Miracle-dz/UniFAR-FTUs huggingface dataset:
Navigating the Quicksand: How Postsecondary Administrators Understand the Infuence of Affrmative Action Developments on Racial Diversity Work

Background/Context Seeking to avoid litigation or a legal threat, many postsecondary institutions are responding to a legal and policy environment that seeks to end the consideration of race in education policies by adopting race-neutral policies and practices in admissions, even when not explicitly required to do so by law. Yet, such responses may introduce new barriers and challenges for administrators seeking to promote inclusive campus environments and support students of color, not only within admissions but in other areas of campus life after students enroll. Understanding the consequences of these institutional responses is critical for those addressing the potential limitations a race-neutral approach puts on diversity-related policies and practices. Purpose/Objective In this study, we examine how key players charged with implementing diversity-related policies and practices understand legal developments around affirmative action and the institutional responses to these developments, in particular, how they influence their efforts to support racial and ethnic diversity. To explore the wide-ranging influence of the current race-neutral policy climate, we focus our study on a public flagship university that has opted to employ race-neutral admissions policies and practices as a matter of institutional policy—not by law. Participants Informed by a bottom-up policy implementation framework, we examine the influence of the legal environment from the perspective of administrators who are tasked with carrying out the institution's mission as it relates to diversity. We particularly target administrators who are engaged in outreach and recruitment efforts and who help support students after they enroll. Research Design In this qualitative study, we draw from document analysis and semi-structured interviews of 13 administrators charged with implementing diversity policy at a public flagship institution to investigate how this legal and policy climate has shaped racial diversity work in areas outside admissions. Findings Our findings illustrate how a colorblind approach in policy-making takes hold through seemingly innocuous practices and responses that are called race neutral. These practices, which start in admissions, spill over into other areas of university policy, and shift the nature of diversity-work. Conclusions Findings point to the importance of intentional efforts to implement diversity policy through a race- and racism-conscious lens, develop narratives that counter distorted narratives about racial discrimination, and address legal terms and definitions that do not reflect a realistic understanding of inequality or discrimination.
“We'll Get through this Together”: Collective Contribution in the Lives of Latino Undocumented Undergraduates

Background Undocumented undergraduates are a growing population in the United States. Despite being shut out from many resources, such as access to federal financial aid and social services, many are thriving by contributing to their families and communities. Few studies to date have taken a strengths-based approach to understand the lives of undocumented young adults or examined their normative developmental experiences. Purpose The purpose of this study was to examine how contribution manifests in the lives of Latino undocumented undergraduates and the extent to which they are engaged in and contribute to their families and communities. Research Design This study employed a convergent mixed-methods design in which parallel quantitative and quantitative data were collected and analyzed separately. Through mixed methods, this article examines the family and community responsibilities of a sample of N = 797 Latino undocumented undergraduate student survey respondents, along with three portraits of qualitative visual and verbal narratives. Results Results highlight the value of “collective contribution” in Latino undocumented immigrant families. Through quantitative methods, results reveal that the majority of Latino undocumented undergraduates are contributing to their families and communities in significant ways. Qualitative findings reveal ways in which cultural values manifest as the reciprocal contribution between individuals and their families and communities. Further, results reveal the varied ways that Latino undocumented undergraduates engage with their families and communities, exhibiting the characteristics of ideal citizens, despite being denied a pathway to citizenship. Conclusions The results suggest that Latino undocumented college students are thriving and contributing to the society that gives them conflicting messages about how to belong. Yet, they enter postsecondary institutions and continue to remain engaged in their families and communities. Their engagement has important implications for what type of society we will become and for the need to build on these social resources to make our democracy and community stronger, recognizing immigrants as a resource to strengthen the social fabric of our society.
Adolescents’ Interpretations of the Role of Emotion in High School

Background To persistently engage in academic tasks and efficiently process cognitively demanding material in school, successful learners must employ various self-regulatory systems—including the regulation of emotional experiences and expressions—in response to social and task-specific demands. Furthermore, emotional information helps students derive meaning from and assign causal attributions to events such as academic and social experiences, which influence motivation for action. Thus, it is important to understand the interplay between learners’ emotions and the school environment. Research Questions Two research questions were addressed: (1) What patterns of emotional expression/suppression and emotion coaching opportunities did youth perceive in their relationships with school-based adults? and (2) What social processes do youth attribute to patterns of emotional expression or suppression? Participants Youth from urban high schools (N = 72) in California, Minnesota, and Pittsburgh participated in the study. Research Design Facilitators used a semiflexible protocol to prompt youth in 10 focus groups to discuss identity and relational development. Data Collection and Analysis Focus group sessions were recorded, and NVivo9 software was used to iteratively code and analyze verbatim transcripts. Findings Analyses revealed a strong pattern of emotional suppression in the context of relationships with educators paired with high valuation of opportunities for emotional expression. Sustained emotional suppression was commonly attributed to social expectations in schools. We discuss these results in the context of emotion socialization and school culture to suggest implications for research and practice.
Key Constituents and Antioxidant Activity of Novel Functional Foods Developed with Skeletonema Sp. Biomass

ABSTRACT A recently isolated microalgal strain of Skeletonema sp. (Skt) has shown relevant bioactivities. Novel functional foods incorporating this strain were studied: a 3%, w/w, Skeletonema cookie (Skt Ck) and a 2%, w/w, Skeletonema sauce (Skt Sc), which were compared with a control cookie (Ctl Ck) and a control sauce (Ctl Sc), respectively. The fatty acid (FA) profile of the microalgal biomass was characterized by a large share of saturated FA, followed by monounsaturated FA and polyunsaturated FA (PUFA). Within PUFA, omega-3 PUFA exceeded n6 PUFA (omega-3/omega-6 ratio of 12.7 ± 1.1). The microalgal profile was dominated by the 14:0 and 16:1 FAs. The addition of Skeletonema sp. biomass increased 14:0 and 16:1 FAs contents in the products. The incorporation of Skeletonema sp. biomass led to a higher phenolic content in Skt Sc. Microalgal inclusion in the cookies reduced bioaccessibility in most cases. Skt Sc showed a larger functional food potential.
Discovering Together

Background/Context School–university partnerships, research–practice partnerships, and professional development schools represent three separate framings for the type of work outlined in this case study. These types of partnerships face various challenges as outlined in the literature, for the partnership as a collective and the partners at an institutional level. This case study contributes to this literature and provides potential policy implications through both the successes and challenges that are included. Purpose/Objective/Research Question/Focus of Study The research focused on a partnership that received funding through a grant provided by the state legislature. This study explored the partnership between a local, public K–6 elementary and two private institutions of higher education, their teacher preparation programs specifically. The research focused on ways in which the partnerships improved both student achievement and teacher candidate preparation while also improving the overall school culture. Research Design This research design is a mixed-methods case study and analyzes the partnership and the influences that resulted at the school and the institutions of higher education. This discussion draws on anecdotal, qualitative, and quantitative data and observations to reflect on the impact of the work of the partnership. Data Collection and Analysis The resulting profile uses several sources of data: interviews and surveys (current and past participants), documents (meeting note summaries, planning documents, etc.), performance data (academic, attendance, and behavior), and participation data (i.e., teacher candidates placed at schools, extended learning opportunity participation, etc.). Conclusions/Recommendations The partnership outlined in this article benefited where the personnel were consistent throughout the life span of the project. Challenges were more acute when there were changes to personnel assigned to the partnership. In addition, having additional student supports, either in classrooms during the school day (i.e., math and literacy instructional time) or in the extended learning program after school, met the dual purpose of positively impacting student development (academic and social/emotional) and providing authentic learning experiences for preservice teacher candidates. This is a promising organizing framework on which to build these types of partnerships.
A New Perspective for Understanding School Managers’ Roles: The Impact of Principals’ Boundary Activities on the Effectiveness of School Management Teams

Background/Context Increasingly, educational leadership research has stressed that leadership is not solely embedded in formal roles but often emerges from relationships between individuals. Senior management teams (SMTs) are an important expression of a formal management structure based on the principle of distributed leadership. Such structures may require a reconceptualization of school leadership and the role of the principal in such a way as to better meet new challenges and enable principals to manage SMTs more effectively. Accordingly, it is proposed that to improve effectiveness, principals engage in boundary activities, the principals’ internal activities directed toward the SMT aimed at dealing with internal team matters and the principals’ external activities directed toward external agents in the team's focal environment to acquire resources and protect the team. Purpose/Objective The present study attempts to advance a theoretical model of principals’ internal and external activities toward their SMTs. This study's purpose is twofold: First, the study tries to determine which of the internal and external activities principals engage in more frequently and less frequently and to what extent. Second, the study attempts to determine how these activities are related to the SMT effectiveness outcomes: in-role performance and innovation. Taking on a distributive perspective to school leadership, our goal is to extend our knowledge about the activities that might facilitate SMT effectiveness, by highlighting the principal boundary activities as fundamental. Research Design Quantitative study. Data Collection and Analysis Data were collected from two sources to minimize problems associated with same source bias: 92 SMTs and their principals from 92 public schools in Israel. Principals evaluated the SMTs’ effectiveness through validated surveys of team in-role performance and team innovation, and SMT members evaluated the internal and external activities of the principal. Findings/Results ANOVA analyses indicate significant mean differences between the principal's internal and external activities. Results from Structural Equation Model indicate that internal activities were related to SMT performance, whereas external activities were related to SMT innovation. Conclusions/Recommendations Principals who manage both the internal SMT dynamic by promoting SMT identity and building team trust, while also promoting a common mission, serve the role of coordinator between SMT members and constituencies external to the SMT, enhancing SMT effectiveness. It may be, then, that studying new models of school leadership and management, including the relationship of the principal and the SMT, may deepen our understanding of the increasingly complex role of principals today.
Clinging to the Edge of Chaos: The Emergence of Practice in the First Year of Teaching

Background/Context New teachers must cope with various instructional, personal and organizational challenges, an experience that often leads to difficulties enacting innovative, student-centered instructional practices learned in their preservice programs and contributes to high rates of teacher attrition. Purpose Drawing on complexity theory, this review of empirical research takes an organizational or “systems” perspective on the experiences of first-year teachers as they transition from preservice education to the teaching profession. In so doing, we aim to shift away from constructions of the teacher as an autonomous actor and instead build a more complex, nuanced, and layered understanding of the multidimensional influences that work together to shape the practices of novice teachers. Research Design We conducted a metasynthesis of 46 studies that met the following criteria: (a) were focused on first-year teachers, (b) offered sufficient description of participants’ professional practices, (c) featured participants who attended a university-based preparation program, and (d) were conducted since 1990. We first recorded each study's methods, findings, and descriptions of first-year teacher practices. As a second level of analysis, we used a complexity lens to identify the systems comprising first-year teacher practices, noting how those systems and their component or elements interacted to shape first-year teaching. Findings/Results We found that common patterns of interactions between and among systems of first-year teaching—including the teacher herself, the classroom, the school, and the larger district, state, and federal environments—tend to reinforce traditional, teacher-centered practices. Yet, in some studies, conditions surfaced that enabled participants’ to enact student-centered and equity-minded teaching practices learned in their preservice programs. Conclusions/Recommendations Authors suggest that taking a complex systems view of beginning teaching, rather than singularly focusing on the teacher's actions out of context, can reveal opportunities for fostering more supportive, enabling conditions for new teachers to enact innovative practices that many preservice programs promote and experience a smoother transition into teaching.
Diving into the Pool: An Analysis of Texas Community College Students’ Transfer Institution Choice Sets

Background/Context Community colleges are drawing renewed attention from policy makers and advocates seeking to increase college attendance and completion. Nearly half of all students awarded a bachelor's degree attended a community college. However, we know little about how community college students decide where and how to pursue postsecondary education, or how they select a four-year institution—choices that have significant implications for student outcomes. Focus of Study This study examines transfer-intending community college students’ choice sets, or the list of institutions they are selecting from. Specifically, we ask: What kinds of colleges and universities are in transfer-intending students’ choice sets, and how are these choice sets shaped by individual and structural barriers? Setting The research took place in two community college systems in Central Texas. Research Design Drawing on data from 95 interviews with transfer-intending community college students in Texas—the majority of whom are first-generation college-goers, low-income, or students of color—we examine their choice sets, the institutions to which they considered transferring. Conclusions/Recommendations Our findings suggest significant heterogeneity among our sample of community college students seeking transfer to four-year institutions. We find that geography, financial concerns, and quality of institution all play a role in student considerations—though these mechanisms operate differently for groups of students. Students’ choices are bounded, but in different ways. We identify five approaches to choice-set construction among our sample that have differential implications for programs and policies that help students successfully apply and transfer to high-quality four-year institutions.
Mapping the Inequity Implications of Help-Seeking in Online Credit-Recovery Classrooms

Background Expectations that students should request assistance from teachers when needed, a set of classroom behaviors termed “help-seeking,” have the potential to contribute to inequitable access to quality learning experiences in traditional classroom settings. Purpose This study extends current literature by mapping the nature of help-seeking interactions between students and teachers in online high school credit-recovery classrooms, where the implications of help-seeking have yet to be examined systemically. Research Design Drawing on qualitative and quantitative analysis of data collected from the 2014–2015 through 2016–2017 school years in a large, urban school district serving predominantly low-income student of color, we identify patterns in these interactions and their implications for disparities in academic opportunities. Findings We find that few of the high school students enrolled in online credit-recovery courses had access to consistent, constructive interactions in instructional spaces, even though most students required instructor support to obtain full access to the learning environment. Our observations point to disparate access to quality educational experiences in online credit-recovery labs that mirror those documented by others in traditional classroom settings. Conclusions Based on these findings, we identify strategies to support more equitable learning in online courses including explicit expectations and proactive assistance to students as well as the use of real-time data by teachers, lower student-teacher ratios, and assigning teachers certified in course subjects to improve educational quality.
ASKAP: From Commissioning to Operations

The Australian Square Kilometre Array Pathfinder (ASKAP) is an SKA precursor located in the Murchi-son region of Western Australia. This 36-antenna array utilises innovative phased-array-feeds (PAFs) to provide a wide field-of-view, dramatically increasing the survey capabilities of the telescope. It is currently in the process of transitioning from commissioning into full operations, which is the focus of the overview presented here.
Relation between Warning Error and Vehicle Speed in Vehicle-to-Pedestrian Warning System

In order to prevent potential accidents between pedestrians and vehicles, it will be effective to introduce a vehicle-to-pedestrian warning system. The system detects potential accidents between pedestrians and vehicles in advance and sends warning to pedestrians and vehicles ahead of time so that potential accidents can be avoided. The time ahead of the potential accidents is named prior notification time and it is set in advance in the system. However, there is a difference between the prior notification time and the actual notification time due to system delay and inaccuracy of GPS localization. This difference is named warning error. The location estimation error and the speed of pedestrians and vehicles will affect the appropriate estimation of prior notification time. In this paper, how warning error is changed with vehicle speed is investigated through simulation. The simulation results show that the warning error increases as the vehicle speed increases. The maximum warning error is 2 seconds regardless of the vehicle speed. Thus, notification time delay can be reduced by estimating the maximum value of the warning error and increasing the prior notification time in advance.
A Graphene THz Detector based on Plasmon Resonances and Interband Transitions

A novel terahertz detector is here proposed, based on the use of planar arrays of graphene nanoribbons of different widths and lengths. Two distinct mechanisms are exploited to detect an external incident field: the excitation of interband transitions and of the surface plasmon polaritons resonances. The tuning of such mechanisms allows strengthening the signal, so providing an alternative solution to the problem of the low efficiency of the resonant graphene antennas. This paper proposes a possible design solution and analyzes and the feasibility of tuning the two mechanisms in the THz range.
Scale-Robust Deep-Supervision Network for Mapping Building Footprints From High-Resolution Remote Sensing Images

Building footprint information is one of the key factors for sustainable urban planning and environmental monitoring. Mapping building footprints from remote sensing images is an important and challenging task in the earth observation field. Over the years, convolutional neural networks have shown outstanding improvements in the building extraction field due to their ability to automatically extract hierarchical features and make building predictions. However, as buildings are various in different sizes, scenes, and roofing materials, it is hard to precisely depict buildings of varied sizes, especially in large areas (e.g., nationwide). To tackle these limitations, we propose a novel deep-supervision convolutional neural network (denoted as DS-Net) for extracting building footprints from high-resolution remote sensing images. In the proposed network, we applied deep supervision with an extra lightweight encoder, which enables the network to learn representative building features of different scales. Furthermore, a scale attention module is designed to aggregate multiscale features and generate the final building prediction. Experiments on two publicly available building datasets, including the WHU Building Dataset and the Massachusetts Building Dataset, show the effectiveness of the proposed method. With only a 0.22-M increment of parameters compared with U-Net, the proposed DS-Net achieved an IoU of 90.4% on the WHU Building Dataset and 73.8% on the Massachusetts Dataset. DS-Net also outperforms the state-of-the-art building extraction methods on the two datasets, indicating the effectiveness of the proposed deep supervision and scale attention.
Study of Dust Effect on Radio Wave Propagation at Sub-6 GHz in Industrial Environments

Today, 5G wireless communication systems play an important role in the development of the Industry Internet of Things (IIoT). However, when utilizing sub-millimeter or millimeter (mmWave) waves, the existence of scatterers such as dust in the environment can cause additional path loss and may significantly degrade the system performance. In this paper, we present a split-step parabolic equation based model to characterize the effect of dust on radio wave propagation at sub-6 GHz in industrial environments.