nils-herrmann/clean_scirepeval huggingface dataset:
A flexible touch pressure sensor array with wireless transmission system for robotic skin.
Venue: The Review of scientific instruments

Human skin contains multiple receptors and is able to sense various stimuli such as temperature, touch, pressure, and deformation, with high sensitivity and resolution. The development of skin like sensors capable of sensing these stimuli is of great importance for various applications such as robots, touch detection, temperature monitoring, and strain gauges. Great efforts have been made to develop high performance touch sensor and pressure sensor. Compared with general sensor, the touch pressure sensor which is reported in this paper not only can measure large pressure but also has a high resolution in the small range so that it can feel slight touch. The sensor has a vertical structure. The upper layer is made of silicone rubber as the capacitive layer and the lower layer employs multiwall carbon nanotubes and carbon black filled silicone rubber as the resistive layer. The electrodes are made by conductive silver adhesives. In addition, the electrodes are connected to the pads on the top surface of the flexible printed circuit board by enamelled wires which made it easier to fabricate sensor array. The resolution of the touch pressure sensor in the range of 0 10 N and 10 100 N are 0.1 N and 1 N, respectively. The experimental data of the sensor are sent by ZigBee wireless technology which reduces the complexity of the wiring and provides a convenient way to apply and maintain the sensor array.
Violence, Responsibility, Friendship and Basic Psychological Needs: Effects of a Sport Education and Teaching for Personal and Social Responsibility Program Violencia, responsabilidad, amistad y necesidades psicologicas basicas: efectos de un progra

El objetivo del presente estudio fue evaluar experimentalmente los efectos de una intervencion basada en un modelo pedagogico hibrido (Educacion Deportiva+Responsabilidad Personal y Social) sobre las actitudes hacia la violencia, la responsabilidad, las metas de amistad y las necesidades psicologicas basicas de los adolescentes, comparandolos con un planteamiento tradicional de ensenanza. Accedieron a participar 143 estudiantes de secundaria, 14 17 anos, 78 experimentales y 65 de control. El estudio utilizo un diseno de medidas repetidas pretest postest con grupo de control. Antes y despues del programa (16 sesiones) se administraron cuatro instrumentos de evaluacion: Escala del Nivel de Actitud hacia la Violencia, Cuestionario de Metas de Amistad, Cuestionario de Responsabilidad Personal y Social y Escala de las Necesidades Psicologicas Basicas. Los MANCOVAs postest revelaron que el programa de intervencion (MED+MRPS) provoco una mejora significativa de las actitudes hacia la violencia, la responsabilidad social, la competencia y la relacion de los participantes. Los resultados muestran la bondad de planteamientos pedagogicos novedosos.
CARACTERIZACION DEL NIVEL DE DESARROLLO DE LA FUNCION SIMBOLICA EN NINOS PREESCOLARES (Characterization of Development Level of the Symbolic Function in Preschool Children)

El objetivo de este estudio es caracterizar el nivel de adquisicion de la funcionsimbolica en ninos preescolares colombianos. Participaron 39 ninos aquienes se les aplico el protocolo de evaluacion psicologica cualitativa quepermite caracterizar la adquisicion de la funcion simbolica en los nivelesmaterializado, perceptivo y verbal; basado en el concepto de la zona deldesarrollo proximo lo cual implica la participacion activa del nino, y diversasformas de ayuda por parte del evaluador. Los resultados senalan unbajo nivel de desarrollo de la funcion simbolica al final de la edad preescolar;ademas posibilitan conocer como el nino preescolar realiza tareassimbolicas a partir de apoyos verbales del adulto. Se discute la importanciadel espacio de colaboracion entre el adulto y los ninos en el que se usael lenguaje como medio de apoyo para la ejecucion de acciones simbolicasy para la creacion independiente de diversas formas de representacionmaterializada, perceptiva y verbal.   The aim of this study is to characterize the acquisition level of the symbolicfunction in Colombian preschool children in the city of Bogota. The studyinvolved 39 children. Children were assessed by a protocol of qualitative psychologicalevaluation to characterize the acquisition of the symbolic functionin materialized, perceptual and verbal levels. The protocol is based on thezone of proximal development concept, which involves the active participationof children and the use of various forms of assistance from the evaluator.The results of the protocol evaluation indicate a low development level ofthe symbolic function at the end of preschool age. The findings of this studyare useful in both education and psychology fields, as it possible to knowhow the preschool child performs symbolic tasks from the adult's verbalsupport. The importance of cooperation space between adult and childrenin which language is used as a means of support for the implementation ofsymbolic actions and for independent creation of various forms of materialized,perceptual, and verbal representation is discussed.  Symbolic Function, Preschool Age, Psychogenesis, Assessment of Development, Developmental Measures,Cultural Historical Approach.  http:/dx.doi.org/10.21615/cesp.9.2.6
Turning against the Union? The impact of the crisis on the Eurosceptic vote in the 2014 European Parliament elections

The 2014 European Parliament elections were held against the backdrop of the worst economic crisis in post war Europe. The elections saw an unprecedented surge in support for Eurosceptic parties. This raises the question of whether the crisis, and the EU's response to it, can explain the rise of Eurosceptic parties. Our analysis of the 2014 European Election Study demonstrates that the degree to which individuals were adversely affected by the crisis and their discontent with the EU's handling of the crisis are major factors in explaining defection from mainstream pro European to Eurosceptic parties in these elections. This suggests that far from being second order national elections concerned only with domestic politics, European issues had a significant impact on vote choices.
What type of Europe? The salience of polity and policy issues in European Parliament elections

How much and why do political parties emphasize Europe in election campaigns? The literature is increasingly focusing on two aspects of party issue competition: position and salience. However, recent studies on salience tend to ignore the fact that Europe is a compound political issue. This article contributes to the debate by highlighting the crucial difference between constitutive and policy related European issues. Using data from the Euromanifestos Project for 14 EU member states for the period 1979 2009, we first show that Europe is much more salient in European Parliament elections than previously assumed. Second, EU issue salience depends on party position and party system polarization over European integration. However, different explanations come into play once we bring in the polity vs. policy distinction. This has important implications for our understanding of party competition on European integration.
Time Course of Attention in Socially Anxious Individuals: Investigating the Effects of Adult Attachment Style.
Venue: Behavior therapy

Theoretical models of social anxiety propose that attention biases maintain symptoms of social anxiety. Research findings regarding the time course of attention and social anxiety disorder have been mixed. Adult attachment style may influence attention bias and social anxiety, thus contributing to the mixed findings. This study investigated the time course of attention toward both negative and positive stimuli for individuals diagnosed with social anxiety disorder (SAD) and assessed whether attachment style moderates this relationship. One hundred and thirty participants (age: M=29.03) were assessed using a semistructured clinical interview. Those meeting eligibility criteria for the clinical sample met DSM IV criteria for SAD (n=90, age: M=32.18) while those in the control sample did not meet criteria for any mental disorder (n=23, age: M=26.04, 11 females) All participants completed self report measures examining depression, social anxiety, adult attachment style, and completed an eye tracking task used to measure the time course of attention. Eye tracking data were analysed using growth curve analysis. The results indicate that participants in the control group overall displayed greater vigilance towards emotional stimuli, were faster at initially fixating on the emotional stimulus, and had a greater percentage of fixations towards the emotional stimulus as the stimulus presentation time progressed compared to those in the clinical group. Thus, the clinical participants were more likely to avoid fixating on emotional stimuli in general (both negative and positive) compared to those in the control group. These results support the Clark and Wells (1995) proposal that socially anxious individuals avoid attending to emotional information. Attachment style did not moderate this association, however anxious attachment was related to greater vigilance toward emotional compared to neutral stimuli.
Do Incentive Hierarchies Induce User Effort? Evidence from an Online Knowledge Exchange
Venue: Inf. Syst. Res.

To motivate user contributions, user generated content sites routinely deploy incentive hierarchies, where users achieve increasingly higher statuses in the community after achieving increasingly more difficult goals. Yet the existing empirical literature remains largely unclear whether such hierarchies are indeed effective in inducing user contributions. We gather data from a large online crowd based knowledge exchange to answer this question, and draw on goal setting and status hierarchy theories to study users' contributions before and after they reach consecutive ranks on a vertical incentive hierarchy. We find evidence that even though these glory based incentives may motivate users to contribute more before the goals are reached, user contribution levels drop significantly after that. The positive effect on user contribution appears only temporary. Moreover, such impacts are increasingly smaller for higher ranks. Our results highlight some unintended and heretofore undocumented effects of incentive
Massive MIMO: ten myths and one critical question
Venue: IEEE Communications Magazine

Wireless communications is one of the most successful technologies in modern years, given that an exponential growth rate in wireless traffic has been sustained for over a century (known as Cooper's law) This trend will certainly continue, driven by new innovative applications; for example, augmented reality and the Internet of Things. Massive MIMO has been identified as a key technology to handle orders of magnitude more data traffic. Despite the attention it is receiving from the communication community, we have personally witnessed that Massive MIMO is subject to several widespread misunderstandings, as epitomized by following (fictional) abstract: "The Massive MIMO technology uses a nearly infinite number of high quality antennas at the base stations. By having at least an order of magnitude more antennas than active terminals, one can exploit asymptotic behaviors that some special kinds of wireless channels have. This technology looks great at first sight, but unfortunately the signal processing complexity is off the charts and the antenna arrays would be so huge that it can only be implemented in millimeter wave bands." These statements are, in fact, completely false. In this overview article, we identify 10 myths and explain why they are not true. We also ask a question that is critical for the practical adoption of the technology and which will require intense future research activities to answer properly. We provide references to key technical papers that support our claims, while a further list of related overview and technical papers can be found at the Massive MIMO Info Point: http:/massivemimo. eu.
Energy consumption and economic growth: The case of transition economies

This study investigates the causality relationship between energy consumption and economic growth in 17 transition countries, which are Albania, Armenia, Belarus, Bulgaria, Czech Republic, Estonia, Hungary, Kazakhstan, Kyrgyz Republic, Latvia, Moldova, Poland, Romania, Russian Federation, Slovenia, Ukraine, and Georgia. Empirical findings indicate that there is unidirectional causality from economic growth to energy consumption in the long run. The results support for conservation hypothesis suggests that energy conservation policies have no effect on economic growth. They can simultaneously achieve policy goals concerning growth and energy.
Lorentzian Darboux images of curves on spacelike surfaces in Lorentz Minkowski 3 space

For a regular curve on a spacelike surface in Lorentz Minkowski $3$ space, we have a moving frame along the curve which is called a Lorentzian Darboux frame. We introduce five special vector fields along the curve associated to the Lorentzian Darboux frame and investigate their singularities.
Viewing How STEM Project Based Learning Influences Students' Science Achievement through the Implementation Lens: A Latent Growth Modeling.

Recent studies on professional development programs indicate these programs, when sustained, have a positive impact on student achievement; however, many of these studies have failed to use longitudinal data. The purpose of this study is to understand the influence of STEM PBL implementation level on students' achievement after a sustained professional development program.Three urban high schools in the southwest U.S. were assigned to participate in a professional development program for STEM teachers. Data for 565 students from these schools were collected at grade 8, 10, and 11. School 1 had a high level of STEM PBL implementation, school 2 showed an average level of STEM PBL implementation, and school 3 had almost no STEM PBL implementation.Results from analyses indicated students' success for school 1 were significantly different than students' success for schools 2 and 3. Results also indicated no difference in student data for ethnicity in school Conclusions drawn from this study suggest full STEM PBL implementation positively influences student achievement whereas partial implementation with another strategy or innovation negatively influences student achievement.
The Role of Classroom Assessment in Supporting Self Regulated Learning

Self regulation of learning occurs when learners set goals and then systematically carry out cognitive, affective, and behavioral practices and procedures that move them closer to those goals. Self regulated learning (SRL) depends, in part, on information gleaned from classroom assessments about student learning and achievement. In this chapter we will discuss how classroom assessment is or could be used to support SRL. We will draw on the literatures on classroom assessment and SRL in order to demonstrate how assessment contributes to each phase of self regulation, defined here as: (1) goal setting, (2) progress monitoring, and (3) revision and adjustment. For example, the goal setting phase is influenced by the learning goals and success criteria shared by a teacher. The progress monitoring phase is affected by feedback provided via formative and summative assessments. The revision and adjustment phase is affected by opportunities teachers give students to use feedback and decisions students make based on that feedback. This chapter demonstrates the close relationship between classroom assessment and SRL by reviewing research evidence for each phase, and makes the case that assessment can support the self regulation of learning in classroom settings. The chapter also addresses challenges of implementing classroom assessment practices that support SRL.
Opportunities and challenges for quality and safety applications in ICD 11: an international survey of users of coded health data.
Venue: International journal for quality in health care journal of the International Society for Quality in Health Care

In 2018, the World Health Organization (WHO) plans to release the 11th revision of the International Classification of Diseases (ICD) The overall goal of the WHO is to produce a new disease classification that has an enhanced ability to capture health concepts in a manner that is compatible with contemporary information systems. Accordingly, our objective was to identify opportunities and challenges in improving the utility of ICD 11 for quality and safety applications.  A survey study of international stakeholders with expertise in either the production or use of coded health data.  International producers or users of ICD coded health care data.  We used a snowball sampling approach to identify individuals with relevant expertise in 12 countries, mostly from North America, Europe, and Australasia. An 8 item online survey included questions on demographic characteristics, familiarity with ICD, experience using ICD coded data on healthcare quality and safety, opinions regarding the use of ICD classification systems for quality and safety measurement, and current limitations and potential future improvements that would permit better coding of quality and safety concepts in ICD 11.  Two hundred fifty eight unique individuals accessed the online survey; 246 provided complete responses. The respondents identified specific desires for the ICD revision: more code content for adverse events/complications; a desire for code clustering mechanisms; the need for diagnosis timing information; and the addition of better code definitions to reference materials.  These findings reinforce the vision and existing work plan of the WHO's ICD revision process, because each of these desires is being addressed.
Parent Coping With Adolescent Trichotillomania
Venue: The Journal of school nursing the official publication of the National Association of School Nurses

Adolescents who struggle with trichotillomania (TTM; hairpulling disorder) are not alone, their parents also struggle. The focus of this qualitative study was to identify what parents (N 30) perceive as stressful about parenting an adolescent with TTM and how they cope with these stressors. Parents described uncertainty about the course of the disorder and powerlessness in the ability to protect their adolescent from the reactions of others or assist them in curtailing the hairpulling as very distressing. Data analysis revealed eight coping strategies used to manage these stressors and the accompanying grief: (a) information gathering, (b) anticipatory guidance, (c) crying, (d) hypervigilance, (e) gaining emotional support from others, (f) acceptance, (g) goal revision, and (h) guiding rather than protecting their adolescent. The study findings can be used by school nurses to gain a deeper understanding of this disorder and to provide family centered care in the school setting.
Culturally Responsive School Leadership

Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands critical self awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.
Relating school leadership to perceived professional learning community characteristics: a multilevel analysis

This study examines the role of transformational and instructional school leadership in facilitating interpersonal professional learning community (PLC) characteristics (collective responsibility, deprivatized practice, and reflective dialogue) Survey data were collected in 48 Flemish (Belgian) primary schools from 495 experienced teachers. Multilevel analyses, when controlling for school characteristics, demonstrated that instructional leadership is related to perceived participation in deprivatized practice and participation in reflective dialogue. Transformational leadership matters for perceived participation in reflective dialogue but also for the presence of collective responsibility. These findings result in practical implications, based on the distinct merits of both leadership styles for interpersonal PLC characteristics.
School Leadership and Its Impact on Student Achievement: The Mediating Role of School Climate and Teacher Job Satisfaction.

The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals' instructional and transformational leadership practices on student outcomes.  Guided by strong evidence from theories on school leadership and work psychology, the authors hypothesized relations among dimensions of principals' instructional and transformational leadership behaviors, teachers' perception of the school climate (social and affective, and physical environment) their job satisfaction and student achievement. The benefits of the principal's leadership behaviors for student achievement are primarily hypothesized as indirect, with either a weak or statistically non significant direct positive effect on student outcomes. Path modeling was applied to validate a mediated effects model using cross sectional survey data (306 principals, 1,539 teachers) obtained from 306 secondary schools in the two Indian metropolitan c.
School leadership and professional learning community: case study of two senior high schools in Northeast China

This article presents findings of a qualitative study on school leadership and professional learning community in two high achieving senior high schools in Northeast China. The findings show that teachers participated in school based communities of professional learning, such as Teaching and Research Groups, Lesson Preparation Groups, and Grade Groups. While the term professional learning community (PLC) was not commonplace, the actual practices of PLC characterized by collective enquiry and collaborative learning became the norm in the two schools. School leaders demonstrated strong instructional leadership and visionary stewardship for school continuous improvement. They played a critical role in developing and communicating a shared vision, shaping a culture of trust, supporting and monitoring collegial learning. Teacher leadership was evident in collaborative teams and expertise leadership was acknowledged. Emotional bonds and shared responsibility in these teams strengthened professionalism. Concerted efforts were made to create aligned structures and processes that support collective enquiry, and to develop a culture of collaborative learning that builds collective capacities. Developing and sustaining the embedded PLC process within a school seems to provide a promising infrastructure for supporting school improvement in the Chinese school context.