bluuebunny/crossref_metadata_2025_split huggingface dataset:
Parent Mentors and Insuring Uninsured Children: A Randomized Controlled Trial
Authors: Flores Glenn , Lin Hua , Walker Candy , Lee Michael , Currie Janet M. , Allgeyer Rick , Fierro Marco , Henry Monica , Portillo Alberto , Massey Kenneth 
Published: March 2016

BACKGROUND:Six million US children are uninsured, despite two-thirds being eligible for Medicaid/Children’s Health Insurance Program (CHIP), and minority children are at especially high risk. The most effective way to insure uninsured children, however, is unclear.METHODS:We conducted a randomized trial of the effects of parent mentors (PMs) on insuring uninsured minority children. PMs were experienced parents with ≥1 Medicaid/CHIP-covered child who received 2 days of training, then assisted families for 1 year with insurance applications, retaining coverage, medical homes, and social needs; controls received traditional Medicaid/CHIP outreach. The primary outcome was obtaining insurance 1 year post-enrollment.RESULTS:We enrolled 237 participants (114 controls; 123 in PM group). PMs were more effective (P&lt; .05 for all comparisons) than traditional methods in insuring children (95% vs 68%), and achieving faster coverage (median = 62 vs 140 days), high parental satisfaction (84% vs 62%), and coverage renewal (85% vs 60%). PM children were less likely to have no primary care provider (15% vs 39%), problems getting specialty care (11% vs 46%), unmet preventive (4% vs 22%) or dental (18% vs 31%) care needs, dissatisfaction with doctors (6% vs 16%), and needed additional income for medical expenses (6% vs 13%). Two years post-PM cessation, more PM children were insured (100% vs 76%). PMs cost $53.05 per child per month, but saved $6045.22 per child insured per year.CONCLUSIONS:PMs are more effective than traditional Medicaid/CHIP methods in insuring uninsured minority children, improving health care access, and achieving parental satisfaction, but are inexpensive and highly cost-effective.
Cardiac Safety of Paclitaxel Plus Trastuzumab and Pertuzumab in Patients With HER2-Positive Metastatic Breast Cancer
Authors: Yu Anthony F. , Manrique Carlos , Pun Shawn , Liu Jennifer E. , Mara Elton , Fleisher Martin , Patil Sujata , Jones Lee W. , Steingart Richard M. , Hudis Clifford A. , Dang Chau T. 
Published: March 2016

Abstract

Introduction.
Myocardial strain imaging and blood biomarkers have been proposed as adjuncts to left ventricular ejection fraction (LVEF) monitoring for the early detection of cardiotoxicity during cancer therapy. We report the results of a preplanned cardiac safety analysis of global longitudinal strain (GLS), and troponin-I (TnI) and brain natriuretic peptide (BNP) levels in the phase II study of paclitaxel, trastuzumab, and pertuzumab (THP) for metastatic HER2-positive breast cancer.

Patients and Methods.
Patients with 0–1 lines of prior therapy were treated with weekly paclitaxel (80 mg/m2) plus trastuzumab (8 mg/kg loading dose followed by 6 mg/kg) and pertuzumab (840 mg loading dose followed by 420 mg) every 3 weeks. Exploratory endpoints were GLS measured with speckle-tracking echocardiography every 3 months and TnI and BNP levels measured every 6 weeks (immediately pre- and postchemotherapy infusion) at 6 time points.

Results.
Sixty-seven of 69 enrolled patients were treated with THP: 19 (28%) had hypertension, 8 (12%) had diabetes, 11 (16%) had hyperlipidemia, and 26 (38%) had smoking history. After a median follow-up of 21 months (range: 3–38 months), no patients developed symptomatic heart failure. Two patients (3.0%) experienced asymptomatic LVEF decline (grade 2). The mean GLS (±SD) was 19% ± 2% (baseline), 19% ± 2% (month 6), and 19% ± 3% (month 12). Detectable TnI (&gt;0.06 ng/mL) and elevated BNP (&gt;100 pg/mL) levels were observed in 3 (4.3%) and 2 (3.0%) patients, respectively, but were not associated with LVEF decline.

Conclusion.
The absence of any significant changes in GLS and cardiac biomarkers (TnI and BNP) further support the cardiac safety of THP in patients with metastatic HER2-positive breast cancer.
Srebrenica: where the war never ended
Authors: Violante Antonio 
Published: March 2016

In Bosnia and Herzegovina changed both by the 1992–1995 war and the Dayton peace which was imposed from outside and which officialised the nationality- -based division of the country, the contrasts that exploded during the conflict are still unsolved. The political forces still base their electoral consent upon nationalistic themes, while the population has lost faith when it comes to a prospective of an economically better future. A good example of this situation is the town of Srebrenica and its surroundings, where Europe’s biggest genocide since WW2 took place. There rest thousands of Muslims killed in July 1995 under the eyes of the UN military forces. The cemetery, a tangible symbol of the horrors which happened at the end of the XX century – not so different from the Nazi concentration camps that were left standing for the whole world to see and for the generations to come to keep as a warning – should inspire absolute respect in anyone. But it does not. This area is inhabited mainly by a Serbian population, and is exposed to insults and abuse from people driving by.
Twenty years from the genocide – which is considered as such by Muslims only and not by Serbs – true peace is still far away, and the nationalities – ex enemies but still rivals – think that only their own dead are to be remembered, while those others are only result of media publicity. Yet if all that can happen in the Third millennia Europe, it means that there is still something wrong in the continent.
A Potrait of Neo-Sufism in Central Kalimantan (A Study on KH Haderaine HN’s Examination)
Authors: Al Kumay Sulaiman 
Published: March 2016

<p><em>T</em><em>This article aims to elaborate the ideas of neo-Sufism of KHHaderanie HN, a prominent Sufi scholar in Central Kalimantan. He represents a portrait of Sufism in the contemporary era in Central Kalimantan in particular, and in Indonesia in general. He straightened the correct understanding of Sufism in accordance with the Qur’an and Hadith. This alignment is done because he saw an understanding of Sufism which tends to deviate from the true Sufism. At the same time, he is also a true defender of the ideas of past Sufism that were mostly attacked and slandered, with a straight language in the contemporary context so that it is easy to understand. This defense is his greatest contribution in placing of Sufism as an integral part of trilogy of Islam: īmān, Islām, and iḥsān. </em></p>
Disaster Management Based on The Perspective of Inter-Religious Connection and Local Wisdom ANTAR AGAMA DAN PENGHARGAAN TERHADAP KEBUDAYAAN LOKAL
Authors: Alie Humaedi M. 
Published: March 2016

<p>In each disaster response done by volunteers, sometimes there are emerging issues<br />of religious dissemination and the volunteers are expulsed because of breaching the<br />local values. The use of mosque and local leaders are also supposed to have such <br />issues. Inmanycases, the framework of interfaith and local culture sperspectiveis <br />often forgotten. The issue is how to implement of humanitarian activity based on the<br />interfaith and local cultures perspective? This is a qualitative research using in-depth<br />interviews, observation, focus group discussions, and documentation insix locations.<br />Those locations that found the basis of humanitarian activity, particularly in the role<br />of mosques and the development of the effectiveness of local leaders, as well as have<br />reliedon interfaith and the local culture perspective. This theoretical construction<br />can be apart of the strategic formulation and code of conduct for humanitarian<br />organizations when dealing with communities from different religions and cultures..</p>
New Games, Different Rules Millennials Are In Town
Authors: Smith Janice Witt , Clark Gloria 
Published: March 2016

This study provides an ethical and socio-cultural context within a turbulent economic and multicultural global environment in which to examine the values and beliefs of a racioethnic group of Millennials. Our results describe what this group’s intentions are about fabricating their qualifications for their job search, which qualifications they intend to fabricate, and what their attitudes are concerning immigration and the entry of additional racioethnic workers into the extremely competitive U.S. workforce. These attitudes may impact organizations’ ability to take advantage of strategic opportunities in a global environment.
Approaches To Learning And Age In Predicting College Students’ Academic Achievement
Authors: Cetin Baris 
Published: March 2016

The aim of this study is to determine whether the approaches to learning and age are significantly correlated to grade point average (GPA) in early childhood education students. In addition, another purpose of this study is to determine whether approaches to learning and age predicted students’ GPAs in the Early Childhood Education Department. The sampling of the study consists of 166 students in total (158 female and 8 male; 86 junior and 80 senior) who studied at Georgia Southern University in the United States of America College of Education, Teaching and Learning Department’s Early Childhood Education program. The research model is a prediction study. The data in this study was collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and a personal information form. The findings were as follow: there was a positive relationship between students’ GPAs and the deep approach. There was a negative relationship between GPAs and the surface approach. There was no significant relationship between GPAs and approaches to the total score of learning. While there were no significant relationships between students’ ages and deep motivation and surface motivation strategies, an association was found between age and approaches to total scores of learning total . The approaches to total score of learning were not significant predictors of GPA.
A Model For Teaching Integration Of Business Disciplines To Freshman Business Majors
Authors: Marsh Michael , Stone Susan 
Published: March 2016

The John L. Grove College of Business recently completed major revisions to the core curriculum as part of AACSB recertification efforts. A significant omission in the "old" curriculum came to light during focus groups and surveys of students. They revealed that the curriculum that had existed virtually unchanged for twenty years had no provisions for giving students an overview of how coursework fit together. In addition, students had virtually no exposure to finance, management, or marketing until their junior year, even though many had declared one of these as their major. A solution agreed upon by the business faculty was to incorporate a freshman business integration experience course, Foundations in Business Administration, into the new curriculum. The course is designed to expose students to various disciplines in business and present the basics of how these disciplines interact in businesses. In addition to the focus on business disciplines, the course includes numerous activities designed to help students develop a better understanding of how their goals and interests can be integrated into the process of planning academic and career goals with emphasis on relating their academic and extracurricular activities to those career goals. The Freshman Business Experience, now referred to as the Business Integration Experience, has been in the curriculum for one academic year. This paper provides details about the development and implementation of the initiative, lessons learned from the first year's experience, and preliminary assessments of the program's effectiveness.
The Efficacy Of Business Ethics Courses When Coupled With A Personal Belief System
Authors: Neureuther Brian D. , Swicegood Philip , Williams Philip 
Published: March 2016

Business educators are being challenged on an increasing basis to reassess the ethical awareness of their students and the effectiveness of their ethics education. In this paper we test a traditional approach to ethics exposure in business law classes, which is the primary venue for teaching ethics in many business curriculums. We find that ethics exposure in the traditional business law course using popular textbooks does not influence the ethical sensitivity of students. We also document that ethical sensitivity of students breaks down at several levels. Business students have different personal standards as compared to acceptable corporate standards of ethics.
An Examination Of The Factor Structure Of The Computer Anxiety Rating Scale
Authors: Havelka Douglas , Beasley Fred 
Published: March 2016

This study updates prior research and examines the stability of the factors underlying computer anxiety across time and with a different population of subjects. A factor analysis revealed four distinct factors in the computer anxiety construct: general anxiety toward computer usage, confidence in learning ability, motivation to learn, and power or control of usage. These results validate prior research that found computer anxiety to be a multi-dimensional construct.
Evaluation Of College Faculty: What Do Accounting Students Really Think?
Authors: Carruth Paul J. , Carruth Ann K. 
Published: March 2016

Student opinion surveys of teaching are widely implemented at the university level for many reasons. Faculty members use the input from students to improve their teaching while administrators often use the information for merit, and tenure and promotion decisions. The extensive use of student ratings is in part the result of the increased interest in improving teaching and the growing demand for greater accountability on the part of colleges and universities. At issue is the concern that students are asked to evaluate faculty on components of teaching deemed important by divisions of institutional research and not necessarily by faculty themselves. Final approval of student opinion surveys may be prematurely granted without sufficient input from consumers. The purpose of this paper is to explore issues surrounding the wide spread use of student opinion of teaching surveys for evaluative purposes and to describe the role of student ratings in judging teaching effectiveness. An extensive review of literature was used to construct a survey administered to 165 students enrolled in undergraduate and graduate accounting courses. Students were asked to rank effective teaching practices. The results of this survey guide faculty and administrators to understand, from students’ perspective, effective teaching practices. Conclusions are drawn concerning the appropriate use of the information obtained from student evaluations and the impact the student ratings have on the quality of instruction in colleges and universities.
Strategies To Enhance Teaching And Learning In A Rapidly Changing Economy
Authors: M.K. Seet 
Published: March 2016

The Singapore economy is undergoing rapid structural changes with new industries emerging while old industries slow down. This means that workers have to constantly acquire new knowledge and skills to take on the new challenges in the economy. Teaching and learning in a changing economy takes on a new perspective in the light of a rising number of adult learners who work by day and become students in the evening. This paper examines the different strategies that lecturers could implement to enhance their teaching and facilitate students in their learning experiences.
Roles And Responsibilities In Team Projects
Authors: Johnston Timothy C. 
Published: March 2016

What roles assure that a student learns from a team project? This paper discusses student roles of (1) ready learner, (2) coachee, (3) contributor, (4) team member, and (5) academic scholar. Students can gain real world experience from a team project with a practitioner “client.” But team projects can be flawed with ambiguous activities and free-riding students. A shift from the role of passive student to the active roles discussed in this paper can improve the team project learning experience. This paper also presents a model that apportions responsibilities to the teacher, students, and clients for team project tasks. Clear responsibilities can prepare students for their active roles in a team project. A well-defined project process can minimize the ambiguity inherent in real-world projects, and help the teacher maintain his or her course workload at a manageable level. The project steps are (1) set learning goals, (2) engage a client, (3) set project objectives, (4) implementation, (5) report results, and (6) assess performance.
Regional Business Education Issues: South Texas Employers And Faculty Rate Communication And Technology Skills
Authors: Bennington Ashley 
Published: March 2016

Business communication courses teach written and oral communication skills with an emphasis on using technology. With a goal of meeting stakeholder needs, this study asks 221 South Texas employers and 212 faculty members of a regional university to rate employees’ and students’ communication skill competencies. The survey asked 12 questions—four about written competencies, five on verbal, and three on technology skills. Employers consistently rated employees higher than faculty rated students. The ratings offer implications for the business communication course: Employers and faculty are satisfied with technology skills, but basic grammar and punctuation need improvement.
Faculty Perceptions Of Distance Education Courses: A Survey
Authors: Totaro Michael W. , Tanner John R. , Noser Thomas , Fitzgerald Jeanne Fuselier , Birch Rachelle 
Published: March 2016

This paper discusses the results of a study of the perceptions of a national sample of business faculty members from various business disciplines regarding distance (online) education and teaching distance education courses. In the past few years, distance learning programs have become very popular, and the number of offerings continues to increase. However, distance learning courses offer significant differences from the classic classroom environment. The results of this study suggest that the offering of online courses in business is still in the early or developmental stages, and that only a small percentage of the respondents indicate that they would teach online courses in the future.
Fostering Online Student Participation
Authors: Bento Regina , Brownstein Barry , Schuster Cindy , Zacur Susan 
Published: March 2016

The challenges of teaching online include encouraging student participation. Although many instructors would like to increase participation in their online courses, there is no established body of knowledge on the various forms such participation may take, or how it should be evaluated. This paper outlines two major pedagogical approaches, the transmission model and the transformation model and suggests that the transformation model is uniquely suited for online learning. Once the preferred model is established, guidance in ways to foster online student participation is provided.
Technology And The Seven Principles
Authors: Nki Joyce 
Published: March 2016

This paper reports the lessons learned and outcomes of effective implementation of the Seven Principles for Good Practice in Teaching and learning, using technology in the traditional classroom. Teaching Old Testament to undergraduate students challenges the instructor to look for alternative instructional techniques. Use of technology has created an environment where teaching has been productive, fun, and fulfilling, while learning has been participatory, collaborative, interactive, beneficial, and critically effective. The course has been divided into modules that carry a specific topic. The appropriate use of seven principles in these modules has enhanced the understanding of the basic concepts for learners because each module carries on and advances the concept that was taught in the previous module.
MBA Student And Alumni Ratings Of Critical Skills In Graduate Business Programs
Authors: Glynn Joseph G. , Shick Richard A. 
Published: March 2016

Newly matriculating MBAs, recent MBA graduates, and MBA alumni were surveyed with respect to program and curriculum issues and opinions concerning nine skills deemed to be critical for graduate business education. At the time of matriculation, MBA students were surveyed concerning how important the skills were to them. The students were also surveyed immediately after graduation, and asked how successful the program had been in developing these skills. The final analysis group was MBA alumni who were asked to identify the most improved and most important skills. Between-group comparisons of results concerning these nine skills will be presented along with other results reflecting evaluations of program attributes.
Matching Testing Strategy With Student Personality In A Historically Black University
Authors: Ayadi O. Felix , Chatterjee Amitava , Woldie Mammo 
Published: March 2016

Most instructors believe that if students know the material that is taught, their knowledge will manifest by successful performance on any type of examination question that instructors devise. The issue that is now evolving is whether or not instructors can alter teaching and testing strategies to bring about an optimal learning environment. More particularly, this study represents an attempt to correlate students’ learning style preferences to performance on four types of examination questions. The results reported in this study shows that intuitive and thinking students do not perform well on open-ended quantitative test. Moreover, intuitive students are not very good when it comes to multiple-choice quantitative test. Finally, feeling, sensing, and thinking students perform better on multiple-choice theory tests.
Enhanced Multi-Faceted Teaching Methods: Phase III- Adjunct Faculty
Authors: Payette Dennis L. , Verreault Daniel 
Published: March 2016

This paper is the third in a series conducting research on teaching methods and technologies at Adelphi University School of Business. First, (Phase I) the methods and instrument were developed. Second, data from full time faculty was collected and analyzed (Phase II). Third, (Phase III) data has been collected concerning the extent of use and perceived value of use of various technologies from part-time faculty which we analyzed and compared to the results from the full-time faculty. The issues of part-time faculty attitudes toward technology and their use of technology to support teaching are important to the academic mission and emphasized under AACSB standards for business schools. In the environment studied, part-time faculty perceptions of the levels of use and their opinions of the value of use of various technologies were virtually indistinguishable from those of full-time faculty. Neither departmental affiliation nor teaching experience was a significant factor in explaining the responses of part-time faculty. The authors conclude that the part-time faculty cadre studied is highly socialized and consistent with the full-time faculty on the dimensions studied.