Miracle-dz/UniFAR-FTUs huggingface dataset:
Parasocial forgiveness: The roles of parasocial closeness and offense perceptions

Recent research suggests that robust predictors of interpersonal forgiveness, such as relationship closeness and offense severity, also predict forgiveness of a parasocial target. We extend this work using an interpersonal forgiveness measure to examine forgiveness of parasocial targets as a function of parasocial closeness and offense perceptions. Across two studies, we found that pre-offense closeness was associated with greater forgiveness and current closeness, and that forgiveness significantly mediated the relationship between pre-offense and current closeness. In Study 2, we additionally found that perceptions of apology sincerity were associated with greater forgiveness and current parasocial closeness. Finally, we found that a brief measure of parasocial closeness was comparable to the Parasocial Interaction Scale in its associations with forgiveness and related outcomes. Implications regarding similarities and differences in interpersonal and parasocial forgiveness are discussed. Additionally, possible benefits of using of a brief, face-valid, and versatile set of items to assess parasocial closeness are suggested.
Content Effects: Violence in the Media

Violentmedia content is common and takesmany forms. Physically aggressive acts such as hitting, kicking, and shooting are frequently displayed in TV shows, video games, music videos, and even in children’s cartoons. Portrayals of relational aggression, for example gossiping or social exclusion, are equally pervasive (Martins &Wilson, 2012). These depictions are often unrealistic, presenting aggression as justified, normative, and without negative consequences for the perpetrator, or in many cases for the victim (this is especially prevalent in children’s media). Violent acts are often coupled with wildly inaccurate stereotypical portrayals of religious and ethnicminorities; for instance entertainment and news TV shows, films, and video games frequently link black characters to gun violence and show Muslim characters as terrorists. Finally, the increased use of cybertechnologies such as social network sites and microblogs has led to the proliferation of a new form of violence in the media, cyberbullying, which involves repeatedly harming others through hostile or aggressive messages sent via digital media. Whereas passive media such as movies and TV shows serve purely as a source of aggressive content, cybertechnologies enable people to use the media themselves as a tool for harm, transforming users into consumers, viewers, victims, and perpetrators. The increasing prevalence of various forms of violent and aggressive content in the media has led to concerns among parents, policymakers, and other members of society about potential adverse effects (including effects on aggressive behavior, aggressive cognitions, hostile affect, desensitization to violence, anddecreased prosocial behavior). The scientific basis of potentially harmfulmedia violence effects is sometimes portrayed as controversial in the popular press and has been a topic of public debate for decades. Many social commentators—usually without any relevant scientific credentials—have questioned whether violent media content has any significant effects on consumers. A few very vocal critical “scholars” repeatedlymake the same discreditable claims about supposedweaknesses in the literature (see reviewbyAnderson,DeLisi, &Groves, 2013).
The Stability of Perceived Motor Competence of Primary School Children from Two Countries over One Year

ABSTRACT Children’s positive perceived motor competence (PMC) provides motivation for physical activity. Theoretically young children (<8 years) have inflated PMC but as children cognitively develop, perceptions are hypothesized to decrease. This study investigated strength of PMC association over time, whether any change was negative (i.e. PMC decreased) and sex differences. A total of 198 children participated, 88 (44.4%) girls and 110 (55.6%) boys, aged 8.37–11.3 years at time point one (T1). Test–retest reliability using intraclass correlation was moderate for locomotor and moderate-to-good for object control perception. Hierarchical regression analysis showed PMC at T1 positively predicted significant variance one year later (T2) for locomotor (23.1%) and object control skill (5 items: 37.7%; 7 items: 39.9%). Whilst boys and girls differed on perception level there was no interaction between PMC and sex. Incongruent with previous theoretical perspectives this study identified stability in children’s PMC across an important developmental period.
Internationalising higher education in Cambodia, Lao PDR, Myanmar, and Viet Nam: challenges and approaches

ABSTRACT With increasing focus placed on global rankings, partnerships, and student mobility, institutions are increasingly embedding internationalisation within their strategic language and approach. This paper examines the four countries of Cambodia, Lao PDR, Myanmar, and Viet Nam (CLMV) to explore the challenges and opportunities for institutions in this regard. The subject is of value as developing nations are often operating on an imbalanced playing field. The researchers adopted a qualitative mixed method of surveys and interviews to identify, quantify, and discuss the key challenges and drivers for internationalisation. Respondents from 17 institutions took part in the process and the findings are presented in terms of a series of recommendations. This research was conducted in collaboration with EU-ASEAN SHARE and British Council.
AT-60A RANDOMIZED DOUBLE BLIND PLACEBO-CONTROLLED PHASE 2 TRIAL OF DENDRITIC CELL (DC) VACCINE ICT-107 FOLLOWING STANDARD TREATMENT IN NEWLY DIAGNOSED PATIENTS WITH GBM

BACKGROUND: This double-blinded randomized phase 2 trial of ICT-107 in newly-diagnosed glioblastoma (GBM) patients rigorously tested efficacy, safety, QoL, and immune response. METHODS: HLA-A1+ and/or -A2+ resected patients with residual tumor <1 cm3 received 6wks of concurrent temozolomide (TMZ) and radiation. 124 patients, randomized 2:1, received ICT-107 (autologous DCs pulsed with 6 synthetic peptide CTL epitopes targeting GBM tumor/stem cell-associated antigens MAGE-1, HER-2, AIM-2, TRP-2, gp100, and IL-13Rα2) or matching control (unpulsed DC). Patients then received induction ICT-107 or control QWx4 followed by maintenance TMZ, 5 days/mo for 12mos. Maintenance vaccinations occurred at 1, 3, and 6mos after induction, and every 6mos thereafter until progression. RESULTS: ICT-107 was generally safe and well tolerated, with no AE imbalance between treated and control. At the 67-event trial completion, median OS had not been reached. Follow-up continues: at 79 events, median OS favored ICT-107 by 1.6mos in the ITT and 1.9mos in the PP (117 patients completing induction) groups, although not statistically significant (p = 0.64 two-sided, HR = 0.89, and p = 0.48, HR = 0.84, respectively). Median PFS was significantly improved in the ICT-107 ITT and PP groups by 2.2mos and 2.4mos (p = 0.01, HR = 0.57, p = 0.006, HR = 0.54, respectively). Treatment extended PFS with sustained QoL assessed by FACT-BR, KPS, and steroid usage. The frequency of HLA-A2 primary tumor antigen expression was higher than that for HLA-A1 patients, and HLA-A2 patients had higher vaccine response (via Elispot) than HLA-A1 patients. PP HLA-A2 patients in both the MGMT methylated and unmethylated pre-specified subgroups saw a clinically meaningful ICT-107 effect, although HLA-A1 patients received no benefit from vaccine. CONCLUSIONS: PFS was significantly improved in ICT-107 treated patients with maintenance of QoL. Patients in the HLA-A2 MGMT subgroups show stronger ICT-107 activity clinically and immunologically, and these groups will be studied in a future phase 3 trial.
Patterns of Silent Reading Rate and Comprehension as a Function of Developmental Status, Genre, and Text Position

This study examined how comprehension-based silent reading rate (CBSRR) is affected by grade, genre, and text position. Second and fourth graders read 2 grade-specific passages (one narrative, one informational) in 4 sections, each followed by 4 comprehension questions. Analyses of rate with a criterion level of comprehension showed higher performances on informational than narrative texts and better performances as students moved through sections of a text. Percentages of students attaining CBSRR decreased across the four sections of both genres and at both grade levels. Implications of findings are discussed and question are raised about text complexity and silent reading patterns.
Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects

ABSTRACT Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes.
Outdoor Learning Model in Improving the Quality of Poetry Writing

Writing poetry is something that is not easy for elementary school students to do. The factor that greatly influences the success of learning to write poetry is motivation. This study aimed to describe the outdoor learning model in fostering motivation to write poetry in elementary school students. The fact that there are still many teachers who do not understand how to grow the motivation to write poetry to students is very important. The results of this study indicated that the application of the outdoor learning model could foster motivation to write poetry which has an impact on the increasing quality of poetry writing in elementary school students. Outdoor learning invites students to interact directly with learning objects so that the learning process becomes clearer, real, and enjoyable. Writing motivation can grow in a free and pleasant study room. This study used a qualitative descriptive research method. The subjects of this study were 28 students in grade 4 of elementary school. This study used observation, interviews, and documentation to collect data, and interactive analysis methods to analyze data. An interactive analysis method was used to analyze data.
Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.

Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of the relationships between student ratings of goal structures (mastery-approach goal structures, mastery-avoidance goal structures, performance-approach goal structures, and performance-avoidance goal structures) and achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals) as well as moderating variables. Results indicated that each achievement goal was most strongly related to its contextual counterpart. Educational level and world region moderated some of the relations, and for most combinations of goal structures and achievement goals, measures framing goal structures as a climate produced higher correlations than measures using the teacher as referent. Challenges and promising routes for future research and theory building are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
The associations between individual differences in working memory and the effectiveness of immediate and delayed
 corrective feedback

This paper reports on a study investigating the role of working memory in predicting L2 development under immediate and delayed corrective feedback (CF) conditions. A total of 106 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. Each group underwent three treatment sessions during which they performed six focused communicative tasks – two in each session – involving the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure during their task performance in Session 1; the Delayed CF group did not receive feedback until the final treatment session; and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through a grammaticality judgement test and an elicited imitation test. Working memory was measured by means of an operation span test. The results revealed that working memory was a significant predictor only of the effects of delayed CF, not those of immediate CF or task only. The findings suggest that delayed CF may have imposed a heavier processing burden on the learners’ working memory due to the need to match the delayed feedback with the errors in their procedural knowledge manifested in previous sessions. Based on the results of this and other empirical studies, the authors argue for the superiority of immediate feedback over delayed feedback.
Enactive experience promotes early number understanding: a study with 3-year-old children

ABSTRACT We investigated the hypothesis that embodied action improves early numerical cognition and learning by means of an experimental study with young children. The influence of children’s enactive participation was analysed in a playful situation that posed different number-related tasks regarding quantities 1–5. Participants were 44 3-year-old children who were randomly assigned to one of two conditions: Enaction or Observation. In the Enaction group, children were encouraged to establish a direct contact with the playful materials, while in the Observation group they were encouraged to observe the demonstrations by the experimenter. Participants in both conditions started from a similar baseline quantification performance; however, the Enaction group systematically outperformed the Observation group across number tasks. This was so both when overall performance was compared and when fine-grained analyses by magnitude within tasks were conducted. These robust findings point at the beneficial impact of enactive experience for initial number understanding.
The uncommon sense in youth work : a study of practice wisdom in social work relationship with young people

iii TABLE OF CONTENTS . vi CHAPTER ONE: INTRODUCTION. 1 1.1. Why Youth Work? 1 1.2. The Scope of this Study . 2 1.3. How does “Social Work” Work in Relationship-Based Practice? 3 1.4. In Search of Practice Wisdom . 4 1.5. Significance of the Study . 6 1.6. Organization of the Thesis. 9 CHAPTER TWO: LITERATURE REVIEW . 11 2.
A Study of the Relationship Between Teachers’ Leadership Capacity and Their Decision-Making Styles in a Secondary Vocational School in Changsha, China

The main purpose of this study was to determine the relationships between teachers’ perception towards leadership capacity and their decisionmaking styles in a secondary vocational school in Changsha during the academic year 2018-2019. A total of 95 teachers from a secondary vocational school in Changsha were surveyed in this study. The main source of the data was questionnaire that investigated teacher’s perception towards their leadership capacities and their decision-making styles. The collected data were analyzed by using the descriptive statistics and Pearson Product Moment Correlation. The study found that teachers’ leadership capacities from secondary vocational school were perceived as needed in this school, and there was a significant relationship between teachers' perceived leadership capacities and their decision-making styles in a secondary vocational school in Changsha, China.
Vulnerable to Disparity? The Imperfect Alignment of Neighborhood Relative Inequality with the Racial Invariance Thesis

Abstract Despite the importance of relative inequality in studies on race, place and crime, existing literature has paid little attention to the possibility of racial differences in the effect of relative inequality at the neighborhood level. I argue the anomie and social disorganization frameworks make competing predictions regarding whether relative inequality aligns with the racial invariance thesis, and assess hypotheses derived from each perspective using data from the 2000 National Neighborhood Crime Study. A comparison of marginal effects derived from multilevel negative binomial regression models indicate relative inequality effects on homicide are larger in neighborhoods comprised primarily by Blacks and Latinos, while effects on robbery and burglary are greater in White, Latino and Integrated areas. My observations add to a growing body of work demonstrating the importance of income inequality for neighborhood crime but suggest the magnitude of the effect varies considerably by crime type and neighborhood ethnoracial composition.
The Strengths of People in Poverty

On average, psychological variables are often statistically different in people living in poverty compared with people living in affluence. The default academic response to this pattern is often the deficit model: Poverty damages or impairs brain function, which leads to poor performance that only exacerbates the poverty. Deficits and damage are real phenomena. However, there are also other processes: People living in poverty may have made reasonable psychological responses to their circumstances or may have developed strengths that enhance their ability to cope with challenges in their lives. We illustrate these points by discussing the linked examples of time preference, early reproduction, and hidden talents. We argue for a balanced approach to the psychology of poverty that integrates deficit and strengths-based models. Future research could focus on the ways in which impairment and adaptation interact.
Understanding Attainment Disparity: The Case for a Corpus-Driven Analysis of the Language used in Written Feedback Information to Students of Different Backgrounds

successfully summarises the project general P2B Relationships between statements and sections are easy to follow, and there is a sound, coherent structure. A very well constructed and written mini project. you write well and with clarity. Understanding Attainment Disparity The Journal of Writing Analytics Vol. 3 | 2019 52 critique content error correction or recognition of a flaw (factual) specific C1A the plots for demonstrating various impacts (e.g. temperature values, 2D/3D simulations) on velocity profile and other flow characteristics are missing. This cant have been done by measuring SLR with a goniometer. general C1B Much of the presented work was descriptive and not explored in relation to the patient in the case scenario. Its all very confused
Quasi-experimental research designs as a tool for assessing the impact of transitional justice instruments

ABSTRACT How can we assess the impact of transitional justice mechanisms? Despite the global proliferation of transitional justice processes and the expansion of the research field, a persistent lack of certainty regarding the impact of these instruments remains. In particular, a profound understanding of how methodologically to account for the political, societal, communal and individual effects of transitional justice processes remains arguably limited. In this article, we propose a quasi-experimental research design in a structured focused comparison as an effective method to assess the impact of transitional justice mechanisms and to identify causal relationships. Drawing on empirically-grounded experience from the implementation of our research design in two illustrative case studies – outreach activities by the International Criminal Tribunal for Rwanda (ICTR) and the reparation programme of the Peruvian truth and reconciliation commission (TRC) – we demonstrate the potential and utility of the proposed methodology to measure the effects of transitional justice processes. By offering concrete methodological approaches and lessons learned, we thereby contribute to the emerging debate on how to assess the impact of instruments designed to deal with past wrongdoings.
Cheating, Pluralistic Ignorance, and the Theory of Normative Social Behavior

ABSTRACT Cheating is a common, serious problem in colleges and universities. Prior research seems to suggest that the normative nature of cheating is a key predictor of academic misconduct. The goal of this study was to test the theory of normative social behavior in the context of intentions to cheat. Participants (N = 387) completed a survey containing measures of intentions to cheat, descriptive norms, group identity, injunctive norms, and outcome expectancies. The results were supportive of the theory of normative social behavior. Elements of both group identity and injunctive norms interacted with descriptive norms to influence intentions to cheat. Perceptions of positive and negative outcomes, on the other hand, did not produce significant interaction terms with descriptive norms. The study also demonstrated pluralistic ignorance in norms about cheating.
Psychological well-being, romantic attachment and attitudes toward divorce of emerging adults in Northern Cyprus

2 TABLE OF CONTENTS.4 LIST OF TABLES.10 LIST OF FIGURES . 11 ACKNOWLEDGEMENTS . 12 CHAPTER 1: INTRODUCTION . 17 CHAPTER 2: STUDY 1LITERATURE REVIEW.20 2.1. Theoretical Background of Family as a Context for Development.20 2.2. Theoretical Background of the Quality of Family Relationships and Family Structure as the Contexts for Offspring’s Development.22 2.3. Emerging Adulthood and Family Relationships.26 2.4. The Role of Family Relationships in Different Cultures on Offspring’s Development.29 2.4. 1.Family Systems, Family Relationships and Development of the Offspring in Turkish Cypriot Culture.31 2.5. The Role of Family Structures and Family Relationships on the Psychological Well-being of Emerging Adults.34 2.6. The Link between Family Structures, Family Relationships and Romantic Attachment Quality among Emerging Adult Offspring.41 2.7. The Role of Coping with Stress on Psychological Well-being and Romantic Attachment Quality among Emerging Adult Offspring.45 2.8. Rationale, Aim, Research Questions and Hypotheses for Study 1.49 CHAPTER 3: STUDY 1 – METHOD.54 3.1. Method.54 3.1. 1. Participants.54 3.1. 2. Instruments.57 3.1. 2.1. Demographic Information Form.57 3.1. 2.2. Brief Symptom Inventory (BSI). 57 3.1. 2.3. Inventory of Parent and Peer Attachment (IPPA-R). 58