Miracle-dz/UniFAR-FTUs huggingface dataset:
Musical culture and the primary school: an investigation into parental attitudes to Whole Class Ensemble Teaching in the English primary school and potential impacts on children’s musical progress

Abstract Musical cultures in primary schools are influenced by motivators which include intrinsic and extrinsic factors. Whole Class Ensemble Teaching (WCET) as realised through provision from Music Education Hubs in England is an extrinsic factor which has been widely influential. This article explores the dynamics in play in parental engagement in music provision, as realised through domains of musical value and progression in the context of WCET provision. It presents research, based on data from one primary school in the English Midlands, drawing on responses from children, parents, the WCET teacher and the head teacher of the school. The research used semi-structured interviews and graphical elicitation as research methodologies to create a conceptual map of theoretical perspectives for parental responses to WCET and suggests that triangulating motivating influences from parents, WCET and learners remain an emergent domain.
The Ethical Standpoint of Social Influencers on Hotel EServicescape: A Theoretical Perspective on the Existing Literature.

Social media influencers create social media content and disseminate this to the customers. Currently before taking any purchase decisions, most of the consumers use e-servicescape platforms to find hotels review, ratings and pictures about the hotel service and product. At this stage consumers can get influenced by a group referred to as ‘Influencers’. Most of the time influencers can easily persuade their audiences’ judgment with their content. These contents can be unethically structured to gain benefits and they ultimately deceive the audiences. This article presents an inclusive review of different articles that were published in 49 research journals, internet columns, conference and book reviews.
Amnesty: Title IX Policies and Christian Colleges

Abstract Underreporting of sexual assault on college campuses is a growing concern for institutions of higher education. Amnesty clauses in Title IX policies intend to reduce barriers to reporting, encouraging victims and witnesses to come forward with any knowledge or experience of an incident of sexual assault. However, little research has been conducted on Christian college campuses and Title IX issues. In an effort to close this scholarly gap, this study explores the 112 Council for Christian Colleges & Universities (CCCU) member institutions located in the United States to determine what, if any, types and extent of amnesty they afford complainants and/or witnesses during Title IX investigations. The findings of this study demonstrate that some form of amnesty provision is apparent in about half of CCCU institutions. However, after a content analysis of these institutions’ Title IX policies, this study reveals that only five out of the 112 CCCU member institutions afford complete and comprehensive amnesty to complainants and witnesses during a Title IX investigation. As relevant literature and federal Title IX guidance suggest, this lack of true amnesty has major implications for Title IX reporting and best practices on Christian college campuses.
Toward Lifelong Learning: A Cross-National Analysis of Codes of Ethics for Educators

The goal of this study was to explore the shared meaning of ‘ethics in school practice’ based on educators' attitudes. Our analysis focused on a random sample of 30 codes of ethics for educators that were developed by educational leaders in various countries. The data analysis was based on qualitative analysis. The findings generated a multidimensional model of ‘ethics in school practice’ that included six dimensions: ‘caring about students,’ ‘teachers' professionalism,’ ‘collegial relationships,’ ‘parental involvement,’ ‘community involvement’ and ‘respecting the law and regulations. ’ The findings may promote lifelong learning programs toward understanding the multidimensional structure of ‘ethics in school practice. ’
The role of negative physical contagion in the online purchase of second-hand products

The perception of negative physical contagion has been identified in the literature as a deterrent to the purchase of second-hand goods in an offline context. In view of the growth of second-hand shopping on the Internet, this article studies the effect of the salience of physical contact between the previous owner and the product in the purchase of second-hand products online. An initial experiment reveals a negative physical contagion effect on purchase intention, an effect mediated by perceived physical risk. However, many sellers of second-hand products on the Internet adopt presentation strategies aimed at emphasizing their similarity to new products. A second experiment shows that similarity with a new product reduces perceived physical risk for non-experts in the product category, while it decreases perceived quality for experts. In both experiments, the effect of disgust, which plays an important role in physical sales channels, is found to be not significant.
CHANGES IN PHYSICAL FITNESS IN YOUNG FEMALE VOLLEYBALL PLAYERS AFTER AN 8-WEEK IN-SEASON PILATES TRAINING PROGRAM

Purpose: Volleyball is one of the world's most popular sports and many studies have been conducted in an attempt to understand the better method of training required to develop fitness performance by volleyball players. Among these, only a few studies have evaluated the effectiveness of Pilates training on the physical fitness of the volleyballers. Therefore, this randomized controlled study aimed to compare the effects of an eight-week in-season Pilates training program on some physical fitness components in young female volleyball players. Methods: 20 players (14-16 years) were randomly assigned to an 8-week experimental group (n = 10) that performed Pilates mat exercises (~30 min., twice a week) in association to volleyball team training or a control group (n = 10) that performed regular volleyball training (3 sessions a week, ~2 h·session-1). At baseline and after training all participants were tested on the sit and reach and vertical jump. Results: A significant ‘Time x Group’ interaction was found for the sit and reach test only and the experimental group showed significant improvement than control (p < 0.0001; +3.8 cm; d = 0.38). No significant interaction effects were detected both for the jump height and power calculated during the squat jump and countermovement jump testing. Conclusions: Results suggest that an 8-week Pilates mat exercises program could be capable of producing a statistically significant increase in hamstring flexibility but it is not enough to cause significant changes in lower limb explosive strength in young female
An ERP investigation of individual differences in the processing of wh-dependencies by native and non-native speakers

This study examines the processing of wh-dependencies by native English speakers and Mandarin Chinese-speaking learners of English. Wh-dependencies involve a long-distance relationship between a fronted wh-word (e.g., who) and the position in the sentence where it originated, called a gap site. The examination of wh-dependency resolution presents an interesting test case for whether or not grammatical knowledge is used online because, in languages such as English, wh-movement is constrained such that extraction is only possible from certain positions and is barred from other positions, called islands (Ross, 1967). In examining whether native speakers and second language (L2) learners are sensitive to island constraints online, this study tests predictions of prominent L2 processing theories which argue that adult learners are unable to utilize abstract grammatical information during processing (e.g., Clahsen & Felser, 2006). In the native literature, the processing of wh-dependencies has been proposed to involve at least two distinct processes, a predictive process in which the parser searches for a potential gap site, and an integrative process, when the dependency is successfully resolved at the gap site. The broader electrophysiological literature has linked these qualitatively different processes to distinct event-related potential (ERP) components: the N400 for prediction (e.g., Federmeier, 2007; Lau et al., 2008; 2013; Michel, 2014; Van Berkum et al., 2005), and the P600 for syntactic integration (e.g., Gouvea et al., 2010; Kaan et al., 2000; Phillips et al., 2005). Although previous ERP studies have examined these components independently, few studies have tracked the dynamics of wh-dependency resolution across the sentence, examining both prediction and integration to investigate whether these processes are indexed by unique components. The present study takes this approach, focusing on the processing of whdependencies at three critical regions across the sentence, two of which are associated with
The dominant achievement goal in Dutch secondary education

The dominant achievement goal in dutch secondary education. Achievement goals are mindsets used in situations in which one has to perform, for instance in education. About 85% of the people have a dominant achievement goal (DAG, Van Yperen, 2006). The DAG is based upon the 2x2 achievement goal framework (Elliot & McGregor, 2001), which distinguishes performance-approach, performance-avoidance, mastery-approach, and mastery-avoidance goals. Both approach goals are positively associated with performance indicators while both avoidance goals are not, and mastery goals, but not performance goals, are positively associated with interest. The DAG-instrument renders the above four groups plus a group without DAG. Results. In higher tracks the percentage of students with a DAG is higher as well. Furthermore, in higher tracks, (1) the performance-approach goal group shrinks, (2) the mastery-approach goal group shrinks a lot, and (3) the mastery-avoidance goal group grows considerably. Thus higher tracks are associated with stronger avoidance orientations. The groups were compared on constructs related to performance, on school grades and on examination results several semesters later. On all the constructs the performance-approach group had the highest mean. The mastery-avoidance group scored lowest on effort-expenditure, competition, sensitivity to praise and self-efficacy. On Dutch, English, and Math the performance-approach group had higher school grades than all other groups and the mastery-avoidance group a higher grade Dutch than the remaining groups. The association with examination results was modest; on only four of the 10 exam measures there were differences above and beyond the influence of gender, perceived ability and self-efficacy.
Establishment of a Rabbit Model of Proliferative Vitreoretinopathy

Objective To establish an animal model of proliferative vitreoretinopathy(PVR) in rabbit eyes.Methods The retinal pigment epithelial(RPE) cells were dissociated from rabbit eyes and cultured.18 rabbit eyes were divided randomly into 3 groups: 0.1 mL normal saline,1×10~6 cells(0.1 mL) and 2×10~6 cells(0.1 mL) were injected into the vitreous of 3 groups,respectively.All eyes were examined by slit-lamp biomicroscopy,indirect ophthalmoscopy,fundus color camera and B ultrasonography at different stages.Results On 28 d after cells injection,0 PVR eye was found in normal saline group,5 PVR eyes were found in 1×10~6 cells group included 1eye in stage Ⅰ,3 eyes in stage Ⅱ and 1 eye in stage Ⅲ,and 6 PVR eyes in 2×10~6 cells group included 2 eyes in stage Ⅱ and 4 eyes in stage Ⅲ. Conclusion This PVR model established by injection of 2×10~6 homologous RPE cells into rabbit vitreous is consistent with the development course of proliferative vitreoretinopathy.It can be created in a short time,with simplicity,good stablity and reproducibility.
Perceived importance of Emotional Intelligence among Millennials in the Tech Startup Sector Industry context – A study in Dublin

Emotional Intelligence has been receiving increasing attention from academic researchers over the years, and an exponential field of literature exists exploring this concept. Nonetheless, the subject started to attract prominence in the 1990s since its correlation with the study of psychology and business organisations. The study of Emotional Intelligence in the science community has been extensively and widely discussed through many scopes, mainly with regards to the correlation between leadership and job performance. Even though many variants of research into emotional intelligence exist, the investigation of generations emotional intelligence has been found insufficient. In order to build an understanding of the emotional intelligence of the Millennials, this dissertation examines the self-comprehension they present of their own emotions and analyse the components of self-awareness, self-regulation, motivation, empathy, social skills. The research methodology undertaken was underpinned by a mono methods research design which entails exploratory strategy. Semi-structured interviews were the primary technique utilised as qualitative data collection technique in order to obtain detailed and revealing that would help to interpret the content. The outcome of this study is the presentation of several contextual insights into the awareness of the development of this five-set of skills for this generation which are hoped to provide a point of reference for future research pertinent to academics and practitioners.
Comparación de pruebas diagnósticas desde la curva ROC Comparing Diagnostic Tests from ROC Curve

We study the problem of comparing the power of classification of different methods from the ROC Curve. On one hand, we propose a method based on the supremum measure and, on the other hand, we study the problem of comparing two or more ROC curves from the asymptotic properties of area under ROC curves (AUC). We study the performance of proposed estimators to small samples problems with Bootstrap method and we apply them to differentiate two classes of patients of the Pediatric Intensive Care Unit (PICU) of the Hospital Central de Asturias.
Four Relational Experiences in Music Therapy with Adults with Severe and Profound Intellectual Disability

This paper describes a conceptual framework in music therapy with adults with severe and profound levels of intellectual disability. Drawing from Carl Rogers’ person-centered work and his notion of the good life as a direction, the author presents four core relational experiences (curiosity, invitation, celebration, and recognition) that underpin the therapeutic process with this client population. Case vignettes from the author’s clinical work illustrate how core experiences are presented through improvisational musical experiences. Considerations are given to the clinical significance of good-life-oriented experiences on the emotional health of individuals with severe and profound intellectual disability, and to its implications beyond the music therapy space.
Dealing with difference

In an era of culturally driven growth, urban identities are of central importance for the branding of cities. However, urban identities are under constant re-negotiation as cities’ populations become more diverse. In northern Scandinavia, some cities have developed on what were traditionally Indigenous lands but have failed to acknowledge the role these roots and histories have played in shaping the city’s identity. As the numbers of Indigenous people living in cities grow and they begin to assert their right to the city, the relationship between a city’s ‘majority population’ identity and its ‘Indigenous’ identity may become contested. Looking at the northern Scandinavian cities of Tromsø (Norway) and Umeå (Sweden), we study the conflicts that have arisen around the cities’ place identity. In Tromsø, the conflicts concerned joining the Sámi Administration Area. Whereas, in Umeå, the Sámi identity of the city was contested in relation to the inauguration of Umeå as European Capital of Culture 2014. Drawing on theories of place identity, social justice and the right to the city and analysing representations of place identity in the local media and public fora, we discuss the importance of change and reproduction of urban identities and power relations in the two cities. We conclude that contestation can open up space for change and challenge the city’s dominant power relations, encouraging a resurgent politics of recognition of Indigenous identities rather than a conciliatory form of settler-state recognition that (re)produces and maintains colonial relations.
Spreading Disinformation on Facebook: Do Trust in Message Source, Risk Propensity, or Personality Affect the Organic Reach of “Fake News”?

There is considerable concern about the propagation of disinformation through social media, particularly for political purposes. “Organic reach” has been found to be important in the propagation of disinformation on social networks. This is the phenomenon whereby social media users extend the audience for a piece of information: interacting with it, or sharing it with their wider networks, greatly increases the number of people the information reaches. This project evaluated the extent to which characteristics of the message source (how trustworthy they were) and the recipient (risk propensity and personality) influenced the organic reach of a potentially false message. In an online study, 357 Facebook users completed personality and risk propensity scales and rated their likelihood of interacting in various ways with a message posted by either a trustworthy or untrustworthy source. Message source impacted on overall organic reach, with messages from trusted sources being more likely to be propagated. Risk propensity did not influence reach. However, low scores on trait agreeableness predicted greater likelihood of interacting with a message. The findings provide preliminary evidence that both message source and recipient characteristics can potentially influence the spread of disinformation.
Learner progression into higher education

The development of the Framework for Achievement [FfA] [see report indexed at TD/TNC 82.400] incorporating a reform of vocational qualifications and a credit framework for further, adult and 14-19 education, together with the recent introduction of Foundation Degrees primarily intended as work-based qualifications, offer the best opportunity so far for establishing a [further/higher education] F/HE structure which is more responsive to the needs of learners, providers and employers and which can establish clear vocational progression routes to and through HE. The Framework for Achievement, when introduced, will be able to build on widening participation initiatives developed over several years between FE Colleges, Mixed Economy Group [MEG] Colleges and HE institutions. This study sets out to explore some of these initiatives in order to identify barriers to progression between F/HE and how far and by what means these barriers have been overcome. The scope of the study is limited to England. [Findings include that]: the proportion of vocationally qualified learners progressing into HE is substantially smaller than other main student categories principally ‘A’ levels; information relating to the progression of learners from level 3 to level 4 is currently inadequate; project participants have expressed concern at the poor quality of information, advice and guidance readily available to learners in school, colleges and the workplace and in the absence of such information the potential for uninformed judgements about academic, vocational and work-based routes to further and higher education; universities and colleges engaged in this study have developed a range of initiatives to widen participation in further and higher education for underrepresented social groups in education, the workplace and the community; project institutions’ initiatives in work-based learning confirm the existence of a substantial potential market for education and training in the workplace; there is a general acknowledgement that students from under-represented social groups are more expensive to educate and that this burden falls disproportionately on those institutions committed to widening participation; among the project institutions, most of which operate modular credit based systems (MEG colleges do so only in part), there is wide support for the Framework of Achievement in principle; and many of the issues outlined above might usefully be addressed if not resolved within the context of the proposed first Framework of Achievement.
Training Effect on Improving Cadres’ Knowledge and Skills of Obesity and Hypertension in Older People

0 0 1 274 1566 farradilaiskandar@ymail.com 13 3 1837 14.0 Normal 0 false false false EN-US JA X-NONE Poor skill of cadres on nutritional status assessment in older people with disability should be increased. BMI (body mass index) Meter tool has been developed to predict the nutritional status of the elderly. Interpretation of the measurement results in the form of nutritional status i.e. underweight, normal, overweight, and obesity need to be followed up with preventive efforts. Most nutritional problems which faced by elderly are obesity and hypertension. Therefore, obesity and hypertension counseling training for cadres posbindu and community health center staff was needed. The aim of this study is to assess the training effect on knowledge and skills in counseling obese and hypertension of elderly related to results of nutritional status asseesment of elderly using BMI Meter. Quasi-experimental design used in the study towards 38 cadres from 21 posbindus and 7 community health centers’ staffs in Depok City. The study results showed that most respondents knew the function of BMI Meter was to measure the predicted height of elderly with physical limitations at post-test (90%). Majority respondents aged between 40-49 years (42.2%) graduated from high school/vocational school (46.7%). At post-training, knowledge score increased almost 15 points and knowledge score at pre-training had significant difference with post-training ( p = 0.000). Respondents whose previous nutrition and health training had significant difference with knowledge ( p = 0.002). It also supported by increase their ability to conduct obesity and hypertension campaigns for elderly during twice observation field visit. Almost all respondents were able to counsel well in the delivery of media content sistematically and in interesting way. It was concluded that knowledge and skills can be improved through training and post training retention.
Fixed or growth: teacher perceptions of factors that shape mindset

ABSTRACT This study focuses on the beliefs of teachers regarding the malleability of their skills, and the factors they consider as enhancing or inhibiting teacher mindset. Fourteen semi-structured interviews were conducted. Findings revealed that both internal factors (e.g. background and success experiences) and external factors (e.g. learning climate, principal support and dictated changes) may enhance teacher growth mindset. Inhibitors included low status, unsupportive environments, and burnout. This qualitative research offers a new understanding of the various factors that teachers believe shape their mindset, and it has practical implications in fostering an attitude of growth among teachers.
The Maker Movement and Education: A Systematic Review of the Literature

Abstract The maker movement has sparked interest from stakeholders in K12 educational institutions based on its emphasis on science, technology, engineering, and math (STEM) content areas. However, the interest has not yet culminated in clearly defined best practices for K12 student or teacher learning. This systematic review of literature aims to analyze the research to date associated with the maker movement in K12 education. Prominent research databases were searched for literature published about the maker movement in education between the years 2000 and 2018 so as to provide a current description of research on this topic.