bluuebunny/crossref_metadata_2025_split huggingface dataset:
MONETARY POLICY AND INSURANCE SECTOR PERFORMANCE IN NIGERIA
Authors: Obayagbona Joel , Ajao Mayowa Gabriel 
Published: December 2022

ABSTRACT
The study empirically examines the effect of monetary policy on the performance of insurance sector in Nigeria for the period 1985 to 2021. The error correction model (ECM) and the cointegration econometric technique were employed for the estimation of the short run and long run relationship. The empirical findings revealed that in the short run, all the hypothesized monetary policy variables (monetary policy rate, cash reserve ratio, reserve requirement, minimum rediscount rate, money supply and interest rate) failed the 5 percent significance level, suggesting that they do not have significant effect on insurance sector performance in Nigeria in the short run. On the other hands, the results of the long run model indicate that monetary policy rate, cash reserve ratio and minimum rediscount rate have significant positive relationship with insurance sector performance. However, those of reserve requirement, money supply and interest rate do not have significant relationship with the performance of insurance sector in Nigeria within the period of investigation. The study recommends among others that since the result from the study has shown that Monetary policy rate significantly impact insurance performance, it therefore follows that activities of insurance firms as well as their overall performance can be adversely impacted by monetary policy decisions if not proactively prepared for and responded to. To this end, management should evolve appropriate strategy that would enable them proactively tackle unfavourable business environment resulting in macroeconomic risks in order to avoid adverse operating losses.
An immunoinformatics based study of Mycobacterium tuberculosis Region of Difference-2 uncharacterized protein (Rv1987) as a potential subunit vaccine candidate for preliminary ex-vivo analysis
Authors: Mahapatra Rajani Kanta , Arega Aregitu Mekuriaw , Dhal Ajit , Nayak Sasmita 
Published: December 2022

Mycobacterium tuberculosis (Mtb) is the pathogen that causes
tuberculosis and develops resistance to many of the existing drugs. The
sole licensed TB vaccine, BCG, is unable to provide a comprehensive
defence. So, it is crucial to maintain the immunological response to
eliminate tuberculosis. Our previous insilico study
reported five uncharacterized proteins as potential vaccine antigens. In
this article, we considered the uncharacterized Mtb H37Rv regions
of difference (RD-2) Rv1987 protein as a promising vaccine
candidate. The vaccine quality of the protein was analyzed using reverse
vaccinology and immunoinformatics-based quality checking parameters
followed by an ex-vivo preliminary investigation. Insilico analysis of Rv1987 protein predicted it as surface
localized, secretory, single helix, antigenic, non-allergenic, and
non-homologous to the host protein. Immunoinformatics analysis of Rv1987
by CD4+ and CD8+ T-cells via MHC-I and MHC-II binding affinity and
presence of B-cell epitope predicted its immunogenicity. The docked
complex analysis of the 3D model structure of the protein with immune
cell receptor TLR-4 revealed the protein’s capability for potential
interaction. Furthermore, the target protein encoded gene Rv1987 was
cloned, over-expressed, purified, and analysed by mass-spectrometry (MS)
to report the target peptides. The qRT-PCR gene expression analysis
shows that it is capable of activating macrophages and significantly
increasing the production of a number of key cytokines (TNF-α, IL-1β,
and IL-10). Our in silico analysis and ex-vivo preliminary
investigations revealed the immunogenic potential of the target protein.
These findings suggest that the Rv1987 be undertaken as a potent subunit
vaccine antigen and that further animal model immuno-modulation studies
would boost the novel TB vaccine discovery and/or BCG vaccine supplement
pipeline.
Museum-Ed Listserv: An Online Community of Practice
Authors: Buffington Melanie L. 
Published: December 2022

Abstract
Online communities live and thrive through the Internet. This article explores an online community devoted to museum education, Museum-Ed. After reviewing the history of online communities and the theory of communities of practice, the article presents a qualitative content analysis of one month of posts to this museum education community. Four themes emerged during the content analysis that relate to how this community functions. These themes include List Functionality, Professional Information, Human Relations, and Educational Resources. Because of the interactions that take place through this community, it is argued that Museum-Ed is an online community of practice. Through studying online communities, we may learn more ways to develop effective opportunities for developing communities of practice among educators.
Care, Sociocultural Practice, and Aesthetic Experience in the Art Classroom
Authors: Heid Karen 
Published: December 2022

Abstract
Scholars and practitioners continually search for the optimal paths to effective learning. This paper presents the results of a case study that suggests that care supports learning in sociocultural settings and subsequently encourages aesthetic experiences of children in the art classroom. Care theory (Noddings, 1995) informs this investigation by suggesting that care is the bridge between learning independently and learning in a group and thus is essential for effective instruction and learning in the art classroom. when framed within a context of care, sociocultural learning theory (Lave, 1988; Vygotsky, 1934/1978; Wertsch, 1985) supports the notion that learning among different ages and ability groups creates a context for qualitatively different experiences than offered in single-ability and single-age groups. Aesthetic experience (Dewey, 1934; Eisner; 2002), as an outgrowth of social interaction supported with care, is a significant cognitive function that supports learning in the art classroom. The results of the case study reveal the social nature of the students’ world and emphasizes the role that art teachers can play in supporting student creativity and achievement within a social setting.
Interactive Touring in Art Museums: Constructing Meanings and Creating Communities of Understanding
Authors: Barrett Terry 
Published: December 2022

Abstract
This article quotes adult visitors to museums who have constructed their own interpretations of works of art when encouraged to do so by an art educator who facilitates group discussions rather than imparts historical information and interpretations formulated by scholars. The article provides examples of individuals making personal meanings of works of art. When visitors share their individual understandings of artworks with their touring group, they see artworks in unique ways, learn that their own way of seeing a work is not the only way, come to know the diversity of human reactions to the work of art and to life, and thereby aid the building of communities of understanding.
Establishing Collaborative Dialogue: The Mentor and the Apprentice
Authors: Kantawala Ami , Hochtritt Lisa , Rolling James Haywood , Serig Dan , Staikidis Kryssi 
Published: December 2022

Abstract
This essay shares observations and insights about principles of mentoring in the form of five individual recollections about our experiences with our mentor and dissertation advisor, Graeme Sullivan. Dialogue 1 focuses on the historical and cultural antecedents of the mentor-mentee relationship, whereas dialogue 2 highlights the rich potential of teaching and learning, and that the potential to see things from new perspectives is ever present. Dialogue 3 describes the mentor-mentee relationship that deepened with the idea of intellectual rigor and play, risk and experiment, the practice of art making and the happenstance of serendipity within the context of the research act. Dialogue 4 offers examples of reflexivity in two forms, methodological and interpretive, and argues that it becomes the meta—modus operandi of the relationship among doctoral student/artist, dissertation advisor, and dissertation art practice/research. The concluding dialogue focuses on the language of possibility in mentoring, which shapes the research process and transforms both mentee and mentor. These reflections can also be seen within the spirit of an open dialogue and collaborations between us as our mentor continues to reach us, allowing us to seed the fields we have settled in and as we generate our own reincarnations.
Attending to Place, Race, and Community: Trans-Local Partnering Between Scholars and Activists in Central Appalachia and the Black Belt South
Authors: Harris Rosalind , Bernard Marcus , Mullinax Maureen , Worthen Dreamal , Finch Sokoya , Womack Veronica 
Published: December 2022

Abstract
The communities in the Black Belt South and Central Appalachian regions in the United States share long histories of persistent subjugation. Both regions also have strong traditions of partnerships between grassroots activists and scholars—partnerships that have, at times, lent resilient responses to political, economic and cultural challenges, and at other times, been less hospitable to inclusivity, particularly of the voices from community members. This article discusses the background of an attempt by scholars and activists from these regions to forge trans-local partnerships between the Appalachian Studies Association and the Black Belt Action Network (BBAN). The goal of these emerging conversations is to share resources between these organizations, both lessons learned in the form of the development and practice of place-based regional curricula such as those instituted and refined by Appalachian Studies Programs, and to engage in a process of reciprocal, storied learning as both regional organizations work to mobilize, theorize, and strategize authentic community-university partnerships in rich and dynamic places.
History’s Mysteries Demystified: Becoming a Psychologist–Historian
Authors: Vaughn-Blount Kelli , Rutherford Alexandra , Baker David , Johnson Deborah 
Published: December 2022

Abstract
More than 40 years ago, psychologist–historian Robert Watson argued that the study of history was of particular salience to psychology. In this article we explore the relationship between psychology and history and argue that the psychologist–historian plays a vital role in the discipline of psychology. We provide a brief overview of the emergence of the history of psychology as a professional subdiscipline, describe who psychologist–historians are, explain why they are needed, and detail how to join their ranks. We argue that increasing historical sophistication among psychologists will have beneficial effects on research and teaching, and we invite all psychologists to participate in the making of psychology’s history.
THE HUNTER LABORATORY OF PSYCHOLOGY AFTER 50 YEARS
Authors: Kling J. W. , Blough Donald S. , Church Russell M. 
Published: December 2022

Abstract
After a half century of use by the Brown University Psychology Department, the Walter S. Hunter Laboratory of Psychology has been scheduled for renovation for another use, and a new building for the department is on the drawing board. Hunter Lab was specifically designed to house an experimental psychology department. Here we comment on the changes and adaptations necessary over the years as teaching and laboratory technology changed and as the department and the university grew larger, and we suggest considerations to others who are planning new or renovated buildings with similar purposes.
Individual strategies in artificial grammar learning
Authors: VISSER INGMAR , RAIJMAKERS MAARTJE E. J. , POTHOS EMMANUEL M. 
Published: December 2022

Abstract
Artificial grammar learning (AGL) has been used extensively to study theories of learning, but compelling conclusions cannot be drawn without an analysis of individual strategies. We describe a new statistical method for doing so, based on the increasingly popular framework of latent variable models, which is especially suited to capture heterogeneity in participants’ responses. We applied the method of latent class regression models, in which the intercept and regression coefficients can have different values in different latent groups of participants; each latent group represents different reliance on the potentially available sources of knowledge in AGL, such as grammaticality and fragment overlap. The results indicate that grammaticality and fragment overlap can be understood as distinct aspects of learning performance, as evidenced by different groups of participants adopting predominantly one or the other strategy in a series of comparable datasets from AGL studies.
Goal-directed aiming and the relative contribution of two online control processes
Authors: GRIERSON LAWRENCE E. M. , ELLIOTT DIGBY 
Published: December 2022

Abstract
Kinematic investigations of rapid goal-directed aiming suggest that the online control of movement occurs via 2 processes. One process involves a comparison of visual information about the relative locations of the hand and target late in the trajectory. A second process has been proposed in which a movement’s initial impulse is subject to online control. To investigate the relative influence of these 2 types of online control, kinematic analysis of participants’ rapid goal-directed movements was conducted. Upon movement initiation, the environment was manipulated such that participants were exposed to a factorial combination of perturbations designed to have unique impacts on either late trajectory or initial impulse control. The Müller–Lyer illusion creates a bias in the perceived location of the target relative to the hand and affects late adjustments to the movement trajectory. Displacing the background over which movements are performed, either in or opposite to the direction of the movement, creates a mismatch between perceived and expected limb velocity, affecting early online control. Results of the Müller–Lyer-only and moving-background–only conditions replicated the previous evidence of late trajectory and early control adjustments, respectively. More interestingly, end movement accuracy measures yielded noninteractive main effects of the 2 perturbations, suggesting that the 2 forms of control operate independently.
The limits of arousal’s memory-impairing effects on nearby information
Authors: MATHER MARA , GORLICK MARISSA A. , NESMITH KATHRYN 
Published: December 2022

Abstract
Showing an arousing central stimulus in a scene often leads to enhanced memory for the arousing central information and impaired memory for peripheral details. However, it is not clear from previous work whether arousing stimuli impair memory for all nonarousing nearby information or just background information. In several experiments, we tested how emotionally arousing pictures affect memory for nearby pictures and for background information. We found that when 2 pictures were presented together, an arousing picture did not affect item and location memory for the other picture. In contrast, an arousing picture impaired memory for a background pattern. These findings suggest that arousal impairs memory for information that is the target of perceptual suppression, such as background information when there is a figure–ground distinction, but does not impair memory for other foreground information.
Real-life decision making: Parents choosing a first-grade placement
Authors: GALOTTI KATHLEEN M. , TINKELENBERG CAREY E. 
Published: December 2022

Abstract
We report a short-term longitudinal investigation of how parents of kindergartners select an educational option for their child. Our focus was on the educational options parents actively considered and the criteria they used to evaluate these options. Parents actively considered about 3 of the available 8 or more educational options and reported considering an average of 5 criteria to evaluate these options. Over a 6-month period, parents changed about one third of the options on their short list and half the criteria they reported using. Parents’ holistic appraisals of options were moderately calibrated with predictions of linear models. Although parents’ self-reports suggested that they used a variety of decision-making styles, analyses indicated few performance differences as a function of their self-reported style.
APPLIED ANIMAL PSYCHOLOGY AT AN AMERICAN ROADSIDE ATTRACTION: ANIMAL BEHAVIOR ENTERPRISES AND THE IQ ZOO OF HOT SPRINGS, ARKANSAS
Authors: Drumm Patrick 
Published: December 2022

Abstract
Keller and Marian Breland worked with B. F. Skinner on top-secret behavioral technology during World War II. They later applied that behavioral technology in postwar business ventures that included a roadside attraction called the IQ Zoo. It attracted motorists from across the United States and, like other roadside attractions of the period, was depicted in postcards available for purchase. While conducting research associated with the business, the Brelands discovered the phenomenon of instinctive drift, which significantly advanced subsequent theoretical accounts of the biological factors that influence learning.
Bringing the East to the West: A Case Study in Teaching Chinese Choral Music to a Youth Choir in the United States
Authors: Gackle Lynne , Fung C. Victor 
Published: December 2022

Abstract
The purpose of this case study ws to document and evaluate the process which 35 singers (ages 14 to 18 years) in a youth choir in the United States learned Chinese choral pieces during a fourmonth period. The researchers identified challenges and strategies used, and aided by 43 choral directors in China, evaluated the choir’s performance of these Chinese songs. Observations, interviews, and performance evaluations were the main methodologies used. Sources of data included choir members’, choir directors’, and researchers’ accounts of rehearsals and performances. The data revealed eight major themes. These themes concern the importance of parts to whole, the importance of visual and aural demonstration/feedback, aesthetic enjoyment and application of the challenge, high-achieving student profiles, understanding of lyrics and their cultural context, utilization of community culture bearers, extension to native experts, and cultural submersion providing musical and life insights. We conclude that strategies used were effective and resulted in student gains in four areas: musical, pedagogical, cultural, and attitudinal and personal.
Music Teachers’ Perceptions of Effective Teaching
Authors: Button Stuart 
Published: December 2022

Abstract
The purpose of this study was to investigate the perceptions of the effective teacher, associated to the teaching and learning of music at Key Stage 3.1 The quantitative data was obtained through the administration of a questionnaire to 26 music teachers, immediately following their first term of teaching. The questionnaire consisted of 48 statements related to the effective teaching of music. Results demonstrate that there is an imperative for music teachers, when teaching general class music, to deploy a variety of teaching strategies and to bridge the gap between pedagogical expertise, subject knowledge, and how pupils learn if they are to become expert practitioners and maximize their potential as change agents.
Influences of Emotion on Context Memory while Viewing Film Clips
Authors: Anderson Lisa , Shimamura Arthur P. 
Published: December 2022

Abstract
Participants listened to words while viewing film clips (audio off). Film clips were classified as neutral, positively valenced, negatively valenced, and arousing. Memory was assessed in three ways: recall of film content, recall of words, and context recognition. In the context recognition test, participants were presented a word and determined which film clip was showing when the word was originally presented. In two experiments, context memory performance was disrupted when words were presented during negatively valenced film clips, whereas it was enhanced when words were presented during arousing film clips. Free recall of words presented during the negatively valenced films was also disrupted. These findings suggest multiple influences of emotion on memory performance.
Effects of an Interdisciplinary Method for Training Conductors
Authors: Running Donald J. 
Published: December 2022

Abstract
This study investigated effects of a method designed to enhance novice conductors’ musical expressiveness, specificity, and comfort through incorporation of acting exercises. Participants (N = 33) were divided into an experimental group receiving instruction in physical acting exercises and a control group receiving traditional conducting instruction. Pretest/posttest questionnaires and pretest/posttest video excerpts assessed by a panel of experts were employed to assess changes in participants’ abilities and attitudes. Results indicate that both the experimental method and traditional method have positive effects on the ability of the conductors to utilize and perform expressive conducting gestures (p &lt; .01). No significant interactions were found between the control and experimental groups; both experimental and traditional methods seemed to allow for student growth equally.
Learning in a Celtic Community: An Exploration of Informal Music Learning and Adult Amateur Musicians
Authors: Waldron Janice , Veblen Kari 
Published: December 2022

Abstract
This on-going ethnographic study focuses on adult music learning by examining motivations and successful learning strategies favored by 6 players in one weekly Celtic pub session. There were 2 women and 4 men, the average age of participants was 45, and each had been learning Celtic Traditional Music (CTM) between six and 16years. Three had learned to play an instrument at school but had discontinued playing their school instruments after graduation. Participants were attracted to CTM and traditional instruments for various reasons, and learned through the medium ofitunesj rather than scales and exercises. Because CTM is an aural/oral culture, participants valued learning "by ear," but did regard written notation as a useful aid, particularly as a mnemonic strategy. We conducted session documentation through photo, video, cyberspace information and audio recording balanced against in-depth interviews. Research questions included: What were the various attitudes, beliefs, and perceptions of session participants regarding learning traditional Irish/Celtic music? What are the characteristics of learning that occurred in this informal setting? What are the implications for lifelong music learning and formal music education? Information about this kind of informal learning practice has implications for formal school instrumental learning.