Miracle-dz/UniFAR-FTUs huggingface dataset:
Profile and neuropsychological differences in adolescent students with and without dyslexia

espanolResumen La dislexia es un problema que cada vez afecta mas al alumnado en edad escolar. Las ultimas experiencias de aplicacion de la neuropsicologia al ambito educativo resultan interesantes porque van a permitir evaluar distintas variables neuropsicologicas con el objeto de comprender mejor los procesos de aprendizaje del alumnado para plantear posteriormente intervenciones especificas en esta poblacion. El proposito de este estudio fue explorar variables neuropsicologicas relacionadas con la lectura y escritura en estudiantes con y sin dislexia. La muestra estuvo compuesta por 60 estudiantes de entre 13 y 15 anos, 30 con dislexia y treinta sin dislexia. La prueba King Devick fue utilizada para valorar los movimientos oculares sacadicos, la prueba de la lateralidad de Harris para evaluar la lateralidad y la prueba ENFEN para las funciones ejecutivas. Los resultados revelaron diferencias significativas entre los dos grupos. Los estudiantes con dislexia obtuvieron puntuaciones mas bajas en las tres habilidades neuropsicologicas evaluadas. Estos hallazgos sugieren que los ninos con dislexia podrian manifestar un peor desempeno en habilidades neuropsicologicas que son clave para el desarrollo lector y escritor. EnglishAbstract Dyslexia is a problem of increasing prevalence in school-age students. The latest experiences in the application of neuropsychology to education are interesting because they allow for the evaluation of different neuropsychological variables to obtain a better understanding of the learning processes of students in this population for specific subsequent interventions. The purpose of this study was to explore the following neuropsychological variables related to reading in adolescent students with and without dyslexia. The sample consisted of 60 students between 13 and 15 years of age, 30 with dyslexia and 30 without. The King Devick test was used to assess the saccadic eye movements, specifically the fast and automated denomination of digits; the Harris laterality test was used to evaluate functional laterality, and the ENFEN test for executive functions. The results revealed significant differences between the two groups. Students with dyslexia scored lower on the three neuropsychological skills assessed. These findings suggest that students with dyslexia may manifest poorer performance in those neuropsychological skills that are key to reader development.
Effects of Cognitive Performance and Affective Status on Fatigue in Parkinson's Disease

Background: Fatigue is a common non-motor symptom in Parkinson’s disease (PD) and is typically assessed via self-reported questionnaires such as the Parkinson’s Fatigue Scale (PFS). The PFS captures the presence of subjective experience of physical fatigue as well as its impact on daily functioning. Objectives: We aimed to investigate whether different variables (cognition, neuropsychiatric symptoms, disease-related measures) are associated with the experience of physical fatigue in comparison to fatigue affecting daily functioning. Method: Sixty-two non-demented PD patients were evaluated through questionnaires assessing fatigue, daytime sleepiness, apathy, depression, anxiety, and cognition. Items of fatigue were classified and summarized into two index variables measuring either the subjective experience of physical fatigue or the impact of fatigue on daily functioning. Linear regression with a stepwise elimination procedure was conducted to select the significant predictors for each index variable separately. Results: Subjective experience of physical fatigue (Model 1; r2 = 0.46; p <0.01) was significantly associated with higher levels of depression (b =0.07; p <0.01), anxiety (b =0.03; p <0.05), and lower performances in verbal episodic memory (b =–0.16; p <0.05). Fatigue affecting daily functioning (Model 2; r2 = 0.44; p <0.05) was significantly related to higher levels of depression (b = 0.07; p < 0.01), anxiety (b = 0.03; p > 0.05), and lower motor functioning (b = 0.01; p = 0.05). Conclusions: In conclusion, our work supports associations between fatigue and other neuropsychiatric symptoms in PD and extends prior work suggesting that motor disturbances are specifically linked to fatigue-related impairment of daily functioning, but not to the subjective experience of physical fatigue.
Music and Emergence

John Carvalho writes about the music that emerges in a skilled engagement with an environment of sound. This music emerges in a piece of music when the embodied skills of a composer, performer, or listener enact affordances that turn up in the environment defined by that piece of music. For Carvalho, the imagination animates these skills and directs their embodied testing of the environment for affordances to be enacted in making music emerge in it. To support this argument, Carvalho turns to an ecology of mind and a taxonomy of listening that account for how composers, performers, and listeners enact the music in a piece of music.
AUTOCONCEPTO, ACTIVIDAD FÍSICA Y SUSTANCIAS NOCIVAS: UN MODELO DE ECUACIONES ESTRUCTURALES

La presente investigacion pretende definir y contrastar un modelo explicativo del consumo de alcohol y tabaco, y la practica de actividad fisica en funcion de las cinco dimensiones del autoconcepto en una muestra de 2.134 adolescentes de la provincia de Granada (Espana). Los instrumentos empleados fueron el Cuestionario de Autoconcepto Forma-5, Test para la Identificacion de Trastornos en el Uso de Alcohol-AUDIT, Test para la Dependencia a la Nicotina-FTND y un cuestionario ad-hoc para controlar la practica de actividad fisica. En esta investigacion se planteo un modelo de ecuaciones estructurales que se ajusto de forma adecuada (χ2 = 79,476; gl = 8; p = 0,000; CFI = 0,968; NFI = 0,964; IFI = 0,968; RMSEA = 0,065). Los resultados obtenidos muestran una relacion positiva entre el consumo de alcohol y el consumo de tabaco, y relaciones negativas entre el autoconcepto familiar, emocional y academico con el consumo de alcohol.
Implementasi objek detection dan tracking menggunakan deep learning untuk pengolahan citra digital

Artikel ini bertujuan untuk mendeskripsikan peningkatan hasil pengolahan citra digital melalui objek detection dan tracking dengan memanfaatkan arsitektur deep learning. Metode yang digunakan dalam penelitian ini adalah metode deep learning, CAMShift, dan Faster R-CNN yang dilalui dengan serangkaian tahapan, yaitu: merancang dan mengimplementasikan metode yang digunakan dengan Raspberry Pi menggunakan Python dan Library OpenCV, mengkombinasikan Faster R-CNN dengan CAMShift, testing proses yang dibangun menggunakan data real time video yang telah dikumpulkan, setelah itu mengevaluasi kinerja dari segi akurasi terhadap masing-masing proses menggunakan hasil pengolahan tahap penggabungan metode yang telah dikumpulkan, dan menarik kesimpulan. Berdasarkan hasil studi penelitian, maka dapat di simpulkan bahwa penggabungan metode tersebut dapat dilakukan, akan tetapi masih memiliki beberapa kelemahan, yaitu pada saat proses penyimpanan data digital sangat banyak membutuhkan waktu proses penyimpanan yang lama, dan akurasi citra gambar digital belum memuaskan.
A GREY-BOX MODELING APPROACH FOR THE REDUCTION OF NONLINEAR SYSTEMS 1 1This work has been supported by the European Union within the Marie-Curie Training Network PROMATCH under the grant number MRTN-CT-2004-512441.

A novel model reduction methodology is proposed to approximate large-scale nonlinear dynamical systems. The methodology amounts to finding computationally efficient substitute models for an uncertain nonlinear system. Model uncertainty is incorporated by viewing the system as a grey-box or hybrid model with a mechanistic (first-principle) component and an empirical (black-box) component. The mechanistic part is approximated using proper orthogonal decomposition. Subsequently, the empirical part is identified by parameter estimation using the reduced order mechanistic part. As a consequence, the parameter estimation is computationally more efficient. An example with a distributed parameter system is provided.
Futures Work as a Mode of Academic Engagement

Strategic research indicates a problem-oriented, collaborative process of knowledge creation. Analysing a Finnish research project Smart Energy Transition and a related Delphi survey, we conceptualize strategic research as ‘futures work’ and as translations of technologies, time frames and narratives into a future vision. We ask 1) What is the role of the notion of disruption in strategic research and in the acts of translation? 2) What are the available means of articulating “disruption” in a Delphi survey? and 3) How do academics carrying out strategic research align themselves as part of actor networks? We find that the notion of disruption mediates the boundaries between science, business and policy. Moreover, plural time frames of short-term changes in actor networks and long-term speculative visions enable boundary work. Alignment between actors hinges on methodology, specific academic backgrounds and expertize, public energy discourses, national and industry interests, as well as neoliberal policy approaches that see futures as business opportunities.
Socioeconomic background and higher education participation: an analysis of school students’ aspirations and expectations

Differential higher education participation rates between community groups are found in most developed nations, despite the overall expansion of higher education towards mass systems. Imbalances in higher education participation remain a problem in Australia. This report is concerned with one underrepresented group, people from lower socioeconomic backgrounds. On crude figures, Australians from lower socioeconomic backgrounds have roughly half the likelihood of participating in higher education as Australians from medium and higher socioeconomic backgrounds. This degree of inequity has remained relatively stable for over a decade, despite extensive equity initiatives across the system as a whole. To shed further light on the problem, this report investigates the attitudes of senior school students towards higher education. It is based on data from a previous survey of over 7000 Year 10-12 students in three states, Western Australia, New South Wales, and Victoria, conducted for the former Higher Education Council. The project surveyed students across all socioeconomic strata and across urban, rural and isolated locations, allowing comparison of the differing aspirations and expectations of young people regarding education and the possibility of higher education. The study reveals appreciable social stratification in the opinions of senior secondary students about the relevance and attainability of a university education. Overall, young people’s interest in tertiary education is strong. Around 90 per cent of the sample reported that, all things being equal and imagining no constraints, they would prefer to undertake tertiary education of some kind after school.
Towards understanding the root causes of outdoor education incidents

Outdoor education involves the interaction of people with the natural environment, often in challenging situations. Because of this there are often real risks involved that must be suitably managed. Despite efforts at managing these risks, incidents are still occurring during outdoor education experiences that sometimes culminate in serious injury and even death. While in the past these injuries and fatalities would have been considered unfortunate acts of misadventure, new attitudes in society seek to ascribe blame in the wake of an accident and those involved, or their families, seek penalties for those blamed. Recent legislation such as the Health and Safety in Employment Act make these penalties easier to apply, while the recent actions of both the police and officers of the Department of Labour show the willingness of public officials to investigate and prosecute outdoor education providers if accidents occur. The outdoor education sector has been poorly equipped to reply to the public in the wake of serious incidents. There are few if any statistics on incident rates in the outdoor education sector, and there is very little known about the underlying causes of those incidents. To ensure that outdoor education provision can continue into the future such information needs to be available and training programmes developed based on those findings. This research builds a profile of almost 2000 incidents that occurred in the years 1996 2000 at 12 of the 25 larger outdoor education centres in New Zealand that were invited to participate. That profile includes calculating accident rates for the group of organisations sampled and compares these to the rates of accidents occurring in outdoor centres in other parts of the world as well as those occurring in other aspects of life in New Zealand. Eighteen of the incidents were chosen that had potential for serious injury, and these were studied for the root causes of the incidents using a Delphi technique involving three panels of outdoor experts. From this investigation, and an in-depth review of literature from the fields of safety management and psychology, I developed a taxonomy of root causes of outdoor education incidents and suggest a new model of how these root causes can interact to result in an incident. Not all of the identified types of error in the taxonomy of root causes could easily be
Experiences of Elementary School Principals Who Have Implemented the Leader in Me Program in a Large Urban District.

EXPERIENCES OF ELEMENTARY SCHOOL PRINCIPALS WHO HAVE IMPLEMENTED THE LEADER IN ME PROGRAM IN A LARGE URBAN DISTRICT Andrew Rocco The Sage Colleges, Esteves School of Education, 2018 Dissertation Chair: Jerome Steele The origins of the American educational system have always included a character education component. Teaching students moral values and the ability to know right from wrong is a component of the educational mission of our society. Character education evolved over the centuries, yet the core values of implementing right from wrong and the necessity of building moral values into our nations fabric has not changed. As we continue to move into the 21 century, technology and social issues have evolved, and character education programs and curriculum must adapt and evolve to our modern times in order to meet the needs of all students, as well as our society as a whole. The purpose of this qualitative study was to explore how principals have implemented The Leader in Me (TLIM) program in elementary schools in a large urban school district. Through interviews with 12 principals, the researcher gathered information about their experiences with the TLIM program, including why and how the principals implemented the program, how they measured its success, what they have learned, how they have adapted the TLIM
Model-Based Sparse Information Recovery by a Collaborative Sensor Management

This paper considers the real-time recovery of a fast time series (e.g., updated every T seconds) by using sparsely sampled measurements from two sensors whose sampling intervals are much larger than T (e.g., MT and NT, where M and N are integers). Specifically, when the fast signal is an autoregressive process, we propose an online information recovery algorithm that reconstructs the dense underlying temporal dynamics fully, by systematically modulating the sensor speeds MT and NT, and by exploiting a model-based fusion of the sparsely collected data. We provide the collaborative sensing design, parametric analysis and optimization of the algorithm. Application to a closed-loop disturbance rejection problem reveals the feasibility to annihilate fast disturbance signals with the slow and not fully aligned sensor pair in real time, and in particular, the rejection of narrow-band disturbances whose frequencies are much higher than the Nyquist frequencies of the sensors.
The 3 C's of anthropomorphism: Connection, comprehension, and competition

Anthropomorphism, or imbuing nonhuman entities with human traits, is prevalent in the marketplace. Products bear subtle resem‐ blances to humans, such as the “facial” features of a car's headlights and grille, and the curves of a Coke bottle. Products are portrayed as engaging in human activities and mannerisms, like the forlorn slouch of a discarded IKEA desk lamp sitting in the rain, whereas anthropomorphized spokes‐characters like the M&M candies and Mr. Clean have personal aspirations and elaborate back stories (Characters, 2019; The Origin of Mr. Clean, 2019). Even without the nudging of marketers, consumers spontaneously anthropomorphize the products they frequently engage with, from naming their cars to imploring their crashing computers to stop “messing” with them. The self‐propelled motion of smart home gadgets like the Roomba vacuum cleaner and voice command recognition of AI assistants like Amazon's Alexa further encourage anthropomorphism by giving these devices the semblance of goal‐oriented behavior and person‐ ality. Anthropomorphized brands and products are all around us. The common intuition is that making brands and products appear more human renders them more endearing and allows consumers to connect with them at a deeper level, resulting in strong, long‐last‐ ing, positive relationships. In addition to supporting this intuition, the last decade of consumer research shows that anthropomorphism has much broader implications. When imbued with human characteris‐ tics, anthropomorphized brands and products become active par‐ ticipants in the consumption experience and are viewed and treated fundamentally differently than those viewed simply as objects. Anthropomorphized entities take on the rich and complex persona of a human being, with all the intentions and goals, feelings and emo‐ tions, and hopes and desires that go with that person. When these nonhuman entities take on a human form, considerations usually Received: 29 June 2019 | Revised: 19 August 2019 | Accepted: 22 August 2019 DOI: 10.1002/arcp.1054
Factors that trigger bullying amongst subcontractors toward intention to quit in the construction projects

Purpose The purpose of this paper is to examine the relationships between three key factors that cause workplace bullying among subcontractor managers toward intention to quit the undertaken project within the context of Malaysia. Design/methodology/approach This study utilized the simple sampling method to select its study sample, while the questionnaire survey approach was implemented amidst 500 G6 and G7 contractor managers across Peninsular Malaysia. A total of 210 completed questionnaires were returned. Partial least square-structural equation modeling was administered to analyze the data via SmartPls 3.0 software. Findings This study discovered three significant factors (main contractor leadership, construction culture, work organization and job design) that displayed positive effect on workplace bullying among subcontractor managers toward intention to quit. The study outcomes can serve as a direction for policy makers to reduce bullying within the construction project environment. Practical implications This study serves as an instruction for main contractors to reinvent their style of management in overcoming bullying in construction projects. This paper guides that collaborative relationship among various parties in construction projects, including the representatives of main contractors and subcontractor managers, may assist in addressing the hostile environment of construction project, in order to create a constructive relationship between them that leads to overall project success. Originality/value Recognition of the three key factors that lead to workplace bullying among subcontractor managers in the construction industry, which are bound to enhance intention to quit based on the data set with strong statistical results, has made the research original.
Improving Student Learning in Undergraduate Engineering Education by Improving Teaching and Assessment.

In this paper, we report and expand on research questions designed to improve undergraduate engineering education. These questions are based on a yearlong process that included a three-step Delphi study and a subsequent two-day workshop. The Delphi study, conducted during winter and spring of 2015, engaged subject matter experts from engineering education research and engineering academic administration. It resulted in the formation of three writing teams, one each for the critical areas of improving student learning in undergraduate engineering education, improving and diversifying pathways of engineering students to increase retention, and using technology to enhance learning and engagement in engineering. Participants in the two-day workshop, held in October 2015, were chosen for their expertise in one or more of the three areas, such that the workshop could explore priorities for research that would address each of these areas. Using results from the Delphi study and the workshop, the writing teams worked to synthesize and expand on the research questions to guide future work. This paper addresses the first area: improving student learning in undergraduate engineering education. Comprehensive, systemic, and systematic improvement of student learning in the undergraduate engineering education system will require change across numerous elements in the system. The Delphi study and the subsequent workshop clustered major issues related to these numerous elements into four themes: (1) change the organizational culture, (2) research effective assessment practices, (3) promote adoption of research-based teaching practices, and (4) characterize successful faculty development. For each of the four themes, we present a rationale to support selection of the theme and offer categories to organize the research questions. We expect these questions will catalyze
Diversity, Social Justice, and the Educational Leader Diversity, Social Justice, and the Educational Leader

As the new century approached in 2000, educational leaders, practitioners, and researchers were continuing to understand the educational experiences of the fastest growing student population in the United States – Latina/os. Knowledge on factors influencing outcomes for this group were produced to inform educators. However, Latina/os continue to face barriers and challenges at all levels in their pursuit of educational opportunity, especially in higher education. The significance of the demographic shifts Latina/os bring to education should give educators a sense of urgency to better understand cultural factors that impact Latina/o student success. This paper will provide an overview of the academic literature just prior to and immediately after the new century to help understand specific cultural factors on socialization, involvement, and advancement of Latina/o college students at predominantly white institutions (PWI’s).