Miracle-dz/UniFAR-FTUs huggingface dataset:
Factors influencing the decision-making process regarding mode of delivery among women attending primary health care units in Ismailia district

Introduction: Women are responsible for taking a decision of choosing between vaginal and cesarean delivery method. There are various factors that play important roles in this selection. In this study, the Health Belief Model (HBM) is adopted to provide a clear theoretical basis for understanding the factors influenc ing women’s delivery decisions. Methods: A cross-section study was carried out in Ismailia district, Egypt among women aged 19 to 49 years, attending the primary health care units for infant vaccination and who had birth within the previous three months. 360infants were selected randomly from those registered for vaccination in the district primary health care centers. Results: Out of 360 recruited women, 36 (37.8%) preferred to have a cesarean section delivery (CD) and 224 (62.2%) preferred to deliver their babies by vaginal delivery. The results show that the two groups of women were concerned about being pregnant at an advanced age, were worried about the health of newborn, abdominal scar, labor pain, anal/urinary incontinence, and perineum tearing, and perceived that CD needs to have medical insurance coverage. Conclusion: The data indicated that the constructs of the Health Belief Model: perceived susceptibility, benefits, perceived severity, and cues to action affect the decision that women make on their mode of delivery.
Neuro-Advancements and the Role of Nurses as Stated in Academic Literature and Canadian Newspapers

Neurosciences and neurotechnologies (from now on called neuro-advancements) constantly evolve and influence all facets of society. Neuroethics and neuro-governance discourses focus on the impact of neuro-advancements on individuals and society, and stakeholder involvement is identified as an important aspect of being able to deal with such an impact. Nurses engage with neuro-advancements within their occupation, including neuro-linked assistive technologies, such as brain-computer interfaces, cochlear implants, and virtual reality. The role of nurses is multifaceted and includes being providers of clinical and other health services, educators, advocates for their field and their clients, including disabled people, researchers, and influencers of policy discourses. Nurses have a stake in how neuro-advancements are governed, therefore, being influencers of neuroethics and neuro-governance discourses should be one of these roles. Lifelong learning and professional development could be one mechanism to increase the knowledge of nurses about ethical, social, and legal issues linked to neuro-advancements, which in turn, would allow nurses to provide meaningful input towards neuro-advancement discussions. Disabled people are often the recipients of neuro-advancements and are clients of nurses, therefore, they have a stake in the way nurses interact with neuro-advancements and influence the sociotechnical context of neuro-advancements, which include neuro-linked assistive devices. We performed a scoping review to investigate the role of narrative around nurses in relation to neuro-advancements within academic literature and newspapers. We found minimal engagement with the role of nurses outside of clinical services. No article raised the issue of nurses having to be involved in neuro-ethics and neuro-governance discussions or how lifelong learning could be used to gain that competency. Few articles used the term assistive technology or assistive device and no article covered the engagement of nurses with disabled people within a socio-technical context. We submit that the role narrative falls short of what is expected from nurses and shows shortcomings at the intersection of nurses, socio-technical approaches to neuro-assistive technologies and other neuro-advancements and people with disabilities. Neuro-governance and neuroethic discourses could be a useful way for nurses and disabled people to co-shape the socio-technical context of neuro-advancements, including neuro-assistive technologies. Lifelong learning initiatives should be put in place to provide the knowledge necessary for nurses to take part in the neuroethics and neuro-governance discussion.
Men teaching young children: “you can never be too sure what their intentions might be”

ABSTRACT The teaching of young children (aged between 5 and 9) or Foundation Phase (FP) as it is known in South Africa, is highly gendered and is labeled a ‘woman’s’ job. Globally there have been calls to lessen the gender disparity within the profession by increasing the participation of men. However, apprehensions about men teaching young children can counteract such efforts. In this paper we highlight the concerns emanating from a group of male and female South African primary school teachers about men teaching young children. We focus on a dominant discourse employed by the teachers that invokes essentialist notions of men as violent sexual predators, and simultaneously reinforces notions of children as vulnerable and in need of protection from men. These notions of men conjured up feelings of apprehension amongst the teachers about men as FP teachers. South Africa’s high levels of male sexual violence had especially compelled them to exercise caution when ratifying men as FP teachers. Based on these findings we argue that in order to increase men’s participation as FP teachers, there is need to address the essentialist and homogenising versions of masculinity whilst promoting alternative versions of men and masculinity by shifting away from the reproduction of men as sexual predators.
An Exploration of Grit and Research Efficacy in Graduate Students

Grit, as a non-cognitive factor, has emerged as a concept of interest in relation to achievement in various groups such as employees, athletes, and students in both school and university. This research looks at grit and its relationship to research efficacy in graduate students. Two major objectives form the basis for this study. The first being to add to the knowledge base about grit and its relationship to demographic variables such as age, gender and academic achievement. The second objective of this study was to determine if there is a relationship between grit and research self-efficacy. This study involved 131 graduate students from Assumption University who were asked to respond to the Grit Scale and an adapted version of the SERM (Self-Efficacy in Research Measure). Statistical analysis was carried out to find correlations between grit and demographic variables such as gender and age and GPA. The findings from this study concluded that there was no significant difference in levels of grit for male and female graduate students. Grit was found to be positively correlated with age, while it was not found to be correlated with GPA. In relation to research self-efficacy, a linear multiple regression found a statistically significant relationship with grit and research efficacy: r (131) = . 339, p > . 01. The results of this study both confirm and refute some of the previous research done on grit in various populations. Nonetheless, there are implications for the use of grit in enhancing research self-efficacy, increasing graduate student research productivity and subsequently, the success of graduate programs.
Application of Rasch Rating Scale Model to Analysis of Fear of Missing Out a Smartphone

The presence of smartphones is one of the technological advancements that have contributed greatly to changes in social behavior. This led to the inception of the Fear of Missing Out (FoMO) smartphone device. The purpose of this study therefore was to determine the right instrument to measure the FoMO smartphone by analyzing response points obtained from respondents. The study sample consisted of three groups of test subjects, from large city, small town and villages with n values of 226, 248, and 55 respectively. The data in this study were obtained using the 5-point Likert scale politomy data from a Fear of Missing out scale instrument, distributed online. The research data were analyzed using the Rasch model by testing rating scale analysis through Threshold. The results showed that the rating scale answered choices turned into a 3-point Likert scale with those not right, less right, and very right.
A Vignette of Spiritual Intelligence and Transformational Leadership

The United Nations (UN) has identified 17 Sustainable Development Goals aimed to end poverty, hunger and inequality, act on climate change and the environment, improve access to health and education, and build strong institutions and partnerships. A style of leadership, ingrained in an altruistic and holistic approach that acknowledges the interrelationships of all beings, is a pre-requisite to achieve sustainable development. The projects undertaken by Amrita Institutions, under the guidance and leadership of its founder, Sri Mata Amritanandamayi Devi, are in tandem with the Sustainable Development Goals identified by the UN. Results of a survey conducted to unravel the observable components of Spiritual Intelligence (SI) and Transformational Leadership (TL) of Sri Mata Amritanandamayi Devi, suggest a classic blend of SI and TL. Emulation of the convergence of SI and TL is projected to be an approach for mankind to transcend the differences of race, culture, and ideology, and regard one another as entities of a single all-encompassing consciousness. This prospective is predicted to promote fulfilment, purpose and meaning to life of individuals, communities, nations, and the world at large. The preliminary study illustrating this concept needs to be explored as recommendation for a future research, encompassing qualitative and quantitative analysis, to yield a holistic view of leadership characteristics. Longitudinal studies could also be pursued to deduce their trajectories over longer periods in time.
The Influence of Spatial Visualization Training on Students’ Spatial Reasoning and Mathematics Performance

ABSTRACT Over three decades of research has shown that spatial reasoning and mathematics performance are highly correlated. Spatial visualization, in particular, has been found to predict mathematics performance in primary and middle school children. This research sought to determine the effectiveness of a spatial visualization intervention program on increasing student spatial reasoning and mathematics performance. Participants were 327 students from 17 classrooms across ten schools with nine experimental and eight control classes. The intervention program was delivered over a three-week period by classroom teachers, while the control classes received standard mathematics instruction. When compared to the control group, participants in the intervention group improved significantly on their spatial reasoning performance, and specifically on spatial visualization and spatial orientation. The intervention group also significantly improved on their mathematics test performance, with those in the intervention group outperforming their control group peers on geometry and word problems but not on mathematics questions requiring the decoding of graphics (non-geometry graphics tasks). These results add to evidence that a spatial reasoning enrichment program implemented by teachers in their own classrooms can enhance both spatial reasoning and mathematics performance. Moreover, the study provides new insights about the aspects of mathematics performance that are most affected by spatial visualization training.
Simulation of greyscale image colouring using blob detection

Automatic colouring of greyscale images using computer is one of the important fields in digital image processing. It helps to produce more appealing visuals to human eye when one have to deal with medical images, night vision cameras or scientific illustrations. However, to produce images that are at par with the ability of human eyes, computerised colouring process takes a lot of time and ample calculation. Recent years, blob detection has shown a good development for finding features in an image. This method not only can run on low memory devices but also provides users with faster calculation. Encouraged by these advantages – work on low memory devices and enable faster calculation, two models of untrained colouring of greyscale images are proposed in this study. The maximum number of blob features is examined using Centre Surround Extremas (CenSurE) and Binary Robust Independent Elementary Features (BRIEF). The result of this study proves that the images coloured by these models look better with increment features of the key point if the minimum matching distance is as low as possible. In addition, when comparing feature descriptors using Fast Retina Keypoint (FREAK) solely and FREAK together with Speeded-Up Robust Features (SURF), it is concluded that the result is getting better with the decrement of minimum Hessian in the image. This experiment leads to the discovery that the selection of feature descriptors will influence the result of colouring.
Motivations for self‐archiving on an academic social networking site: A study on researchgate

This study investigates motivations for self‐archiving research items on academic social networking sites (ASNSs). A model of these motivations was developed based on two existing motivation models: motivation for self‐archiving in academia and motivations for information sharing in social media. The proposed model is composed of 18 factors drawn from personal, social, professional, and external contexts, including enjoyment, personal/professional gain, reputation, learning, self‐efficacy, altruism, reciprocity, trust, community interest, social engagement, publicity, accessibility, self‐archiving culture, influence of external actors, credibility, system stability, copyright concerns, additional time, and effort. Two hundred and twenty‐six ResearchGate users participated in the survey. Accessibility was the most highly rated factor, followed by altruism, reciprocity, trust, self‐efficacy, reputation, publicity, and others. Personal, social, and professional factors were also highly rated, while external factors were rated relatively low. Motivations were correlated with one another, demonstrating that RG motivations for self‐archiving could increase or decrease based on several factors in combination with motivations from the personal, social, professional, and external contexts. We believe the findings from this study can increase our understanding of users' motivations in sharing their research and provide useful implications for the development and improvement of ASNS services, thereby attracting more active users.
Enhancing the Pre-literacy Skills of Roma Children: The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness

Literacy skills of Roma children throughout Europe are shown to be significantly lower compared with their non-Roma peers. This fact is frequently attributed to the substandard socio-economic status (SES) of the Roma population. However, there is little empirical substantiation for the extent to which the SES of Roma children can be associated with poor literacy skills, as well as the extent to which remedial programs aimed to enhance those skills can be effective after school starts. The presented study aimed to analyze comparatively the relationship between SES and one of the literacy predictors, phonemic awareness (PA), of 171 Roma (n = 42) and non-Roma (n = 129) first-graders, and the effectiveness of a classroom intervention program aimed to enhance this skill. Results showed that a) PA of Roma 1st graders is significantly lower than that of their non-Roma peers coming from the same community, but the difference is significantly reduced after accounting for SES, b) there are important inter-ethnical differences between Roma and non-Roma when PA is correlated with socio-economic indicators, c) intervention programs aimed to increase the PA of Roma children should begin earlier than 1st grade, if expected to produce significant effects above and beyond those generated by regular classroom activities and d) the development of the PA of Roma and non-Roma children has a similar growth rate once they start receiving formal education.
Social or Economic Goals? The Professional Goal Orientation of Students Enrolled in STEM and Non-STEM Majors in University

Various studies try to disentangle the gender-specific competencies or decisions that lead to a career in a STEM field and try to find a way to encourage more women to pursue this kind of career. The present study examines differences in the meaning of work (i.e., their professional goal orientation) of students who are enrolled in STEM or non-STEM programs in tertiary education. Based on the background that gender stereotypes associate women and men with communal or agentic roles respectively, we expected that women in STEM subjects differ in their professional goal orientation from women in non-STEM programs. More precisely, women who are enrolled in a STEM major are expected to be less oriented to social and communal goal orientations than women in non-STEM university programs. In a sample of 5,857 second-year university students of the German National Educational Panel Study, three profiles of professional goal orientation were confirmed in a latent profile analysis. As expected, women were more oriented toward social aspects of occupations, whereas men more likely belonged to a profile with high importance for economic aspects of occupations. Moreover, students enrolled in STEM programs more likely belonged to the profile of economic goal orientation. There was, however, no interaction of gender and STEM program: Women in STEM fields did not differ in their occupational goal orientation from women enrolled in non-STEM programs. Based on these findings and on a goal congruity perspective, future interventions aiming at overcoming the underrepresentation of women in STEM fields should consider the individual meaning of work and the goals that are associated with STEM occupations.
The Practical Realities of Ecosocial Work

The following article examines contemporary literary opinion on the link between social and environmental justice. It argues that social work’s historical adherence to the notion of person-in-environment that is, person-in-social environment, has meant that environmental justice has not been widely realised in practice. Literature is drawn on to highlight the link between social and environmental justice and the relevance of environmental justice to social work practice. The author calls for additional debate on the merit of social work practice that realises the link between social and environmental justice and moreover, further research into how this link can be realised in practice.
California Community Colleges Produce Positive Employment Outcomes: Results from the Career Technical Education Outcomes Survey

ABSTRACT The current research investigates the employment outcomes of Career Technical Education (CTE) from California community colleges. We used three years of data from the California Community Colleges Career Technical Education Outcomes Survey – a survey of former community college students. We documented overall positive employment outcomes. Students earned a higher hourly wage (Hypothesis 1), improved their work status (Hypothesis 2), and improved their work term (Hypothesis 3) after their schooling compared to before their schooling, whether or not the student earned a degree or certificate. We also documented that wage increases were positively related to the degree to which participants’ job is related to their field of study. These results are consistent with the intended industry-specific curriculum of CTE programs: California Community College students receive positive employment outcomes from the training they receive in their CTE program.
“To Meet Her, that Changed Everything”: Adult Adoptees’ Discursive Construction of the Meaning of “Parent” following Birth Parent Contact

ABSTRACT This study utilized Relational Dialectics Theory 2.0 to examine how adult adoptees constructed the meaning of the term parent following contact with a birth parent. Semi-structured interviews were conducted with 30 adult adoptees who had made contact with a birth parent. Two primary discourses emerged. The discourse of parent as a specific person (DPSP) emerged when participants felt that parent referred exclusively to their adoptive parents; the definition did not change when participants made contact with their birth parent. The discourse of parent as a label (DPL) emerged when participants defined parent as a flexible role that could be filled by multiple people; their definition of parent changed only after making contact with their birth parent, and they included their birth parent in their definition of parent. These discourses demonstrated interplay through negating, countering, and entertaining. The results of this study add to the literature on adoptive family communication and Relational Dialectics Theory.
Evaluating Initial Public Acceptance of Highly and Fully Autonomous Vehicles

ABSTRACT The autonomous vehicle (AV) is expected to dramatically increase road safety. Understanding the public’s initial perceptions and acceptance of AV is imperative because these aspects are likely to determine the future evolution of AVs. This study focuses on public perceptions and acceptance of the two highest levels of vehicle automation – highly autonomous vehicle (HAV) and fully autonomous vehicle (FAV). We drew from the conversation on trust and developed a psychological model to explain three acceptance measures, namely, general acceptance, behavioral intention to use, and willingness to pay (WTP). Using a between-subject survey (N = 742), we determined that the respondents held a stronger belief of benefits from FAV than from HAV. Trust in AV retained a direct effect as well as an indirect effect (mainly through perceived benefit) on the three acceptance measures. In comparison with perceived risk, perceived benefit exerted a higher direct effect on AV acceptance and a higher mediating effect on the trust–acceptance relationship. A prediction analysis further demonstrated that the model exhibited acceptable predictive capability for public acceptance. We drew certain implications for increasing AV acceptance.
A literature review of educational feedback in the operating room: plastic surgery residents’ perception of feedback from the O-SCORE

Introduction: Surgical teaching in the operating room represents a unique and distinct aspect of medical education. Traditionally, an apprenticeship model of learning and feedback has been used. Recent changes in residency education have demanded a reevaluation of this model, resulting in the pursuit of improving educational feedback in the operating room through structured feedback. The Ottawa Surgical Competency Operating Room Evaluation (O-SCORE) evaluates surgical skills and was recently introduced to the Plastic Surgery Training Program in addition to the traditional InTraining Evaluation Report (ITER). Methods: Plastic surgery residents (postgraduate years 2–5, N = 9) who were exposed to the transition between using ITER and O-SCORE evaluations were recruited. A grounded theory approach was used to analyze a semi-structured focus group with the residents. In addition, a 5-minute survey contrasting ITER and O-SCORE methods was distributed. Results: Residents suggested the O-SCORE has led to more opportune feedback, more comprehensive discussion of surgical procedures, and improved progress tracking compared with traditional methods. Although there is a role for reactionary feedback, residents unanimously agreed that the OSCORE heralded an improvement in their learning. Conclusion: The introduction of the O-SCORE to the Plastic Surgery Program has complemented traditional feedback. Even though the O-SCORE adds to the evaluation burden, it may have an important role in the assessment structure of surgical residency training programs.