Pet Phenomenon Research Articles

A GFP Inspired 8-Methoxyquinoline-Derived Fluorescent Molecular Sensor for the Detection of Zn2+ by Two-Photon Microscopy.

An effective, GFP-inspired fluorescent Zn2+ sensor is developed for two-photon microscopy and related biological application that features an 8-methoxyquinoline moiety. Excellent photophysical characteristics including a 37-fold fluorescence enhancement with excitation and emission maxima at 440 nm and 505 nm, respectively, as well as a high two-photon cross-section of 73 GM at 880 nm are reported. Based on the experimental data, the relationship between the structure and properties was elucidated and explained backed up by DFT calculations, particularly the observed PeT phenomenon for the turn-on process. Biological validation and detailed experimental and theoretical characterization of the free and the zinc-bound compounds are presented.

Development and validation of students’ attitudes towards teacher’s pet phenomenon scale in the higher education setting: Differences by levels of study and Grade-Point-Average

An in-depth review of the related literature shows that no scales or questionnaires have yet been designed on students’ attitudes towards Teacher’s Pet Phenomenon (TPP). To address this gap, this research aims to devise an instrument of students’ attitudes towards TPP and examines the role of students’ levels of study and Grade-Point-Average in their scores on the newly-designed scale. To this end, first, 30 graduate- and undergraduate students along with 15 university instructors were interviewed. Then, based on the identified themes, a scale was designed and 476 English language students participated in the quantitative phase. The findings demonstrated that the scale was reliable and valid, and the higher a student’s level of study and GPA, the more pet-prone s/he became, the more negative attitude s/he held, and the less probable it would be for him/her to be influenced by the unpleasant effects of TPP.

Friends with malefit. The effects of keeping dogs and cats, sustaining animal-related injuries and Toxoplasma infection on health and quality of life.

Many studies show that keeping cats and dogs has a positive impact on humans’ physical and mental health and quality of life. The existence of this “pet phenomenon” is now widely discussed because other studies performed recently have demonstrated a negative impact of owning pets or no impact at all. The main problem of many studies was the autoselection–participants were informed about the aims of the study during recruitment and later likely described their health and wellbeing according to their personal beliefs and wishes, not according to their real status. To avoid this source of bias, we did not mention pets during participant recruitment and hid the pet-related questions among many hundreds of questions in an 80-minute Internet questionnaire. Results of our explorative study performed on a sample of 10,858 subjects showed that liking dogs has a weak positive association with quality of life. However, keeping pets, especially cats, and even more being injured by pets, were strongly negatively associated with many facets of quality of life. Our data also confirmed that infection by the cat parasite Toxoplasma had a very strong negative effect on quality of life, especially on mental health. However, the infection was not responsible for the observed negative effects of keeping pets, as these effects were much stronger in 1,527 Toxoplasma-free subjects than in the whole population. Any cross-sectional study cannot discriminate between a cause and an effect. However, because of the large and still growing popularity of keeping pets, the existence and nature of the reverse pet phenomenon deserve the outmost attention.

A naphthalimide-based novel “Turn-On” fluorescence approach for the determination of uric acid and monitoring of xanthine oxidase activity

Fluorescence emission of the receptor enhanced upon its binding with uric acid due to the cancellation of the PET phenomenon.

Proposing a working definition for the concept of teacher’s pet in the Iranian higher education context

The teacher’s pet phenomenon is generally regarded as a negative concept by both teachers and students as it violates the principle of fairness. A careful review of the existing literature reveals that the concept of ‘teacher’s pet’ is taken for granted and therefore no inclusive definition has been provided. In response to this gap, the present paper aims to offer an inclusive definition of the concept of teacher’s pet in the Iranian higher education context, placing more emphasis on instructors’ and students’ perceptions. To this end, thirty graduate- and undergraduate students from both genders in addition to fifteen instructors were interviewed. Interpretative phenomenological analysis of the interviews yielded three master themes: (1) ‘pet’s goals’, (2) ‘advantages gained’, and (3) ‘what a teacher’s pet does’. Moreover, a number of subthemes were identified for each of the main themes. Taking the three master themes into account, a working definition is proposed. In the end, the results are discussed and implications of the proposed definition are presented.

The teacher\u2019s pet phenomenon 25 years on

The teacher’s pet phenomenon is widely recognised and negatively viewed by students and teachers. Teachers that favour selected students adversely affect the emotional climate in the classroom, as well as the social development and academic achievements of students. Despite the indicated consequences, the phenomenon is surprisingly rarely studied. Analysis of data gathered from 2164 students and 138 teachers showed that respondents perceived the phenomenon as widespread at each stage of education. Students assessed the phenomenon more negatively than teachers, although this evaluation was modified by respondents’ views on two hypothetical types of pets, i.e., pet-leader versus pet-rejected. Teachers perceived the phenomenon negatively in the subgroup that described pets using attributes that are characteristic of leaders, and less negatively in the subgroup that described pets using attributes characteristic of rejected students. This pattern was reversed among students. The similarity between these findings and the results of previous studies suggest that the phenomenon is universal in temporal and spatial terms, and the differences in its reception discovered in various groups of respondents can be described through an inverted, U-shaped function.

Does the teacher’s pet phenomenon inevitably cause classroom conflict? Comparative viewpoints of three pet-student groups

Although most studies reveal a relationship between the teacher’s pet phenomenon with classroom conflict, it does not necessarily cause classroom conflict. This study confirms the model fit for teacher authority, the existence of the teacher’s pet phenomenon and its relationship to classroom conflict and students’ self-adjustment, as well as testing the different viewpoints of three pet-student groups. Participants in the study comprised 407 5th through 8th grade students from 12 schools in Taiwan. The findings indicate that the estimated model fits the observed data; teacher authority directly affects the teacher’s pet phenomenon and indirectly affects classroom conflict and students’ self-adjustment. Non-pet students, popular-pet students, and unpopular pet students have different viewpoints of the variables. Three sub-models reveal different path effects; the inclusion of popular-pet students does not lead to classroom conflict. Implications for theory, practice, and research are discussed.

The "teacher's pet" phenomenon, students' perceptions of teachers' differential behavior, and students' morale.

The relationships among the teacher's pet phenomenon, students' perceptions of teachers' differential behavior, and students' morale were investigated in 80 upper elementary Israeli classrooms. The intensity of the teacher's pet phenomenon (rate of students' consensus in identifying teachers' pets i

The teacher's pet phenomenon: Rate of occurrence, correlates, and psychological costs.

The teacher's pet phenomenon: Rate of occurrence, correlates, and psychological costs.

The teacher's pet phenomenon: Rate of occurrence, correlates, and psychological costs.

The teacher's pet phenomenon: Rate of occurrence, correlates, and psychological costs.

The "Teacher's Pet" Phenomenon as Viewed by Israeli Teachers and Students

A questionnaire was administered to groups of experienced teachers, teachers in training, and students in 3 grades (sixth, eighth, and eleventh) to assess their recognition of the "teacher's pet" phenomenon and their attitudes about pets and their teachers. Despite the absence of scientific research on teachers' pets, the recognition factor of this phenomenon was extremely high, and 90% of the respondents reported the presence of teachers' pets in their classrooms at one time or another. The respondents perceived the phenomenon negatively and described it as a preferential relation between a teacher and a student (of good academic standing and socially skilled, whose attributes include compliance and flattery) who rewards and satisfies the teacher. In terms of social distance, respondents viewed teachers' pets as being close to teachers and rejected by other students, whereas "best students" (academic) were perceived as relatively close to both teachers and students, and "leaders" (social) as close to students and remote from teachers. The respondents agreed that pets receive preferential treatment, that pets' actions are self-serving rather than altruistic, and that though teachers try to conceal the existence of their pets, students are nevertheless aware of the pets' existence. Despite the overall agreement among the groups of respondents, systematic differences were found between the responses of teachers and students, while teachers in training took a middle position between these groups. Teachers understated the occurrence of the phenomenon and minimized its negativity, presenting a more lenient and accepting attitude, compared to students, about the teacher's pet phenomenon.

Analysis of High Resolution Stellar Line Profiles

High resolution implies that we obtain some information on spectral line shapes. In late-type stars, we need to measure velocities of a few km/sec to accomplish this. Increasing the spectral resolution and the signal to noise ratio allows us to progress step by step toward deeper physical understanding. The steps we take often lead to good debate and “stimulate” our lives. I am sometimes amused at the urgency we feel to press on to the next step. We rarely seem to pause and enjoy the completion of previous steps. Perhaps this is because we always see shortcomings in completed work. Quite typically one will “discover” the importance of some physical phenomenon (It makes little difference how many others already know about it.), and in his eyes everything done previously becomes wrong because this phenomenon was not included. We used to hear how Milne-Eddington or Schuster-Schwarzschild model atmospheres were inadequate -we had to use instead properly computed depth dependence. We used to hear how LTE models were no good - we had to use more detailed physics. Now we talk about line analyses being inadequate because it has not included velocity fields. The curious thing is that we believe that including our pet phenomenon gives the correct models. We ignore all those other phenomena as yet unseen! (Is this a mechanism for maintaining sanity?) I think it really amounts to a statement of what we are able to measure, compute, or understand.