Figures of WWI

This is a paper about three things: the connection between The University of Oxford and Akron; T.E. Lawrence\u27s exploits in the WWI Hejaz; and the fall of the British Liberals after WWI

Layers of Limbo: Governing Vulnerable & Displaced Populations in Thailand

In Thailand, the international community is confronted by one of the most protracted and complicated migration crises in the world. By examining this complex issue from the vantage point of a variety of stakeholders – the Royal Thai Government (RTG), United Nations High Commissioner for Refugees (UNHCR) and other international organizations, non-governmental organizations (NGOs), community-based organizations (CBOs), and donor governments (e.g. the United States) – our project aims to illuminate the divergent, at times contradictory, incentives that undermine cooperative efforts to find ‘durable solutions’ to protect vulnerable populations over the longer term. The project then draws from literature on experimental forms of governance to evaluate alternative pathways to overcome collective action problems that could have both theoretical and policy implications

Sport Isn’t Sacred and Analytics Isn’t New: Challenging Common Notions About Sports Analytics

The authors add to the debate about whether sport and numbers can cohabitate in modern day athletics, three areas are explored (albeit briefly) in the present paper. The first area focuses on the newness (or lack thereof) of analytics. The second area focuses the objectivity of analytics. The third area focuses on the idea that athletic competition is somehow sacred and should not be soiled by applying various statistical methods to practical sport performance problems

Tutorial on Using Regression Models with Count Outcomes using \u3cb\u3eR\u3c/b\u3e

Education researchers often study count variables, such as times a student reached a goal, discipline referrals, and absences. Most researchers that study these variables use typical regression methods (i.e., ordinary least-squares) either with or without transforming the count variables. In either case, using typical regression for count data can produce parameter estimates that are biased, thus diminishing any inferences made from such data. As count-variable regression models are seldom taught in training programs, we present a tutorial to help educational researchers use such methods in their own research. We demonstrate analyzing and interpreting count data using Poisson, negative binomial, zero-inflated Poisson, and zero-inflated negative binomial regression models. The count regression methods are introduced through an example using the number of times students skipped class. The data for this example are freely available and the R syntax used run the example analyses are included in the Appendix. Accessed 16,559 times on https://pareonline.net from February 02, 2016 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Mental Toughness in Strength and Conditioning Training: Is it really necessary? Perspectives of elite NCAA Strength and Conditioning coaches

In recent years, there has been an increased awareness and consideration of the association of mental toughness (MT) in high performance in sports. However, MT remains both one of the most accepted and misunderstood terms in applied sport psychology, especially when it comes to strength and conditioning training and female student-athletes. PURPOSE: To investigate the beliefs of Strength and Conditioning Coaches (SSC) of women’s collegiate basketball in regards to MT. In more detail, based on the literature, field tendencies, and practice, 8 areas of interest were covered: 1) Conceptualization, 2) Value, 3) Development, 4) Gender Differences, 5) Measurement, 6) Differences in the responsibilities to develop MT when compared to basketball coaches, 7) Implementation, and 8) Level of interest in learning more. METHODS: Ten National Collegiate Athletic Association (NCAA) Division 1 SCCs for women’s basketball from the same Power 5 conference were recruited via email. The study followed an observational and cross-sectional model while a fixed and convergent mixed-method design was used. Data were collected on a quantitative instrument (i.e., questionnaire) and on a qualitative instrument (i.e., interview). Eight SCCs completed the Stronger Than Average Mentality (S.T.A.M.) questionnaire on Qualtrics. S.T.A.M. is a 34-item instrument, which was piloted first. In addition, its items’ reliability was estimated using Guttman’s λ2. Six participated in a semi-structured interview of 10 open-ended questions. Both instruments’ items were developed based on the same 8 areas of interest stated above. Capturing the descriptive information about the sample was the goal of analysis of the quantitative data (i.e., descriptive statistics), while data reduction was the goal of analysis of the qualitative data (i.e., thematic analysis). Then, integration of the results from the two strands was performed looking for corroborating or complementary information, which resulted in a 90% inter-rater agreement. In cases of conflict, analytic induction was run. RESULTS: There was convergence of the findings in all 8 areas of interest. In more detail, all SCC’s find MT to be important and would like to know more about it. The majority of SCC’s claimed that they know what MT is, that MT can be developed, that the head coach has more responsibility towards developing MT, and that they know how to measure it. However, there was high variability when ranking MT’s key attributes, while there was no consensus on whether MT can be developed in student-athletes or on whether there are gender differences in MT. None SCC reported use of an instrument for measurement. CONCLUSION: MT is of value in strength and conditioning in this conference. The findings confirm conclusions of previous research, which indicated that –although MT is reported to be widely used– at the same time, it is a very unclear term. More education of the coaches is necessary, especially in regards to the key components of MT, MT training, and MT measurement. Future research should perhaps use a more grounded theory approach and recruit SCC’s from other sports and different environments (e.g., conference, level, country). The development in this age and the transferability outside sports are two issues that should be addressed in future research efforts

Using Microscale Thermophoresis to Measure the HRas-PI3Kγ Binding Interaction

HRas is small G protein that exhibits molecular switch behavior. Ras is in its &ldquo;on&rdquo; state when bound to GTP and in its &ldquo;off&rdquo; state when bound to GDP. Ras transitions from its &ldquo;on&rdquo; to its &ldquo;off&rdquo; state through the hydrolysis of GTP by its slow intrinsic GTPase activity, which is further catalyzed by GAPs (GTPase-activating proteins). Ras can return to its &ldquo;on&rdquo; conformation when GEFs (guanine nucleotide exchange factors) catalyze the exchange of free and bound guanine nucleotides. Ras function is strictly governed by the activity of GAPs and GEFs. Ras plays a central role in several signaling pathways, famously the Ras-Raf-MEK-ERK pathway. Owing to this, Ras has long been the target of re- search, in hopes of developing therapies for the many pathologies in which Ras mutations are implicated. Of interest to the present investigation is the role of Ras in the Ras-PI3K&gamma;-PIP3 signaling pathway. It is well documented that this signaling cascade is especially oncogenic, as activated Ras in transformed cells leads to recruitment of PI3K&gamma; to the plasma membrane, causing phosphorylation of PIP2 to PIP3, leading to downstream upregulation of cell growth and division signals. We postulate that certain disease-linked mutations of Ras, especially those on or near the Ras- PI3K&gamma; binding interface may increase the binding affinity of the two proteins, thereby enabling un- controlled cell proliferation and cancer. This paper presents a Microscale Thermophoresis (MST) assay suitable for measuring the binding dissociation constants (Kd) of Ras mutants with PI3K&gamma;. The contribution of this report is to codify a set of detailed protocols for the assay, including the procedure for protein purification, UV deconvolution, MST measurement, and MST analysis, which will enable future researchers to develop an HRas mutant library and measure the associated Kd values for each mutant, in order to learn more about a number of common cancers and Ras-linked disorders. </div

Strength Versus Deficit Educational-based Mental Toughness Interventions on Mental Health of Female Student-athletes

Educational-based psychological skills training (PST) is effective in terms of Mental Health (MH) outcomes. Mental toughness (MT), a Positive Psychology construct, is positively associated with MH. Sports training emphasizes working on the weaknesses of the athlete. Positive Psychology is rooted in strength-based interventions. In Applied Sports Positive Psychology, where females are underrepresented, the two approaches appear contradictory. PURPOSE: To examine the effects of deficit- versus strength-based MT interventions on MH levels of female collegiate athletes. METHODS: Out of the 161 female athletes of a SUNYAC institution, 95 participated. MH scores were collected via the Mental Health Continuum Short Form (MHC-SF) while MT scores were via the eight-item, Mental Toughness Index (MTI). Each MTI question (score range: 1-7) represents one key MT dimension (e.g., Q7: Buoyancy). We had previously created and successfully pilot-tested eight educational PST videos (one per key dimension). MT scores 1-3 were considered low (deficits) and 6-8 high (strengths). Participants were clustered into two groups. Power analysis yielded a sample size of 34. Group 1 (n=18) received intervention in the form of 1-3 videos based on their deficits, whereas Group 2 (n=18) on their strengths. Descriptive statistics, a two-sided t-test, and an analysis of variance (ANOVA) on the gain scores were produced on SPSS 28. RESULTS: Deficit Group MH scores: MPRE=43.2, SD=10.3; MPOST=51.9, SD=12.5. Strength Group MH scores: MPRE=52.2, SD=7.1; MPOST=52.9, SD=9.4. Gain scores: ΔDEFICIT=8.7, SD=11.7; ΔSTRENGTH=0.7, SD=7.2. T-test of deficit group: t(17)=-3.2, p=.01, d=0.84. T-test of strength group: t(17)=-.4, p=.68, d=0.09. ANOVA: F(1,34)=6.1, p=.19, =.151. CONCLUSION: Both interventions were effective. Only the deficit-based intervention was significant and of large magnitude. The difference between the groups in the effect of the interventions was also significant and of large magnitude. This is the first study to examine the effectiveness of a telehealth education-based PST strength­ versus deficit-based MT intervention on MH