Miracle-dz/UniFAR-FTUs huggingface dataset:
Learning method preferences in a steel drum classroom: Exploring a learner-centered pedagogy through composition, peer teaching, and student-led Modern Band projects in a middle school setting

This action research discovers the learning preferences of middle school students enrolled in an advanced steel drum class in central Florida, specifically their attitudes toward the learner-centered approach while composing and learning music. Sixteen participants compare the traditional teacher-led formal instruction to student-led informal learning across three projects: composition, peer teaching, and student-led small group with the introduction of Modern Band instruments. Students are given creative freedom to choose their own friendship groups, instruments, and songs. Ease, enjoyment, and success rates are measured through questionnaires, video recording, field notes, and interviews. Student preferences toward teacher-directed and peer-directed learning change throughout the study, from student-led learning to teacher-led instruction as the tasks become more difficult. In addition, preferred learning techniques of the steel drum are found to be reading notation, listening to the music, and demonstrating how to play the instrument through kinesthetic means. Music teachers can successfully implement a more learner-centered classroom by planning lessons that are in line with student ability and background knowledge, while incrementally increasing challenges.
Habit, experience and environment: A pragmatist perspective

Contemporary discussions of human–environment relations see habits as enabling forces of change (becoming) in contrast to traditional views of habit as routine and restrictive elements of identity (being). Vital life (becoming) is realised in habit through body repetition (Ravaisson) or through material force (Deleuze). This paper argues for the significance of the pragmatist work of John Dewey that shares this dispositional, enabling view of habit, but denies any dualism between life and mechanism. The paper explores Dewey’s idea of habits as mechanisms of natural forms of organisation that have different life force, depending on the situational qualities of environment–human transactions. This approach also implicates habit in problematisation. The paper goes on to discuss the implications of pragmatist thinking for understanding human–environment relations and the place that habits have in intervening in and reforming those relations through social activism and public policy.
Psychological capital and achievement motivation as predictors of work engagement: A study of micro and small-scale entrepreneurs in Accra, Ghana

The study investigated psychological capital and achievement moti vation as predictors of work engagement of micro and small-scale entrepreneurs in Accra, Ghana. A crosssectional design was adopted where a convenience sample of 171 micro and smallscale entrepreneurs drawn from 106 micro and small-scale enterprises in Accra were administered a set of questionnaires measuring achievement motivation, psychological capital (comprising self-efficacy, hope, resilience and optimism) and work engagement. Pearson product moment correlation, standard and hierarchical multiple regressions were used to test the hypotheses. The results showed that psychological capital predicted work engagement, with self-efficacy accounting for the most variance in work engagement than resilience, optimism and hope. The significant role of psycholog ical capital as a predictor of work engagement calls for the need for training programmes geared towards its development among entrepreneurs. Keywords : Psychological capital, Achievement motivation, Work engagement, Micro and small-scale entrepreneurs
Values Predict Willingness to Interact With Immigrants: The Role of Cultural Ideology and Multicultural Acquisition

As globalization advances, immigration has increasingly been contested. Psychological studies of immigration, which are frequently conducted in Western contexts, have established a link between attitudes toward immigrants and individual values. In two studies, the present research investigates this link between values and favorability toward immigrants in an Asian nation with a high proportion of immigrants, Singapore, and considers differences in cultural ideologies and multicultural acquisition, based on the assumption that cultural ideologies and multicultural acquisition share broader underlying motivations with self-transcendence (growth and anxiety-free) and conservation values (protection and anxiety-avoidance). In Study 1, the cultural ideologies of multiculturalism and color blindness, as reified in the Singapore context, explained how self-transcendence and conservation values predict willingness to interact with immigrants. Greater support for multiculturalism mediated the positive relationship between self-transcendence values and favorability toward immigrants. Lower support for color blindness mediated the negative relationship between conservation values and favorability toward immigrants. In Study 2, experimentally induced self-transcendence and conservation values interacted with multicultural acquisition to affect willingness to interact with immigrants. Self-transcendence increased favorability toward immigrants for people with greater multicultural acquisition. Conservation decreased favorability toward immigrants for people with less multicultural acquisition. This research has implications for demonstrating that the cultural context matters for addressing how and among whom to improve intercultural contact in diverse, globalized societies.
‘#Refugees can be entrepreneurs too!’ Humanitarianism, race, and the marketing of Syrian refugees

Abstract In the context of a greater focus on the politics of migration, the ‘refugee entrepreneur’ has become an increasingly important figure in humanitarian, media, and academic portrayals of refugees. Through a focus on Jordan's Za‘tari refugee camp, which has been deemed a showcase for refugees’ ‘entrepreneurship’, this article argues that the designation of Syrian refugees as ‘entrepreneurs’ is a positioning of Syrians within colonial hierarchies of race that pervade humanitarian work. For many humanitarian workers in Jordan, Syrians' ‘entrepreneurship’ distinguishes them from ‘African’ refugees, who are imagined as passive, impoverished, and dependent on humanitarian largesse. Without explicit racial comparisons, humanitarian agencies simultaneously market Syrian refugees online as ‘entrepreneurs’, to enable them to be perceived as closer to whiteness, and to thereby render them more acceptable to Western audiences and donors, who are imagined as white. This article extends scholarly understandings of the understudied relationship between race and humanitarianism. Furthermore, it asks critical questions about the political work and effects of vision of the ‘refugee entrepreneur’, which it locates within the context of the increasingly neoliberalised refugee regime. ‘Refugee entrepreneurs’ do not need political support and solidarity, but to be allowed to embrace the forces of free-market capitalism.
What is health-related fitness? Investigating the underlying factor structure of fitness in youth

Health-related fitness (HRF) is theoretically defined as a multidimensional construct containing the components cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition. Given the range of field-based HRF tests available, health practitioners face a difficult task in selecting tests that best reflect the HRF construct as defined in the literature. This study aimed to investigate the underlying factor structure of the theoretical HRF construct with a view to identifying field-based tests representative of HRF in youth. Participants were 261 children (53% female, 47% male; mean age 12.22 ± 0.48 years). Indicators of four fitness components (20m shuttle run, curl-ups, push-ups, horizontal jump, vertical jump, handgrip, and modified back-saver sit-and-reach) were measured. Confirmatory factor analysis of the four-component model revealed a low contribution of flexibility (.10) to the overall model, leading to its removal. The subsequent three-component model showed better fit across all fit statistics (NFI, TLI, CFI, RMSEA, SRMR). Analysis of indicator loadings led to the removal of handgrip (.37), further improving model fit. The reduced three-component model was re-specified as a first-order model containing five indicators, and showed the best fit (NFI, CFI, SRMR). These findings suggest that a fitness construct in youth is adequately represented by three HRF components included in the theoretical definition (cardiorespiratory endurance, muscular strength, muscular endurance). These components load onto the same construct and can be tested using five tests (20m shuttle run, curl-ups, push-ups, horizontal jump, vertical jump) suitable for field-based research.
UNDERSTANDING THE RELATION BETWEEN MINDFULNESS-BASED INTERVENTIONS, READING AND ATTENTION

According to the National Assessment of Educational Progress (NAEP), roughly one third of American 4th and 8th grade students perform at or above the proficient level, suggesting that further interventions are needed to support student reading skills. Mindfulness interventions have generally been implemented to impact attentional, social-emotional needs, and internalizing symptoms such as stress and anxiety. However, mindfulness interventions have only recently been deployed to increase academic skills such as reading. This current research evaluated the effects of a brief year-long mindfulness intervention on reading and attention skills across an ethnically diverse at-risk sample of 7 grade students. Five 7 grade English-Language Arts (ELA) classrooms were randomized to either a mindfulness (n = 3) or an active control condition (n = 2). The students in the mindfulness classrooms (n = 36) began each ELA class with a five-minute guided mindfulness practice audio track. The students in the control classrooms (n = 20) began each ELA class with a brief five-minute assignment related to class content. Participants completed measures at three time points (i.e., preintervention, midway through the school year, & post-intervention) to assess selfreported levels of mindfulness, executive attention, and reading comprehension. Results indicate that students assigned to the mindfulness intervention classroom condition had significantly higher reading comprehension scores than their control counterparts at the end of the school year. Results also suggest that the brief mindfulness intervention did not significantly increase student self-reported levels of mindfulness, or executive attention measured via a computerized behavioral Flanker task. In conclusion, the current research indicates that brief a daily mindfulness intervention may be associated with increased student reading comprehension performance.
PENGARUH IKLIM ORGANISASI, PENGALAMAN KERJA DAN MOTIVASI KERJA TERHADAP KOMITMEN KERJA KARYAWAN

Commitment is an important element in an organization. Committed employees will be more productive and efficient at work, because the employee is willing to sacrifice for the purpose with a strong desire to stay in an organization. This study aims to analyze and discuss the influence of organizational climate, work experience and work motivation on employee work commitments. The research method used is qualitative. The sampling technique uses probability sampling. The population in this study were all employees, with a total sample of 100 respondents. The analysis tool used is multiple linear regression with the help of SPSS 24.0 for Windows software. The results of the study show that the organizational climate, work experience and work motivation significantly influence employee work commitment.
MAGNETIC RESONANCE IMAGING OF MULTIPLE SCLEROSIS

MRI has revolutionized the diagnosis of multiple sclerosis (MS). In addition, use of MRI has provided a means to monitor disease and the response to therapy and has been used extensively as an adjunct means to evaluate new therapies. Despite its high sensitivity to detect MS lesions, its specificity for the underlying pathology is low. Furthermore, correlation of MS disability with the extent of abnormalities using several different methods of imaging has been modest at best. This chapter discusses the main imaging techniques used for MS diagnosis, MS management and treatment monitoring, and in clinical trials.
‘Softening’ school resource officers: the extension of police presence in schools in an era of Black Lives Matter, school shootings, and rising inequality

ABSTRACT This study examines how and why a US city that is known nationally for its political progressivism continuously reaffirm its decision to maintain and expand the School Resource Officers (SRO) program in its high schools. By examining local discourses within a racial capitalism framework, we show that elements of racial neoliberalism re-emerge within a neoliberal therapeutic discourse that dominated decision-making processes and countered challenges to SROs in schools. This discourse argued that individual officers benefitted low-income students of color by providing care and challenging school racism. Despite research evidence and a counter discourse, which argued that SROs enacted harm and racism against low-income students of color, especially Black students, and should be removed from schools, SROs came to be an ‘easy’ fix to racial neoliberalism in the school district and city and contributed to the continuation and extension of the school to prison nexus.
Demonstrating Conceptual Understanding of Fraction Arithmetic: An Analysis of Pre-Service Special and General Educators’ Visual Representations

To provide effective fractions instruction, teachers need deep understanding of fraction concepts (i.e., content knowledge) and skill in using visual representations of fractions to support student learning (i.e., pedagogical content knowledge); yet, research indicates that many pre- and in-service teachers lack knowledge in both areas. The present study examines the performance of 55 pre-service teachers (PSTs) on tasks assessing their procedural and conceptual knowledge of fractions, including a test of their ability to generate visual representations and story problems to model fraction multiplication and division. PSTs demonstrated high levels of procedural and conceptual knowledge of fraction addition and subtraction, moderate procedural knowledge for fraction multiplication and division, and relatively weak conceptual knowledge of fraction multiplication and division. Weak conceptual knowledge was related to inability to accurately model fraction multiplication and division using visual representations and story problems. Implications for research and practice are presented.
Therapeutic drug monitoring of antifungal agents1)

Abstract New antifungal compounds, advanced diagnostic tools, early initiation of antifungal therapy, and the option of combination therapy have improved the treatment of fungal diseases. Despite this progress, invasive yeast and mould infections are still associated with a high rate of mortality, especially for patients with severe immunosuppression. Therapeutic drug monitoring (TDM) can both help to avoid toxic effects and improve the efficacy of antifungal agents. For flucytosine and some azoles, a TDM guided therapy is already recommended in current guidelines. Actual knowledge about different antifungal agents varies, and the options and indications for the determination of drug concentrations are likewise different for each compound. Intra- and interindividual variability of concentrations and their association with outcome and adverse events are the most important factors. They determine whether therapeutic drug monitoring may provide an option to improve therapy, which is the case for some, but not all, antifungal agents.
Evaluating the effectiveness of support interventions for adult dyslexic learners in New Zealand's multiple learning environments

In 2016, some members of the current project team completed a Regional Hub investigation entitled 'Supporting dyslexic trainees in classroom and workplace environments' [available in VOCEDplus at TD/TNC 127.314]. This report describes the learning experiences and needs of 20 dyslexic learners in the New Zealand ITO environment and introduces a 'wrap-around' training and support model to help inform decisions about how to best support learners with dyslexia. The current project builds on this earlier work to offer a nationwide intervention package with a suite of resources for supporting dyslexic learners and stakeholders across the tertiary and vocational education sector in different learning settings including the classroom, workplace and home.
Pre-service teachers’ motivations for choosing teaching as a career: does subject interest matter?

ABSTRACT The present study examines future teachers’ motivations for teaching using the FIT-Choice (Factors Influencing Teaching Choice) scale. The focus thereby is on subject interest, a factor that has rarely been accounted for by FIT-Choice studies although it is considered one of the most important factors to students for choosing teaching as a career. It is also assumed that students of different subject domains belong to different subcultures and therefore differ in their motivations. On the basis of n = 386 first-year, Bachelor students qualifying for lower and upper secondary schools from a large university in Germany, a latent confirmatory factor analysis shows that the FIT-Choice scale structure could be replicated and subject-specific interest was rated the most important factor by pre-service teachers. Latent path analyses reveal that students from different subject domains differ slightly in their motivations. More importantly, students who value their studied subjects’ importance highly also show higher intrinsic, social-altruistic, and pedagogical motivations.
Multiple Jobholding: An Integrative Systematic Review and Future Research Agenda

Despite sizable but varying estimates of multiple jobholding (MJH) and decades of research across disciplines (e.g., management, economics, sociology, health and medicine), our understanding of MJH is rather limited. The purpose of this review is to provide a coherent synthesis of the literature on MJH, or working more than one job. Beginning with a discussion of the motivations and demographic predictors that forecast MJH, we note a distinct divide between the research that predicts MJH and the research that examines outcomes, with few studies exploring how motivations might relate to MJH experiences and outcomes. Another significant observation in this review is the inconsistency of findings across and within disciplines regarding whether MJH is depleting or enriching. Using this framework to organize our review, we attempt to reconcile the generally mixed results by presenting research on mechanisms and boundary conditions of MJH to explain how and when multiple jobholders (MJHers) are depleted or enriched. By integrating findings from the literature, we are able to articulate more clearly the paths of depletion and enrichment and discuss how push versus pull-based motivations to hold multiple jobs likely predict these pathways. Finally, we provide a strategic agenda highlighting areas where additional research is urgently needed to equip scholars with practical knowledge on how to help MJHers manage their multiple work roles and how to help organizations manage MJHers.
LEARNING ANALYTICS: FOR A DIALOGUE BETWEEN TEACHING PRACTICES AND EDUCATIONAL RESEARCH HOW TO USE ASSESSMENT DATA COLLECTED THROUGH WRITING ACTIVITIES TO IDENTIFY PARTICIPANTS’ CRITICAL THINKING LEVELS

The present paper aims at presenting the Critical Thinking (CT) Skills assessment results in teachers participating in the Erasmus+ KA203 CRITHINKEDU summit (Critical Thinking Across the European Higher Education Curricula), organised in Leuven in June 2019. Within the summit, a workshop was organized to promote in participants’ CT skills knowledge, especially in terms of CT assessment methods through open-ended questions. Based on our theoretical assumptions, description and interpretation activities of written text promote skills such as Analysis, Argumentation, Inference and Critical evaluation, which can also be defined in terms of improvement of language skills. Teachers participating in the workshop were assessed through a test composed by literary text paraphrase and commentary exercises; a prototype for the automatic assessment of CT in open-ended answers was used to evaluate the open-answers. Also three human raters evaluated the answers’ texts. The goal of the present research
The Investigation of Strategies to Cope with Students' Misbehaviors According to Teachers and Students' Perspectives

This study is a descriptive/case study investigating the strategies that teachers used to deal with the misbehavior in terms of both students and teachers’ perspectives. The data was obtained by various techniques such as critical incident, observation, interviews and personal information forms which were conducted on teachers and students. One of the participant teachers was female and four of them were male. Three teachers were teaching fourth grade and two teachers were teaching fifth grade. The participant students consisted of 75 girls and 97 boys (fourth grade and fifth grade). The results can be summarized as in the following; the teachers found strategies dealing with misbehaviors positive as preventive and repairing, whereas students determined their teachers’ behaviors as punishing, threatening, and unfair. During the classroom observations, the most common strategies used by the teachers were verbal warning (shouting), ignoring, warning by gestures, dressing down and threatening.
The teacher’s competence of integrated teaching at primary school science

The paper presents some research results on primary teachers’ competence on integrated teaching in Vietnam. We have conducted a survey with teachers and educational managers in the context of renewing general education curriculum and texbooks as well as new teacher’s professional standards. The research results have shown that most of respondents agreed with our proposed competencies for integrating teaching and their basic components. Based on these components, we have described indicators for each capacity and suggested some measures to design continuous professional development for primary teachers so that they could meet the requirements of general education renovation.
Motivations to set up and manage low-fee private schools in India

Low-fee private schools (LFPS) educate some of India’s poorest children. They have grown dramatically over the last decade in India and have changed the country’s educational landscape (Srivastava, 2016), yet there is little conclusive evidence that the schools significantly help their students. Our study aims to better understand why and how the schools have grown, and we use a social entrepreneurship theory – the push and pull theory – to guide our research questions. We interviewed eight owners and asked: “what are the motivations of individual actors in setting up low fee private schools? ” and “how do these actors justify continuing their work when presented with empirical research on these schools’ mixed impact on the quality of education they provide? There were more pull than push factors. Owners’ distrust of government schools, and the characteristically low-income nature of the communities drove them to choose the low-fee private school model. They justified their work despite evidence of these schools’ mixed impact, arguing that their schools were different from the regular LFPS and that there is high parental support for their schools. We recommend policies to better support such individuals and provide them with an awareness of alternative paths to contribute to improving education.