108 research outputs found
Sibling Dynamics in Academic Socialization Within the Family Context
When it comes to academic socialization in the family context, many studies have addressed how parents influence their childrenâs educational outcomes (Jeynes, 2003), and a number of studies have shown that the ways in which parents influence their childrenâs educational outcomes differ by the macro influences of socioeconomic status or culture (Kim et al., 2020; Yamamoto & Sonnenschein, 2016). In comparison, less is known about the dynamics of academic socialization by individual children within a family.
Eccles and colleagues (Eccles, Arberton, et al., 1993) proposed a model of family influences on childrenâs motivation and achievement. The model hypothesized the joint influence of family characteristics and child/sibling characteristics on parentsâ beliefs and behaviors, which in turn affect childrenâs educational development. The model highlighted bidirectional influences not only between parents and children but also between siblings. Whereas most relevant studies and reviews of the model (Eccles, 2007; Wigfield et al., 2015) have centered on effects of family characteristics and parentsâ beliefs and behaviors on childrenâs educational outcomes, the current dissertation alternatively focused on the hypothesized effects of a childâs characteristics on parents and on the childâs own academic self-concept as well as siblingsâ academic self-concepts. Drawing from the model suggested by Eccles and colleagues (Eccles, Arberton, et al., 1993), I tested four hypotheses in the current dissertation. First, I constructed hypotheses about each childâs individual experiences as well as a siblingâs shared experiences with their parents in the family. Second, I hypothesized effects of each individual childâs achievement on their own academic self-concepts and their siblingâs academic self-concepts. Third, I hypothesized effects of each individual childâs achievement and motivation on their parentsâ beliefs and parental support. Fourth, I focused on effects of sibling resemblance on comparison processes between siblings and parentsâ similar or differential support for the siblingsâ learning. To address the four hypotheses, the current dissertation included three empirical studies.
The first study (Sibling Achievement as an Additional Frame of Reference for Parentsâ Beliefs About Each Childâs Academic Ability) focused on parentsâ beliefs about each siblingâs academic abilities. To provide empirical evidence for parentsâ child-specific ability beliefs, the first study used secondary data (Gladstone et al., 2018) from 95 families collected in two academic-track secondary schools in a rural area of Germany and examined how much variance in parental beliefs could be explained by each parentâs child-specific response compared with the variance present at the child, parent, and family levels. To investigate the formation of parentsâ child-specific ability beliefs, the study further addressed effects of siblingsâ achievement on parentsâ beliefs about each childâs academic ability. We explored whether each parent used the other siblingâs achievement as an additional frame of reference for their beliefs about a childâs abilities within and across domains by applying the internal/external frame of reference (I/E) model (Marsh, 1986b; Möller & Marsh, 2013). The results of a multilevel analysis showed substantial variance in parentsâ beliefs at all levels of influence within the family. More specifically, parentsâ beliefs about childrenâs academic abilities varied on the family level, indicating that parentsâ beliefs differed from one family to another; varied on the parental level, indicating that parentsâ general beliefs about siblingsâ academic abilities differed between the mother and father; varied on the sibling level, indicating that both parentsâ child-specific beliefs differed between siblings; and varied on the level of each child, indicating that each parentâs child-specific beliefs differed between siblings. These findings newly verified the hierarchical structure of parentsâ child-specific beliefs about childrenâs academic abilities influenced by the multiple levels of influence from different socialization agents within the family. Additionally, the study provided tentative evidence that both the mother and father used each childâs own achievement and their siblingâs achievement as frames of reference for their beliefs about the childâs academic abilities within and across domains, yet the results did not show the clear pattern of the I/E model (Marsh, 1986b; Möller & Marsh, 2013). Overall, the findings of the first study are in line with the hypotheses proposed by Eccles and colleagues (Eccles, Arberton, et al., 1993).
The second study (Why Do Siblings Differ in Their Learning Motivation and Perceptions of Parental Support? Reciprocal Relationships Between Parental Support and Each Siblingâs Learning Motivation) investigated whether the reciprocal associations between diverse dimensions of perceived parental support (parentsâ expectations, parentsâ emotional support, parentsâ learning encouragement, and parental control) and childrenâs learning motivation differed between siblings. Using data from 2,082 school-aged twins collected at age 11 and age 13, we tested reciprocal associations within and between twin pairs across the 2 years, holding individual childrenâs characteristics of sex, school grades, and personality traits constant. By comparing monozygotic (MZ) and dizygotic (DZ) twins, we further verified whether the resemblance between siblings affected the reciprocal associations in within- and between-pair regressions. The results showed that there were significant reciprocal associations between an individual childâs perceptions of their parentsâ learning encouragement and their learning motivation across ages 11 and 13, but only in the within-twin-pair regression for DZ twins. This means that the reciprocal relationships differed within DZ twin pairs, indicating the siblingsâ individualized academic socialization with parents across the 2 years. Such effects were not observed for the other dimensions of parental support or for MZ twins. MZ and DZ twins differed in particular in effects of learning motivation at age 11 on their perceptions of parentsâ learning encouragement at age 13. The substantial differences between MZ and DZ twins signified the effects of sibling resemblance on how parents supported the siblings in similar or different ways. Overall, the findings point to motivational dynamics and each childâs individualized interactions with their parents within the family.
The third study (What Happens With Comparison Processes When âthe Otherâ is Very Similar? Academic Self-Concept Formation in Twins) investigated effects of individual childrenâs and their siblingsâ achievement on their academic self-concepts, using data from 4,208 twins at age 11 and age 17. Applying the I/E model (Marsh, 1986b), the third study examined whether twinâs and co-twinâs academic achievement affected individual twinâs academic self-concept within and across domains. In addition, the study further compared MZ with DZ twin pairs to determine whether they differed in co-twinâs achievement effects on twinâs academic self-concept to test whether sibling resemblance moderates social comparison processes within twin pairs, in line with social comparison theory (Festinger, 1954). Drawing on the pattern suggested by the I/E model, both MZ and DZ twins used their own achievement as a frame of reference for their academic self-concepts within and across domains (Marsh, 1986b). Yet, only MZ twins further used their siblingâs achievement as an additional frame of reference for their academic self-concept within and across domains, showing the similar I/E pattern in effects of their own achievement on their academic self-concept. This finding provided new empirical evidence for a strong assimilation within perfectly similar sibling pairs, which is referred to and theorized as a mirror effect in the current study. Despite being similar to each other, DZ twins did not show the mirror effect but showed sibling deidentification or nonreferencing (Whiteman et al., 2007; Whiteman, McHale, et al., 2011) because they did not consider their siblingâs achievement as a frame of reference for their academic self-concept within and across domains.
Overall, the findings from the three studies showed the reciprocal effects of individual childrenâs and siblingâs achievement and learning motivation on their academic socialization from their parents and their academic self-concepts. Accordingly, the studies provided empirical support for the four hypotheses and for the model of family influences on childrenâs motivation and achievement proposed by Eccles, Arberton, et al. (1993). From a theoretical perspective, the studies produced new insights into the effects of childrenâs characteristics on the diversity in academic socialization between siblings, which has garnered relatively little attention to date. In addition, by conducting interdisciplinary research, the dissertation showed the relevance and usefulness of applying the I/E model and the transactional model of parenting to address how childrenâs and siblingsâ characteristics reciprocally affect parenting and childrenâs educational outcomes. From a methodological perspective, multilevel analysis, cross-lagged modeling, and multiple-group analyses within a family are suggested to investigate dynamic academic socialization within the family. The dissertation suggests a new perspective on the model proposed by Eccles and colleagues (1993) and the best method to investigate dynamic academic socialization within the family
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Injectable calcium phosphate cements (CPCs) exhibit many advantages as bone substitution materials. However, the strength of injectable CPCs after setting are often insufficient. In our previous studies, mechano-chemically modification of ÎČ-tricalcium phosphate cement powder through a planetary ball-milling process exhibited simultaneous improvement in the strength and injectability of CPC. Two plausible effects of this process are: changes in the CPC powder properties and zirconia abrasion powder contamination from the milling pot and balls. The objective of the present study is to separately evaluate these two effects on the strength and injectability of CPCs.
The calculated injectability of the cement paste with and without the addition of zirconia powder were higher than 65% at 6 h after mixing. These values were much higher than that of the CPC paste without mechano-chemically modification, and similar to that of CPC with zirconia abrasion powder contamination. By contrast, the compression strength of the set CPC with zirconia powder additives were higher than that without the addition, and similar to that of CPC with zirconia abrasion powder contamination. These results suggest that the changes in the CPC powder properties due to mechano-chemically modification mainly affected the injectability of the CPC paste, and the zirconia abrasion powder contamination of the CPC powder affected the strength of the set CPC
eCDT: Event Clustering for Simultaneous Feature Detection and Tracking-
Contrary to other standard cameras, event cameras interpret the world in an
entirely different manner; as a collection of asynchronous events. Despite
event camera's unique data output, many event feature detection and tracking
algorithms have shown significant progress by making detours to frame-based
data representations. This paper questions the need to do so and proposes a
novel event data-friendly method that achieve simultaneous feature detection
and tracking, called event Clustering-based Detection and Tracking (eCDT). Our
method employs a novel clustering method, named as k-NN Classifier-based
Spatial Clustering and Applications with Noise (KCSCAN), to cluster adjacent
polarity events to retrieve event trajectories.With the aid of a Head and Tail
Descriptor Matching process, event clusters that reappear in a different
polarity are continually tracked, elongating the feature tracks. Thanks to our
clustering approach in spatio-temporal space, our method automatically solves
feature detection and feature tracking simultaneously. Also, eCDT can extract
feature tracks at any frequency with an adjustable time window, which does not
corrupt the high temporal resolution of the original event data. Our method
achieves 30% better feature tracking ages compared with the state-of-the-art
approach while also having a low error approximately equal to it.Comment: IROS2022 accepted pape
Applications and Major Achievements of Genome Editing in Vegetable Crops: A Review
The emergence of genome-editing technology has allowed manipulation of DNA sequences in genomes to precisely remove or replace specific sequences in organisms resulting in targeted mutations. In plants, genome editing is an attractive method to alter gene functions to generate improved crop varieties. Genome editing is thought to be simple to use and has a lower risk of off-target effects compared to classical mutation breeding. Furthermore, genome-editing technology tools can also be applied directly to crops that contain complex genomes and/or are not easily bred using traditional methods. Currently, highly versatile genome-editing tools for precise and predictable editing of almost any locus in the plant genome make it possible to extend the range of application, including functional genomics research and molecular crop breeding. Vegetables are essential nutrient sources for humans and provide vitamins, minerals, and fiber to diets, thereby contributing to human health. In this review, we provide an overview of the brief history of genome-editing technologies and the components of genome-editing tool boxes, and illustrate basic modes of operation in representative systems. We describe the current and potential practical application of genome editing for the development of improved nutritious vegetables and present several case studies demonstrating the potential of the technology. Finally, we highlight future directions and challenges in applying genome-editing systems to vegetable crops for research and product development
Liver-Specific Deletion of Mouse CTCF Leads to Hepatic Steatosis via Augmented PPARÎł Signaling
Background & Aims: The liver is the major organ for metabolizing lipids, and malfunction of the liver leads to various diseases. Nonalcoholic fatty liver disease is rapidly becoming a major health concern worldwide and is characterized by abnormal retention of excess lipids in the liver. CCCTC-binding factor (CTCF) is a highly conserved zinc finger protein that regulates higher-order chromatin organization and is involved in various gene regulation processes. Here, we sought to determine the physiological role of CTCF in hepatic lipid metabolism. Methods: We generated liver-specific, CTCF-ablated and/or CD36 whole-body knockout mice. Overexpression or knockdown of peroxisome proliferator-activated receptor (PPAR)γ in the liver was achieved using adenovirus. Mice were examined for development of hepatic steatosis and inflammation. RNA sequencing was performed to identify genes affected by CTCF depletion. Genome-wide occupancy of H3K27 acetylation, PPARγ, and CTCF were analyzed by chromatin immunoprecipitation sequencing. Genome-wide chromatin interactions were analyzed by in situ Hi-C. Results: Liver-specific, CTCF-deficient mice developed hepatic steatosis and inflammation when fed a standard chow diet. Global analysis of the transcriptome and enhancer landscape revealed that CTCF-depleted liver showed enhanced accumulation of PPARγ in the nucleus, which leads to increased expression of its downstream target genes, including fat storage-related gene CD36, which is involved in the lipid metabolic process. Hepatic steatosis developed in liver-specific, CTCF-deficient mice was ameliorated by repression of PPARγ via pharmacologic blockade or adenovirus-mediated knockdown, but hardly rescued by additional knockout of CD36. Conclusions: Our data indicate that liver-specific deletion of CTCF leads to hepatosteatosis through augmented PPARγ DNA-binding activity, which up-regulates its downstream target genes associated with the lipid metabolic process. © 2021 The Authors1
SoccerNet 2023 Challenges Results
peer reviewedThe SoccerNet 2023 challenges were the third annual video understanding
challenges organized by the SoccerNet team. For this third edition, the
challenges were composed of seven vision-based tasks split into three main
themes. The first theme, broadcast video understanding, is composed of three
high-level tasks related to describing events occurring in the video
broadcasts: (1) action spotting, focusing on retrieving all timestamps related
to global actions in soccer, (2) ball action spotting, focusing on retrieving
all timestamps related to the soccer ball change of state, and (3) dense video
captioning, focusing on describing the broadcast with natural language and
anchored timestamps. The second theme, field understanding, relates to the
single task of (4) camera calibration, focusing on retrieving the intrinsic and
extrinsic camera parameters from images. The third and last theme, player
understanding, is composed of three low-level tasks related to extracting
information about the players: (5) re-identification, focusing on retrieving
the same players across multiple views, (6) multiple object tracking, focusing
on tracking players and the ball through unedited video streams, and (7) jersey
number recognition, focusing on recognizing the jersey number of players from
tracklets. Compared to the previous editions of the SoccerNet challenges, tasks
(2-3-7) are novel, including new annotations and data, task (4) was enhanced
with more data and annotations, and task (6) now focuses on end-to-end
approaches. More information on the tasks, challenges, and leaderboards are
available on https://www.soccer-net.org. Baselines and development kits can be
found on https://github.com/SoccerNet
Parental influences on immigrant students' achievement-related motivation and achievement: A meta-analysis
Surface structuring on transparent crystalline silicon solar cells for effective light management
School of Energy and Chemical Engineering (Energy Engineering)clos
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