Concept Of Class Research Articles

Temporary Migrant Workers in Transnational Space: Understanding Class Ambiguity

This paper has two main objectives. First, it delves into the complex dynamics of social inequality among migrant workers who, being transnational, often face a dual or multiple class and status positions depending on their physical location, and their ethno-national, and gender backgrounds. Their class position becomes uncertain, fluid, and unstable. Drawing comparisons with their sedentary counterparts, the ambiguity of their class positions in the home and host countries becomes apparent. Migrant workers, often driven by economic necessity or geopolitical factors, face unique challenges that distinguish their experiences from those in settled communities. By examining the multifaceted dimensions of social inequality, this paper aims to shed light on the distinct characteristics and implications of inequality within migrant populations while also highlighting key differences from their sedentary counterparts in their societies of origin. Second, this paper argues that the concept of class, as used in mainstream sociology, falls short when applied to transnational migrants. Yet, the concept of class has not outlived its utility, despite the challenges the case of migrant laborers poses. Conceptual innovation is needed for tackling the subject of class in the context of transnationalism, which this paper strives to provide by interrelating social class with occupational status and exploring their effects on transnational migrant workers.

A Study of Self- Concept and Examination Anxiety of Class -XII Students in Relation to Various Variables

The current research is focused on examining the self-concept and examination anxiety of Class 12 students from Gujarati-medium schools in Petlad taluka. The study involved a sample of 150 boys and 145 girls, all secondary school students. The purpose was to investigate differences between the self-concept and test anxiety of these students, as influenced by variables such as gender and academic stream. Data collection was achieved using a self-concept questionnaire and a structured test anxiety questionnaire developed by Dr. D. A. Uchat. The t-value of 2.797 for average scores on the self-concept and anxiety tests indicated significance at the 0.01 level. This suggests a notable difference between the self-concept and test anxiety of boys and girls.

Exploring the Real Impact of ICT Tools on Secondary School Students’ Learning of Geography

This study investigates the impact of ICT tools on student motivation, specifically examining whether immersive experiences, such as using Google Earth, enhance the understanding of geographical concepts in secondary school geography classes. A mixed-methods survey was conducted with 100 students participating in specific geographical educational activities. The data analysis revealed that using Google Earth significantly influences student motivation. The study found that virtual field trips enhance and increase students' enthusiasm for learning geography. An open-ended questionnaire was administered to 100 students out of a total of 450, revealing a statistically significant improvement in learning outcomes when students engaged in virtual field trips using experimental and self-directed learning strategies. The findings support the importance of experiential and self-directed learning strategies in teaching geography through virtual field trips. Moreover, the integration of ICT tools facilitates a deeper understanding of geographical concepts while fostering a more collaborative, interactive, and immersive learning environment. The study also indicates that student motivation was unaffected by previous ICT tool experience or gender. In light of these findings the study recommends incorporating digital and professional competencies in teacher training to prepare them for designing smart, flexible classrooms that cater to learners' needs in the digital age.

Analisis Kemampuan Pemahaman Konsep Matematis Peserta Didik Ditinjau Dari Gender

This research aims to determine the ability to understand mathematical concepts of high school students in terms of gender in polynomial material. This research is a qualitative descriptive study. Data collection was carried out in class XI MIA, totaling 36 consisting of 14 male students and 22 female students at Bangun Cipta Rumbia High School for the 2023/2024 academic year. Data collection was carried out by tests and interviews. The interviews conducted by researchers used 6 subjects as representatives consisting of 3 male subjects and 3 female subjects with the criteria of high, medium and low comprehension ability. The data analysis techniques in this research are data reduction, data presentation, and drawing conclusions/verification. The triangular method is used to test the validity of research data by comparing test and interview results. The results of this research show that the ability to understand mathematical concepts of class XI MIA students has an average percentage in the low category reaching 58.3%. Male students in the high and medium categories understand mathematical concepts better than females. The indicators of low category students' ability to understand concepts have not been fully achieved because they have not been able to describe the problem completely.

Analysis of Problematics and Ability to Understand Algebraic Mathematical Concepts of Class X High School Students

This study employs a qualitative descriptive approach to explore high school students' understanding of algebraic concepts in Sungai Penuh City. The sample consists of 30 10th-grade students who were subjects of the study, assessed using a validated algebraic concept understanding test. The research process involved introducing the research objectives to the students and administering the test with adequate time. Data analysis was conducted descriptively to identify answer patterns, challenges faced by students, and the level of understanding of algebraic concepts demonstrated. Findings indicate significant challenges in students' mathematical concept comprehension, particularly in grasping basic concepts such as algebraic terms and the use of mathematical representations. To enhance students' understanding, it is recommended to implement a holistic learning approach that strengthens foundational concepts, integrates various mathematical representations, and provides direct problem-solving experiences. This research is expected to contribute to improving the effectiveness of mathematics education at the high school level.

Creative Class Mobility and Quality of Life: Migration of Creative Class from Istanbul to Izmir

The place attractiveness determines the movement of creative people in a city. Young and skilled people migrate to Izmir from istanbul because Izmir offers higher standards of life with respect to social indicators and tolerance for people who are different than others. It was observed from the migrated creative people that Izmir has the social and cultural advantage over istanbul to attract these free-thinking talented people. In the case comparative study, it was evident that Izmir has the potential to be creative milieu to develop into creative smart city in the region but Istanbul has some negative externalities such as over population, inaccessibility, conservatism, expensive city. This paper examines the migration of creative professionals from Istanbul to Izmir, testing Florida’s creative class concept and the 3T model (Talent, Technology, Tolerance) via QoL parameters regarding creative migration. A mixed-method approach was used to gather and analyse both quantitative and qualitative data for locational preferences of the creative class. The study finds that young, innovative individuals are attracted to cities with high tolerance, advanced technology, and favourable work conditions. These factors not only enhance their quality of life but also drive economic growth and job creation in Izmir, highlighting that while quality of life attracts talent, career opportunities are crucial for their retention.

Sport, Choice and Social Class: Reading Indian Female Sports Life Writings

Sports form a continuous part of any culture, created and sustained for entertainment, pleasure, competition and bonding; founded on certain standards, interests, requirements, and resources of the sports community. Yet, the classification of some sports as ‘elite’ goes unrecognised simply because it appears to be natural and moreover it is always ‘how things are’. Traditional theories of class indicate that economic differentiation is the reason for various choices in the society. On the other hand Bourdieu has suggested that economic capital is not the only element influencing one’s choice and there are other multiple non-economic criteria too. Taking into account Bourdieu’s class concepts we seek to identify the non-economic factors that have led sportspersons in India to their choice of sport. Narrative analysis is performed for autobiographies of two female sportspersons, Saina Nehwal and Mary Kom, to highlight the different parameters that have influenced their choice of sport. The identification of such non-economic factors like a person’s mental strength, level of angst, resilience, emotional and financial well-being, and others, provide insight into the stratifications that impact sports culture in India.

The Effect of Interactive Learning Media on Students' Understanding of Basic Mathematical Concepts in SDN 1 Tebaban

This study aims to determine the effect of the use of interactive learning media (wordwall) on the understanding of basic mathematical concepts of grade IV students at SDN 1 Tebaban. This type of research is a quantitative research of experimental methods with a quasi-experimental design of pretest-posttest control group design. The population of this study is class IV A and IV B which totals 35 students. The sample of this study uses a saturated sampling technique. The data collection technique in this study uses observation sheets, questionnaire sheets and pretest and posttest test sheets. The data analysis techniques in this study include observation and questionnaire data analysis, descriptive analysis, normality test, variance homogeneity test and independent samples test. The results of the observation sheet showed that the students' understanding of basic mathematical concepts in the experimental class reached 75% ('Very Good'), higher than the control class which only reached 62.99% ('Good'). Based on the results of the questionnaire, the use of wordwall interactive media was proven to be more effective in improving students' understanding than mind mapping learning media and teaching aids in the control class, with 91% of students in the experimental class supporting the use of wordwalls, compared to 80% in the control class. The t-test showed a value of Sig. (2-tailed) 0.02, so that the alternative hypothesis was accepted, indicating a significant influence of interactive learning media on the understanding of mathematical concepts of grade IV students at SDN 1 Tebaban.

Characterization of Nonclinical Drug Metabolism and Pharmacokinetic Properties of Phosphorodiamidate Morpholino Oligonucleotides, a Novel Drug Class for Duchenne Muscular Dystrophy.

Eteplirsen, golodirsen, and casimersen are phosphorodiamidate morpholino oligomers (PMOs) that are approved in the United States for the treatment of patients with Duchenne muscular dystrophy (DMD) with mutations in the DMD gene that are amenable to exon 51, 53, and 45 skipping, respectively. Here we report a series of in vivo and in vitro studies characterizing the drug metabolism and pharmacokinetic (DMPK) properties of these three PMOs. Following a single intravenous dose, plasma exposure was consistent for all three PMOs in mouse, rat, and nonhuman primate (NHP), and plasma half-lives were similar for eteplirsen (2.0-4.1 h) and golodirsen (2.1-8.7 h) across species and more variable for casimersen (3.2-18.1 h). Plasma protein binding was low (<40%) for all three PMOs in mouse, rat, NHP, and human and was largely concentration independent. In the mdx mouse model of DMD, following a single intravenous injection, extensive biodistribution was observed in the target skeletal muscle tissues and the kidney for all three PMOs; consistent with the latter finding, the predominant route of elimination was renal. In vitro studies using liver microsomes showed no evidence of hepatic metabolism, and none of the PMOs were identified as inhibitors or inducers of the human cytochrome P450 enzymes or membrane drug transporters tested at clinically relevant concentrations. These findings suggest that key DMPK features are consistent for eteplirsen, golodirsen, and casimersen and provide evidence for the concept of a PMO drug class with potential application to novel exon-skipping drug candidates. SIGNIFICANCE STATEMENT: The PMOs eteplirsen, golodirsen, and casimersen share similar absorption, distribution, metabolism, and excretion and DMPK properties, which provides evidence for the concept of a PMO treatment class. A PMO drug class may support a platform approach to enhance understanding of the pharmacokinetic and pharmacodynamic behavior of these molecules. The grouping of novel agent series into platforms could be beneficial in the development of drug candidates for populations in which traditional clinical trials are not feasible.

Innovation and Practice of "Mathematical Analysis" Course Teaching under the Concept of PAD Class

Innovation and Practice of "Mathematical Analysis" Course Teaching under the Concept of PAD Class

Теоретичні підходи до визначення середнього класу та зарубіжний досвід його формування

This paper is devoted to reveal how the concept of the middle class evolved and the peculiarities of its formation abroad at the stage of acquiring mass character. Author reviewes mentions of the middle class, along with the descriptions of its role in society and the state system, are presented in the works of different thinkers. Starting from Aristotle, who singled out the tertiary group of citizens as the basis of democracy; M. Weber, who took into account the criterion of education, qualifications, and skills; T. Veblen, who paid attention to the criterion of consumption to later developments, which consider the criterion of access to high technologies, knowledge and entrepreneurial activity. The paper determines that for a long time, the middle class was considered in the context of the developed countries of its time. It is underlined, that depending on the historical era, it was Rome, Greece, Germany, and the USA. Only in recent decades has there been a trend of increasing interest in the middle class of developing countries, expanding the subject field of middle-class studies in the context of economic inequality due to the involvement of other factors such as racial and gender characteristics. The paper reveals that at various historical stages, the main factors in the formation of the middle class were urbanization and trade, the development of world trade and colonialism, industrial revolutions, enlightenment and the spread of liberal ideals, labor movements and social reforms, development and mass education. Author shows that the second half of the 20th century was a period of mass middle class formation, closely interconnected with postwar recovery after WWII and the formation of welfare states. In particular, one of the most essential factors in the rapid growth of the American middle class, the so-called golden years (1947–1973), was the targeted government policies and social programs of both the postwar period and earlier. Modern welfare states’ crucial role in shaping the middle class, reducing economic inequality, and mitigating the effects of economic crises, is described. This experience has practical value for the formation of the Ukrainian middle class, which is facing significant challenges exacerbated by the ongoing war. The historical context of middle class formation in post-socialist countries has been marked by a lack of political decisions similar to those in the West. This highlights the need for further scientific research on the topic.

Pedagogical moves related to analogy that support a unified understanding of eigentheory concepts in a quantum mechanics class

It is beneficial for quantum mechanics students to have a unified understanding of eigentheory concepts, so they can recognize the shared structure of mathematized phenomena from the different quantum mechanical systems of spin, energy, or position and recognize those as instantiations of the same overarching concept. Quantum mechanics instructors should, therefore, provide opportunities for their class community to develop a shared unified understanding of eigentheory concepts. One such opportunity can arise by engaging students in analogizing eigentheory concepts in one context with those from another context. We investigate the pedagogical moves related to analogies that can be used by a quantum mechanics course instructor to support a class community in developing a shared unified understanding of eigenequations. We analyze classroom data to characterize an instructor’s pedagogical moves as he engaged students in analogical reasoning. Some moves include posing tasks conducive to analogizing; preparing, soliciting, and scaffolding students’ participation in analogical reasoning; using deictic gestures and inscriptions; juxtaposing symbols representing the analogized concepts; and explicitly highlighting the sameness of the analogized concepts. We exemplify these pedagogical moves with analytical descriptions of illustrative class episodes. We discuss how these pedagogical moves can support the class community’s expansion of their common ground by fostering the development of the class’s shared unified understanding of eigentheory concepts. Published by the American Physical Society 2024

An inherently interpretable deep learning model for local explanations using visual concepts.

Over the past decade, deep learning has become the leading approach for various computer vision tasks and decision support systems. However, the opaque nature of deep learning models raises significant concerns about their fairness, reliability, and the underlying inferences they make. Many existing methods attempt to approximate the relationship between low-level input features and outcomes. However, humans tend to understand and reason based on high-level concepts rather than low-level input features. To bridge this gap, several concept-based interpretable methods have been developed. Most of these methods compute the importance of each discovered concept for a specific class. However, they often fail to provide local explanations. Additionally, these approaches typically rely on labeled concepts or learn directly from datasets, leading to the extraction of irrelevant concepts. They also tend to overlook the potential of these concepts to interpret model predictions effectively. This research proposes a two-stream model called the Cross-Attentional Fast/Slow Thinking Network (CA-SoftNet) to address these issues. The model is inspired by dual-process theory and integrates two key components: a shallow convolutional neural network (sCNN) as System-I for rapid, implicit pattern recognition and a cross-attentional concept memory network as System-II for transparent, controllable, and logical reasoning. Our evaluation across diverse datasets demonstrates the model's competitive accuracy, achieving 85.6%, 83.7%, 93.6%, and 90.3% on CUB 200-2011, Stanford Cars, ISIC 2016, and ISIC 2017, respectively. This performance outperforms existing interpretable models and is comparable to non-interpretable counterparts. Furthermore, our novel concept extraction method facilitates identifying and selecting salient concepts. These concepts are then used to generate concept-based local explanations that align with human thinking. Additionally, the model's ability to share similar concepts across distinct classes, such as in fine-grained classification, enhances its scalability for large datasets. This feature also induces human-like cognition and reasoning within the proposed framework.

An investigation of pedagogical change with novel technology in fee paying and no-fee schools during COVID-19

Following the reopening of schools after the national lockdown in March 2020, the Department of Basic Education (2020a) in South Africa implemented the School Reform Plan to mitigate the impact of the COVID-19 pandemic on the loss of learning and teaching in schools. To date, limited information is available on the extent to which these measures have had an impact on pedagogical practices of teachers across the different poverty quintile schools. In this paper, we report on teachers' perceptions of how novel technological tools, introduced during the pandemic, altered their pedagogy practices across no-fee and fee-paying schools. Data was obtained from 1098 teachers and analysed using Engeström's (1987) Cultural Historical Activity Theory as the framework. Findings indicate that two broad, ideal pedagogical types, reinforcement pedagogy and collaborative pedagogy, emerged in both no-fee and fee-paying schools from the use of technology in schools during the COVID pandemic. While reinforcement pedagogy is motivated by the need to cover the curriculum, the motivation behind collaborative pedagogy is to develop learners' understanding of concepts in class.

Impact of Injection Duration and Injection Timing Variations on Torque and Power Output of the Ken Arok Urban Car Utilizing E100 Ethanol

State Polytechnic of Malang (Polinema) actively participated in the energy-efficient car competition. The Polinema team has developed an energy-efficient car called Ken Arok, which competes in the urban ethanol class (Internal Combustion Engine) concept. This class emphasizes using internal combustion engines as the driving force and ethanol as the fuel. Ken Arok won fifth place in the competition due to obstacles in the programmed ECU program, especially in the injection duration. This study examines the effect of the interaction between injection duration and injection time variations on the torque and power output of the Ken Arok urban car fueled by E100 ethanol. An experimental approach was used in this study. A modified motor, converted into an energy-efficient urban car, was tested. The injection duration mapping was varied in multiples of 2 ms, with values ​​ranging from 2 ms less than the standard to 2 ms more than the standard. Likewise, the injection time was varied in multiples of 2 degrees, including 2 degrees less than the standard and 2 degrees more than the standard. The dyno tester measured the torque and power generated under these conditions. The main objective of this study was to identify the optimal torque and power settings for the Ken Arok energy-efficient engine. The highest torque value recorded was 10.13 N.m, achieved at 6000 rpm when using an injection duration of 2 ms more than the standard (9.06 ms) and an injection timing advanced by 2 degrees (3580). The peak power output reached 8.7 HP at 6000 rpm under compression injection duration plus 2 ms (9.06 ms), and when the injection was advanced by 20 (3580).

Letters to Scientists About Their Papers

While scientific publications are key to communicating research findings to other scientists, students face barriers reading scientific literature, understanding the literature’s importance, and thinking about the implications of research findings. To help students overcome these barriers, and to further hone their communication skills, we created and provide here a project to have students find a recent scientific paper of interest, carefully read the paper, and then write a letter with relevant questions to one of the authors. This work not only helps engage students with class concepts and increases scientific engagement, but is also important because students realize that scientists are people too, who can (and often do!) write back to interested students to answer their questions. We suggest that this project is a great way for students to form meaningful connections to a scientific topic of interest, regardless of whether they hear back from their scientist, and is a good way for students to further learn about campus resources and develop their writing and communication skills.

Development of E-Module in Problem-Based Learning (PBL) on Biotechnology Material to Increase Learning Independence and Understanding of Concepts for Class XII SMA Students

The aim of this study are determine the feasibility of developing an e-module in problem-based learning (PBL) with the flipped classroom learning method on biotechnology material to increase students' learning independence and understanding of concepts; determine the practicality of developing e-modules in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts; determine the effectiveness of e-module development in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts. The results of this research indicate that the e-module in problem-based learning (PBL) with the flipped classroom learning method is stated: very suitable for use based on the assessment of material experts with a value of 3.8 conversion 95 with a very feasible category and the assessment of media experts with a value 4.00 100 conversions with very decent category; very practical to use based on the results of the Biology Teacher's assessment with a score of 4.00 conversion 100 in the very feasible category and student assessment with a score of 3.87 conversion 97 in the very practical category; is effectively used to increase learning independence and conceptual understanding of phase F students based on the MANOVA test p &lt; 0.05. The development of an e-module in problem-based learning (PBL) using the flipped classroom learning method on biotechnology material is feasible, practical and effective to use.

Comparative Study and Analysis of Social Structure and Cultural Values in Chinese and Korean Movies

A comparative study of social structure and cultural values in Chinese and Korean films reveals the unique perspectives and profound differences between the two countries in reflecting social reality and conveying cultural values in their films. Chinese movies tend to depict harmonious and intimate family relationships when showcasing family structure, emphasizing the importance of the family as an individual's emotional support and spiritual sustenance. Korean movies, on the other hand, focus more on showcasing the complexity and conflicts within families, reflecting social reality and the depth of human nature through the entanglements among family members. This difference reflects the different emphasis on family values and social values between China and South Korea. In terms of social class, Chinese movies often focus on the survival status and struggle process of the lower class society, showcasing social injustice and contradictions by telling stories of ordinary people. This kind of attention reflects the humanistic care of Chinese films towards vulnerable groups and their profound reflection on social issues. Korean movies, on the other hand, tend to reveal and criticize the power and corruption of the upper class, reflecting the dark side of society by depicting social phenomena such as collusion between politics and business, and power and money transactions. This difference reflects the different orientations of social class concepts and social responsibility between China and South Korea.

Circular code identified by the codon usage

Since 1996, circular codes in genes have been identified thanks to the development of 6 statistical approaches: trinucleotide frequencies per frame (Arquès and Michel, 1996), correlation functions per frame (Arquès and Michel, 1997), frame permuted trinucleotide frequencies (Frey and Michel, 2003, 2006), advanced statistical functions at the gene population level (Michel, 2015) and at the gene level (Michel, 2017). All these 3-frame statistical methods analyse the trinucleotide information in the 3 frames of genes: the reading frame and the 2 shifted frames. Notably, codon usage does not allow for the identification of circular codes (Michel, 2020). This has been a long-standing problem since 1996, hindering biologists’ access to circular code theory.By considering circular code conditions resulting from code theory, particularly the concept of permutation class, and building upon previous statistical work, a new statistical approach based solely on the codon usage, i.e. a 1-frame statistical method, surprisingly reveals the maximal C3 self-complementary trinucleotide circular code X in bacterial genes and in average (bacterial, archaeal, eukaryotic) genes, and almost in archaeal genes. Additionally, a new parameter definition indicates that bacterial and archaeal genes exhibit codon usage dispersion of the same order of magnitude, but significantly higher than that observed in eukaryotic genes. This statistical finding may explain the greater variability of codes in eukaryotic genes compared to bacterial and archaeal genes, an issue that has been open for many years. Finally, biologists can now search for new (variant) circular codes at both the genome level (across all genes in a given genome) and the gene level using only codon usage, without the need for analysing the shifted frames.

Engineered deletions of HIV replicate conditionally to reduce disease in nonhuman primates.

Antiviral therapies with reduced frequencies of administration and high barriers to resistance remain a major goal. For HIV, theories have proposed that viral-deletion variants, which conditionally replicate with a basic reproductive ratio [R0] > 1 (termed "therapeutic interfering particles" or "TIPs"), could parasitize wild-type virus to constitute single-administration, escape-resistant antiviral therapies. We report the engineering of a TIP that, in rhesus macaques, reduces viremia of a highly pathogenic model of HIV by >3log10 following a single intravenous injection. Animal lifespan was significantly extended, TIPs conditionally replicated and were continually detected for >6 months, and sequencing data showed no evidence of viral escape. A single TIP injection also suppressed virus replication in humanized mice and cells from persons living with HIV. These data provide proof of concept for a potential new class of single-administration antiviral therapies.