Miracle-dz/UniFAR-FTUs huggingface dataset:
The blame-game: pre-service teachers views on who is responsible and what needs to be done to mitigate climate change

ABSTRACT To mitigate climate change, immediate actions are needed, but who is responsible for taking these actions and what actions will people support? This article examines pre-service teachers’ (N = 230) views on who is responsible for mitigating climate change and what they perceive as the most effective ways to do so. The data consist of essays, analysed through inductive and deductive content analysis. The findings show that although pre-service teachers present a multitude of ways to mitigate climate change, there is a divide in what is seen as the best practice and who is viewed as responsible. Furthermore, most pre-service teachers present a simplistic or biased view about who is responsible for mitigative actions. Only a small proportion of pre-service teachers seem to examine climate change mitigation through a systems thinking approach, where individuals, governments and businesses all play a role in climate change mitigation. Six profiles were formed to describe the different ways how individuals see responsibility in the context of climate change. Furthermore, an educational model, that can help develop systems thinking, was created. The significance of the findings and the model are discussed in relation to holistic climate change education.
Impact of Organisational, Personal and Interpersonal Factors on Employee Performance in Small and Medium Size Enterprises

The purpose of this study is to examine the impact of organisational level factors (management support, dynamic environment and organisational culture), personal level factors (personal effectiveness, locus of control) and interpersonal level factors (transactional styles and conflict management styles) on employee performance. The study also examines the interrelation between organisational, personal and interpersonal factors. In this study, organisational, personal and interpersonal level factors are included in a single model using data from small- and medium-scale enterprises. The structural equation modelling is used to examine the proposed model describing the relationship between employee performance and three-level factors. The results of this study indicate that management support and personal effectiveness have the strongest impacts (direct and indirect) on employee performance, while locus of control and transactional styles directly affect job performance. Overall 29% (first-level analysis) and 38% (second-level analysis) of employee performance (EP) variance can be explained. The findings of this study have implications for practitioners, academicians and policy makers for effective decision making as organisations are facing intense competition for survival and sustenance in the turbulent business environments. The employee performance is considered one of the important factors and there is a need to identify the factors affecting the performance of employees.
Physicochemical, Antioxidant and Sensory Properties of Ready-to-drink Chrysanthemum Tea Fortified with Hydrolyzed Collagen from Salmon Scale Ossein

ABSTRACT The impact of chrysanthemum tea fortification (1, 3, and 5%, w/v) with hydrolyzed collagen powder (HCP) derived from salmon scale ossein on physicochemical, antioxidant, and sensory properties during 6 months storage at room temperature (30°C) was investigated. Addition of HCP yielded chrysanthemum tea with increased browning index, turbidity, pH, and α-amino group content, especially at higher levels of incorporation. Fortification with HCP increased antioxidant activities, including ABTS and DPPH radical scavenging activities, ferric reducing antioxidant power, and oxygen radical absorbance capacity of chrysanthemum tea in a dose-dependent manner (p < .05). However, continuous decreases in antioxidant activities in all tea samples were observed during storage (p < .05). Fortification with the HCP had no negative impact on acceptability of chrysanthemum tea. Therefore, chrysanthemum tea fortified with HCP could be produced as a functional drink with antioxidant activity having shelf life up to 6 months at 30°C.
Can History Stand Alone? Drawbacks and Blind Spots of a “Disciplinary” Curriculum

Background/Context Over the past quarter-century, many historians, politicians, and educators have argued for an increase in the amount of history taught in schools, for a clear separation of history and social studies, and for an emphasis on disciplinary structures and norms as the proper focus for the subject. Unfortunately, discussions of history education too often rest on the problematic belief that the academic discipline can provide direction for the nature of the subject in general education. Description of Prior Research Throughout much of the 20th century, U.S. history educators made common cause with other social educators to promote principled and critical understandings of society. Both groups stood in opposition to calls for more nationalist views of history education. In the mid-1980s, however, this situation began to change, as a coalition of historians, educational researchers, and political pressure groups promoted history as a subject distinct from and independent of the larger realm of the social studies. This new coalition has been unable to avoid conflicts over the selection of content, however, and approaches favored by nationalists often clash with the more critical and inclusive perspectives of historians. Purpose/Objective/Research Question/Focus of Study In this article, we trace the relationship between historians and other social educators during the 20th century and explore how the forces favoring a realignment of history and social studies coalesced in the mid-1980s. We argue that this coalition has led to an unproductive emphasis on history as a “separate subject” and a resulting lack of attention to the goals of history in general education. Research Design This analytic essay draws on curriculum theory, historical sources, and contemporary cognitive research to outline the changing relationships between historians and other social educators and to examine the limitations of a purportedly disciplinary curriculum. Conclusions/Recommendations The academic discipline of history cannot, by itself, provide guidance for content selection because educators face restrictions of time and coverage that are not relevant in the context of academic historical research. In addition, educators must concern themselves with developing students’ conceptual understanding, and this necessarily requires drawing on other social science disciplines. If students are to develop the insights that historians have most often promoted for the subject, historians must return to their place within the conversation of social studies education.
The Impact of School-Based Financial Incentives on Teachers’ Strategic Moves: A Descriptive Analysis

Background Prior research has found that teacher dissatisfaction with low salaries is one reason for teacher turnover. Accordingly, policy makers have championed financial incentives as a way of increasing teachers’ job satisfaction and making the teaching profession and specific schools more attractive to current and potential teachers. Despite the enthusiasm for such incentive policies, empirical evidence of their effects on teacher mobility is mixed. Purpose In this study, we contribute to the extant literature on teacher financial incentives by shifting focus from the probability of teacher turnover to investigate how incentives, particularly school-based incentives, structure teachers’ patterns of mobility within districts. We explore the effects of financial incentives on teacher mobility patterns in the context of Denver's Professional Compensation System for Teachers (“ProComp”), one of the most prominent alternative teacher compensation reforms in the nation. Setting Denver Public Schools, Denver, Colorado. Population Denver Public Schools classroom teachers employed in the district any time during 2006–2010, who were eligible to participate in the financial incentive program (regardless of whether they did), and who made at least one voluntary within-district move during the study period (n = 989). Program Since 2006, Denver's ProComp program has offered teachers a variety of school-based and individual financial incentives. Specifically, in addition to incentives offered to teachers for their individual accomplishments, ProComp provides incentives of over $2,400 each for teachers that teach in top performing schools, high growth schools, and hard-to-serve schools. Because ProComp offers substantial incentives to teachers on the basis of school characteristics, it holds the potential to incentivize “strategic moves” to schools with more school-based incentives. Research Design The study employs a descriptive statistical research design. Data Collection and Analysis We use Denver Public Schools administrative data from 2005–2006 to 2009–2010 to estimate a series of conditional logit models predicting teachers’ moves as a function of their ProComp participation and the value of school-based incentives at the schools they leave and the schools they could potentially transfer to. Findings Our findings suggest ProComp participants tend to make more strategic moves to high value schools than their non-ProComp peers. However, these moves tend to be to schools that have high performance and growth in achievement, rather than to schools that receive incentives for serving low-income populations. Conclusions Results suggest that school-based ProComp incentives do influence strategic moves, albeit in ways not necessarily consistent with the program's intent, calling into question the ability of ProComp to attract teachers to low-income schools under its current structure.
Rethinking School-Based Ties: Social Class and the Role of Institutional Agents in Adolescents’ College Plans

Background Planning for college is an increasingly common rite of passage for high school students. Institutional agents—nonkin adults who possess institutional resources—are important sources of support and guidance in this process. Purpose This mixed-methods study examines social class differences in the involvement of school-based institutional agents such as teachers and school counselors in helping young people plan for college and the future. Population Interviews were conducted with 61 middle-class, working-class, and poor young women to collect information regarding their future plans, social ties, and role of social ties in guiding their plans. In addition, the author uses survey data from the Education Longitudinal Study (ELS) to examine the association between social class and the role of school-based ties in adolescents’ college planning. Research Design Analyses of in-person interview transcripts involved inductive coding and the development of effects matrices to compare coding output by class. Quantitative models were constructed based on qualitative findings. Based on these findings, analyses of ELS data used hierarchical models to estimate the association between social class background and receiving encouragement and information regarding college from social ties. Findings Analyses of interview transcripts reveal that disadvantaged young women see school-based ties as their primary means for college planning, whereas middle-class young women often discount advice from these ties when other sources of advice are available. Quantitative models also show that disadvantaged youth rely on school-based ties for information in the college planning process to a greater extent than do middle-class youth. However, disadvantaged youth receive less encouragement to attend college from school and nonschool ties, even after accounting for academic performance. Conclusions Inequality in access to college stems in part from differences in the resources available to high school students as they plan for the future. Disadvantaged youth look to schools to help them plan; if schools marshal their resources to assist these young people, they can help address existing inequality in access to college.
Classroom Contexts and the Construction of Struggling High School Readers

Background/Context In high schools, student readers navigate different classrooms, disciplinary domains, teachers, peer groups, and texts. Research suggests that through these ever-shifting contexts, youths demonstrate varying literacy skills and identities. Yet, schools assign static labels to students (e.g., struggling reader), and little research has examined how youths’ reading changes across classroom spaces. Purpose/Objective During this school year-long study, I shadowed youths identified as struggling readers across their classes to examine (a) how their reading-related skills, practices, and identities varied and (b) what classroom contexts appeared to mediate their reading. Participants Focal participants were 8 ninth graders identified as struggling readers, 14 comparative peers, 8 teachers, and the school literacy coach. Research Design I conducted a two-phase qualitative study in a culturally and linguistically diverse high school. During an initial ethnographic phase from September to November, I conducted open-ended ethnographic interviews and made observations to identify contexts that appeared important in mediating youths’ reading. Then, during a structured phase from December to June, I used protocols to conduct semistructured interviews and weeklong shadow observations of eight students identified as struggling readers, and I compared their experiences to those of youths not labeled as such. Data Collection and Analysis Data sources were 425 hours of observation, 66 interviews with youths and teachers, reading assessments, and school artifacts and records. I used constant comparative analysis to systematically and iteratively code across all data sources. Conclusions/Recommendations Analysis showed that students’ and teachers’ interactions with particular classroom contexts not only identified reading difficulty but also constructed “struggling readers” regardless, sometimes, of students’ skilled, engaged reading. Overall, youths tended to participate in limiting contexts that positioned them as deficient readers. However, when classroom contexts focused on disciplinary literacy and building trusting relationships, youths positioned themselves as readers and learners. I discuss these promising, albeit rare, classroom contexts with attention to the pivotal role that student-teacher interactions played in constructing the contexts over time. Findings have implications for the reconceptualization of adolescent reading difficulty, the organization of secondary literacy programs, and future directions for adolescent literacy research.
Cross-Country Generalizability of the Role of Metacognitive Knowledge in Students’ Strategy Use and Reading Competence

Background/Context Because metacognitive knowledge includes knowledge about adequate learning strategies, and because an effective use of learning strategies is associated with higher levels of performance, substantial relationships can be assumed between metacognitive knowledge, strategic behavior, and performance. However, such a pattern of results is rarely found in the research literature. In part, this may be due to inadequate indicators of strategy use. Purpose of study Prior research showed that high scores on self-reported strategy use were only mirrored in high levels of performance when students had sufficient metacognitive knowledge. To test the cross-country generalizability of the relationship between metacognitive knowledge, strategy use, and reading competence, we analyzed data from the PISA 2009-study, in which similar measures of metacognitive knowledge as well as of students’ strategy use were used. Research Design The study uses a cross-sectional correlational design. It draws on representative samples of fifteen-year-old students from 34 OECD countries taking part in the PISA 2009 study. The relations between students’ reading competence scores, their metacognitive knowledge as well as their self-reported use of learning strategies were analyzed. We used correlations, mediation, as well as moderator regression analyses to predict students’ reading competence. Findings/Results Results showed consistently moderate to high correlations between metacognitive knowledge and reading competence. There were also lower, but still significant, relationships between strategy use and both reading competence and metacognitive knowledge. Testing a “mediator model” with strategy use as a mediator resulted in small but significant effects of strategy use as mediator. Assuming that metacognitive knowledge might be a necessary precondition for effective strategy use, the study tested whether it served as a moderator. Results confirmed this moderator effect for many but not all countries. However, across all countries, there was a consistently high effect of metacognitive knowledge on reading competence, independent of the level of self-reported use of strategies. Conclusions/Recommendations The results are very similar across countries. Taken together, the findings suggest that metacognitive knowledge as measured by a test tapping declarative, conditional and relational strategy knowledge is an important predictor of students’ reading competence, and contributes significantly to our understanding of what helps students to become better readers. Metacognitive knowledge captures the prerequisite of adaptive strategic processing of texts. Increasing students’ knowledge in this domain is a promising approach when it comes to fostering self-regulated reading.
Modeling and Advanced Control of Dual-Active-Bridge DC–DC Converters: A Review

This article classifies, describes, and critically compares different modeling techniques and control methods for dual-active-bridge (DAB) dc–dc converters and provides explicit guidance about the DAB controller design to practicing engineers and researchers. First, available modeling methods for DAB including reduced-order model, generalized average model, and discrete-time model are classified and quantitatively compared using simulation results. Based on this comparison, recommendations for suitable DAB modeling method are given. Then, we comprehensively review the available control methods including feedback-only control, linearization control, feedforward plus feedback, disturbance-observer-based control, feedforward current control, model predictive current control, sliding mode control, and moving discretized control set model predictive control. Frequency responses of the closed-loop control-to-output and output impedance are selected as the metrics of the ability in voltage tracking and the load disturbance rejection performance. The frequency response plots of the closed-loop control-to-output transfer function and output impedance of each control method are theoretically derived or swept using simulation software PLECS and MATLAB. Based on these plots, remarks on each control method are drawn. Some practical control issues for DAB including dead-time effect, phase drift, and dc magnetic flux bias are also reviewed. This article is accompanied by PLECS simulation files of the reviewed control methods.
Comparison of Ionospheric VTEC Predictions using the Holt-Winter and IRI-2016 Model in Equatorial Region

Total Electron Content (TEC) is an important parameter that considerably affects radio waves propagating through the ionosphere, causing delay errors in GPS satellite signals. Hence, identifying an effective TEC model is important. This research presents an analysis of ionospheric vertical TEC (VTEC) modeling during geomagnetic quiet and disturbed periods. The data were recorded using the Department of Survey and Mapping Malaysia's (DSMM) dual-frequency GPS located in Kedah (geographic coordinates 4.62°N-103.21°E, geomagnetic coordinates 5.64°N-174.98°E), Terengganu (geographic coordinates 6.46°N-100.50°E, geomagnetic coordinates 3.32°S-172.99°E), and Johor (geographic coordinates 1.36°N-104.10°E, geomagnetic coordinates 8.43°S-176.53°E). The VTEC was modeled using the statistical Holt-Winter method and the most recent version of the International Reference Ionospheric model (IRI-2016), using IRI01-corr, IRI-2001, and NeQuick topside electron density options. The daily variation of the measured and modeled VTEC during quiet and disturbed periods was compared. The minimum value of the VTEC was recorded in the early morning time and the maximum was recorded during the post-noon time. The diurnal hourly variation during the quiet periods indicated that IRI01-corr, IRI-2001, and NeQuick overestimated most of the time, while the Holt-Winter method showed better agreement with the GPS-TEC. During the disturbed period, IRI-2016 (IRI01-corr, IRI-2001, and NeQuick) did not show any response to the geomagnetic storm, while the Holt-Winter method underestimated the VTEC trend. However, the Holt-Winter displayed better performance and results compared to the IRI01-corr, IRI-2001, and NeQuick during the quiet and disturbed periods in the equatorial region over Malaysia.
Social Media and Microblogs Credibility: Identification, Theory Driven Framework, and Recommendation

Social media microblogs are extensively used to get news and other information. It brings the real challenge to distinguish that what particular information is credible. Especially when user authenticity is hidden, due to the microblog’s anonymity feature. Low credibility content creates an imbalance in society. Therefore many research studies are conducted to assess automatic microblog’s credibility but the majority of them offer different concepts of credibility and the problem seems unresolved. Credibility is multi-disciplinary, hence there is no generalized or accepted credibility concept with all its necessary and detailed constructs/components. Therefore, it is necessary to understand the complete anatomy of information credibility from different disciplines. It is accomplished here through an in-depth and organized study of all the problem dimensions for the identification of comprehensive and necessary credibility constructs. The framework is also proposed based on the identified constructs. It adheres to these constructs and presents their inter-relationships. It is believed that the framework would provide the necessary building blocks for implementing an effective automatic credibility assessment system. The framework is generic to social media and specifically implemented for microblogs. It is completely transformed up to features level, in the context of microblogs. Regarding automatic credibility assessment, it is proposed after detailed analysis that the attempt should be made for hybrid models combining feature-based and graph-based approaches. It is observed that quite a few surveys in the literature focus on some limited aspects of microblogs credibility but no literature survey and fundamental study exists that consolidates the work done. To understand the broader domain of credibility and consolidate the work in this area that can lead us to a suitable framework, we explored the existing literature from different disciplines for the said objectives. We categorized them along various dimensions, developed taxonomy, identified gaps and challenges, proposed a solution, developed a theory-driven framework with its transformation to microblogs, and suggested key areas of research.