Miracle-dz/UniFAR-FTUs huggingface dataset:
‘I think they need to rethink their concept!’: examining teachers’ sense of preparedness to deal with student heterogeneity

ABSTRACT Following a mixed-method approach research design, this paper reports on two studies that seek to investigate teachers’ sense of preparedness to deal with student heterogeneity and its effect on their differentiated instructional practice. The first study uses nationally representative data from the National Educational Panel Study in Germany (N = 677), while the second study analyses, on a micro-level, interview responses of 18 secondary school teachers. Findings from both studies reveal the overall significance of teachers’ preparedness and collaboration as a means to deal with student heterogeneity and effectively implement DI. Moreover, results provide important information into teachers’ training needs. Implications of the results and further research are discussed.
General Education Teachers’ Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status

This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers’ differing uses of evidence-based practices.
Fixing the almost healed ankle fracture. Are surgery, reduction, and complication rate different from acute open reduction and internal fixation?

Background:Our objective was to compare the technical difficulties, complications, and reduction accuracy in patients undergoing delayed open reduction and internal fixation with those in patients undergoing acute open reduction and internal fixation after ankle fracture. Methods:We retrospectively reviewed operative notes, medical records, and radiographs of 23 patients whose ankle fracture was surgically treated after a prolonged delay (mean delay from injury to surgery 38.6 days [range 25–73 days]), and compared them with a cohort of patients who had acute open reduction and internal fixation. Results:There was no significant difference in the mean surgical time between the delayed and acute treatment groups (87 and 76 minutes, respectively). A significant difference in the mean lateral malleolus—medial malleolus tip distance was found between the delayed and acute treatment groups (P<0.05). The postoperative medial clear space measurements were less than 4 mm in all patients, and no talar tilt was detected in either group. At last follow-up, there was no significant difference between the delayed and acute treatment groups in mean documented dorsiflexion or plantarflexion. There were seven complications in the delayed treatment group compared with three in the acute treatment group, but given the small sample size these differences were not significant (P>0.05). Conclusions:We found that achieving anatomic fibular length was the most difficult barrier when performing ankle open reduction and internal fixation after a prolonged delay.
Survey on European postgraduate medical assessments by the Council for European Medical Specialty Assessments (UEMS-CESMA)

A careful review of the literature on postgraduate medical assessments, reveals that very little seems to have been published on this subject both in peer-reviewed journals and books. In 2007, the Council for European Medical Specialty Assessments (UEMS-CESMA) was created as a platform of discussion and harmonisation between the various European Boards and Sections organising postgraduate medical assessments. UEMSCESMA, as it has officially come to be known, has turned out to be very successful in comprising 50 affiliated UEMS boards and societies, of which 38 (76 %) offer a European postgraduate medical assessment open to recognised specialists and/or residents in training. One of the major aims of UEMS-CESMA is the harmonisation of standards of assessment within European postgraduate medical assessments, which have been adopted by various European countries as being (partially) equivalent to the national final assessment in several medical specialties. The final aim of UEMS-CESMA is to further encourage this recognition as European gold standard of the European postgraduate medical assessments (EPMA). Harmonisation of assessment standards, which implies by definition the creation of quality assurance and control mechanisms, will be essential for this purpose.
A Dentist, Pilot, and Pastry Chef Walk into a Bar…Why Teaching PPCP is Not Enough

For both education and practice, the dissemination of the Joint Commission of Pharmacy Practitioner’s Patient Care Process for Pharmacists has heightened attention to the need for a defined care process for pharmacists. Yet, when one compares this framework with those described in other disciplines, what makes it specific to pharmacy? Graduates must establish their unique role in patient care management among the health care team. Therefore, it is essential that pharmacy educators prepare students to contribute uniquely and communicate articulately about those contributions. This involves intentionally teaching an explicit clinical assessment process and a recognized taxonomy for communicating medication-related needs. In addition, educators must: ensure integration of patient care frameworks unique to pharmacists in curricula, commit to critical evaluation of care process instruction, and partner with external stakeholders to establish the distinct contributions of pharmacists to team-based care.
An Investigation of the Three‐Way Joint Coaching Alliance: A Social Identity Theory Perspective

This study builds upon the previous research that recognised coaching as a triangular political space generating power relationships. We integrate social identity theory into this power negotiation process and consider that the ultimate purpose of coaching is to facilitate a shared coaching identity among all related collaborators. To gain in-depth understanding of factors that promote a three-way joint coaching identity; we conducted 25 critical incident interviews and two levels of Q-sorting (n = 10) with coaches, coachees and organisational stakeholders. The research results indicated that a workplace coaching identity is a flexible space underpinned by coaches’ attitude, all collaborators’ positions and the contracting process. Coaches’ accommodated communication techniques determine the relationship climate (instrumental or influential). Coaches’ position in the coaching space regulates their self-interests and motivation to change. Moreover, a transparent contracting process encourages communication flows and psychological exchanges among all collaborators that may gain more support from stakeholders.
The Impact of Jury Service on Scottish Jurors’ Health and Well‐Being

Research by Robertson, Davies and Nettleingham (2009) suggested a minority of jurors in English and Welsh courts experience significant short&#8208; and longer&#8208;term distress from undertaking jury service. This study extended the research to jurors in Scottish trials, with their distinct conventions and procedures. Jurors completed web&#8208;based questionnaires measuring juror distress, trauma symptoms, and personal resilience. Results replicated those from England and Wales, showing that some Scottish jurors also experience deterioration in physical and psychological well&#8208;being, with female jurors, those sitting in longer trials, and dealing with crimes against the person, being most affected. Trait resilience did not mitigate such effects.
Understanding the relationship between mothers’ childhood exposure to intimate partner violence and current parenting behaviors through adult intimate partner violence: A moderation analysis

Abstract It is understood that childhood exposure to intimate partner violence (IPV) can contribute directly and indirectly to adult outcomes, including parenting behaviors. To further understand these associations, this study examined the relationship between mothers’ childhood exposure to IPV and their parenting behaviors while using adult IPV as a moderator. The study included a sample of 133 mothers with children who could range in age from 1½- to 5-years. Mothers provided ratings of their childhood exposure to IPV, their adult IPV experiences, and their parenting behaviors. Findings suggested that mothers’ adult IPV experiences moderated significantly the relationship between mothers’ exposure to childhood IPV and their parenting behaviors (i.e., positive parenting, negative/inconsistent parenting, and punitive parenting). These findings suggested that mothers’ childhood exposure to IPV was related to how they parent their young children in the context of mothers’ IPV experiences in their adult relationships. These findings further suggested the importance of preventing children’s exposure to IPV, identifying interventions for mothers who were exposed to IPV in their childhood as well as in their adult relationships, and providing appropriate parenting interventions for these mothers. Such multi-targeted approaches will aid in potentially reducing the rates of intergenerational IPV in families.
Inequalities in the private funding of public schools: parent financial contributions and school socioeconomic status

ABSTRACT Parent involvement in their child’s schooling is routinely celebrated and emphasised in government education policy in many countries. We take a critical lens to examining parent involvement by investigating voluntary parent fees in public secondary schools, and how these fees are patterned by school socioeconomic status (SES). In Australia, where this study is located, public schools may request ‘voluntary’ fees from parents to enhance education programmes and facilities. As public schools are increasingly situated in a competitive market, this has arguably augmented pressure for schools and their communities to generate funds. Our findings show large inequalities between public schools, with high-SES schools enjoying more than four times parent-generated income than low-SES schools. Parent financial contributions are a form of structural inequality that benefits socially advantaged students and schools, potentially serving as both a cause and consequence of socially segregated schooling. We conclude with recommendations for policy.
A concentração do controle acionário e a política de dividendos das empresas listadas na Bovespa: uma abordagem exploratória à luz da teoria de agência

From the perspective of Agency Theory, this paper seeks to verify if the shareholder composition of the Brazilian companies which have shares negotiated on Bovespa, are related to the dividend policy adopted by these companies. This work was developed from a bibliographic review and, based on an exploratory empirical research, there had been made analytical investigations. The results, obtained by statistic tests, suggest the non rejection of the hypothesis (H0) developed in this work. It was verified that growth of shareholding concentration causes an increase on the dividends paid per share (ON). However, there is an expectation that an increase on shareholding concentration provokes a significant reduction on payout percentage. Hence, it follows that there is evidence that Brazilian companies' shareholding composition can, in part, explain the dividend policy adopted by the studied companies. It is important to emphasize that other factors may influence the empirical results as, for instance, Brazilian regulation about dividends and interest policy about own capital, which had not been considered as variables in this study.
Brand Trust and Brand Loyalty: A Moderation and Mediation Perspective

This study aims to empirically test the effect of brand trust on brand commitment and brand loyalty while examining the mediating and moderating roles of brand commitment and brand reputation respectively. To achieve this aim, data is collected from 412 smartphone users in South Korea. The hypotheses advanced to achieve this aim are tested through the structural equations modeling technique. The results of the study reveal that brand trust and brand commitment positively and significantly influence brand loyalty. The study further finds that brand trust is positively and significantly related to brand commitment, while the latter mediates the relationship between brand trust and brand loyalty. Equally, the study finds support for the moderating role of brand reputation on the relationship between brand trust and brand commitment. The study provides managerial and theoretical illuminations into comprehending brand trust, brand commitment, brand reputation, and brand loyalty.
Integrating the Element of Al-Qalb in the Institutional Leadership Competencies Framework: A Content Validity Analysis

Drawing upon the Higher Education Leadership Academy Model, a prior proposition was made that Al-Qalb is one of the relevant dimensions in the institutional leadership competencies in higher education institutions. The objective of this study is to examine the content validity of Al-Qalb as one of the dimensions to be incorporated in the institutional leadership competencies framework and measure an analysis of previous literatures related to leadership competencies in the higher education institutions context was carried out to identify and examine relevant attributes in explaining and understanding the construct. The results provide adequate evidence of content validity of Al-Qalb as one of the leadership competencies items based on content validity index (CVI) analysis. This suggests the usability and content validity of the items of Al-Qalb, as one of the leadership competencies elements in the Malaysian higher education institutions.
Behavioral Engagement Shifts Among At-Risk High School Students Enrolled in Online Courses

Academic behaviors such as attendance are highly associated with academic outcomes. High schools are also increasingly turning to online courses to educate their most marginalized students. In this study, I explored the extent to which enrollment in an online course improved engagement and allowed students to make course progress online outside the traditional school day by examining within-student changes in academic behaviors. Students completed their online course in fewer class periods than required to complete a comparable course in a traditional, face-to-face instructional setting. At the same time, students attended, on average, three additional days of school when enrolled in an online course as when enrolled in solely face-to-face courses, indicating a potentially positive spillover effect. Results have implications for practitioners and policy makers interested in online learning and understanding what programs might be most effective in reengaging students at risk of course failure or dropping out of high school.
Wrestling heart : the autoethnographic faith journey of a developing psychologist

This autoethnography tells the story of my faith journey with a special focus on my years as a Catholic seminarian and the change towards embarking on a career as a clinical psychologist. Pertinent childhood experiences are also shared to contextualise my story. The narrative, “Wrestling Heart”, is the centre and the produced data of this autoethnography. As an “evocative” narrative, it independently seeks to fulfil many of the goals of an autoethnography, such as being therapeutic for both writer and readers, and imbuing culture with critical thinking. The sharing of the narrative is augmented with a thematic analysis of it and Carl Rogers’ Person-Centred Approach is mainly used to comprehend the gleaned themes. The movement towards a comprehension of my experience is consistent with the philosophical foundation of this study: phenomenology. It is envisaged that the utility of this study lies primarily in its interrogation of the relationship between religion and mental health, its in-depth depiction of an individual grappling with their faith in relation to mental health, and the way in which the writing of this autoethnography therapeutically fostered greater congruence for me the writer, as I prepare to work as a clinical psychologist. Key Terms: Autoethnography; Faith; Catholicism; Phenomenology; Carl Rogers; PersonCentred Psychology; Clinical Psychology; Catholic Priesthood; Seminarian; Selfactualisation.
Neorealism and the Organization of American States (OAS): An Examination of CARICOM Rationality Toward Venezuela and the United States

Since 2017, CARICOM member states have been divided in the positions they take on Organization of American States (OAS) resolutions addressing political instability in Venezuela. This article uses a neorealism framework to determine whether or not the provision of energy investments by Venezuela and the United States to CARICOM member countries is an attempt on their part to skew the OAS voting mechanism in their national interests. The article also examines the extent to which CARICOM member states’ response to Venezuela’s and United States’ interest in the OAS demonstrates a pattern of rationality. The findings suggest that though the OAS provides a medium for states to negotiate mutually beneficial solutions, states are rational actors and even where they do corporate, dominant states may try to manifest their self-interest.
The Power of Profanity: The Meaning and Impact of Swear Words in Word of Mouth

Swearing can violate norms and thereby offend consumers. Yet the prevalence of swear word use suggests that an offensiveness perspective may not fully capture their impact in marketing. This article adopts a linguistic perspective to develop and test a model of how, why, and when swear word use affects consumers in online word of mouth. In two field data sets and four experiments, the authors show that relative to reviews with no swear words, or with non-swear-word synonyms (e.g., super), reviews with swear words (e.g., damn) impact review readers. First, reviews with swear words are rated as more helpful. Second, when a swear word qualifies a desirable [undesirable] product attribute, readers’ attitudes toward the product increase [decrease] (e.g., “This dishwasher is damn quiet [loud]! ”). Swear words impact readers because they convey meaning about (1) the reviewer and (2) the topic (product) under discussion. These two meanings function as independent, parallel mediators that drive the observed effects. Further, these effects are moderated by swear word number and style: they do not emerge when a review contains many swear words and are stronger for uncensored and euphemistic swear words (e.g., darn) than censored swear words (e.g., d*mn). Overall, swear words in reviews provide value to readers—and review platforms—because they efficiently and effectively convey two meanings.
Out-of-home placement decisions: How individual characteristics of professionals are reflected in deciding about child protection cases

Decisions regarding out-of-home placement of children are complicated and of high impact for children and parents. Previous studies show low agreement between professionals on these decisions, and research regarding the influence of characteristics of decision-makers on the content of the decisions taken remains inconclusive. This study explored the relation between general and psychological characteristics of 144 professionals (child welfare professionals, children’s court judges, and master students) using vignettes and questionnaires. Professionals’ mind-set regarding the ability of parents to achieve change (parent-specific mind-set) and their attitude toward the harmfulness of out-of-home placements were related to their decision-making. General decision-maker factors (the professional’s background and work experience), the mind-set toward the ability of people in general to change (dispositional mind-set), and professionals’ attitude toward the effectiveness of out-of-home placements were not related to their decisions. This field of practice needs to reflect on the role of implicit beliefs in making placement decisions about children.
Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships

ABSTRACT How students react to and use feedback is an important element of their higher education experience. Within the constraints of mass higher education, effective feedback processes are, however, difficult to manage. The aim of this longitudinal qualitative inquiry is to investigate through repeated interviews and related documentary analysis how four case study learners experienced feedback processes over the duration of their undergraduate studies. The analysis is guided by a social constructivist perspective on feedback research. The findings highlight students’ development of more sophisticated orientations to feedback over time; how they experienced and used feedback over the shorter and longer term; their varied affective responses; and how their perspectives evolved. The novel aspects of the findings lie in detailing the individual nature of students’ responses to feedback and documenting the different ways these changed during their undergraduate studies. The role of grades and projected honours classification was a significant element of the performative nature of the students’ experience, and impacted on the extent to which they engaged with feedback. Students often felt that there were dissonances between feedback that teachers were providing and what would be useful or palatable to them. The implications propose that the concept of students as partners can support the reframing of feedback processes as a partnership between students and teachers. Partnership approaches resonate with the need for social constructivist approaches to feedback where knowledge and understanding are co-constructed. Feedback partnerships also carry potential to enable the mutual development of staff and student feedback literacy.