Miracle-dz/UniFAR-FTUs huggingface dataset:
A Regression Method With Subnetwork Neurons for Vigilance Estimation Using EOG and EEG

In recent years, it has been observed that there is an increasing rate of road accidents due to the low vigilance of drivers. Thus, the estimation of drivers’ vigilance state plays a significant role in public transportation safety. We have adopted a feature fusion strategy that combines the electroencephalogram (EEG) signals collected from various sites of the human brain, including forehead, temporal, and posterior and forehead electrooculogram (forehead-EOG) signals, to address this factor. The level of vigilance is predicted through a new learning model known as double-layered neural network with subnetwork nodes (DNNSNs), which comprises several subnetwork nodes, and each node in turn is composed of many hidden nodes that have various capabilities of feature selection (dimension reduced), feature learning, etc. The proposed single modality that uses only forehead-EOG signal exhibits a mean root-mean-square error (RMSE) of 0.12 and a mean Pearson product-moment correlation coefficient (COR) of 0.78. On one hand, an EEG signal achieved a mean RMSE of 0.13 and a mean COR of 0.72. Whereas, on the other, the proposed multimodality achieved values of 0.09 and 0.85 for the mean RMSE and the mean COR, respectively. Experimental results show that the proposed DNNSN with multimodality fusion outperforms the model with single modality for vigilance estimation due to the complementary information between forehead-EOG and EEG. After a favorable learning rate was applied to the input layer, the mean RMSE/COR improved to 0.11/0.79, 0.12/0.74, and 0.08/0.86, respectively. Hence, this quantitative analysis proves that the proposed method provides better feasibility and efficiency learning capability and surmounts other state-of-the-art techniques.
Creative tensions in progressive higher education

In a rapidly changing context, US institutions of higher education are struggling amidst myriad pressures related, for example, to funding, accountability, standardisation and technology. In particular, pressures on ‘progressive’ or non-traditional colleges are immense. These schools, which have historically emphasised individualised, student-centred pedagogy, access and diversity, experimentation and a commitment to social justice, are in danger of losing their distinctive vision as the challenges they face have undermined their practices and thrown into question their identity, if not their survival. This essay argues, first, that if progressive institutions are to sustain their distinctive approach, they must not succumb to demands that drive them towards the conventional, but rather must use these challenges to renew their practice; second, that they must examine creative tensions, the perennial questions that reflect a generative interplay between competing values; and, third, that they must remain mindful of the principles undergirding their progressive vision. Mining these tensions as opportunities for grappling with the pressures at hand, the essay provides examples of possibilities for progressive change. Instead of slipping into the conventional or succumbing to despair, the essay shows that we can respond creatively to the challenges all higher education and especially progressive institutions face today.
Mental healthcare in rural Greece: an overview

This article summarizes the current state of mental healthcare delivery in rural areas in Greece. Mental health services for common mental disorders are provided by primary care physicians, whereas local community mental health centers (CMHCs) and the mobile mental health units (MMHUs) deliver services for all mental disorders, including the chronic and severe disorders. There are significant differences among rural mental health services with regard to the patients they treat, depending on local differences and other services’ availability. Their clinical work is noteworthy yet research on community mental health services in rural areas is scarce. Those services should be preserved and even expand for the coverage of the needs of special populations such as the elderly, children and adolescents and refugees. Rural community mental health services face challenges such as the increased demand for services, staffing and inadequate resources. These services are low-cost and their contribution to the promotion of mental health in rural areas may be important, still their cost-effectiveness should be assessed.
New Perspectives from a Quasi-English Translation of Dusan Savicevic's 2000 Work on Roots in the Development of Andragogy: The 2016 Update of History and Philosophy of Andragogy.

This 2016 updated capsule on a History and Philosophy of Andragogy includes 196 concepts and 268 names from a quasi-English translation of Dusan Savicevic’s 2000 work on roots in the world-wide development of Andragogy from ancient times. Ten new items were discovered and added to the list. Some of these documents, however, present aspects of the events and ideas which recount the years and contexts prior to the time in which they appeared in published form. To date, nearly 600 documents have been discovered, but space limitations in this paper allowed the inclusion of only 150 – a fraction of the total number. Each of 16 eras is articulated with selected works and the recent discoveries are found mainly in the most recent era.
Generating Indonesian Question Automatically Based on Bloom’s Taxonomy Using Template Based Method

In education field, evaluation is needed to know the extent to which the learning process has been done. The evaluation process can be done through the provision of questions with varying degrees of difficulty. However, making questions with varying degrees of difficulty is not easy. Someone must understand the whole new materials to make the question. If there are a lot of materials, it takes a little time to change them to be a question. Therefore, it is necessary to automate the question generation process, in order to facilitate and accelerate the question generation process. This research introduces a template-based method to generate questions based on New Bloom's Taxonomy. There were 4 stages in this research, dataset collection, pattern identification process, question generating process & classification, and final evaluation process result. The dataset consists of 60 samples of paragraphs that derived from 9 courses of study courses Informatics Engineering. The 60 paragraphs produced 278 sentences and 654 questions. The proposed method is capable of producing an accuracy of 81.65% to generate questions using New Bloom's Taxonomy classification. So it can be concluded that the proposed method can be used to generate questions with varying difficulty levels in accordance with New Bloom's Taxonomy.
Embedding employability into the curriculum

This guide discusses a number of issues that need to be borne in mind when the desire is to embed (or embed more firmly) employability into a curriculum. It is therefore of particular relevance to colleagues who are designing new curricula or are considering how existing curricula might be ‘tuned’ in order to accentuate the potential of their programmes to develop students’ employability. Further, it should be helpful to those whose curricula are coming up for review under an institution’s (or some external body’s) quality assurance processes. The complexity of employability and the variety that exists in curricula in UK higher education mean that no single, ideal, prescription for the embedding of employability can be provided. Embedding has to be undertaken with reference to the curricular context, and hence this Guide should be treated as offering a number of pertinent points which may be useful to those responsible for whole curricula - and, in particular, for curricular components - as they grapple with curricular challenges.
Moderation versus validation: policy and practices in higher education at TAFE

Current studies conducted by the National Centre for Vocational Education Research (NCVER) and others in a vocational setting suggest that practitioners at TAFE are quite clear about validation, but much more needs to be done to ensure that the concept and practice of moderation is clearly understood and implemented within the sector. This preliminary study further investigates the nature and extent of moderation policies and practices in higher education programs at a TAFE institute. The study firstly explores staff perceptions that underlie their experiences in relation to the moderation policy and practice within a department. The preliminary findings will be used to explore, review and evaluate the consistency, reliability and comparability of assessment judgment from different departments within the institute. The scope will then be extended to a nation-wide basis, surveying Australian TAFE higher education providers members to compare understandings and practices of moderation to seek ways to improve the practice in order to meet the Tertiary Education Quality and Standards Agency (TEQSA) requirements, which demands evidence of 'details of moderation and any other arrangements that will be used to support consistency and reliability of assessment and grading across each subject in the course study, noting any differences in these processes across delivery methods, delivery sites, and/or student cohorts' (TEQSA 2012, page 32). The final stage of the study will be further broadened internationally, comparing New Zealand, UK, Australia, Canada and the United States under similar settings, for international comparison and analysis. The aim of the research is to better understand the issues and challenges in relation to the quality and rigour of assessments within an institute, nationally and internationally.
Literacy and Numeracy in Play: Young Children's Representations of Their Multilingual Worlds

Author(s): Franco, Janelle | Advisor(s): Faulstich Orellana, Marjorie | Abstract: This study explores how young children use literacy and numeracy in play as they represent themselves in their multilingual worlds. Education policies continue to rely on constricted definitions of achievement and monolingual norms, narrowing the kinds of learning experiences available in schools, especially for children living in multilingual and/or low-socio-economic communities. Drawing from a variety of data sources, including field notes, video/audio recordings, photographs, ethnographic interviews, and children’s artifacts, this study examines children’s literacy and numeracy practices in a play-based after-school program. In addition, ethnographic interviews and participant observations were conducted in the children’s classroom and with family members in order to inform understandings of after-school interactions. Analysis of the data revealed how children drew from their translingual resources as they created representations in their play. This included (1) how children collaborated and negotiated decisions about representation, making choices about when and how to collaborate, and shifting and/or combing languages and modes of representation based on intent and awareness of audience; and, (2) how children used spatial understanding and translanguaging to represent themselves within their play and community, sometimes prompting discussions surrounding mathematical perspectives and audience. This dissertation concludes by discussing how these findings inform theory, hold implications for policy and practice, affect educators’ use of play as a tool for teaching and learning.
Transgender ageing: community resistance and well-being in the life course

This chapter explores the intersections of gender, sexuality and age through transgender aging. Using empirical work from both Swedish and U.S. contexts, it examines how heteronormative expectations for human lives are challenged by the identities, lived experiences and life choices of older transgender adults. Further, the chapter draws upon life course and queer perspectives to analyse the role of community-level organizing and resistance as pathways to wellness in later life for transgender people
Early years science in action

ABSTRACT This paper examines where science fits within the early years foundation stage developmental framework and aims to create an understanding of common science practice within the early years, with particular focus on practice at Balham Nursery School and Children’s Centre. Within the paper both theory and a range of practical examples are considered, with an examination of child initiated science activities that are extended further through adult interaction and exploration of the roles of both the environment and adults in supporting scientific enquiry. The Characteristics of Effective Learning are considered with regard to the skills children need to develop in order to both formulate and answer their own questions taking a scientific approach. Final reflections discuss what an early years learning community may potentially wish to focus on to further develop scientific concepts within a play-based setting.
Student’s access and performance in the Portuguese Higher Education: Issues of gender, age, socio-cultural background, expectations, and program choice

The purpose of this article is to characterize and contribute to the debate on the democratization of Portuguese higher education, both in terms of access and the performance of students enrolled in a public university. The analyses concern the sociodemographic characteristics and schooling trajectory of the 2,697 students enrolled for the first time in the University of Minho in the academic year 2015/16. The relationships between such characteristics and the choice of program, expectations regarding higher education, the criteria of admission, and the association with their permanence and performance in the first year of studies are explored as well. Several statistical tests were applied, such as those based on multivariate analysis of variance, chi-squared test for the independence between variables, or the t-Student test for the comparison of means of two independent samples. Results suggest that student’s gender, socio-cultural background and schooling trajectory are related to the choice of the programe, university entrance score and the entrance option. The multivariate analysis of variance of student’s grade point average at the end of the first year suggests the influence of the interaction between the fixed term of scientific-disciplinary area of the program attended and the program option of access to higher education. We did not find any statistically significant association between socio-cultural background and permanence in higher education; i.e, the socio-cultural origin of the students does not seem to influence the decision to abandon, suspend or transfer program, at least during their first year of studies. Our findings suggest student’s resilience and/or institutional action meaning a step further on the path for social equity in the Portuguese higher education.
Learning Strategies to Initiate and Motivate Students of an Introductory Microbiology Laboratory Class to Perform Cooperatively an Inquiry-Based Project.

Pre-nursing students of an introductory Microbiology laboratory class, having learnt typical microbiological techniques during the semester, gained the confidence of conducting an inquiry-based project as part of their lab course work. Students cooperatively performed a microbiological analysis, to evaluate safety of sushi. This paper presents learning strategies and assessment methods to prepare and motivate the students for undertaking an investigative project. Approaches are discussed that were taken to continually assess the students during the performance of the project in order to ensure harmonious group activity and transition through the various stages of the investigative project. Students commented that their investigative experience had increased their thinking and analytical skills and heightened their awareness of the process of scientific discovery.
Model-oriented fake news detection on social media

Nowadays, fake news (FN) have actively penetrated throughout the social media reducing our ability to critical assess and proceed the information. Most of existing approaches to handle with FN require a labeled FN training datasets but in some cases these datasets are unavailable. In this paper, we present a model-oriented approach for FN detection and feature extraction. The unsupervised technique for FN identification without the training data is designed and developed. It includes four main steps, namely data preprocessing, text feature extraction, vectorization, and clustering using k-means algorithm. The results of the last step was evaluated through several parameters: homogeneity, completeness, V-measure, Adjusted Rand index and Silhouette coefficient.
An exploration of the views of young adults aged 18+ on the YMCA ‘Ground Floor Open Youth Space’

Title An exploration of the views of young adults aged 18+ on the YMCA ‘Ground Floor Open Youth Space’ Author(s) O'Shea, Gill Publication date 2012-04-18 Original citation O'Shea, G. (2012) An exploration of the views of young adults aged 18+ on the YMCA ‘Ground Floor Open Youth Space’. Cork: CommunityAcademic Research Links, University College Cork. Type of publication Report Link to publisher's version https://www.ucc. ie/en/scishop/rr/ Access to the full text of the published version may require a subscription. Rights © 2012, Gill O'Shea. Item downloaded from http://hdl.handle. net/10468/8304
The Effect of Human Resources Practices on the Formation of Organizational Justice Perceptions of Employees and a Research

This study aims to be beneficial to the future research by examining the formation process of the employees' perceptions of justice about the human resources practices. The research was conducted at 3 banks in Baku, Azerbaijan: International Bank of Azerbaijan, Rabite Bank, and Express Bank. Our survey was conducted on 150 employees. As a result, a positive relationship between organizational justice and human resources practices was found.
A Multi-Informant Study: Mother–Child Relationship and Children with Learning Disability

ABSTRACT The current study aimed to assess the influence of learning disability (LD) symptoms on mother–child relationships using a multiple-informant approach. Children with LD aged between 7 and 14 (N = 90), their mothers, and teachers participated in the study. Mothers completed a sociodemographic information form, the Parent–Child Relationship Scale, and the Specific Learning Disability Symptom Check List (Mother Form); teachers completed the Specific Learning Disability Symptom Check List (Teacher Form); and children completed the Two-Field Map to assess their perceptions of closeness to their mothers. Pearson correlation, t-test, and path analyses were conducted. Overall, LD symptoms predicted mother–child positivity, negativity, and children’s perceived closeness to their mothers. Results indicated both agreement and disagreement between mother–teacher and mother–child dyads. The current study assessed differential perspectives in evaluating LD and mother–child relationships to guide researchers in order to develop more comprehensive interventions.
Leading Across Generations

While stereotypes abound, it's no secret that there are real differences between each of the three generations that make up the majority of today's workforce. Now the largest sector of the workforce, Millennials are generally tech-savvy, enjoy workplace flexibility, and need regular coaching and feedback from superiors to be effective. Like Millennials, Gen Xers want a work-life balance (since many are dealing with aging parents) but many are skeptical of new ideas since they were hardest hit by the recession and lost a great deal of their wealth. While Millennials and Gen Xers value a work-life balance, Baby Boomers tend to value hard work, teamwork and experience, but are generally not tech-savvy. With so many differences among generations, it's easy to see why workplace conflicts often arise. Each generation has preferred methods of communication and each places value on different aspects of life and work. Many of these differences are a direct result of major social and economic events that occurred during upbringing. For example, Gen Xers were the first generation of kids who grew up with two working parents so they tend to value independence in the workplace. Many Millennials, however, grew up with "helicopter parents" so they appreciate constant feedback and coaching in the workplace (which may be a source of conflict for leaders who value independence among their workers). This session will identify the major characteristics (and stereotypes) among generations in the workforce and help create some common ground for Extension professionals to lead effectively across generations. Session will include several hands-on activities and offer participants the opportunity to discuss and overcome workplace conflicts that result from generational differences, both real and perceived.
Teachers’ Talk about Group Work Assessment before and after Participation in An Intervention

Previous research has shown that teachers use an indistinct vocabulary, employ few concepts, and expose an embryonic professional language when talking about group work assessment, thus indicating a lack of a professional language. Building on Granstrom’s three different modes of language use everyday, pseudo-meta- and meta-language, the purpose of this article was to examine the teachers’ use of languages when talking about group work assessment. Specifically, if and how teachers’ use of modes of languages are influenced by them partaking in 1) a study about assessment in group work and 2) in an intervention in form of a short educational session. Data were gathered from interviews with eight teachers working in years five and eight in five Swedish compulsory schools and analysed both qualitatively and quantitatively. The results revealed that all of the teachers use Granstom’s mode of languages to a varying degree when talking about assessment in cooperative situations. A core finding was that intervention in the form of a short education influenced the teachers’ way of talking in a positive way. By participating in the intervention, the teachers developed and expanded their mode of language, thereby promoting the use of a common professional language about group work assessment.
The relationship between self-efficacy and athlete burnout in elite volleyball players

Purpose : The researches about the relationship between self-efficacy and athlete' burnout of elite volleyball players who playing in high level leagues is not available in the literature. The aim of this study is to investigate the relationship between self-efficacy and athletes’ burnout in elite volleyball players. Material : The study group is consisted 173 [n=61 female, n=112 male] elite volleyball players. The mean of the age of participants was 25.6 year [± 6.3]. Data was collected by personal information form, General Self-Efficacy Scale [GSE] and Athlete Burnout Questionnaire [ABQ]. SPSS 22 program was used in the analysis of the obtained data. Kolmogorov-Smirnov test was applied to determine whether the data showed normal distribution and the significance level was accepted as 0.05 in the analyses. Parametric tests were used in the analysis of the data. Results : As a result of the research, high level negative correlation was found between effort and resistance sub-dimension [GSE] and the reduced sense of accomplishment sub-dimension [ABQ] [p<0.01]. In the same way, there was a negative correlation between ability and confidence sub-dimension [GSE] with reduced sense of accomplishment sub-dimension [ABQ] [p<0.01]. Conclusions : This result shows that athletes with high general self-efficacy level have less athlete burnout than others. Volleyball players who played in national teams have higher self-efficacy than others, while athletes have less athlete' burnout. Gender has no relation on volleyball players' self-efficacy and burnout. As the age of the participants decreased, burnout levels increased.