Miracle-dz/UniFAR-FTUs huggingface dataset:
Adult learners : who are they, and what do they need to succeed?

Abstract The unique learning needs of adults are important. Adult education as identified by the literature is a change of knowledge, attitude, or skill of an individual that performs ,, social roles assigned to the adult population. This literature review addresses the question: (a) who is the adult learner? (b) What are the learning needs of adult learners? (c) What are effective strategies for teaching adult learners? The adult learner is not fully understood without examining education, andragogy and pedagogy, instructional strategies, motivation, and barriers to learning in adults. This area of research is important to the development of effective adult instruction. A well-designed instructional environment is made richer with the experiences adults bring to the environment. Reflection, support, collaboration, cooperation, creativity, and authentic experiences should also be a part of the adult learning process and strategy. Barriers to adults learning can include money, commitment with family and professional life, courses offered, location, attitude and self-concept.
AVALIAÇÃO DA QUALIDADE DO SERVIÇO DE ESPAÇOS DE COWORKING UTILIZANDO O MODELO SERVQUAL

O presente estudo visa compreender os fatores que influenciam a avaliacao da qualidade do servico de espacos profissionais de coworking na cidade do Rio de Janeiro por seus consumidores, identificando as lacunas que podem existir entre expectativas e o real desempenho do servico, com uma abordagem especifica de marketing de servicos.
"It's part of my responsibility to help" : developing a measure of motivations for extrinsic emotion regulation

Previous research in the field of emotion regulation has largely focused on the ways in which we regulate our own emotions, but not as much work has been done to examine the processes by which we regulate the emotions of others. The current research aims to develop a measure of motivations for engaging in extrinsic emotion regulation (EER), with a focus on why we attempt to down-regulate negative emotional experiences of those around us. Study 1 used narrative responses to formulate and validate a qualitative coding schema for categorizing motives for engaging in EER. The wide variety of EER motivations identified in Study 1 were used to inform a self-report measure of what motives people tend to use in everyday life. Study 2 involved an exploratory factor analysis of the preliminary Extrinsic Emotion Regulation Motives Scale (EERMS) that revealed four distinct, underlying factors for engaging in EER. Overall, there are a wide variety of motivations for regulating the emotions of others in daily life. Future research plans include revising the coding schema to improve inter-rater reliability, conduct a confirmatory factor analysis of the EERMS, and assess how an individual’s tendency to use certain EER motives impacts their social and mental well-being.
COMMUNICATIVE DECISION-MAKING IN THE RELATIONSHIP BETWEEN CORPORATE DONORS AND NGO RECIPIENTS

As the competition for corporate funds donated to NGOs increases, the need to know corporates’ communicative decision-making processes, leading to who they fund and why, as well as how their decisions are communicated to recipients, increases. The main aim of this study was to investigate the communicative decision-making process that takes place in the relationship between corporate donors and non-governmental organisation (NGO) recipients in South Africa. The study used the qualitative strategy of enquiry and identified eight corporate social responsibility managers and eight corporate organisations as participants. Data were analysed by means of both non-automated and automated thematic analysis, for which the software programme Leximancer was used. Concept maps indicated that “reputation”, “legal considerations”, “relationship” and “stewardship” influence a corporate’s decision-making regarding which NGOs to fund. Results also indicate that corporate organisations fund according to a donor strategy, which determines the criteria for funding. The decision-making process is furthermore followed through decision-making structures established specifically for this purpose. Evidence was also found that regular two-way communication with recipients forms an integral part of decision-making processes.
A preferred vision for administering K-12 schools : a reflective essay

A few important beliefs have become the cornerstones of my philosophy of education. These beliefs include the need to develop collaborative relationships within the school community, create a positive climate, and to always remember that student learning is the ultimate goal for educators. In order to build the constructive relationships upon which success can be built, a leader must be able to communicate. A school leader who demonstrates communication skills encourages the development of a positive school climate where there is respect and discipline. Educators should enhance the feeling of success, achievement, and caring in a school climate by establishing connections among all stakeholders. This open access graduate research paper is available at UNI ScholarWorks: https://scholarworks.uni. edu/grp/510 A PREFERRED VISION FOR ADMINISTRATORING K-12 SCHOOLS
The road to Ithaca: the Gold Standard, the Euro and the origins of the Greek sovereign debt crisis

The origins of the Greek-sovereign debt crisis were the country’s large fiscal and external imbalances. The key factor that abetted those imbalances was the absence of a short-to-medium term adjustment mechanism -- due to perceptions of sovereign bailouts -- in the euro-area that would have reduced members’ external imbalances. This situation contrasts sharply with the adjustment mechanism under the classical gold standard. Under the gold standard, countries with external deficits would experience losses of gold reserves, higher interest rates, lower money and credit growth, and reductions in wages and prices, which helped restore trade competitiveness. We draw two main conclusions. First, the durability of a monetary union is crucially dependent on the existence of a well-functioning adjustment mechanism. Second, adherence to a hard peg is no panacea and cannot be sustained without the support of credible fiscal institutions.
Evaluating the school assets that promote positive adolescent development from the perspective of the student / La evaluación de los activos escolares para el desarrollo positivo adolescente desde la perspectiva del alumnado

Abstract The aim of this study was to develop a valid and reliable instrument for evaluating students’ perceptions of their school’s key strengths, or school assets, using the positive adolescent development approach. To do this, we first created a scale after carrying out a review of the instruments already in use to evaluate school climate and aspects related to the school context which have been identified as factors that promote the socio-personal development and adjustment of adolescents. Secondly, expert judgement was sought to ensure the validity of the scale’s content. And finally, in order to analyse the psychometric properties of the scale, it was given to a sample of 2,400 adolescents (1,068 boys and 1,332 girls) aged 12–17 (M = 14.73, SD = 1.25) in secondary education in state and private schools in Western Andalusia. The results obtained endorsed the scale’s psychometric properties. The external and predictive validity of the instrument remains to be tested in future studies.
Graduate Student Profile

Juliet Hess is currently enrolled in the Ph.D. program in the department of Sociology and Equity Studies at the Ontario Institute for Studies in Education at the University of Toronto, where she focuses on elementary music teachers who challenge dominant paradigms in music education with an emphasis on social justice education. She graduated from the University of Toronto with a Master of Music, a Bachelor of Music, and a Bachelor of Education, where her studies emphasized critical race theory, feminist theory, music education philosophy, composition, Ghanaian (Ewe) music, choral music, voice, and world music. She teaches a course at Ryerson University on vocal musics from around the world and teaches music to generalist teachers in the Initial Teacher Education program at the University of Toronto.
Curative effect of α-lipoic acid on peripherial neuropathy in type 2 diabetes:a clinical study

Objective:To evaluate the effect of α-lipoic acid(ALA) on diabetes peripherial neuropathy(DPN) using the Toronto clinical scoring system(TCSS). Methods:47 DPN patients diagnosed by the nerve electrophysiological examination were checked by the TCSS.The 47 patients were treated with ALA 600 mg daily int r avenously for 14 days,then measured the TCSS score again.Observed and evaluate d the changes of the TCSS score before and after the treatment. Results:47 case s completed the study,while the TCSS score was significantly decreased than tho se before therapy(t=17.069,P0.01). The total gratification rate of the patien ts was 85.71%(42 cases). Among the 47 patients,29 patients who received ALA t r eatment felt pain when using the drug,and 4 of them felt the pain abated when s lowing the velocity of the infusion,while the rest remained unchanged.No other adverse effects were found. Conclusion:ALA can improve the sensitive symptoms of DPN effectively and is safe for most of those patients.
The development and testing of a generic musculoskeletal version of the Pain Attitudes and Beliefs Scale

ion. The biomedical scale captures a much narrower, specific dimension of attitude concerning the nature of MSK pain and does not include any of the wider aspects of clinical orientation included in the conceptualisation of the biopsychosocial scale. This more precise level of measurement might be more consistent with a more detailed approach to the measurement of clinical orientation. However to evaluate the wider aspects of clinical orientation captured in the new biopsychosocial scale, the biomedical PABS scale would need to be partnered with additional scales or measures of the different aspects of
Experiences of first generation college students

The fact that a significant number of first-generation students drop out of college within the first year speaks to the unique struggle that these students face. Although previous studies have looked at this phenomenon, not many have purposefully explored the experiences of the students themselves. This study sought to change that by interviewing 12 first-generation students on their experiences of college and what they believe has helped them to thrive. Several themes emerged throughout the study, including: 1) the idea of shared experiences and peer contact providing a sense of understanding as well as community; and 2) the idea of involvement within the community providing an increased feeling of support. Students also made distinct suggestions on ways colleges can improve their experiences. Further studies that specifically explore the trajectory and retention of students based on their involvement within the firstgeneration community might be useful.
Exploring the Role of BDNF and NTRK2 Genetic Polymorphisms on Eating Behaviours in Young Children

Background: Genetic studies in obesity and eating disorders have identified brainderived neurotrophic factor (BDNF) and neurotrophic receptor tyrosine kinase 2 (NTRK2) as candidate genes. We investigated the role of BDNF and NTRK2 SNPs on eating behaviours in young children. Methods: Data was obtained from a preschool-aged cohort. SNP and haplotype analysis were carried out for two phenotypes: Snack Delay Task (n=158), a behavioural measure of impulsive responding to food and Child Eating Behaviour Questionnaire (CEBQ) (n=160), a psychometric measure of eating behaviours. Results: NTRK2 rs1047896 and haplotypes containing this SNP predicted performance on Snack Delay Task. We also detected an association between NTRK2 rs1078947 and Food Approach Score from the CEBQ that was trending towards significance. Nominal epistatic effects were observed between BDNF rs6265 and NTRK2 rs1187325 on Food
Effects of probiotics on nasogastric feeding intolerance in patients with severe traumatic brain injury

Objective: To investigate the effects of probiotics on nasogastric feeding intolerance in severe traumatic brain-injured patients. Methods: 52 patients with severe traumatic brain injury were randomized into experimental and control group( 26 cases for each). All patients received conventional treatment according to the Guidelines for the Clinical Management of Traumatic Brain Injury and received enteral nutrition via nasogastric tube within 24 ~ 48 h following admission. The experimental group received Golden Bifid3. 5 g per time and 3 times per day in addition. Gastro-oesophageal reflux,vomit,gastric residuals,abdominal distension,diarrhea,constipation,the time to first defecation,as well as the time to targeted nutritional goals with enteral nutrition were recorded. Results: There were no differences between groups in terms of the vomit,gastric residuals and abdominal distension( P 0. 05). The experimental group developed less cases of gastro-oesophageal reflux,diarrhea,and constipation,and exhibited earlier time to first defecation and to targeted nutritional goals with enteral nutrition compared with the control group( P 0. 05). Conclusion: Probiotics could improve gastrointestinal motility and nasogastric feeding intolerance in patients with severe brain injury. The underlying mechanisms,however,need to be further investigated.
The Combination of Thalidomide with Transcatheter Arterial Chemoembolization in Treating Primary Liver Cancer

Objective:To evaluate the efficacy and safety of the combination of thalidomide(TLD) with transcatheter arterial chemoembolization(TACE) in treating primary liver cancer. Methods: 132 patients of primary liver cancer were randomly divided into therapy group and control group,70 patients of therapy group were accepted TLD for oral administration base on TACE, dose of TLD is 100 mg a day at first,and then incremental to 200 mg or 300 mg a day, until the disease progression or toxicity has become intolerable. 62 patients of control group only applied by TACE. Results: The median time to disease progression was 7.1 months for therapy group and 3.0 months for control group, it has statistical significance about two groups(P0.05). Two groups of the median overall survival time were 22 months and 13 months, it has statistical significance about two groups(P0.05). Two groups of survival rate were 88.6%、77.1%、65.7%、35.7% and 80.6%、51.6%、30.6%、19.4% in 6 month 12 month 18 month 24 month. χ2 were 2.15(P0.100)、5.57 (P0.25)、11.31(P0.005)、4.30(P0.05) Adverse events included dermatitis、coprostasis and sleepiness, but was mild and reversible. Conclusion: It can prolong survival time of the patients with primary liver cancer with less toxic effects.
Adults' Interpretation of Children's Relative Temporal Judgments

This study examined how adults interpret children’s relative temporal judgments about significant events. Previous research with children has shown that children have a “prospective bias,” when making relative temporal judgments. The impact of this bias within the context of eyewitness testimony is currently unknown, as no prior research has examined how adults interpret relative temporal judgments (i.e., are they also forward thinking). The present study examined this question. Adult participants were provided with mock attorney-child interactions during which a child witness (either 8 or 17 years old) gave relative temporal judgments (i.e., near, before, after) to establish a timeline of when key events in the case occurred. Using the child’s testimony participants gave an approximate timeframe of when they thought each key event happened. Overall, results do not suggest that adults have a prospective bias. Adults interpreted children’s responses to indicate judgments in both backwards and forwards direction. Additionally, the findings suggest that adults have varying interpretations of the length of time indicated by the terms before, after and near. Participants in the near condition provided smaller timeframes than those in the before condition, and that the timeframes in the after condition did not differ significantly from the other two conditions. Finally, results revealed that jurors do not seem to think relative temporal judgments are influenced by age, as the age of the child did not significantly influence the length of the timeframe provided by the participants. The present findings provide important insight regarding how adults interpret children’s temporal testimony. Future research should examine the extent to which this discrepancy impacts overall assessments of children’s credibility.
Black Educational Leaders’ Social Justice Educational Practices and Experiences Within Demographically Changing Inner-Ring Suburban School Contexts

Leadership practices used by Black educational leaders (BEL) to facilitate academic success for many Black students may also benefit rapidly changing demographic student populations within inner-ring suburban school contexts. Operating from a social justice educational leadership framework emanating from the work of Theoharis, an insider perspective by Black educational leaders was explored within demographically changing inner-ring suburban public-school environments. This qualitative study used a phenomenological inquiry approach to uncover the experiential practices of BEL who lead in a northeastern United States inner-ring suburban school located adjacent to a Western New York metropolitan area. Qualitative data was collected from 10 Black educational leaders via individual interviews, demographic profile sheets, and researcher field notes. The results of the study indicate ways Black educational leaders demonstrate social justice educational leadership in demographically changing inner-ring suburban school contexts. Three themes emerging from this study included student advocacy, conceptualizing equity – a one size does not fit all, and providing accessibility to various educational opportunities and experiences. Based on this study’s findings, BEL have a unique sense of social justice educational leadership practices and experiences. The majority of study participants came from the ranks of teachers who eventually entered into administrative positions. It is recommended for stakeholders to recruitment from the Black teacher ranks, in an attempt to garner, locate, and employ potential Black educational leaders who have practices and experiences grounded in social justice educational leadership. Document Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Jeannine Dingus-Eason Second Supervisor Ruth Harris Subject Categories Education This dissertation is available at Fisher Digital Publications: https://fisherpub.sjfc. edu/education_etd/376 Black Educational Leaders’ Social Justice Educational Practices and Experiences Within Demographically Changing Inner-Ring Suburban School Contexts
The effects of low-volume, high-intensity training versus high-volume, low-intensity training on performance in competitive swimmers, with a specific focus on youth swimmers

i Declaration . ii Acknowledgements. iii List of Publications. vii List of Tables . viii List of Figures . ix List of Appendices . xi Glossary of Terms . xii List of Abbreviations . xiii Chapter 1: Introduction . xvii 1.1 Background and Justification . 18 1.2 Research Aims . 20 1.3 Thesis Structure . 20 Chapter 2: Literature Review . 22 2.
An Examination of the College Choice of Students of Color in the Deep South

ii Acknowledgments. iii List of Tables . viii List of Figures . ix List of Abbreviations . x Chapter 1: INTRODUCTION . 1 Diversity and the Deep South . 2 Theoretical Framework . 4 Statement of the Problem . 6 Purpose of the Study . 7 Significance of the Study . 7 Research Questions . 8 Research Design . 8 Limitations and Delimitations of the Study . 9 Positionality . 10 Definitions . 12 Organization of the Study . 13 CHAPTER II: LITERATURE REVIEW . 15 Students of Color and Higher Education . 15
The Transition Experiences of High Achieving High School Students from Secondary Education to College : A Case Study

ii Dedication . iii Acknowledgements . v List of Tables . xii List of Figures . xiii Chapter 1: Introduction . 1 Background, Context, and History. 4 Purpose of the Study . 7 Research Questions . 8 Rationale, Relevance, and Significance of the Proposed Study . 8 Definition of Terms. 9 Research Design. 11 Assumptions, Delimitations, and Limitations . 11 Summary . 13 Chapter 2: Literature Review . 14 Introduction to the Literature Review . 14 Conceptual Framework . 17 High-school preparation. 18 College academic readiness . 19 Cognitive and metacognitive strategies. 20 College emotional readiness . 22 Navigating independence . 22 vii Review of the Literature and Methodological Literature . 23 High-school preparation. 24 College academic readiness. 26 Cognitive learning strategies. 28 Metacognitive learning strategies . 31 College emotional readiness. 33 Performance goals. 34 Task values. 35 Competency beliefs. 36 Navigating independence. 36 Peer learning . 36 Help seeking. 37 Familial influence . 37 Review of Methodological Issues . 38 Synthesis of Research Findings . 39 Critique of Previous Research . 40 Summary . 42 Chapter 3: Methodology . 44 Purpose of the Study . 44 Research Questions . 45 Research Design. 45 Research Population and Sampling Method . 46 Instrumentation . 48 viii Data Collection . 51 Semi-structured interviews. 52 Document review. 53 Observations. 53 Data Analysis . 54 Coding techniques. 54 MSLQ Survey. 55 Identification of Attributes . 55 Limitations of the Research Design . 56 Validation . 57 Ethical Issues . 59 Conflict of interest . 59 Researcher's position . 59 Ethical standards . 59 Expected Results . 60 Summary . 61 Chapter 4: Data Analysis and Results . 62 Description of the Sample . 63 Research Methodology and Analysis. 66 MSLQ scoring . 67 Coding. 67 Data Analysis Procedures . 69 Summary of the Findings . 70 ix Research question 1 . 71 Research question 2 . 71 Research question 3 . 71 Research question 4 . 71 Presentation of the Data and Results . 72 Theme 1: High-school preparation . 72 Subtheme 1: Attributes to high-school success . 72 Subtheme 2: College preparatory classes . 75 Theme 2: College academic readiness . 77 Subtheme 1: Self-learner. 77 Subtheme 2: Performance demands .
CLINICAL USE OF BONE DENSITOMETRY

IF measurements of bone mass are to be clinically useful, they must be safe, precise, accurate, and of reasonable cost in relation to the information provided. Since when bone mass is low the clinical outcome of concern is fracture, there must be a demonstrated relation between the measurement and the subsequent risk of fracture. The information provided must be helpful to the clinician in making a decision to intervene or not; and if a therapeutic regimen is chosen, it must have a positive influence on health (e.g., a reduction in the incidence of fractures) without an unreasonable increase in other .