Yoxas/statistical_literacy huggingface dataset:
This study investigates the utilization of a stepped wave frequency modulation jamming technique in radar systems. The objective is to enhance the effectiveness and robustness of false target jamming in the presence of linear frequency modulation (LFM) radars employing constant false alarm rate (CFAR) detection. The proposed method combines stepped frequency modulation with full pulse delay/sum repeat jamming to enhance resilience against uncertainties in target parameters. Theoretical analysis and simulation experiments are conducted to establish relationships between key jammer parameters, such as frequency slope and power compensation, and performance metrics, like false target distribution and CFAR masking. The results demonstrate that the proposed technique effectively maintains a dense distribution of false targets surrounding the protected target, even in the presence of uncertainties in position and signal-to-noise ratio. In comparison to existing methods, the utilization of stepped-waveform modulation enables improved control over target distribution and CFAR masking. Adaptive power allocation compensates for parameter errors, thereby enhancing robustness. Simulation results reveal that the proposed approach significantly reduces the probability of detecting the true target by over 95% under uncertain conditions, while previous methods experienced degradation. The integration of stepped waveforms optimizes false target jamming, thereby advancing electronic warfare capabilities in countering advanced radar threats. This study establishes design principles for resilient jamming architectures and supports enhanced survivability against radars employing pulse compression and CFAR detection. Moreover, the concepts proposed in this study have the potential for extension to emerging radar waveforms.
This study investigates whether and to what extent students' self-efficacy in mathematics is affected by level-marked mathematics tasks. An online survey with an experimental design was used to collect data from lower secondary school students in Norway (n = 436). The effect of level-marked mathematics tasks was measured by comparing students' responses to tasks with no level marking with their responses to the same tasks marked as being easy, medium or difficult. The study's design was set up carefully, featuring experimental and control groups. A Wilcoxon test showed a significant gap in students' self-efficacy when approaching the same tasks without level marking and with difficult-level marking. In addition, a Friedman test showed that the gap between students' self-efficacy when encountering the same task with and without level marking expanded significantly with increasing difficulty markings. This result has implications for students in terms of their mathematics learning and for mathematics teachers in terms of their future differentiation initiatives.
This study investigates which local area characteristics, included in the Healthy Ageing/Vulnerable ENvironment (HAVEN) Index, are the strongest factors predicting transition into permanent residential aged care (PRAC) and mortality, and the geographic distribution of these factors. A retrospective cohort study of older individuals living in the community in Adelaide who received their first eligibility assessment for age care services between 2013 and 2015 (n = 16,939) was conducted. The study cohort, from the Registry of Senior Australians (ROSA), was linked by postcode to HAVEN Index items, selected following item response theory (IRT) analysis to determine the strongest local area factors associated with PRAC and mortality. Geospatial mapping of the factors determined the geographic distribution of these significant factors. Fourteen HAVEN Index items were associated with entry into PRAC and mortality. Three area-level items, lower educational attainment, financial housing stress and low levels of volunteering by older people, were risk factors for entry into PRAC and mortality while the remainder of the items identified were different for each outcome. The mapped local area risk factors for each outcome highlighted similar geographical areas of vulnerability. Local area characteristics are associated with entering PRAC and mortality. Our findings can inform area-level responses to make neighbourhoods more age-friendly, potentially allowing more people to age longer in place. Similar analyses, conducted for other areas, could provide evidence to support the widespread development of age-friendly neighbourhoods reducing area-level inequalities in ageing.
This study is a cross-sectional study aiming to determine the suicide literacy level of nurses and to examine the relationship between nurses' suicide literacy and certain variables. Suicide literacy in nurses is a factor which affects knowledge levels. The level of suicide literacy in nurses may affect the care given to patients and the behaviour of obtaining help in relation to themselves. The study was conducted with 348 nurses between January and March 2020 at a hospital in the city of Antalya in Turkey. A personal information form and the Literacy of Suicide Scale (LOSS) were used to collect data. Descriptive statistical methods were used in data analysis. Stepwise multiple linear regression analysis was performed to determine the predictors of suicide literacy. The STROBE checklist was followed for this cross-sectional study. The nurses' mean score on LOSS was 11.08 ± 3.92. Significant predictors of suicide literacy in nurses were being single, working in the emergency department, having previous experience in the psychiatry clinic, not having a mental illness, having suicide attempts in the family, having previously obtained information on intervention on individuals at risk of suicide and stating that their sources of information on this topic were nursing education and the Internet. These variables explained 19.8% of the variance in suicide literacy. The nurses' suicide literacy was at a low level. It is recommended that education programs on the care of patients at risk of suicide be set up for all nurses working in general clinics. It is important to raise the levels of suicide literacy in nurses in order to provide better quality care to patients who are at risk of suicide. Also, raising levels of suicide literacy may strengthen nurses' behaviours in seeking help for themselves.
This study is aimed to identify factors influencing patient's adherence to treatment in a bid to characterize the extent to which these factors are considered while developing a treatment schedule for patients with cerebral palsy in Nigeria. Descriptive cross-sectional study of physiotherapists involved in the care of patients with cerebral palsy. Factors influencing treatment adherence were assessed using a pre-tested, self-administered questionnaire. Participants were sampled from physiotherapists working at University of Nigeria Teaching Hospital, Enugu State, Nigeria. The data were analyzed using descriptive statistics of percentage and frequencies. A total of fifty three (31 males and 22 females) physiotherapists completed and returned the questionnaire. Participants (84.9%) agreed that patients occasionally forget to meet up with their appointment days; with majority of them agreeing that distance to the clinic and economic factor (cost of treatment and transportation) influence patient's adherence to treatment. Presence/absence of a caregiver and relationship between patients and their physiotherapist are also important factors influencing patient's treatment schedules. Distance to the clinic when compared to other (economic, patient-therapist relationship) factors is the major barrier to patient's adherence to treatment and therefore should be considered while developing treatment schedules for patients with cerebral palsy.
This study is aimed to investigate the epidemiological characteristics of rubella in Beijing, Haidian District of China, from 2005 to 2020, providing scientific basis for controlling rubella and the congenital rubella syndrome. Data were collected via the legal infectious disease report cards from medical institutions in Haidian, 2005-2020. The descriptive epidemiological methods plus statistical analysis were used to analyze the distribution of rubella in terms of population, time and region. In total, there were 994 cases of rubella in Beijing, Haidian District, with an average incidence of 1.81/100 000. In 2007, it was hit by rubella with the highest incidence up to 8.37/100 000, in the past 16 years. The peak incident of rubella was in spring (March to May). The majority of rubella patients were students and employees (70.1%) who are infected mainly due to the gathering. The majority of patients aged 15-29 years (63.4%). And the male-to-female ratio was 1.45 : 1. Rubella had a feature of spatial aggregation and appeared in all the regions in Haidian. According to Joinpoint regression model, rubella would still exist in the next 3 years with 2-5 new cases per year. Rubella showed a downshift trend from 2008 to 2014, then a sporadic distribution till 2020 in Haidian. Not completely eliminated yet, it is quite impending to improve people's awareness of preventing rubella and their health literacy mentally and physically in the whole population by means of the policy issuing from government.
This study is aimed to understand the connections between didacticians' meta-didactical praxeologies for the design and implementation of a teacher professional development program and their documentation work for the program itself. Didacticians are mathematics education researchers with the role of teacher educators. Data presents a case study, in which two didacticians (the authors) generate documents for the work with seventeen in-service mathematics teachers working at the lower secondary level, on inquiry mathematics tasks. The results reveal relationships, not yet fully addressed in research, between the intertwining evolution processes of the didacticians' meta-didactical praxeologies and their documentation work, nurtured by the collaboration with the teachers. The whole process is led by the evolving goal of the professional development program, from the promotion of the classroom implementation of inquiry mathematics tasks to the broader goal of building an inquiry community with the teachers. This study could contribute to the introduction of an interpretative model for the didacticians' work for the design and implementation of a teacher professional development program, based on the combination of Meta-Didactical Transposition and Documentational Approach to Didactics frameworks.
This study measured the change in critical thinking skills of dental students educated in a problem-based learning (PBL) pedagogical method. The quantitative analysis was focused on measuring students' critical thinking skills achievement from their first through third years of dental education at the University of Southern California. This non-experimental evaluation was based on a volunteer sample of ninety-eight dental students who completed a demographics/academic questionnaire and a psychometric assessment known as the Health Sciences Reasoning Test (HSRT). The HSRT produced the overall critical thinking skills score. Additionally, the HSRT generated five subscale scores: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. The results of this study concluded that the students showed no continuous and significant incremental improvement in their overall critical thinking skills score achievement during their PBL-based dental education. Except for the inductive reasoning score, this result was very consistent with the four subscale scores. Moreover, after performing the statistical adjustment on total score and subscale scores, no significant statistical differences were found among the three student groups. However, the results of this study found some aspects of critical thinking achievements that differed by categories of gender, race, English as first language, and education level.
This study measures changes in condomless anal sex (CAS) among HIV-negative men who have sex with men (MSM) who are not taking pre-exposure prophylaxis (PrEP). It considers the 2014-2019 cycles of the American Men's Internet Survey, a serial, cross-sectional web-based survey of US cisgender MSM aged ≥ 15 years, in which ~ 10% of each year's sample is drawn from the previous year. Among those surveyed for 2 years who remained HIV-negative and off PrEP, reports of having any CAS and of CAS partner number were compared across years. We disaggregated by partner HIV status, and considered demographic predictors. The overall population saw a significant 2.2 percentage-point (pp) increase in reports of any CAS year-over-year. Sub-populations with the largest year-on-year increases were 15-24-year-olds (5.0-pp) and Hispanic respondents (5.1-pp), with interaction (young Hispanic respondents = 12.8-pp). On the relative scale, these numbers correspond to 3.2%, 7.2%, 7.3% and 18.7%, respectively. Absolute increases were concentrated among partners reported as HIV-negative. Multivariable analyses for CAS initiation found effects concentrated among Hispanic and White youth and residents of fringe counties of large metropolitan areas. CAS partner number increases were similarly predicted by Hispanic identity and young age. Although condom use remains more common than PrEP use, increasing CAS among MSM not on PrEP suggests potential new HIV transmission pathways. Concentration of increases among 18-24-year-old MSM portends future increases in the proportion of newly diagnosed HIV that occur among youth. Concentration among young Hispanic MSM will likely expand existing disparities. Although reducing barriers to PrEP remains vital, condom promotion for MSM remains a key public health practice and appears to be missing key audiences. LGBTQ+-inclusive sex education is one avenue for enhancing these efforts.
This study offers an empirical exploration of self-assessed digital competencies of students, most of whom studied in nursing courses, using a discipline-based self-assessment survey tool. A range of digital competencies were explored: information and communication technology proficiency and productivity, information literacy, digital creation, digital research, digital communication, digital learning and development, digital innovation, digital identity management and digital well-being. A cross-sectional empirical study. Quantitative data were collected from November to December 2021 via a questionnaire survey administered to students. Quantitative results were reported through descriptive statistical analysis. Mann-Whitney (U-test) and Kruskal-Wallis non-parametric statistical tests were used to identify statistically significant differences based on age demographics and pre- or post-registration course. Thematic analysis was utilized for survey open-ended questions data. Students reported low competencies in the following digital literacy dimensions, all of which were imperative for their studies and for their future professional careers: information literacy, digital research, digital innovation. Significant statistical subgroup differences were found between age demographics and pre/post-registration within most of the digital competence dimensions. The survey open-ended comments revealed that students encountered challenges around digital skills they had mostly developed via everyday life experiences and trial-and-error approaches. Increasing awareness of existing digital gaps and offering tailored digital skills enhancement can empower students as future-proof evidence-based practitioners in an evolving digital healthcare landscape. Highlights the importance of embedding digital literacy within nursing study programmes, as preparation for comprehensive patient healthcare. Offers insights into digital competencies gaps of nursing students. Proposes targeted educational digital skills training interventions. Stresses the value of academic staff supporting nursing students to develop digital skills in important areas of professional practice. JBI critical appraisal checklist. No patient or public contribution.
This study outlines a 2-week laboratory module for an authentic cell biology undergraduate research experience that uses zebrafish (Danio rerio), a popular model organism for research. Previous research has indicated that course-based undergraduate research experiences such as this one increase student confidence, active learning, and retention. During this research experience, students investigate variations in pigmentation in the caudal fins of wild type (WT) and transgenic fish [Tg(mitfa:GNAQQ209L)]. The transgenic fish express a hyperactive Gα protein, GNAQQ209L, under the melanocyte-specific mitfa promoter, offering insights into uveal melanoma, a common eye cancer. Students specifically analyze the black pigmented cells, melanophores, within the caudal fin. We determined that the transgenic zebrafish have increased pigmentation in their caudal fins, but smaller melanophores. These results suggest there are more melanophores in the Tg(mitfa:GNAQQ209L) fish compared to the WT. Future undergraduate research could investigate these cellular differences. This research experience imparts microscopy and image analysis skills and instills the ability to grapple with large datasets, statistical tests, and data interpretation in alignment with biology education principles. Post-laboratory surveys reveal students attain confidence in the above skills and in handling animals, along with a deeper appreciation for model organism research and its relevance to cancer cell biology.
This study outlines the development of an electronic portfolio (e-portfolio) designed to capture and record the overall academic performance of medical undergraduate students throughout their educational journey. Additionally, it facilitates the capture of narratives on lived experiences and sharing of reflections, fostering collaboration between students and their mentors.
This study outlines the nature of Advanced Clinical Practice in Midwifery (ACPiM), reporting on a stakeholder analysis as part of a national project to develop a career framework for advanced practice in midwifery on behalf of the National Health Service (NHS) in England. Between June and July 2022, 31 advanced practice midwives were recruited across England within the NHS settings. Convenience sampling was used to identify midwives working as advanced practitioners, and those pursuing this career route. Focus group and one-to-one interviews were conducted, recorded, and transcribed. These stakeholder data were then analyzed using a reflexive thematic approach. ACP midwives were active across many professional settings. The findings resulted in three themes: Midwifery autonomy, Desire for progression, and Avenues of support. Midwifery autonomy highlighted a midwifery desire to utilize specialist skills and expert decision-making to provide holistic care directly to women and families. Desire for progression highlighted that, regardless of career stage, midwives aspired to advance their practice requiring a range of pathways to fulfil career satisfaction and meet local population health needs. Avenues of support discussed the barriers and facilitators to progression, highlighting the need for service vision, a multi-disciplinary approach to facilitate support for individuals, and strong midwifery leadership. Although the ACPiM role is desired by maternity institutions and organizations, midwives remain unclear about how to achieve this position, and employers remain unsure of how an ACPiM could transform services. If midwives are to successfully achieve ACPiM status, organizational support is needed to facilitate individuals drive for career progression, resulting in a strengthened workforce and improved patient experience.
This study performed a scoping review of the literature concerning the use of technology in mathematics education published between January 1981 and March 2022 to explore research trends. After the defined filtering process, we retrieved 2,433 articles from Web of Science, ERIC, and PsycInfo databases and employed Latent Dirichlet Allocation (LDA) topic modeling to extract key terms and topics from the selected articles. The analysis focused on the four aspects: (a) evolution of research trends of technology use in mathematics education, (b) frequently used words, (c) latent research topics, and (d) research trends for particular topics. The findings revealed a steady increase in research interest, and the combination of frequently used words in the article abstracts suggests popular research topics that have been studied during the set period. The results of LDA identified seven research topics that were not precisely aligned with those identified in prior studies on mathematics education or educational technology. This implied technology integration into mathematics education as a distinctive research area. Over time, the seven topics showed different research trends (stable, fluctuating, increasing, and decreasing). We discussed plausible reasons for these varied patterns and proposed implications based on the research findings.
This study presents a comprehensive analysis comparing the literacy levels of two Generative Artificial Intelligence (GAI) tools, ChatGPT and Bard, using a dataset of 134 questions from the Human Resources (HR) domain. The generated responses are evaluated for accuracy, relevance, and clarity. We find that ChatGPT outperforms Bard in overall accuracy (84.3% vs. 82.8%). This difference in performance suggests that ChatGPT could serve as a robotic advisor in transactional HR roles. In contrast, Bard may possess additional safeguards against misuse in the HR function, making it less capable of generating responses to certain types of questions. Statistical tests reveal that although the two systems differ in their mean accuracy, relevance, and clarity of the responses, the observed differences are not always statistically significant, implying that both tools may be more complementary than competitive. The Pearson correlation coefficients further support this by showing weak to non-existent relationships in performance metrics between the two tools. Confirmation queries don't improve ChatGPT or Bard's response accuracy. The study thus contributes to emerging research on the utility of GAI tools in Human Resources Management and suggests that involving certified HR professionals in the design phase could enhance underlying language model performance.
This study presents the development and evaluation of food preservation lessons for gardeners. Lessons were developed using the DESIGN process, a nutrition education program planning framework. This study examines the effectiveness of this curriculum at increasing knowledge of proper food preservation practices and increasing participants' confidence in home food preservation, identifies challenges participants experienced with home food preservation and assesses the perceived influence of home food preservation on vegetable intake and aspects of food security. We used the DESIGN process developed by Contento and Koch to develop the curricula and used social cognitive theory to guide the lesson development. Lessons on three types of food preservation (freezing, water bath canning and pressure canning) were developed and presented to adult gardeners. The evaluation consisted of post-lesson surveys and a follow-up survey several months after the lessons. Mid-Michigan, USA. Adult gardeners. Food preservation confidence increased following the lessons. At follow-up, 64 % of participants agreed or strongly agreed that they ate more fruit and vegetables because of preserving food, 57 % of respondents agreed or strongly agreed that they spend less money on food due to preserving, while 71 % reported being better able to provide food for themselves and their family. Lastly, 93 % reported feeling better about where their food comes from and wasting less food due to preserving. This study provides evidence that home food preservation may be beneficial in promoting fruit and vegetable intake and food security among gardeners.