriatric patients (age 60 years) at our medical college teaching hospital at Kuppam, Andhra Pradesh during the period November 2012 and October 2013. Results: Most patients (31%) were in age group 65-69 years. The most common disease conditions noted were hypertension (49%), diabetes mellitus (47%), and chronic obstructive pulmonary disease (37%). Majority of the patients (82.5%) had more than one co-morbid condition. Conclusions: Cardiovascular and respiratory diseases are important causes for hospital admission in geriatric patients. The majority of cases had three or more diagnoses necessitating admission contributing to higher disease burden in the elderly.
Feminist standpoint theory and science communication

This commentary introduces feminist standpoint theory and discusses its potential value in science communication. It offers two ways in which feminist standpoints can help in both research and practice. First, science communicators should aim to understand the perspective from which they understand and share scientific knowledge. Second, practitioners and researchers alike should seek insights from marginalized groups to help inform the ways the dominant view of science reflects hegemonic social and cultural norms.
The relationship between visual speech perception, phonological awareness and reading in deaf and hearing children

Although some deaf children do achieve age-appropriate reading levels, on average deaf children’s reading is poorer than that of their hearing peers. There are many factors that relate to reading ability in deaf children. The factor that is the focus of this thesis is speechreading (lipreading) skill. Perhaps surprisingly, speechreading ability also relates to reading ability in hearing children. The primary aim of this thesis is to investigate the relationship between speechreading and reading proficiency in both deaf and hearing children. The underlying working hypothesis is that information about the sublexical structure of speech can be extracted from visual speech and contribute to multimodal phonological representations, which can then support early single word reading. The first study in this thesis used eyetracking to show that the time spent looking at the mouth during silent videos of speech correlates with deaf and hearing children’s speechreading ability. The results suggest that deaf and hearing children access visual speech information in a similar way. Subsequent studies used structural equation modelling to show that the relationship between speechreading and reading is mediated by phonological awareness in both deaf and hearing children. The final study adapted the Speechreading Training and Reading intervention games to show that speechreading can be trained in young hearing children. The children who performed poorest on a test of phonological awareness, phoneme blending, showed improvements on this task as a result of speechreading training. This thesis furthers our understanding of the relationship between speechreading and reading in deaf and hearing children. This is of potential use to deaf and hearing children who have poor phonological skills and therefore are likely to struggle with reading. These children may benefit from attention being drawn to visual speech information to improve their access to the sublexical structure of speech.
A Pilot Study of a Meditation and Mindfulness Program with Detained Juveniles: An Adaptation of Inner Resources for Teens (IRT)

ABSTRACT This study examined the clinical utility of a meditation, mindfulness, and mantra intervention for youth experiencing serious mental illness while incarcerated. Participants were 17 adolescent males, aged 16 to 18, from two units of a county detention center in the San Francisco Bay Area. Eleven (64.7%) participants were Latino-American, one (5.9 %) was Black/African American, three (17.6 %) were Caucasian-American, one (5.9%) was Asian-American and one (5.9%) self-identified as “other/mixed race. ” The intervention consisted of a four-session adaptation of the Inner Resources for Teens (IRT) manualized intervention, designed to teach and practice skills for developing sustained mindfulness. Participants completed the intervention over a four-week period, attending one hour per week. They were asked to practice the techniques for ten minutes a day. Participants were assessed using the Child Acceptance and Mindfulness Measure (CAMM) and the Brief Symptom Inventory (BSI) at pre-treatment, mid-treatment, and immediate post-treatment. Intent-to-treat analyzes found statistically significant reductions in global severity (d = − 0.44), positive symptoms distress (d = − 0.54), obsessive compulsive symptoms (d = − 0.65), paranoid ideation (d = − 0.49), and psychoticism (d = − 0.71). Positive symptoms, somatization, depression, hostility, and mindfulness non-significantly improved with small effect sizes. These findings suggest that IRT may improve symptoms of mental illness among youth in detention facilities.
Pausing and disfluencies in elderly speech – longitudinal case studies

The aim of this paper was to investigate the changes in fluency of speech during ageing. The novelty of the examination is that this is a longitudinal study: it analyses the speech of 7 speakers from middle or young-old age to old-old age. Pausing strategies and frequency of disfluencies were analyzed. Results show that active aging helps to preserve certain parameters of speech characteristics of young speakers. DOI: https://doi.org/10.21862/diss-09-018-kesz-bona Citation (JIPA): Keszler, Borbála & Judit Bóna. 2019. Pausing and disfluencies in elderly speech: Longitudinal case studies. In: R. L. Rose & R. Eklund (eds.), Proceedings of DiSS 2019, The 9th Workshop on Disfluency in Spontaneous Speech, 12–13 September, 2019, Budapest, Hungary, 67–70. The complete proceedings for DiSS 2019 are available as follows. ISBN: 978-963-489-063-8 DOI: https://doi.org/10.21862/diss-09 DiSS 2019 was sponsored by The Faculty of Humanities, ELTE Eötvös Loránd University and the International Speech Communication Association (ISCA). Proceedings of DiSS 2019, 12–13 September 2019, ELTE Eötvös Loránd University, Budapest, Hungary 67 Pausing and disfluencies in elderly speech: Longitudinal case studies Borbála Keszler 1 and Judit Bóna 2 1Department of Modern Hungarian Linguistics, ELTE Eötvös Loránd University, Budapest, Hungary 2Department of Applied Linguistics and Phonetics, ELTE Eötvös Loránd University, Budapest, Hungary
Preschool educational leaders: Who are they and what are they doing?

This study sought to understand and illuminate the distinctive nature of the role of educational leader in preschool settings. Research regarding the educational leader role is limited, and in preschool settings it is scant. The theory of practice architecture was applied as an analytical framework to investigate how educational leaders of New South Wales preschools enacted their role. This article discusses phase 1 of a mixed method study which surveyed 153 preschool educational leaders. The findings indicated that preschool educational leaders were experienced, educated and enacted their roles in varied ways. They frequently used practices that were informal and collaborative, responding to their unique contexts and situations.
Double-row Rotator Cuff Repair: The New Gold Standard

Arthroscopic rotator cuff repair is an increasingly prevalent procedure. Maximizing postoperative outcomes is directly dependent on the integrity of the surgical fixation of tendon-to-bone. Double-row repair utilizes 2 rows of suture anchor fixation of tendon-to-bone: 1 row medially near the articular margin of the humeral head, and a second row laterally near the greater tuberosity. Among the biomechanical and biophysical benefits of double-row repair (as compared with single-row repair) are: a more anatomic footprint reconstruction, decreased strain and increased stiffness across the repair, smaller gap formation and “dog ear deformities,” and a more encouraging healing environment. Furthermore, the clinical and radiographic benefits of double-row repair are improved functional outcome scores and decreased retear rates.
Heterogeneous Network Approach for Analyzing Nethealth Data: Linking Individuals' Social Interaction, Personality, Physical Health, and Mental Health Data

by Shikang Liu Networks are widely used to understand complex real-world systems. This thesis focuses on social networks in which nodes are individuals and edges are individuals’ friendship, family, or professional relationships. Social networks play an important role in individuals’ physical and mental health. Traditional research aiming to link individuals’ social networks and health has focused on studying a relationship between static network structure and static health-related traits due to the inability to collect individuals’ dynamic social interaction data and dynamic health-related trait data. With recent advancements of data collection technologies, such as smartphones and wearable sensors, one is able to collect such data. This is exactly what we have done in the NetHealth study, which gathered social interaction data from smartphones (i.e., SMS communications), health-related behavioral data from wearable sensors (i.e., Fitbit data), and individuals’ trait data from surveys (e.g., personality traits and mental health) of around 700 Notre Dame undergraduates during 2015 to 2019. Leveraging the rich NetHealth data, this thesis focuses on uncovering relationships between individuals’ social network positions, health-related behaviors, and various other traits and developing network-based models to predict individuals’ mental health. In particular, we look at the co-evolution of individuals’ social network
Developing a supplemental resource for trauma-focused cognitive-behavioral therapists working with lesbian, gay, and bisexual adolescent survivors of interpersonal trauma

The rates of maltreatment and interpersonal trauma among children and adolescents are astounding. Youth exposed to interpersonal trauma are at increased risk for both short and longterm negative physical, behavioral, and mental health outcomes. Lesbian, gay, and bisexual (LGB) adolescents represent a uniquely vulnerable population. Compared to their heterosexual peers, LGB youth are at increased risk for experiencing interpersonal trauma and sexual violence, including trauma’s negative sequelae (e.g., higher rates of PTSD, depression, suicidality, substance abuse, and risky sexual behavior). Trauma-focused cognitive behavioral therapy (TF-CBT) is an evidence-based treatment demonstrating repeated efficacy in treating youth and families exposed to various forms of trauma, including complex trauma. While a breadth of empirical data demonstrates TF-CBT’s effectiveness in treating adolescent trauma survivors, additional research suggests that TF-CBT can be culturally modified to enhance its effectiveness and relevance among specific minority populations. Thus, this current study involved development of a supplemental resource manual with culturally sensitive recommendations for TF-CBT therapists working with LGB adolescents. Development of the resource was informed by a review of the literature pertaining to LGB adolescence, interpersonal trauma, and LGB-affirming treatment approaches. Data from this literature review was synthesized and integrated into a supplemental resource manual, which was then reviewed by a panel of three expert clinicians who provided feedback and recommendations via an evaluation form. Results suggested that the resource is a culturally sensitive and useful supplement to the 2006 TF-CBT treatment manual. Strengths, weaknesses, limitations, and recommended improvements are also addressed.
Empowering Teachers to Deal with Classroom Diversity

In the age of globalization, teachers need to have special skills to deal with classroom diversity represented by the different cultural, socio-economic backgrounds of students in a class. Studies have shown the need to train teachers with respect to several dimensions related to dealing with diversity in class: respect for cultural differences and diversity, confidence in interactions with students from different cultural backgrounds, manifesting interest in interactive contexts. This paper briefly presents an educational intervention program focused on empowering teachers to deal with classroom diversity and results obtained following its implementation at undergraduate students preparing for a teaching career, attending the Pedagogy of primary and preschool education BA study programme at Vasile Alecsandri University of Bacău, Romania. Our findings show that the educational intervention program enhanced the trainees‟ knowledge, skills and attitudes in terms of their ability to successfully approach classroom diversity and risks of conflicts based on discrimination and differences in the class of students.
An Integrative Cognitive-Motivational Model of Student Motivation to Engage in Activities for Development of Professional Competencies

conceptualisation stage where deepened knowledge is assimilated or constructed. Overall, this description of the learning process illustrates how experiential learning requires active engagement from students (choosing action, attending to consequences, reflecting, and so forth) and is much different from mere passive exposure to experience. Such active engagement requires effort, and effort requires motivation (Steers & Porter, 1983). A further implication of Kolb’s (1984) theory is that students are better situated to learn when they enter experiential encounters in “real life” situations already possessing significant abstract conceptualization about the domain with which they are engaged (communication, teamwork, etc.). A learner’s prior abstract knowledge provides a basis for more meaningful choice of action in the active experimentation stage, more capacity to recognize and understand impacts of one’s actions in the concrete experience stage, and more basis for meaningful reflection—toward ever-deeper conceptualization—in the later stages (Stirling, 2019). Students who take advantage of on-campus opportunities to acquire conceptualizations pertinent to interpersonal and generic competencies thus can be expected to hold an advantage in subsequent experiential learning. Thus, there should be dividends for competency development from enhancing students’ motivation to fully engage classroom and other on-campus opportunities to acquire concepts in the areas of ethics, decision-making, teamwork, and the others in the domains of interpersonal and generic competencies. In support of this base of knowledge, many college and university programs—especially professionally oriented ones—provide various opportunities for students to gain conceptual
Isothermal elastohydrodynamic lubrication of point contacts. 2: Ellipticity parameter results

A numerical solution of the isothermal elastohydrodynamic problem for point contacts is presented which reproduces all the essential features of experimental observations based upon optical interferometry. In particular, the two side lobes, in which minimum film thickness regions occur, emerge in the theoretical solutions. The influence of the ellipticity parameter on solutions to the point contact problem is explored. The ellipticity parameter k was varied from 1 (a ball on a plate) to 8 (a configuration approaching line contact). It is shown that the minimum film thickness can be related to the well known line contact solutions by a remarkably simple expression involving either k or the effective radius of curvature ratio R sub y/R sub x.
Women's silencing-the-self: A structural model

Predictors of women's silencing-the-self (the non-expression of one's thoughts and feelings), including benevolent sexism (beliefs that put women in traditional gender stereotype roles that only appear to be positive), and body objectification, were examined in a structural equation model. In addition, possible outcomes of women who silence themselves, including intimacy in relationships and acceptance of violence toward women, were also examined. Direct effect included that it was believed that women who endorsed benevolent sexist beliefs would also have higher silencing-the-self behaviors and that women who had more body objectification would have higher silencing-the-self behaviors. In addition, it was expected that women who silenced themselves would also have lower intimacy with their romantic partners and that women self-silencers would accept violence towards other women. Indirect effects included silencing-the-self intervening in the relationships between benevolent sexism and intimacy, between benevolent sexism and acceptance of violence, between body objectification and intimacy, and between body objectification and acceptance of violence. Initial fit indices revealed a poor fit but review of the total effects decomposed indicated support for the
The Study on Major Satisfaction and Professionalism according to DISC Behavior Patterns of Dental Hygienists

Objective: This study was performed to verify how DISC behavior patterns affect the major satisfaction and professionalism of dental hygienists and provide basic data for dental hygienists to have increased major satisfaction and maximize their strength by understanding their DISC behavior patterns. As a result, the following conclusion was obtained. Methods: The data was collected from November 1, 2018 to November 20, 2018. Data was collected using self-reported questionnaires. Statistical analysis was performed with IBM SPSS 21.0. Mean (standard deviation) and one-way ANOVA & Pearson correlation were performed. Results: The most common patterns was S-type 84 people (39.8%), C-type was 47 people (22.3%), D-type was 43 people (20.4%), and I-type was 37 people (17.5%). Major satisfaction according to DISC behavior patterns was significant in ‘subject contents’, and there was no difference in the remaining questions. C-type was the highest and D-type was the lowest. The Professionalism according to the DISC behavior Patterns was significant in the ‘professional concept’ (p ＜ 0.01), ‘social recognition’ (p ＜ 0.001), ‘role of dental hygienists’ and ‘identity of dental hygienists’ (p ＜ 0.001), D-type was the highest and S-type was the lowest. There was a correlation between major satisfaction and professionalism of dental hygienist. Conclusion: In conclusion, in order to establish a positive professional intuition of dental hygienists, we can present a vision to improve students’ academic achievement and aptitude for aptitude through counseling and education according to individual behavior patterns so as to enhance major satisfaction in dental hygiene education. Various efforts are needed.
War, trauma and culture: working with Tamil refugees and asylum seekers using culturally adapted CBT

Abstract This study explores the mental health difficulties associated with severe trauma as experienced by refugees and asylum seekers, and issues related to psychological treatments. An evaluation was conducted of a culturally adapted cognitive therapy group programme for Tamil refugees and asylum seekers in the Wandsworth IAPT (Improving Access to Psychological Therapies) service. Data were examined from 16 Tamil participants who accessed the service between 2014 and 2015 and subsequently engaged in the group programme between 2015 and 2016. The IAPT minimum data set (PHQ9, GAD-7, Phobia scale and WSAS) and IES-R (Impact of Events Scale Revised) were used as quantitative measures. Qualitative feedback about the programme was also obtained. A positive change in the wellbeing of participants was indicated by a reduction in the severity of negative symptoms for all metrics and qualitative feedback provided additional evidence that participants had benefited from the programme. The implications of these findings are discussed. Key learning aims (1) To examine the difficulties experienced by refugees and asylum seekers and to provide a shared understanding of these themes for CBT practitioners. (2) To assist CBT practitioners to develop their confidence in using culturally adapted CBT treatment programmes for refugees and asylum seekers. (3) To inform service providers how culturally adapted CBT models can be used in developing specialist services for refugees and asylum seekers.
Emotional intelligence and commitment of vocational teachers

Teacher’s organisational commitment is important for school effectiveness and, indirectly, is able to affect student outcomes. Thus, this study intended to identify the emotional intelligence of teachers and organisational commitment among vocational college teachers. Also, this work tested the relationship between emotional intelligence and teachers’ organisational commitment. This study used the survey method of the quantitative approach using a questionnaire as instrument and surveyed 170 teachers as respondents. The outcomes of the survey show that there is a positive, significant relationship between teachers’ emotional intelligence and organisational commitment. The outcomes can assist teachers and organisations in enhancing the teachers’ job satisfaction and the organisational commitment of teachers.