Miracle-dz/UniFAR-FTUs huggingface dataset:
Positive Emotion in Borderline Personality Disorder

Borderline personality disorder (BPD) is a severe form of personality pathology characterized by high levels of negative emotionality. Because negative emotions are so central to the clinical presentation of BPD, the issue of how people with this disorder process and experience positive emotional experiences is relatively unexplored. This chapter provides an overview of what is currently known about positive emotions and BPD. Although the literature is characterized by many inconsistencies, our review suggests that people with BPD do indeed experience positive emotions. However, their recall of positive emotional experiences appears to be reduced, perhaps because such experiences are more transient, less stable, and more likely to be quickly replaced by negative emotions. Problems with the identification and accurate differentiation of positive emotions may also play a role. Such difficulties may conspire to create a psychological world for people with BPD that is characterized by a focus on negative mood and negative emotional experiences. In addition to focusing on negative affect, we suggest that it might also be clinically beneficial to make problems with positive affect a specific clinical target.
音韻性（構音性）ループの神経基盤

作業記憶の下位システムである音韻性 (構音性) ループは，言語性の短期記憶 (STM) から発展した概念であり，内容的にはほぼ同一である。 心理学領域，神経心理学領域のさまざまな知見から，音韻性ループの細分化の必要性が生じ，Vallerらは入力側の要素として音韻性短期貯蔵庫，出力側の要素として音韻性出力バッファーをそのモデルのなかに加えた。 主として伝導失語からなる脳損傷例のdigit spanの結果から，このモデルの神経解剖学的基盤を検討した。 音韻性短期貯蔵庫は上側頭回に，音韻性出力バッファーは中心前回に，音韻性ループは両者を結ぶ頭頂葉に，おのおの対応するとの仮説を提示した。 今後は，健常者を対象としたPET賦活研究やfunctional MRIによる知見の集積が期待され，これらの研究と病巣研究が互いの欠点を補完しあうことが期待される。
Missing data treatments in intervention studies: What was, what is, and what should be

Missing data are ubiquitous in studies examining preventive interventions. This missing data need to be handled appropriately for data analyses to yield unbiased results. After a brief discussion of missing data mechanisms, inappropriate missing data treatments and appropriate missing data treatments, we review the current state of missing data treatments in intervention studies as well as how they have evolved over the years. Although missing data treatments have improved over the years, antiquated missing data treatments associated with biased results are still prevalent. Furthermore, many studies do not appropriately report their rates of missing data and missing data treatments. Using appropriate missing data treatments is elemental to accurately identify effective preventive interventions and properly inform practice and policy.
Quando l’habitus fa il monaco: mutamenti sociali, stili di vita e disuguaglianze

The research question is why poor education is one of the main social determinants of health, as is poverty and social exclusion? The theoretical hypothesis is that education contributes to defining people's lifestyle or habitus. Education allows to build character skills (elements of habitus), such as conscientiousness, emotional stability, openness to experience, perseverance, responsibility. In complex adaptive health systems, the multiple interactions and relationships between people and elements of the system mean that character skills are strategic.
Lateralizing and Localizing Findings in Focal Epilepsies: A Concise Review

Knowledge of lateralizing and localizing value of seizure semiology and other clinical findings is necessary in the management process of patients with focal epilepsy, particularly with widespread use of surgery in the management of patients with refractory focal epilepsy. The advent of video-EEG monitoring has permitted careful analysis of semiologic features of seizures and their correlation with simultaneous EEG activities. The availability of new imaging and functional studies could be considered as a revolution in localization of the epileptogenic zone. In the current concise review, a list of well-documented lateralizing and localizing findings in focal epilepsies is prepared. This paper is designed as a practical tool for physicians, aiming to serve as a practical, problem-oriented reference. While I include the correlated symptomatogenic zone and the possible mechanism in generating the finding in the context of a focal seizure, this paper emphasizes how to localize the epileptogenic zone according to any given specific finding. I hope that this paper leads to improved patient care.
Becoming a teacher of reading: preservice teachers develop their understanding of teaching reading

Preservice teachers of reading develop their beliefs and understanding of reading pedagogy in diverse ways. While they do gather some knowledge and understanding from their university preparation courses and their practicum experiences in classrooms, a less transparent source of emerging understandings of reading pedagogy is their own experiences with reading instruction as students. Using a qualitative case study methodology, this dissertation study investigated how three preservice teachers interested in early childhood education developed understandings of reading pedagogy. Data collected included three interviews; two prompted reflective writings on their evolving understandings; observation in the participants’ reading processes course; and an interview with the course instructor. Findings indicated that preservice teachers’ biographies influenced both their understanding of how to teach reading and their attitudes toward it. Also, they favoured practicum experience over university coursework as a source of knowledge, and experienced tensions when their own beliefs contradicted the ideas espoused in the university course. In general, preservice teachers’ beliefs and experiences prior to starting their teacher education program caused resistance toward research-based theories and practices related to reading. Findings imply that teacher educators need to be explicit in providing many opportunities for their students to discuss and make sense of their epistemological understandings in relation to areas of tension with reading pedagogy.
An experiential reflection of a mindful lecturer: exploring enhancement of active learning in higher education

The practice of mindfulness is described as an awareness that emerges through purposefully paying attention in the present moment, non-judgmentally (Kabat-Zinn, 1990). Practice usually entails attentional training, which is executed through meditation. Mindfulness meditation involves actively observing the present moment by attending to the breath, moment-to-moment, and without adding any meaning to the feelings and thoughts that emerge. This process assists people who observe the constant flow of information unfolding in the present moment and to systematically develop an ability to accept (instead of judge) the experiences that are encountered. Working with mindfulness meditation practices has been shown to lead to other multi-layered indirect benefits, such as compassion, self-compassion, and equanimity, which are parts of advanced mindfulness practice (Kabat-Zinn, 2003; Grossman & Van Dam, 2011). Interestingly, while benefits of mindfulness have been explored within higher education contexts, and improvements in achievement and mental health across student populations have been reported (e.g. Bennett, Egan, Cook, & Mantzios, 2018), the potential for teacher development and enhancement of teaching and learning has not been explored. Researchers have primarily focused on the health benefits within student populations (Bowen & Marlatt, 2009), while similar benefits have been observed in teaching staff when appropriate population-specific practices are put into place (Braun, Roesner, Mashburn, & Skinner, 2018). From simple and quick interventions (Mantzios & Giannou, 2018a, 2018b) to longer mindfulness programs (Beshai, McAlpine, Weare, & Kuyken, 2016; Gold et al., 2010), the evidence of mindfulness practices for health and well-being has been considerable in the past decade. However, are there any direct benefits to teaching and learning of students with more mindful teachers in higher education? In the next section, we put forward one example of how a mindful teacher could enhance active learning during core lectures and big groups of learners. Within higher education settings, the usual teaching practice is to embed more interactive and engaging material (such as videos, multiple-choice questions, different scenarios or case studies) in between the slides that hold the essence and the key
The Role of Coaching in Primary School Teachers’ Improved Practice

i Acknowledgements. iii List of tables and figures.vi Chapter One: Introduction. 1 Rationale. 1 A personal and professional perspective. 1 Research aims and questions. 2 Thesis organisation. 3 Chapter Two: Literature review. 4 Coaching defined.4 Coaching models and learning theories. 5 Skill and expertise of the coach.8 The role of school leaders in developing organisation culture and environment. 12 Key coachee characteristics. 17 Summary.19 Chapter Three: Research methodology and methods. 20 Research design. 20 The qualitative approach. 21 Data collection.26 Summary.35 Chapter Four: Presentation of findings. 37 Findings. 37 Summary.64 Chapter Five: Discussion of findings. 65 The tangible factors that affect the quality and impact of coaching.66 Coaching as a strategic function designed to achieve transformational change for an organisation. 70 The interpersonal behaviours that affect coaching having an impact on teacher practice. 74 Summary.79 Chapter Six: Conclusions and recommendations. 81 An overview of the research study. 81 v Conclusions. 81 Strengths and limitations of the research study. 83 Recommendations. 84 Final conclusion. 85 References. 86 Appendix A – Principal letter Permission to conduct research. 91 Appendix B – Principal’s permission for access to the school. 92 Appendix C – Participant information sheet. 93 Appendix D – Indicative interview questions. 96 Appendix E – Consent form. 97
Arritmia focal de Vena Pulmonar: desde Bigeminia Oculta hasta Fibrilación Auricular. Tratamiento mediante Ablación

Paroxysmal atrial fibrillation (AF) initiation often occurs from pulmonary vein (PV) ectopy. We describe the case of a young patient with multiple episodes of refractory AF who had, almost permanently, left inferior PV extrasystoles in a pattern of bigeminy. At the beginning this focal arrhythmia was concealed due to exit block, going unnoticed on the electrocardiogram. Subsequently PV couplets were expressed as atrial extrasystoles and finally disorganization of this phenomenon led to AF. PV isolation was performed and after 4 months of follow-up the patient remains free from AF and supraventricular extrasystoles on Holter monitoring.
Randomized Trial of $5 Versus $10 Monetary Incentives, Envelope Size, and Candy to Increase Physician Response Rates to Mailed Questionnaires

Background. The validity of the results of mailed surveys is often threatened by nonresponse bias, which is made more likely when response rates are low. However, the effectiveness and cost-effectiveness of several strategies to increase response rates are uncertain. Objectives. To assess three strategies to increase response rates to mailed physician surveys: including a $10 versus a $5 cash incentive in the initial mailing, including a mint candy or not, and using a large versus small outgoing envelope. Research Design and subjects. Using a 2 × 2 × 2 factorial design, a randomized trial of these strategies was conducted in a survey of 1200 physicians randomly selected from the American Medical Association’s Master File. Results. Including a $10 incentive yielded a significantly higher response rate (60.5% vs. 52.8%) (P = 0.009). The mailing and incentive costs per completed response were $12.24 (95% CI, $11.75, $13.64) in the $5 group and $18.48 (95% CI, $17.77, $20.69) in the $10 group. Each additional response obtained in the $10 group came at an incremental cost of $61.26 (95% CI, $36.98, $200.80). Neither inclusion of a mint nor use of a large envelope influenced the response rate. Conclusions. Investigators may increase response rates by including more money in the initial questionnaire packet, but there may be diminishing returns to serial increments in incentives greater than $5. Including smaller incentives in more questionnaires may maximize total responses.
Caseous Necrosis of the Mitral Valve

Clinical History A 67-year old woman was transferred to our institution following an episode of polymorphic ventricular tachycardia. Her prior medical history was notable for exertional fatigue, chest pain, shortness of breath and diaphoresis. Her presentation to an outside hospital was remarkable for ECG changes suggestive of myocardial ischemia and a borderline troponin leak. Cardiac catheterization at the outside hospital demonstrated nonobstructive coronary artery disease, and a left atrial mass. A trans-thoracic echocardiogram (TTE) performed on admission to MGH revealed a large, non-mobile echo dense mass on the atrial side of the mitral valve, adjacent to the posterior leaflet. No mitral stenosis and moderate mitral regurgitation were noted. The differential diagnosis included a primary myocardial tumor, myxoma, fibroelastoma, thrombus, vegetation, and caseous necrosis of the mitral valve. An ECG-gated cardiac CT was performed in order to better characterize the mass seen on TTE.
Changing Lives on the Border: Preparing Rural, Culturally Responsive Special Educators

Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural. ” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed through university–school district partnerships, are specifically designed to prepare culturally responsive educators to meet the needs and ultimately improve the lives of students with disabilities in southwestern Arizona rural border communities.
Effect of apigenin on expression of VEGF in cerebral ischemia and reperfusion rats

AIM:To investigate the effect of apigenin on the expression of vascular endothelial growth factor(VEGF) in the rats under the condition of cerebral ischemia and reperfusion.METHODS: Ninety-one male SD rats were randomly divided into 13 groups: sham operation group(S),model groups(group M6 h,group M24 h,group M72 h,group M7 d),apigenin treatment groups(group A6 h,group A24 h,group A72 h,group A7 d) and dexamethasone treatment groups(group D6 h,group D24 h,group D72 h,group D7 d). The acute transient focal cerebral ischemia reperfusion model was established by modified method of inserting the nylon thread into middle cerebral artery,staying for 2 h and then withdrawing from the artery.In the experiment groups,the TTC staining of brain slices were performed and the neurological behavior scores were determined.The expression of VEGF by immunohistochemistry(ICH) was semi-quantitatively analyzed by measuring the integrated absorbance(IA). RESULTS: Abnormal neurological behaviors were observed in the animals of M groups,A groups and D groups,but the neurological behaviors of the rats in A7 d group were better than that in the other groups(P0.05). Typical cortical infarct lesions in M groups,A groups and D groups were found by TTC staining,mainly in cerebral cortex and striatum.The immunnohistochemical results showed that the expression of VEGF was significantly higher in M,A and D groups than that in S group(P0.05). Moreover,the expression of VEGF in A groups(A24 h and A72 h)was higher than that in M groups(M 24 h and M72 h,respectively)(P0.01). The expression of VEGF in D72 h group was higher than that in M72 h group(P0.05),and that in A7 d group was obviously higher than that in D7 d group(P0.01). CONCLUSION: Apigenin promotes the expression of VEGF in the model of acute transient focal cerebral ischemia-reperfusion injury,improves the process of brain injury and recovers the brain functions in rats.
Teaching the Millennials: Implications on Today's Classrooms

English teaching professionals dealing with students from all levels of education are reported to have faced challenges in meeting their students’ needs. Born into the world of information, the Millennials are comprised of digital learners who are comfortable using technology in their everyday life. Students’ predilection for technology is calling the educators to align their teaching strategies with students’ learning preference. This paper therefore looks at the challenges educators face in teaching the Millennials as well as the strategies adopted in meeting the needs of this new generation. The survey which involved a department of language lecturers provides further insights into the discourse of teaching and learning in higher learning institutions.
A CRITICAL EVALUATION OF THE NEEDS AND ASPIRATIONS OF INTERNATIONAL MBA STUDENTS AND THEIR IMPACT ON POSTGRADUATE PROGRAMME DEVELOPMENT IN SUNDERLAND BUSINESS SCHOOL

The abstract and aims of the research are to explore a key element of the changing nature of the global higher education environment. The purpose of this work is to critically analyse a key factor affecting the Sunderland Business School MBA programme and its provision as part of the postgraduate portfolio. The needs and aspirations of our student community are key to the development of any successful programme yet all too often we pay less attention to the views and opinions of our students whilst at the same time recognising their importance as one of our key stakeholders. This research will examine and critically evaluate the needs and aspirations of MBA students who have studied on the Programme in Sunderland. It will also draw upon the experiences and views of MBA Directors associated with the European Federation of Management Development (EFMD). It is intended that this review will inform the future development of the Sunderland MBA programme to ensure its relevance as part of the Faculty offering and to ensure its currency in the wider HE market.
Relação entre funções executivas e motricidade fina em crianças com Transtorno de Déficit de Atenção/Hiperatividade

Criancas com Transtorno de Deficit de Atencao/Hiperatividade (TDAH) frequentemente apresentam comprometimento de habilidades motoras que pode ou nao estar relacionado a presenca associada do Transtomo do Desenvolvimento da Coordenacao (TDC). Quando nao ha o diagnostico associado de TDC, o comprometimento motor pode ser investigado em termos de sua relacao com disfuncao executiva ou em termos das bases neurobiologicas do TDAH. O objetivo do presente estudo foi comparar o desempenho de criancas com TDAH com o desempenho de criancas com desenvolvimento tipico em provas de coordenacao motora fina e funcoes executivas (FE), estabelecendo as relacoes entre desempenho motor e cognitivo. Participaram do estudo dois grupos: 1) 26 criancas com diagnostico clinico de TDAH, sendo 23 meninos e 3 meninas com idade entre 7 e 14 anos (media de 9,38 e desvio padrao de 1,94) e 2) 46 criancas sem diagnostico de qualquer disturbio neuropsicomotor, ou seja, apresentavam desenvolvimento considerado tipico pelos pais e professores, sendo 26 meninos e 20 meninas com idade entre 7 e 14 anos (media de 9,07 e desvio padrao de 1,87). Para as comparacoes com as criancas do grupo TDAH foram selecionadas 26 criancas pareadas por idade, sexo e nivel de inteligencia. Os instrumentos de avaliacao foram: anamnese para avaliacao de caracteristicas sociodemograficas; lnventario de Comportamentos para Criancas e Adolescentes; Inventario de Recursos do Ambiente Familiar; Avaliacao da inteligencia geral pelo Teste das Matrizes Progressivas Coloridas de Raven; Teste da Torre de Londres, Teste de Fluencia Verbal, Teste de Selecao de Cartas de Wisconsin e Childrens Gambling Task para avaliacao das funcoes executivas; Movement Assessment Battery for Children e Questionario de Transtorno do Desenvolvimento da Coordenacao para avaliacao da motricidade global, da coordenacao motora fina especificamente e da presenca de TDC. As criancas com TDAH apresentaram mais disfuncao executiva e motora que o grupo controle, mesmo quando pareadas por idade, sexo e inteligencia. O desempenho nas provas motoras foi correlacionado com as provas de FE. As FE sao os melhores preditores de desempenho motor fino em comparacao as outras variaveis. Quinze criancas com TDAH (57,6%) apresentaram comprometimento nas provas motoras compativel com o diagnostico de TDC.
How socio‐culture impact the information behavior of Chinese urban newcomers

Nowadays, migrants have become the majority population of some Chinese cities, rather than a vulnerable group in the coming information society. To gain a better understanding of urban newcomers' information behavior, we interviewed 13 newcomers in China and employed grounded theory to explore how socio‐cultural factors impact their information behavior. The preliminary findings show that information behavior of urban newcomers may be influenced by a complex cultural framework involving cultural integration, social integration, and cognitive value. Based on the qualitative analysis, we propose a theoretical model to understand the inner relationship, which may also yield practical implications on Chinese urban newcomers' information practices.
Functional and Cognitive Differences between Cognitively-Well People and People with Dementia

of Motor and ProcessSkills (AMPS) and the CAMCOG (the cognitive component of the Cambridge Examination for Mental Status in the Elderly) to differentiate between two groups of elderly people, those who were cognitively well (n=10) and those with dementia (n=19). The hypothesis was that the cognitively-well group would have significantly higher mean AMPS motor, AMPS processand CAMCOG scoresthan the group with dementia. The results supported the hypothesis and demonstrated the ability of the AMPS and the CAM COG to differentiate between these two groups of people. The ability of the AMPS and the CAM COG to identify people with dementia according to the cut-off scores for each test was also compared descriptively. The AMPS processskills scale was able to identify all subjectswith dementia, whereas the CAMCOG failed to detect 20% of these subjects.
Social and Emotional Loneliness Scale for Adults: evidencias psicométricas en el noreste de Brasil

Este artículo analiza una investigación-intervención realizada con un grupo de apoyo a la adopción en la ciudad de Canoas, Rio Grande do Sul, Brasil. Con ese fin, articula los datos de la investigación con el concepto de grupo-dispositivo, para comprender cómo el concepto puede contribuir como una herramienta de intervención para el campo de la psicología en el apoyo de la adopción. Dieciocho miembros del Grupo de Apoyo a la Adopción, en diferentes fases del proyecto adoptivo, participaron en el estudio. Los datos se analizaron a través del Análisis del discurso desde una perspectiva foucaultiana, que comprende los discursos en una ubicación histórico-social singular. A través de los resultados fue posible mostrar cómo el grupo-dispositivo, en el campo de la adopción, desnaturaliza los significados establecidos sobre el perfil de adopción deseado, los obstáculos de la adaptación, los prejuicios involucrados en la adopción y los movimientos grupales. Al enfatizar los movimientos singulares, el concepto permite que otros sentidos sobre el cuidado, la protección y la constitución familiar sean producidos.