Miracle-dz/UniFAR-FTUs huggingface dataset:
Jays are sensitive to cognitive illusions

Jays hide food caches, steal them from conspecifics and use tactics to minimize cache theft. Jays are sensitive to the content of their own caches, retrieving items depending on their preferences and the perishability of the cached item. Whether jays impose the same content sensitivity when they steal caches is less clear. We adapted the ‘cups-and-balls’ magic routine, creating a cognitive illusion to test whether jays are sensitive to the (i) content of hidden items and (ii) type of displacement. Subjects were presented with two conditions in which hidden food was consistent with their expectations; and two conditions in which food was manipulated to violate their expectations by switching their second preferred food for their preferred food (up-value) or vice versa (de-value). Subjects readily accepted food when it was consistent with their expectations but were more likely to re-inspect the baited cup and alternative cup when their expectations were violated. In the de-value condition, jays exhibited longer latencies to consume the food and often rejected it. Dominant subjects were more likely to reject the food, suggesting that social factors influence their responses to cognitive illusions. Using cognitive illusions offers innovative avenues for investigating the psychological constraints in diverse animal minds.
Fungal microbiomes are determined by host phylogeny and exhibit widespread associations with the bacterial microbiome

Interactions between hosts and their resident microbial communities are a fundamental component of fitness for both agents. Though recent research has highlighted the importance of interactions between animals and their bacterial communities, comparative evidence for fungi is lacking, especially in natural populations. Using data from 49 species, we present novel evidence of strong covariation between fungal and bacterial communities across the host phylogeny, indicative of recruitment by hosts for specific suites of microbes. Using co-occurrence networks, we demonstrate marked variation across host taxonomy in patterns of covariation between bacterial and fungal abundances. Host phylogeny drives differences in the overall richness of bacterial and fungal communities, but the effect of diet on richness was only evident in the mammalian gut microbiome. Sample type, tissue storage and DNA extraction method also affected bacterial and fungal community composition, and future studies would benefit from standardized approaches to sample processing. Collectively these data indicate fungal microbiomes may play a key role in host fitness and suggest an urgent need to study multiple agents of the animal microbiome to accurately determine the strength and ecological significance of host–microbe interactions.
When Wrong is Right: The Instructional Power of Multiple Conceptions

For many decades, educational communities, including computing education, have debated the value of telling students what they need to know (i.e., direct instruction) compared to guiding them to construct knowledge themselves (i.e., constructivism). Comparisons of these two instructional approaches have inconsistent results. Direct instruction can be more efficient for short-term performance but worse for retention and transfer. Constructivism can produce better retention and transfer, but this outcome is unreliable. To contribute to this debate, we propose a new theory to better explain these research results. Our theory, multiple conceptions theory, states that learners develop better conceptual knowledge when they are guided to compare multiple conceptions of a concept during instruction. To examine the validity of this theory, we used this lens to evaluate the literature for eight instructional techniques that guide learners to compare multiple conceptions, four from direct instruction (i.e., test-enhanced learning, erroneous examples, analogical reasoning, and refutation texts) and four from constructivism (i.e., productive failure, ambitious pedagogy, problem-based learning, and inquiry learning). We specifically searched for variations in the techniques that made them more or less successful, the mechanisms responsible, and how those mechanisms promote conceptual knowledge, which is critical for retention and transfer. To make the paper directly applicable to education, we propose instructional design principles based on the mechanisms that we identified. Moreover, we illustrate the theory by examining instructional techniques commonly used in computing education that compare multiple conceptions. Finally, we propose ways in which this theory can advance our instruction in computing and how computing education researchers can advance this general education theory.
Service Interruption: Managing Commitment to Community Partners During a Crisis

While the 2020-2021 COVID-19 pandemic is the most widespread and longest lasting educational disruption of the modern era, it joins a host of other natural and human-made crises affecting university education, such as Hurricane María in Puerto Rico (2017), the Islamic State's closure of Al-Furat University in Syria (2014), Hurricane Katrina in New Orleans (2005), and many others. For service learning classes, generally defined as students learning as they provide service to a community partner, these large scale disruptions create special challenges even when it is possible to move classes online. The COVID-19 pandemic seriously affected the active involvement of community partners, including non-profit organizations, local schools and hospitals, and local governments. Many community organizations struggled to meet increased demand for their assistance while simultaneously cutting personnel due to budget shortfalls. In this paper, we report results from 34 survey respondents who offered service learning classes in undergraduate computer and information science during spring 2020. Despite the turmoil, only three faculty respondents lost their community partner entirely. In response to disruption, nearly half of faculty removed some of the assignments’ requirements, while others made the service project optional or removed it completely. Going online negatively affected students’ ability to collaborate with each other and interact with community partners, activities that are considered important for reaching learning outcomes for service learning. Nevertheless, about two-thirds of faculty reported that their students completed their service assignments and described conditions that led to or detracted from their success. Based on the findings, the authors present several implications for development of future computer and information science service learning offerings that are resilient during times of crisis.
Algorithm Visualization and the Elusive Modality Effect

The modality effect in multimedia learning suggests that pictures are best accompanied by audio explanations rather than text, but this finding has not been replicated in computing education. We investigate which instructional modality works best as an accompaniment for algorithm visualizations. In a randomized controlled trial, learners were split into three conditions who viewed an instructional video on Dijkstra’s algorithm, with diagrams accompanied by audio, text, or both. We find neither a modality effect in favor of the audio condition nor a verbal redundancy effect in favor of using only a single modality rather than both. Taken together with earlier research, our findings suggest that the modality effect is difficult to apply reliably and computing educators should not rush to integrate audio into visualizations in expectation of the effect. We discuss theoretical viewpoints that future research should attend to; these include alternative part-explanations of the modality effect and attention-based models of working memory, among others.
Emotional Problems Prior to Adjuvant Radiation Therapy for Breast Cancer

Background/Aim: Being scheduled for radiotherapy can cause emotional distress. This study aimed to identify risk factors in 338 patients assigned to radiotherapy for breast cancer. Patients and Methods: Nineteen potential risk factors including the COVID-19 pandemic were investigated for associations with the six emotional problems included in the National Comprehensive Cancer Network Distress Thermometer. Results: Worry and fears were significantly associated with age ≤60 years; sadness with age and Karnofsky performance score (KPS) <90; depression with KPS and Charlson Comorbidity Index ≥3; loss of interest with KPS. Trends were found for associations between sadness and additional breast cancer/DCIS, Charlson Index and chemotherapy; between depression and additional breast cancer/DCIS, treatment volume and nodal stage N1-3; between nervousness and additional breast cancer/DCIS, mastectomy and triple-negativity; between loss of interest and Charlson Index, family history of breast cancer/DCIS, invasive cancer, chemotherapy, and treatment volume. The COVID-19 pandemic did not increase emotional problems. Conclusion: Several risk factors for emotional problems were identified. Patients with such factors should receive psychological support well before radiotherapy.
Children’s Implicit and Explicit Stereotypes on the Gender, Social Skills, and Interests of a Computer Scientist

Motivation Only 27% of computer and mathematical scientists in the United States and 18% of IT specialists in Europe are women. The under-representation of women in the field of Computer Science is, among other things, influenced by stereotypes of computer scientists. These stereotypes include being male, asocial and having an (obsessive) interest in computers. Even though stereotypical beliefs can develop at an early age, research on children’s stereotypes of computer scientists is sparse and inconclusive. Objectives Stereotypes we hold can be implicit or unconscious beliefs, or explicit or conscious beliefs. In this study, we focus on children’s implicit and explicit stereotypes regarding computer scientists’ gender, social skills and interests. We also study whether explaining what a computer scientist does affects these stereotypes. Method We study the implicit stereotypes through the reduced-length Child Implicit Association Test and the explicit stereotypes through self-reported absolute and relative Likert scale questions. We gathered data on 564 children between the age of 7 and 18 who were visiting a science museum. The participants in the experiment group (n=352) watch a video of either a man or woman explaining what a computer scientist does at the start of the study. Results We found weak implicit stereotypical beliefs on computer scientists’ social skills and moderate implicit stereotypical beliefs on computer scientists’ interests. We also found explicit stereotypes on computer scientists’ gender, social skills and interests. Measuring the effects of the intervention, we found significant differences between the control and experiment group in their explicit stereotypes on computer scientists’ social skills. Discussion The amount of scientific work on children’s stereotypes regarding computer scientists is still limited. Applying the reduced-length Child Implicit Association Test to measure children’s stereotypes on computer scientists has, to our knowledge, not been done before. Understanding children’s stereotypes and how to tackle them contributes to closing the gender gap in Computer Science.
Identity in K-12 Computer Education Research: A Systematic Literature Review

The identity or self-concept of computer scientists has received increasing attention in the computing education research (CER) literature in recent years. Identity is often considered relevant both for initially choosing a path of study and subsequent retention. It is therefore also considered highly relevant for the questions of how to reduce drop-out rates and broadening participation of currently underrepresented groups in computing in higher education. However, as more and more students have eligible or mandatory computing education in their K-12 years, identity may become relevant in this area as well. In this article, we analyze the use and development of identity in the CER literature with a focus on K-12 education. To do so, we undertook a systematic literature review that identified appropriate publications through both a traditional database search (ACM DL, IEEE Xplore, SpringerLink, ScienceDirect, DBLP, and Google Scholar) as well as an additional forward and backward snowballing process. In total, 31 papers from the years 1997-2020 were identified that address identity in the K-12 CS context. We summarize key research findings from these articles and develop a category system that demonstrate how and why identity is used in CER in the K-12 context. Our findings suggest that the use of identity in K-12 research needs to be thought of in fundamentally different ways than for higher education. Alongside, we provide evidence that the underlying theory is less fragmented than often claimed and highlight potentials arising from greater networking and discussion of identity research in (K-12) CER.
Multifunctional Glyco‐Nanofibers: siRNA Induced Supermolecular Assembly for Codelivery In Vivo

Targeted codelivery and controlled release of drug/siRNA (small interfering RNA) in a safe and effective vehicle hold great promises for overcoming drug resistance and optimal efficacy in cancer treatment; however, rational design and preparation of such vehicles remain a critical challenge. Thus, glyco‐nanofibers (GNFs) are fabricated via supermolecular assembly of polyanionic siRNA and cationic vesicles to simultaneously deliver siRNA and doxorubicin hydrochloride (DOX) in vitro and in vivo. The vesicles are created through self‐assembly of a positively charged amphiphilic lactose derivative featuring a lactose moiety and a ferrocenium unit on either end of the molecule. The GNFs display excellent biocompatibility, enhanced cell‐penetrating ability, and hepatoma targetability. The high transport efficiency of siRNA, effective gene silencing ability, and enhanced cytotoxicity to HepG2 cells of GNFs loaded with DOX are observed in vitro. Furthermore, in vivo experiments show reduced systemic toxicity and enhanced therapeutic efficacy of DOX to both HepG2 and HepG2/ADR subcutaneous tumor‐bearing nude mice. This work proves the electrostatic self‐assembly between cationic carbohydrates and polyanionic siRNA to be a convenient and effective strategy to fabricate a single vehicle for safe and effective codelivery of drug/siRNA, which can be used to combine chemo‐ and gene‐therapy against cancers and other diseases.
Effect of elevated nitrate and sulfate concentrations on selenate removal by mesophilic anaerobic granular sludge bed reactors

Simultaneous removal of selenate (SeO42−), nitrate (NO3−) and sulfate (SO42−), typically present in Se-contaminated wastewaters, by Eerbeek anaerobic granular sludge, was investigated in batch and continuous bioreactor experiments. Batch experiments showed that SeO42− removal was enhanced to 91% in simulated wastewater with SeO42− + NO3− + SO42− (1 : 40 : 100 SeO42− : NO3− : SO42− molar ratios) compared to simulated wastewater with SeO42− alone (67%). SeO42− removal was severely impacted by high concentrations of SO42− (SeO42− : SO42− > 1 : 300). Removal of SeO42−, NO3− and SO42− at a 1 : 40 : 100 ratio was studied in a 2 L lab-scale upflow anaerobic sludge blanket (UASB) reactor operated at 20 °C, a 24 h hydraulic retention time and a 2 g COD L−1 day−1 organic loading rate using lactate as the electron donor. The removal efficiencies were stabilized at 100, 30 and 80% for NO3−, SO42− and total Se, respectively, during 92 days of UASB operation. The total Se removal efficiencies dropped to 47% or even to a negative value when, respectively, SO42− and NO3− were sequentially excluded from the influent. Speciation of Se, particularly the microbial production of colloidal Se0 levels, was influenced by both SO42− and NO3−. The results presented here demonstrate that UASB reactors are capable of removing SeO42− in the presence of millimolar concentrations of NO3− and SO42− typically found in Se-contaminated wastewaters.
Niche partitioning between hummingbirds and well-matched flowers is independent of hummingbird traits

Abstract Among nectarivorous birds, the highest niche partitioning occurs between hummingbirds and plants. Although hummingbirds tend to visit morphologically well-matched resources, as ornithophilous species, they can also visit flowers with other traits. Here, we investigated whether the niche partitioning in hummingbird-plant interactions is also observed with ornithophilous species only. We also explored if hummingbird traits predicted resources use. We recorded a plant-ornithophilous species network in a semi-deciduous forest in Brazil. We quantified interaction partitioning through network connectance, complementary specialisation, and modularity. The influence of hummingbirds’ traits into their visits was investigated through methods of functional ecology and ecological networks. We recorded 948 interactions between nine hummingbirds and seven ornithophilous plants. We detected similar patterns of niche partitioning between hummingbirds and ornithophilous plants in comparison to networks considering the entire plant community. However, hummingbird species with the most specialised interactions are different from those when the whole system is evaluated. Therefore, we cannot downscale the patterns from one scale to the other. The pattern of interaction with ornithophilous plants was not related to hummingbirds’ traits. Therefore, the coexistence of species with shared traits might be occurring through facilitative and competitive processes, leading to trait mismatching and maintaining niche partitioning among ornithophilous plants.
Development of lightweight portable neutron survey meter

ABSTRACT We have developed a lightweight portable neutron survey meter comprising a proportional gas counter containing a mixed gas of methane gas and nitrogen gas for measuring the ambient neutron dose equivalent H*(10) up to about 20 MeV neutrons intended for use in nuclear power plants, and accelerator facilities. Since no heavy polyethylene moderator is used, the survey meter is only about 2.2 kg in weight causing a weight reduction of 70% or more compared to that of the conventional moderated-type survey meter. The spectrum-weight function, G(E) is adopted for dose conversion. In order to evaluate the energy characteristics of the developed survey meter, mono-energetic neutron reference fields and continuous energy neutron reference fields were used. The evaluation was also carried out by the PHITS calculation. Although the neutron energy response to the mono-energetic neutron fields was highly deviated from the ambient dose equivalent H*(10) in keV energy region, the response to H*(10) showed very good agreement only within 25% to the continuous energy neutron fields which are close to the actual work-place neutron fields. The neutron energy response was also investigated for high energy quasi-mono-energetic neutron fields and showed much better results compared with those of conventional moderated-type neutron survey meters.
The Wealth Inequality of Nations

Comparative research on income inequality has produced several frameworks to study the institutional determinants of income stratification. In contrast, no such framework and much less empirical evidence exist to explain cross-national differences in wealth inequality. This situation is particularly lamentable as cross-national patterns of inequality in wealth diverge sharply from those in income. We seek to pave the way for new explanations of cross-national differences in wealth inequality by tracing them to the influence of different wealth components. Drawing on the literatures on financialization and housing, we argue that housing equity should be the central building block of the comparative analysis of wealth inequality. Using harmonized data on 15 countries included in the Luxembourg Wealth Study (LWS), we demonstrate a lack of association between national levels of income and wealth inequality and concentration. Using decomposition approaches, we then estimate the degree to which national levels of wealth inequality and concentration relate to cross-national differences in wealth portfolios and the distribution of specific asset components. Considering the role of housing equity, financial assets, non-housing real assets, and non-housing debt, we show that cross-national variation in wealth inequality and concentration is centrally determined by the distribution of housing equity.
Established and emerging fields of workers’ struggles in the care sector: the case of Poland

This article analyses the struggles of care sector workers in recent years in Poland, mapping the activities of trade unions and initiatives undertaken by non-unionised workers in care services. It considers the institutional setting and barriers specific to Poland and analyses the constraints on industrial action in the sector by looking at different cases: nurses and midwives, early education teachers, nursery teachers and carers of persons with disabilities. All those groups have in recent years organised militant actions. Using an institutional approach and Social Reproduction Theory, the article discusses how the social understanding of care work intersects with the institutional setting during industrial action and the consequences for the workers of this intersection. It introduces the typology of established and emerging fields of workers’ struggles and a concept of ‘bargaining power penalty’ to show that disputes in the care sector are a new form of industrial dispute, featuring, over and above the tripartite worker-employer-state constellation, the relationship between caregivers and care recipients (and their families) as well as the special position of caregivers in society. Care weakens bargaining power, while at the same time it inspires new agendas of struggles.