Miracle-dz/UniFAR-FTUs huggingface dataset:
Black Students Making-sense Of The Flipped Learning Method In An Urban High School: An Interpretative Phenomenological Analysis.

2 ACKNOWLEDGMENTS . 3 CHAPTER ONE – INTRODUCTION . 7 Background of the Study . 8 Statement of the Problem . 9 Statement of the Purpose . 10 Research Question . 11 Significance of Research Problem . 11 Positionality . 13 Identities: Who I Am . 14 Benefits of Identity Group: What I Believe . 15 Theoretical Framework . 15 Overview of Constructivism . 15 Constructivism: Historical and Philosophical Context . 16 Seminal Theorists . 17 Contemporary Theorist . 19 Rationale of Theoretical Framework . 19 Definition of Terms . 20 Chapter Summary . 22 CHAPTER TWO – LITERATURE REVIEW . 23 Educational Equity . 23 Accountability . 24 A Call for Reform: From a Nation at Risk to No Child Left Behind . 25 Reform in the 21st Century: A New Education Law . 26 Educational Technology . 26 Technology and Social Studies . 26 Flipped Classroom Model . 28 Definition of Flipped . 30 Flipped Classroom and Constructivism . 32 Flipped Social Studies Classroom . 34 Summary . 35 Chapter Three – METHODOLOGY . 37 Research Design . 38 Research Tradition . 39 Participants and Site . 41 Recruitment and Access . 43 Protection of Human Subjects . 45 Data Collection . 47 Data Storage . 51 Data Analysis . 51 Trustworthiness . 58 Summary . 59
Take-Home Exams in Higher Education: A Systematic Review

This work describes a systematic review of the research on take-home exams in tertiary education. It was found that there is some disagreement in the community about the virtues of take-home exams but also a lot of agreement. It is concluded that take-home exams may be the preferred choice of assessment method on the higher taxonomy levels because they promote higher-order thinking skills and allow time for reflection. They are also more consonant with constructive alignment theories and turn the assessment into a learning activity. Due to the obvious risk of unethical student behavior, take-home exams are not recommended on the lowest taxonomy level. It is concluded that there is still a lot of research missing concerning take-home exams in higher education and some of this research may be urgent due to the emergence of massive online open courses (MOOCs) and online universities where non-proctored exams prevail.
COPD Phenotypes and Biomarkers: Introducing Personalised Medicine

Chronic Obstructive Pulmonary Disease (COPD) is a leading cause of morbidity and mortality worldwide. Disease severity evaluation was based on airflow limitation for many years. However, it is now obvious that no single parameter can describe the complexity of COPD and a more holistic approach should be utilised. For this reason, newer classifications of the disease are based on multiple clinical characteristics or biomarkers that can predict different clinically meaningful outcomes, such as symptoms, frequency of exacerbations, progression of disease, response to different medications and mortality. Ongoing research highlights such biomarkers, while guidelines have already incorporated them, as the basis of clinical phenotypes. GOLD highlights the need for more intensive treatment of frequent exacerbators and COPD patients whose disease significantly burdens their quality of life. Moreover, a COPD-asthma overlap syndrome with a different prognosis and potentially different therapeutic approach is also recognised. Spanish guidelines also group frequent exacerbators to predominantly emphysematic versus predominantly bronchitic. Another approach aims to create scoring systems, or multidimensional indices, based on multiple biomarkers which evaluate different aspects of the disease. The recognition of all these prognostic and therapeutic patient subgroups lead to a more personalised approach to each patient and also provides data to the –omics to uncover the pathogenetic background of this diversity and develop new targeted treatments.
Developmentally salient psychosocial characteristics, rumination, and compulsive social media use during the transition to college

Abstract Background: As social media have become highly accessible, compulsive usage has become a concern. Research on compulsive social media usage is typically informed by earlier models of problematic Internet use. One limitation of many earlier models is their lack of attention to users’ developmental context. In this study, we focused on youth experiencing the transition to college, and proposed a model explaining the development of compulsive social media use by considering the developmental challenges characteristic of this period. Method: Short-term longitudinal survey data from 219 college freshmen (Mage = 18.29; 74% female; 41% White, 38% Black) were used to examine a path model, in which three psychosocial characteristics (loneliness, identity distress, tendency of performing social comparison) were hypothesized to concurrently associate with rumination, which should predict compulsive social media use. Results: Results showed that both identity distress and the tendency to perform social comparison on social media were related to higher rumination at Time 1, which, in turn, predicted higher compulsive social media use at Time 2. In contrast, loneliness was not associated with rumination at Time 1, and its indirect, prospective relationship with compulsive social media use was non-significant. Implications: We discuss the theoretical and practical implications of this particular model, as well as the research direction of incorporating developmental science into studies of compulsive technology use.
The Effects of Higher-Stakes Teacher Evaluation on Office Disciplinary Referrals

Abstract The effects of imposing accountability pressures on public school teachers are empirically indeterminate. In this paper, we study the effects of accountability in the context of teacher responses to student behavioral infractions in the aftermath of teacher evaluation reforms. We leverage cross-state variation in the timing of state policy implementation to estimate whether teachers change the rate at which they remove students from their classrooms. We find that higher-stakes teacher evaluation had no causal effect on the rates of disciplinary referrals, and we find no evidence of heterogeneous effects for grades subject to greater accountability pressures or in schools facing differing levels of disciplinary infractions. Our results are precisely estimated and robust to a battery of assumption and specification checks.
IVF-ICSI Split Insemination Reveals those Cases of Unexplained InfertilityBenefitting from ICSI Even when the DNA Fragmentation Index is Reduced to 15% or Even 5%

IVF-ICSI Split Insemination Reveals those Cases of Unexplained Infertility Benefitting from ICSI Even when the DNA Fragmentation Index is Reduced to 15% or Even 5% Purpose The aim of the study was to assess the fertilization rate (FR) of randomized sibling oocytes inseminated by conventional IVF or ICSI in couples with unexplained infertility. Methods The 16-month study was conducted at an established private IVF facility. Oocytes recovered from couples with normal semen parameters and normal DNA fragmentation index (DFI; <30%), were randomly allocated to IVF or ICSI and the FR (2PN/MII) was assessed. Pregnancy outcome following embryo transfers were analyzed with regards to either IVF-embryo vs. ICSI-embryo, and in relation to DFI levels. Results Of 585 oocytes retrieved from 38 patients, 463 were mature (MII). The ICSI group generated a significantly higher number of 2PN embryos with a mean FR of 83.4% vs. 67.6% (p<0.05). There were no cases of complete fertilization failure (CFF) in the ICSI group, but there were 7.9% in the IVF group. The significant difference of FR was observed only when the DFI level was ≥ 15% and if such cutoff was applied, the CFF cases would be reduced to 2.6%. Of the 30 patients who had fresh embryo transfers performed, the ICSI group showed a higher pregnancy rate (69.2% vs. 58.8%; N.S.) with a significantly higher mean DFI value in the non-pregnant group (p<0.05). Conclusions IVF-ICSI split insemination can reveal those cases which will benefit from ICSI even where semen parameters and DFI are normal; however if the DFI is reduced to a 15% cut-off level, the rate of CFF will be minimized, but not completely excluded, even at 5%.
Investigation Of Teacher Candidates' Learning Approaches, Learning Styles And Critical Thinking Dispositions

In this study teacher candidates’ learning approaches, learning styles and critical thinking dispositions were investigated. The sample of the study consists of 528 students in Sakarya University Faculty of Education. Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), Perceptual Learning Style Questionnaire (PLSQ) and California Critical Thinking Disposition Inventory (CCTDI) were used as data collection tools. The results obtained indicated that critical thinking dispositions of teacher candidates are in general at medium and lower levels and their major learning styles are generally kinesthetic, individual and auditory. Critical thinking disposition positively correlates with deep learning approach, tactile and kinesthetic learning styles and negatively correlates with surface learning approach. Deep learning approach positively correlates with tactile and kinesthetic learning styles. Statistically significant difference was observed in favor of girls with respect to both critical thinking disposition and deep learning approach. Statistically significant difference was observed between BS students and MS students with respect to both critical thinking disposition and deep learning approach in favor of MS students. In addition, teacher candidates’ critical thinking disposition and deep learning approach scores do not differ with respect to geographical region, location size (village, town etc.), and monthly expense.
The Perception of Prospective Teachers toward Stakeholders’ Experience in Practicum: The Case of Bahir Dar University

The purpose of this study was to investigate the perception of the summer modality secondary education prospective teachers of Bahir Dar University toward the role execution of student teachers, cooperating teachers and university instructors in prospectiv With this intention, the research was done employing the descriptive survey research design where both the quantitative and qualitative approaches were used to tackle the research problem. When the quantitative data were collected us teachers, the qualitative data were obtained employing focus group discussion with 20 prospective teachers. Then, the analysis of data collected from prospective teachers about their perception toward the role execution of stakeholders in practicum revealed that prospective teachers and cooperating teachers executed their anticipated roles less than what was expected of them to the extent of statistically significant difference. Nevertheless, the university instructors accomplished their set roles almost as what was foreseen of them. Copyright@2015 STAR Journal
Sexual Objectification, Internalization, and College Women’s Depression: The Role of Shame

This study examined potential mediators, a moderator, and a moderated mediation of the link between sexual objectification experiences and depression among 489 young adult college women. Findings from the mediation analyses revealed that sexual objectification was directly and indirectly related to depression via greater body surveillance and self-blame. Shame moderated the direct effect of sexual objectification on body surveillance. Sexual objectification predicted body surveillance for women with low but not high or moderate levels of shame. Shame also moderated the direct effect of sexual objectification on self-blame and provided support for moderated mediation via conditional process analyses. Sexual objectification predicted self-blame for women with high and moderate but not low levels of shame. The findings underscore the importance of attending to experiences of objectification when working with women clients presenting with depression and to help them lessen habitual body monitoring, blaming themselves for being sexually objectified, and feelings of shame.
An Examination of ESOL Teachers’ Responses to Student Pronunciation Errors: A Linguistic Identity Perspective

Every day, teachers in a variety of settings are asked to reflect on and support their classroom choices. While we generally think of this as choosing content and activities, teachers are also making choices related to feedback and not only what constitutes an error. but also, if and how to correct these errors. This small-scale study had teachers self-examine their oral corrective feedback choices of student pronunciation errors by completing a survey. The questions pertained to identifying classroom practices regarding oral corrective feedback (OCF) but also included questions on the teachers’ own language learning histories. The study is viewed from a linguistic identities perspective to critically examine the role(s)—if any—language teacher identities (LTI), specifically what Varghese (2017) calls identities in practice, have in shaping classroom OCF decisions.
Association Between Leadership Practices and Self-Efficacy of Personnel

The student achievement is the direct outcome of the effort expended by the teachers in the classroom. To get the teachers engaged in the classroom efficiently and diligently it is very necessary to provide them with a conducive and favorable working environment in school for which only the head teachers is capable and responsible to achieve the highest level of success. Teachers’ self-efficacy is affected directly by the head teachers’ leadership practices. This study was designed to explore the correlation between head teachers’ leadership practices and teachers’ self-efficacy. Correlation research design was used to conduct this study by applying survey method. The population of the study was consisted of secondary schools teachers. A sample of two hundred students was selected by conveniently sampling technique. Researchers collected data by self-developed questionnaire on five point likert scale related to leadership practices and teachers’ self-efficacy. There was significant positive moderate relationship between leadership practices and teachers self-efficacy. Both male and female teachers’ had same perceptions about leadership practices and self-efficacy at secondary level. Head teachers may motivate and entice teachers positively to increase the level of teacher efficacy. Basic facilities may provide to the teachers to improve their self-efficacy. Keywords: Heads’ leadership practices, teachers’ self-efficacy, motivation, and facilities DOI : 10.7176/JEP/10-16-07 Publication date :June 30 th 2019
Attitudes toward trilingualism: a survey study of Chinese Mongolian university students

ABSTRACT Trilingualism is a powerful fact of life in many parts of the world, including most autonomous regions inhabited by minority ethnic groups in China. Although much research has been conducted on the language attitudes of stakeholders from minority ethnic groups, the attitudinal object is usually an individual language (e.g. the ethnic language, the national language, or a foreign language). Few empirical studies have investigated ‘trilingualism’ as an attitudinal object. Aiming to narrow this gap, the present study examined the attitudes toward trilingualism of students from four Chinese universities and the influence of selected sociobiographical variables on their attitudes. An exploratory factor analysis showed the ‘trilingualism attitudes’ scale, developed for use in the present study and possibly beyond, to be unidimensional, with sufficient reliability (Cronbach alpha = .83). On this scale, the participants (N = 310) achieved a mean score of 4.52 (out of five), reflecting very favourable attitudes toward trilingualism. Furthermore, regression analyses identified ‘attitudes toward non-ethnic languages (viz. Putonghua and English)’, ‘attitudes toward the ethnic language (viz. Mongolian)’, and gender as statistically significant predictors for attitudes toward trilingualism, respectively explaining 20%, 5.5%, and 1.3% of the trilingualism attitudes variance. Policy and research implications were also discussed.
Ovarian Performance after Laparoscopic Salpingectomy or Proximal Tubal Division for Hydrosalpinx

Objective: To compare the effect of laparoscopic salpingectomy and proximal fallopian tubes division on ovarian function after controlled ovarian hyperstimulation. Methods: Seventy six patients undergoing their first IVF-ET cycle were divided into (group 1) 20 patients undergoing laparoscopic salpingectomy, (group 2) 19 patients undergoing proximal tubal division and (group 3) 37 tubal-factor patients without hydrosalpinx as control group. Main outcome measure (s): Ovarian artery pulsatility index (PI), basal follicle-stimulating hormone (FSH) levels before and after surgery, operative time, total dose and duration of IVF stimulation, number of retrieved and fertilized oocyte, and number of embryo transferred. Result (s): No significant differences in mean ovarian artery pulsatility indices among any of the groups before or after surgery. The mean FSH value was similar before and after laparoscopic proximal tubal division. The FSH value significantly increased after laparoscopic salpingectomy. The operative time in the PTD group was significantly shorter than in the salpingectomy group, total dose and duration of stimulation, number of retrived and fertilized oocyte, were not significantly different between group 1, group 2 or control group. Conclusion (s): Laparoscopic salpingectomy or proximal tubal division gives similar responses to IVF-ET cycles. However, proximal tubal division preserved ovarian function.
A multi-state survey of day reporting center models

ABSTRACT The use of day reporting centers (DRCs) to provide additional supervision and collocated services for criminal justice populations has expanded considerably since they first appeared in the United States 30 years ago. However, little is known about models of practice. This study uses a multi-state sample and two-step cluster analysis to identify six distinct DRC models. A number of trends related to evidence-based practice are also identified. The paper concludes with recommendations for community corrections administrators.
RUSSIAN PHONO-LEXICAL ACQUISITION AND ORTHOGRAPHIC INPUT

Abstract We investigated how grapheme familiarity and grapheme-phoneme correspondence (GPC) congruence affect adult learners’ ability to make use of orthographic input (OI) during phono-lexical acquisition. Native English speakers, with no Russian experience (naïve) or learners of Russian, heard auditory forms, saw pictured meanings, and saw written input either in a No Orthography condition or an Orthography condition for words that contained unfamiliar Cyrillic graphemes, familiar graphemes and congruent GPCs, and familiar graphemes and incongruent GPCs. Naïve participants evidenced incongruent GPC interference effects. Experienced learners acquired targetlike GPCs, although beginner learners did not. In a separate experiment, naïve learners were exposed to an intervention to mitigate effects of OI; the interventions did not improve test accuracy. Results support previous findings that incongruent GPCs interfere with phono-lexical acquisition. We also found evidence that target language experience mitigates negative effects of OI, but interventions may not sufficiently aid naïve learners’ phono-lexical acquisition.
Form, Meaning and Function of Argot in French Rap Song: Sociolinguistics Study

Music is one of the way to express emotions, opinions, and also criticism. The lyrics helps us to communicate, and spread its story. Argot in rap song is a sociolinguistic phenomenon that spreads in all languages, including French. The author conducted this study with the aim of knowing the formation of argot used, the meaning behind, and what correlation it has with situation in Marseille. The writer uses descriptive analysis method and theories that support this research are the theory of sociolinguistics and the process of forming argot Calvet (1994), as well as the theory of meaning Baylon and Mignot (1995). The conclusion contains apocope, apheresis, suffixation, and metonymy. The most uses type of formation is metonym. Metonym can deliver a figurative meaning to achieve dramatic effect, but still maintain its secretive nature. Argot has a relation with how singer express their situation and condition within their lyrics.
Role of Leadership in Organizational Development: A Study of Bank Alfalah Limited, Pakistan

The following study is aimed to examine leadership and its role in organizational development at Bank Alfalah Limited. The purpose of the study is to investigate the role of leadership; to find the measures/performance criteria of the leadership, and its application in the organizational development in conjunction with determining the antecedents of organizational development. The study has incorporated quantitative research design for which the primary data collection method has been used to collect information from employees of Bank Alfalah Limited in Pakistan. The probability sampling has been used to conduct the study using multistage sampling, with a sample size of 260 respondents selected for the study. The entire analysis of this research is done through SPSS and Smart PLS statistical softwares. The results showed that the relationship between leadership and organizational development is strong, positive, and significant. The model for the study was appropriate and the instrument is valid and reliable for conducting the study. The study findings postulate that restructuring should be executed for improvisation among leaders for better organizational development, which will also contribute to technological development, employee performance, and organizational profitability on an overall basis which is determined through the leadership style.
Cognitive to physical performance: a conceptual model for the role of motor simulation in performance

ABSTRACT Motor simulation (MS) interventions incorporating motor imagery (MI), and more recently action observation (AO), are readily accepted as effective interventions to enhance motor skill performance. Existing models in the MS literature fail to consider the entire spectrum of MS interventions, focusing on MI or AO alone. This paper examines the theoretical basis and current understanding of MS efficacy, and introduces a novel, conceptual, Motor Simulation and Performance Model (MSPM) representing the performance improvements predicted to be associated with engaging with MS across expertise levels. The MSPM also outlines the multiple factors which regulate the efficacy of MS interventions. Based on the available evidence, the model suggests that MI will have a greater relative effect on performance as expertise increases, AO will have a greater effect in low skilled compared to high skilled performers, and that combined AO and MI (AO + MI) will be more effective than either MI or AO in isolation. The MSPM also depicts the additive effect of physical practice in conjunction with MS interventions. The MSPM represents for the first time the relative effects of various methods of motor learning based on evidence provided by the existing literature. It also highlights areas of research requiring further attention.