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Acknowledgements for the Sixth Volume of Papers on Postsecondary Learning and Teaching...iv Moving Forward in a Good Way: Nurturing the Spirit of Learning in Postsecondary Education ...i-iii Natoonikew Aansaamb...17-27 Not So “Mainstream”: The Need for Models of Indigenous Mentorship...1-8 Knowing Community through Story: It's Where We Come Together...9-16 Indigeneity, Positionality, and Ethical Space...36-48 Looking Back to Find a Way Forward...49-55 Integrating Indigenous Perspectives into Teacher Education in Alberta...28-35

BACKGROUND: In vitro studies using nucleus pulposus (NP) cells are commonly used to investigate disc cell biology and pathogenesis, or to aid in the development of new therapies. However, lab-to-lab variability jeopardizes the much-needed progress in the field. Here, an international group of spine scientists collaborated to standardize extraction and expansion techniques for NP cells to reduce variability, improve comparability between labs and improve utilization of funding and resources. METHODS: The most commonly applied methods for NP cell extraction, expansion, and re-differentiation were identified using a questionnaire to research groups worldwide. NP cell extraction methods from rat, rabbit, pig, dog, cow, and human NP tissue were experimentally assessed. Expansion and re-differentiation media and techniques were also investigated. RESULTS: Recommended protocols are provided for extraction, expansion, and re-differentiation of NP cells from common species utilized for NP cell culture. CONCLUSIONS: This international, multilab and multispecies study identified cell extraction methods for greater cell yield and fewer gene expression changes by applying species-specific pronase usage, 60-100 U/ml collagenase for shorter durations. Recommendations for NP cell expansion, passage number, and many factors driving successful cell culture in different species are also addressed to support harmonization, rigor, and cross-lab comparisons on NP cells worldwide.

LIVE!sTREAMs!* FIS Nordic Combined Continental Cup Ruka 2022 Live Free Tv BROADCAST CLICK TO WATCH FREE LIVE It can be hard to know where to watch rugby on TV — especially in the US. Read on to learn how to watch wherever you live!Rugby is a sport that is already immensely popular in certain parts of the world and is starting to gain traction in countries such as the United States and Canada. As a result, interest in streaming rugby matches is significant/increasing. Streaming your favorite sport is not always easy, especially when you’re trying to watch from another country. Interest in rugby, a contact sport similar in many ways to football, has been steadily growing in the United States for some years now. While it’s easier than ever to find a local team to play with, it’s not so easy to watch a professional rugby game in the United States. If you’re a dedicated rugby fan looking to watch professional games, there is some good news for you. While there are quite a few ways to stream live rugby games in the US, you’ll have to stay up late to catch the game (or in some cases wake up early). We’re taking a look at some of the most efficient ways to stream rugby, no matter what country the game is taking place in. Here’s a quick preview of some upcoming games that you can stream live. All times are in Eastern and Pacific Time. 2021-09-09: Version 6.0.0 was created. Now includes data for the North Sea Link (NSL) interconnector from Great Britain to Norway (https://www.northsealink.com). The previous version (5.0.4) should not be used - as there was an error with interconnector data having a static value over the summer 2021.dd Version 144 of the dataset. MAJOR CHANGE NOTE: The dataset files: full_dataset.tsv.gz and full_dataset_clean.tsv.gz have been split in 1 GB parts using the Linux utility called Split. So make sure to join the parts before unzipping. We had to make this change as we had huge issues uploading files larger than 2GB's (hence the delay in the dataset releases). The peer-reviewed publication for this dataset has now been published in Epidemiologia an MDPI journal, and can be accessed here: https://doi.org/10.3390/epidemiologia2030024. Please cite this when using the dataset.gd This dataset contains impact metrics and indicators for a set of publications that are related to the COVID-19 infectious disease and the coronavirus that causes it. It is based on:gs Τhe CORD-19 dataset released by the team of Semantic Scholar1 and Τhe curated data provided by the LitCovid hub2.sa These data have been cleaned and integrated with data from COVID-19-TweetIDs and from other sources (e.g., PMC). The result was dataset of 621,235 unique articles along with relevant metadata (e.g., the underlying citation network). We utilized this dataset to produce, for each article, the values of the following impact measures:gww Influence: Citation-based measure reflecting the total impact of an article. This is based on the PageRank3 network analysis method. In the context of citation networks, it estimates the importance of each article based on its centrality in the whole network. This measure was calculated using the PaperRanking (https://github.com/diwis/PaperRanking) library4.sff Influence_alt: Citation-based measure reflecting the total impact of an article. This is the Citation Count of each article, calculated based on the citation network between the articles contained in the BIP4COVID19 dataset. Popularity: Citation-based measure reflecting the current impact of an article. This is based on the AttRank5 citation network analysis method. Methods like PageRank are biased against recently published articles (new articles need time to receive their first citations). AttRank alleviates this problem incorporating an attention-based mechanism, akin to a time-restricted version of preferential attachment, to explicitly capture a researcher's preference to read papers which received a lot of attention recently. This is why it is more suitable to capture the current "hype" of an article.ggwsw Due to the relevance of the COVID-19 global pandemic, we are releasing our dataset of tweets acquired from the Twitter Stream related to COVID-19 chatter. Since our first release we have received additional data from our new collaborators, allowing this resource to grow to its current size. Dedicated data gathering started from March 11th yielding over 4 million tweets a day. We have added additional data provided by our new collaborators from January 27th to March 27th, to provide extra longitudinal coverage. Version 10 added ~1.5 million tweets in the Russian language collected between January 1st and May 8th, gracefully provided to us by: Katya Artemova (NRU HSE) and Elena Tutubalina (KFU). From version 12 we have included daily hashtags, mentions and emoijis and their frequencies the respective zip files. From version 14 we have included the tweet identifiers and their respective language for the clean version of the dataset. Since version 20 we have included language and place location for all tweets.dfgg 2021-05-05: Version 5.0.0 was created. Datetimes now in ISO 8601 format (with capital letter 'T' between the date and time) rather than previously with a space (to RFC 3339 format) and with an offset to identify both UTC and localtime. MW values now all saved as integers rather than floats. Elexon data as always from www.elexonportal.co.uk/fuelhh, National Grid data from https://data.nationalgrideso.com/demand/historic-demand-data Raw data now added again for comparison of pre and post cleaning - to allow for training of additional cleaning methods. If using Microsoft Excel, the T between the date and time can be removed using the =SUBSTITUTE() command - and substitute "T" for a space " "gww 2021-03-02: Version 4.0.0 was created. Due to a new interconnecter (IFA2 - https://en.wikipedia.org/wiki/IFA-2) being commissioned in Q1 2021, there is an additional column with data from National Grid - this is called 'POWER_NGEM_IFA2_FLOW_MW' in the espeni dataset. In addition, National Grid has dropped the column name 'FRENCH_FLOW' that used to provide the value for the column 'POWER_NGEM_FRENCH_FLOW_MW' in previous espeni versions. However, this has been changed to 'IFA_FLOW' in National Grid's original data, which is now called 'POWER_NGEM_IFA_FLOW_MW' in the espeni dataset. Lastly, the IO14 columns have all been dropped by National Grid - and potentially unlikely to appear again in future.fgwf 2020-12-02: Version 3.0.0 was created. There was a problem with earlier versions local time format - where the +01:00 value was not carried through into the data properly. Now addressed - therefore - local time now has the format e.g. 2020-03-31 20:00:00+01:00 when in British Summer Time.stuu 2020-10-03: Version 2.0.0 was created as it looks like National Grid has had a significant change to the methodology underpinning the embedded wind calculations. The wind profile seems similar to previous values, but with an increasing value in comparison to the value published in earlier the greater the embedded value is. The 'new' values are from https://data.nationalgrideso.com/demand/daily-demand-update from 2013.fgew Previously: raw and cleaned datasets for Great Britain's publicly available electrical data from Elexon (www.elexonportal.co.uk) and National Grid (https://demandforecast.nationalgrid.com/efs_demand_forecast/faces/DataExplorer). Updated versions with more recent data will be uploaded with a differing version number and doidf All data is released in accordance with Elexon's disclaimer and reservation of rights.derrr This disclaimer is also felt to cover the data from National Grid, and the parsed data from the Energy Informatics Group at the University of Birmingham.

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Exploring Mentorship in Higher Education: Introduction to the Fifth Volume of Papers on Postsecondary Learning and Teaching...i-v Reciprocal Mentoring as a Method to Enhance Doctoral Success...9-16 Leadership, SoTL, and Mentorship in a Teaching Scholars Community of Practice...93-99 The Role of Mentorship in Internships...42-50 Performing Mentorship in Collaborative Research Teams...86-92 Shifting Values and Voices: An Exploration in Holistic Mentorship Evaluation...108-115 Co-Teaching as Mentors: Maximizing Instructor and Librarian Collaboration for Teaching Information Literacy Skills...75-85 Building Assistive Communities: The Potential of Liberating Structures for In-Class Peer Mentorship...59-66 Exploring the Transition of Health Workers from Students to Professionals...25-33 Beyond Tradition: Innovative Mentorship Models for Higher Education...1-8 Making Teaching Communal: Peer Mentoring through Teaching Squares...67-74 Integrating Mentorship in Workplace-Integrated Learning Curriculum...34-41 Unstable Ground: How Mentorship Altered Our View of Experiential and Active Education on Student Learning...51-58 Disrupting the Hierarchy: Mentoring Graduate Students as Co-educators...17-24 Professor Emeritus : A “Neglected” Mentor on University Campuses...100-107

Cultivation metaphors that compare teachers and students to gardeners and plants, respectively, have a long presence in the field of education. While such metaphors can be used to represent learner-centered pedagogies in which a teacher fosters the growth of their students, there is a darker side to cultivation metaphors. For instance, Zipory (2020) argues that characteristics of agriculture’s grain economy–like repetitiveness, coercion, and lack of diversity–can be imposed onto education. Following Zipory’s call for the forest to serve as a more apt metaphorical trajectory for education, I propose using the forest garden as a middle ground between the traditional garden and the natural forest. To highlight the potential usefulness of the forest garden metaphor for higher education, I explore its application as related to teacher professional development (PD), specifically content and language integrated learning (CLIL) PD. By reflecting on the design and outcomes of Project SCILLA, a CLIL PD program for Kazakhstani university instructors, as well as CLIL PD more broadly, I demonstrate how the forest garden metaphor can complicate the relationships and power dynamics between and across various stakeholders in higher education in response to global rhetoric, national and local policies, and interpersonal interactions. By emulating the forest garden’s principles of sustainability, interconnectedness, creativity, plurality, security, and well-being, stakeholders can (re)shape how we view multilingual, multicultural, and cross-national education systems and partnerships.

With the growth of the Japanese economy in the 1970s and 1980s and the following rapid business globalization, many Japanese companies started to seek more business opportunities overseas (Kanno, 2003; Tamiya et al., 2014; Yoshida et al., 2009). This tendency was prominent, especially among Japanese major automotive companies, such as Nissan, Toyota, and Mazda. One of the most popular destinations targeted by these automotive companies was South East Michigan, which is the heart of the American automotive industry, particularly in cities such as Detroit, Farmington Hills, and Ann Arbor. Since then, many automotive companies and related manufacturing, machinery, electronics, and chemical companies started to open their American branches in South East Michigan (Consulate-General of Japan in Detroit, 2017). Accordingly, these Japanese companies sent many Japanese employees and their families to this area. According to the survey on the status of market entry of Japanese companies in Michigan, most Japanese populations are concentrated in South East Michigan, such as Novi (3,826), Ann Arbor (1,915), West Bloomfield (1,211), and Farmington Hills (711) (Consulate-General of Japan in Detroit, 2017). Among these cities, Novi has the largest Japanese population and functions as the center of Japanese communities in South East Michigan. Therefore, several Japanese schools and supplemental schools (called hoshuko) are also located in Novi for Japanese expatriate children living in South East Michigan. Responding to the growth of the Japanese population in South East Michigan, one of the crucial issues in these areas is to provide educational support for Japanese expatriate children.

One experimental phenomenon that can cause a threat to the internal validity of L2 teaching research is test-practice effects: the extent to which L2 learners improve by taking the same or similar tests for multiple occasions (e.g., at a pretest and posttests). This article reports a pilot meta-analysis within a larger study that investigated test-practice effects in L2 grammar instruction research. Specifically, I focused on how the test-only control group (i.e., participants who only receive tests without instructional treatments) generally improve from the pretest to the immediate posttest and the delayed posttest. I retrieved and coded 21 primary studies of L2 grammar instruction research, which included 23 independent samples contributing 100 effect sizes in the form of Cohen’s d. Using multilevel random-effects models, I estimated the overall population estimate of the effect sizes and investigated whether two moderator variables, the mode of language use (comprehension or production) and the type of outcome measures (explicit or implicit measures), changed the size of the test-practice effects. Results showed that test-practice effects indeed exist in L2 grammar instruction research, and their sizes lie between small and medium effects (d = 0.116−0.315). The effects also became more prominent when the test drew upon comprehension skills (d = 0.179−0.466) or used implicit measures of L2 knowledge (d = 0.173−0.597).

International audience; We compare disagreement in expectations and the frequency of forecast revisions among five categories of agents: households, firms, professional forecasters, policymakers and participants to laboratory experiments. We provide evidence of disagreement among all categories of agents. There is however a strong heterogeneity across categories: while policymakers and professional forecasters exhibit low disagreement, firms and households show strong disagreement. This translates into a heterogeneous frequency of forecast revision across categories of agents, with policymakers revising more frequently their forecasts than firms and professional forecasters. Households last revise less frequently. We are also able to explore the external validity of experimental expectations.

Despite substantial efforts to develop foreign language learning pipelines, little is known about students’ experiences moving between levels of education. This is particularly true for less commonly taught languages, where pre-tertiary learning is considered crucial for graduating students at higher levels of proficiency. This qualitative case study examines how four L2 learners of Arabic transition from their high school classrooms to university programs. Adopting a grounded theory approach to analyze survey and focus group data, three key themes emerge: initial (dis)orientation in the tertiary setting, classroom (dis)harmony as students navigate new norms, and retrospective appreciation for their high school learning environments. The results illustrate that university programs seem to lack appropriate measures to accommodate pipeline learners. Likewise, high school programs are not doing enough to familiarize students with the learning opportunities ahead. The findings have implications for programs, teachers, and students on both sides of these periods of transition.

Phrasal verbs, like many types of formulaic language, present a challenge for learners of English to master. While phrasal verbs are pervasive in the English language, many non-native speakers of English, even those with high proficiency, struggle to understand and produce them fluently (Gardner & Davies, 2007; Garnier & Schmitt, 2016; Larsen-Freeman & Celce-Murcia, 2015; Schmitt & Redwood, 2011; Siyanova & Schmitt, 2007; Strong & Boers, 2019). This underuse of phrasal verbs by non-native speakers causes them to sound unnatural, especially in speech (Larsen-Freeman & Celce-Murcia, 2015). Many researchers have investigated phrasal verb knowledge, learning, and use by English learners and a variety of causes have been speculated; however, understanding of the underlying causes of this phenomenon is far from conclusive. Some researchers have shown that learners have trouble mastering the multitude of meanings, especially those that are more idiomatic (Gardner & Davies, 2007; Garnier & Schmitt, 2016; and others). Schmitt and Redwood (2011) argued “the opaque and idiomatic nature of some phrasal verbs presents obvious difficulties for learners and these problems are compounded when we take into account the significant number of phrasal verbs that are also polysemous” (p. 174). These factors are possible key factors in making phrasal verbs difficult for learners to master.

In this paper, we would like to talk about our experiences working with students from the International Teaching Assistant (ITA) Program at Michigan State University over the course of 2019-2020. The main goal of this paper is to both share our experiences and also offer advice and resources for future ITA tutors. This paper is divided into two main sections: segmentals (vowels and consonants) and suprasegmentals (word stress, intonation, etc.). Dmitrii focused on segmentals and Steven focused on suprasegmentals, though there was some overlap based on student needs. We discuss helpful resources for ITA fellows and some of the difficulties that our students had with different pronunciation features in English. Each section has suggestions about lesson planning and examples of activities from our tutoring sessions. Some of the issues that we discuss in this paper include light L/dark L, R, the minimal pair /æ/ and /e/, and different intonation patterns. The paper concludes with the list of resources for ITA students and fellows.

Interview with Dr. Phillip Hamrick Kent State University by MSU Working Papers in SLS editors: Elizabeth Ablan, Kiyo Suga, & Dmitrii Pastushenkov

The increasing application of machine learning techniques in everyday decision-making processes has brought concerns about the fairness of algorithmic decision-making. This paper concerns the problem of collider bias which produces spurious associations in fairness assessment and develops theorems to guide fairness assessment avoiding the collider bias. We consider a real-world application of auditing a trained classifier by an audit agency. We propose an unbiased assessment algorithm by utilising the developed theorems to reduce collider biases in the assessment. Experiments and simulations show the proposed algorithm reduces collider biases significantly in the assessment and is promising in auditing trained classifiers., 16 pages, 7 figures and 9 tables. The work has been accepted by PAKDD2022

Regression is one of the most powerful statistical methods used in business and marketing researches. This paper shows the important instance of regression methodology called Multiple Linear Regression MLR and proposes a framework of the forecasting of the Stock Index Price, based on the Interest Rate and the Unemployment Rate. This paper was applied the aid of the Statistical Package for Social Sciences SPSS version 23 and PYTHON version 3.7. Yee Mon Khaing | Myint Myint Yee | Ei Ei Aung "Forecasting Stock Market using Multiple Linear Regression" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd27819.pdf

This paper present the experimental results obtained from the incorporation of ceramic waste tile CWT and quarry dust QD as a partial replacement to coarse and fine aggregate with different percentages in concrete. The concrete specimens were casted with ceramic waste tile as coarse aggregate replacing with natural coarse aggregate at 0 , 5 , 10 , and 15 , followed by quarry dust replacing with fine aggregate at 0 , 20 , 40 , and 60 respectively. The experimental results at fresh state shows that the maximum slump is attained at 0 which is 50mm and the compacting factor test result shows 0.92mm at 0 . A total 54 samples of Cubes, cylinders and beams were cast and tested for compressive strength, split tensile strength and flexural strength at 7,14 and 28 days of curing respectively. The results show that the percentage increase in CWT and QD will decrease in strength compared to the normal concrete. The experimental compressive strength, flexural strength and tensile strength concrete containing ceramic waste tile and quarry dust are presented in this paper. Nahushananda Chakravarthy | Mohammed Maina | Siti Hamidah Abdull Rahman "Performance Studies on Utilization of Ceramic Waste Tile and Quarry Dust as Partial Replacement of Gravel and Sand in Concrete" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Conference on Advanced Engineering and Information Technology , November 2018, URL: https://www.ijtsrd.com/papers/ijtsrd19137.pdf

Expanding the Exploration of Experiential Learning...i-vi The Name of the Game: Utilizing Experiential Learning in the Classroom to Engage, Empower and Reflect on Student Learning and Assessment ...17-24 Experiential Learning and Archaeology: Reconciliation through Excavation...58-67 Exploring the Role of Viewing Technologies in the Chemistry Classroom...68-75 Implementation of Practice-Based Research in Social Work Education...96-100 Experiential Learning through Community-based Experiences: A Graduate Student Perspective ...9-16 Learning from the H.I.P.: Engagement through Reacting to the Past...25-31 Social Entrepreneurship Education within Post-Secondary Institutions...76-84 Getting Radical: Using Design thinking to Tackle Collaboration Issues...50-57 Supporting Design Thinking Through a Game-Based Pedagogy in Entrepreneurship Education...39-49 Vicarious Learning through Informational Interviews: A New Experiential Learning Tool...32-38 Capturing Experiential Learning in a Program by Curriculum Mapping...101-109 Into the Wild Experiential Learning Yonder: Community Cafe Participant Hypotheses on What's Next for Experiential Learning ...1-8 Innovative Certificate Programs in University Teaching and Learning: Experiential Learning for Graduate Students and Postdoctoral Scholars...85-95

Risk assessment and risk prediction have become essential in the prevention of cardiovascular disease. Even though risk prediction tools are recommended in the European guidelines, they are not adequately implemented in clinical practice. Risk prediction tools are meant to estimate prognosis in an unbiased and reliable way and to provide objective information on outcome probabilities. They support informed treatment decisions about the initiation or adjustment of preventive medication. Risk prediction tools facilitate risk communication to the patient and their family, and this may increase commitment and motivation to improve their health. Over the years many risk algorithms have been developed to predict 10-year cardiovascular mortality or lifetime risk in different populations, such as in healthy individuals, patients with established cardiovascular disease and patients with diabetes mellitus. Each risk algorithm has its own limitations, so different algorithms should be used in different patient populations. Risk algorithms are made available for use in clinical practice by means of - usually interactive and online available - tools. To help the clinician to choose the right tool for the right patient, a summary of available tools is provided. When choosing a tool, physicians should consider medical history, geographical region, clinical guidelines and additional risk measures among other things. Currently, the website is the only risk prediction tool providing prediction algorithms for all patient categories, and its implementation in clinical practice is suggested/advised by the European Association of Preventive Cardiology. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: this paper was produced within the framework of the ESC Prevention of Cardiovascular Disease Programme which is led by the European Association of Preventive Cardiology (EAPC) in collaboration with the Acute Cardiovascular Care Association (ACCA) and the Association of Cardiovascular Nursing and Allied Professions (ACNAP). The ESC Prevention of Cardiovascular Disease Programme is supported by unrestricted educational grants. The authors received no financial support for the research, authorship, and/or publication of this article. Rossello, X (corresponding author), Ctr Nacl Invest Cardiovasc CNIC Carlos III, Melchor Fernandez Almagro 3, Madrid 28029, Spain. fjrossello@cnic.es

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