bluuebunny/crossref_metadata_2025_split huggingface dataset:
Validation of the Japanese version of the job crafting scale
Authors: Eguchi Hisashi , Shimazu Akihito , Bakker Arnold B. , Tims Maria , Kamiyama Kimika , Hara Yujiro , Namba Katsuyuki , Inoue Akiomi , Ono Masakatsu , Kawakami Norito 
Published: April 2016

ObjectivesThe aim of this study was to validate the Japanese version of the job crafting scale (JCSJ). JCS measures four independent job crafting dimensions, namely increasing structural job resources, decreasing hindering job demands, increasing social job resources, and increasing challenging job demands.MethodsThe translated and back‐translated JCS‐J questionnaires were administered online to 972 employees of a Japanese manufacturing company. The data were then divided into independent explorative and confirmative samples. Exploratory and confirmatory factor analyses were performed to evaluate the factorial validity of JCSJ. The relationship with potential consequences of job crafting (e.g., job demands, job resources, and psychological well‐being) was investigated to evaluate construct validity. Internal consistency was examined to evaluate the reliability of the four JCSs.ResultsAn exploratory factor analysis extracted a five‐factor solution. Decreasing hindering job demands was further split into two separate dimensions supporting a five‐ rather than four‐factor structure. A series of confirmatory factor analyses revealed that the modified five‐factor model that allows covariance between items fits the data best. Construct validity was generally supported by the expected correlations of each job crafting dimension with each corresponding job resource (+), job demand (+), and psychological well‐being (+). Cronbach's α coefficient was sufficient for each of the four dimensions of job crafting (α ranged between 0.76 and 0.90).ConclusionsThis study confirmed that JCS‐J is an adequate measure of job crafting that can be used in the Japanese context.
Surveys on minimum practical abilities required by nonspecialist occupational physicians in Japan
Authors: Nagata Masako , Mori Koji , Ishikawa Asako , Nagata Tomohisa 
Published: April 2016

ObjectivesThis study aimed to identify the practical abilities required by nonspecialist occupational physicians and specify the priorities for training programs.MethodsA practical abilities list was developed through a focus group meeting of specialists. We created a survey questionnaire and asked three groups, namely, occupational physicians, occupational health nurses, and health officers, to rate the importance of each practical ability.ResultsThe mean scores for all 45 items were greater than 4, i.e., in the middle of the 7‐point Likert scale, for all the three groups. The occupational physicians' responses had a correlation with the other groups' responses. However, there were differences with regard to some practical abilities between the three groups. Five practical abilities from the top quartile were marked “A” by all the three groups: “Submit opinions on fitness for duty and work accommodation on the basis of data from health examination,” “Respect employee privacy,” “Submit opinion on fitness for duty and work accommodation on the basis of data from face‐to‐face interviews with employees,” “Submit opinions on fitness for duty and work accommodation on the basis of data from health surveillance,” and “Implement face‐to‐face interviews for employees who have worked overtime and evaluate the subjects' conditions including mental and physical health status, degree of accumulated fatigue, and depression.”ConclusionsThis study resulted in a rank‐ordered list of 45 practical abilities that are required by nonspecialist occupational physicians. This result may be useful to review and redesign the existing training program for nonspecialist occupational physicians.
Emotional and Behavioral Problems of Preterm and Full-Term Children at School Entry
Authors: Hornman Jorijn , de Winter Andrea F. , Kerstjens Jorien M. , Bos Arend F. , Reijneveld Sijmen A. 
Published: April 2016

BACKGROUND AND OBJECTIVES:
Preterm children, compared with term children, are at increased risk of emotional and behavioral problems (EB-problems). Prevalences of EB-problems seem to vary with degree of prematurity and age at assessment. We therefore assessed individual stability of EB-problems in preterm compared with term children first before school entry and again 1 year after school entry, and variation in stability within the preterm group.

METHODS:
We used data of 401 early preterm (25–31 weeks’ gestational age), 653 moderately preterm (32–35 weeks’ gestational age), and 389 term children from the Longitudinal Preterm Outcome Project cohort study. We classified EB-problems based on the Child Behavior Checklist at ages 4 and 5; this resulted in 4 categories: consistently normal (2 normal scores), emerging (normal score at age 4 and clinical/subclinical score at age 5), resolving, and persistent EB-problems.

RESULTS:
All preterm children had higher rates than term children of persistent (7.2% vs 3.6%), emerging (4.3% vs 2.3%), and resolving (7.5% vs 3.6%) EB-problems. Early preterm children had the highest rates of persistent (8.2%) and emerging (5.2%) problems, and moderately preterm children had the highest rates of resolving problems (8.7%). In both preterm and term children, predictive values of normal scores at age 4 for normal scores at age 5 were ∼96%, and of clinical/subclinical scores at age 4 for clinical/subclinical scores at age 5 were ∼50%, except for early preterm children (60%).

CONCLUSIONS:
Compared with term children, all preterm children are at risk for persistent and changing EB-problems at school entry; individual stability, however, is difficult to predict based solely on the factor of preterm-birth.
Diabetes in Pregnancy and Childhood Cognitive Development: A Systematic Review
Authors: Adane Akilew Awoke , Mishra Gita D. , Tooth Leigh R. 
Published: April 2016

CONTEXT:
The effect of diabetes during pregnancy on the cognitive development of offspring is unclear because of inconsistent findings from limited studies.

OBJECTIVE:
This review was aimed to provide the best available scientific evidence on the associations between maternal pregnancy diabetes and the cognitive development of offspring.

DATA SOURCES:
A search was conducted in the Embase, CINAHL, PubMed, PsycINFO, and Scopus databases.

STUDY SELECTION:
Studies addressing the cognitive development of offspring (aged ≤12 years) as outcome and any diabetes in pregnancy as an exposure were included.

DATA EXTRACTION:
Data were extracted and evaluated for quality by 2 independent reviewers.

RESULTS:
Fourteen articles were eligible for the review. Ten studies investigated the associations between maternal pregestational diabetes or both pregestational and gestational diabetes and offspring’s cognitive development; 6 studies found at least 1 negative association. Four studies exclusively examined the relationships between gestational diabetes and offspring’s cognitive development; 2 studies found a negative association, 1 a positive association, and 1 a null association. The use of diverse cognitive and diabetes assessment tools/criteria, as well as statistical power, contributed to the inconsistent findings.

LIMITATIONS:
The English-language restriction and publication bias in the included studies are potential limitations.

CONCLUSIONS:
Although there are few data available regarding the associations between maternal pregnancy diabetes and offspring’s cognitive development, this review found that maternal diabetes during pregnancy seems to be negatively associated with offspring’s cognitive development. Large prospective studies that address potential confounders are needed to confirm the independent effect of maternal diabetes during pregnancy.
Effectiveness of early quadriceps exercises after anterior cruciate ligament reconstruction
Authors: Pumell C 
Published: April 2016

Objective. To systematically review the published information regarding the effectiveness and safety of early postoperative quadriceps muscle exercise training on pain, joint laxity, function and range of motion in postoperative anterior cruciate ligament (ACL) reconstruction adult patients. Data sources. Five databases (CINAHL, PEDro, Pubmed, Science Direct and the Cochrane Library) were searched for studies published from January 1990 to May 2007. Study selection. Publications describing research into the effectiveness of early quadriceps exercises after ACL reconstruction were included. A total of three eligible articles met the inclusion criteria. Data extraction. A review of the three eligible studies was undertaken to describe the key study components. The PEDro Scale was used to determine the methodological quality of the selected trials and the level of evidence of all the eligible studies was categorised according to the evidence hierarchy by Lloyd-Smith.24 Relevant data were extracted by the two reviewer groups to reduce bias. Data synthesis. Due to study heterogeneity a meta-analysis could not be conducted. Effect sizes were calculated provided that sufficient data were provided. Outcome measures included range of motion (ROM), functional performance, pain and knee laxity. The methodological quality of the studies did not vary considerably across the studies and the average PEDro score was 66%. Marginal significant differences were noted in knee ROM at 1 month postoperatively, pain day 1 postoperatively, knee laxity and subjective evaluation of function at 6 months postoperatively. Conclusion. Early quadriceps exercises can be performed safely in the first 2 postoperative weeks, but clinically significant gains in ROM, function, pain and knee laxity were not evident. Further research should include standardised interventions, measurement time frames and outcome measurement tools to allow for a meta- analysis to be conducted
The legend of plantar neuropraxia in long-distance athletes
Authors: Kellogg DS , Joslin J 
Published: April 2016

Background. Legend has it that endurance athletes who develop plantar foot pain during long-distance running frequently experience an eventual relief of pain due to a transient neuropraxia brought on by continued activity.Objective. To evaluate the nature of this legend, we assessed long-distance runners for the presence of sensory deficits before and after completion of an ultramarathon, expecting to find an induced neuropraxia and abnormal sensory results.Methods. Twenty-five adult participants of an ultramarathon were evaluated prior to their 50/100 km run and again upon completion of the race. Neurosensory testing was performed using a 10 g monofilament at 4 locations on each foot and a 128 Hz tuning fork at one location on each foot. The same techniques were used prior to, and at conclusion of the race.Results. We detected no neuropraxia or sensory deficits in any participant, despite reports by the same subjects that they had experienced the phenomenon during the race. While runners commonly report losing sensation in their feet during long runs, we were unable to demonstrate any sensory deficit with simple field-based testing.Conclusion. We believe that there is room for additional research to be performed using more sensitive means of neurosensory evaluation.
Investigating Preservice Teachers’ Understandings of Critical Media Literacy
Authors: Robertson Lorayne , Hughes Janette M. 
Published: April 2016

This paper examines preservice teachers’ understandings of critical media literacy as they designed critical media literacy lessons in an initial teacher education language and literacy course for K-6 teachers. The teachers reflected on their initial understandings about social justice, designed several pre-tasks, designed and taught critical media literacy lessons, and then reflected on teaching critical media literacy to elementary school students. The results of this two-year study indicate that while the preservice teachers seemed willing to address social justice issues and they used digital literacies in interesting and engaging ways, some of them faced challenges articulating and focusing their own understandings in media literacy lessons.
Finding Wisdom in Practice: The Genesis of the Salty Chip, A Canadian Multiliteracies Collaborative
Authors: Hibbert Kathy 
Published: April 2016

Using a narrative approach of ‘scenario building’, this paper documents the author’s quest to find her own wisdom in her professional practice and considers that quest in light of recent theorizing in the area of New Literacies research. Through the telling of four critical incidents and a subsequent analysis drawing on theories of cultural studies, critical literacy, critical pedagogy and critical disabilities studies, the author explores the process that led to the development of the Salty Chip: A Canadian Multiliteracies Collaborative. The network challenges outdated institutional frameworks that privilege developmentalism and practices rooted in intellectual measurement and standardization, and considers how new forms of participation that include digital spaces mediate our evolving subjectivities and cultural practices.
Scaffolding Student Writing
Authors: Price Elaine A. , Harkins Mary Jane 
Published: April 2016

Improvement of student writing continues to be a focus for teachers. An effective approach to scaffolding student writing is through the utilization of researched-based tools and strategies. This study examined the effectiveness of teacher-prepared criteria/information handouts to the use of a teacher-adapted graphic organizer for improvement of student book-response writing. Through a student-completed survey generalization, or environmental change, was also investigated. Evidence supports generalization, and findings indicate significant increases within student book-response writing for the number of areas included for analysis, number of points made, and number of supporting points. Implications for students, teachers, and future research are considered.
Barriers to Youth Literacy: Sociological and Canadian Insights
Authors: Tilleczek Kate , Campbell Valerie 
Published: April 2016

This paper explores the barriers in youth literacy with qualitative interviews with 22 young people and 22 youth service providers from Prince Edward Island, Canada. It then compares these perspectives with a review of literatures on youth literacy. The paper outlines a sociological framework for the study of youth literacy that makes visible the complex cultural nests of youth within which becoming literate is negotiated. Rather than relying solely on individual literacy scores as the only measure of if and to what level young people are literate in contemporary society, the study addressed how barriers are encountered and negotiated. The findings show that barriers exist in multiple contexts in school, community and family and that they are not easily interpreted or predictable. Even high school completion does not guarantee literacy for some youth and both service providers and young people provide similar and disparate perspectives on barriers and possibilities for better support.
Ethical Readings of Student Texts: Attending to Process and the Production of Identity in Classroom-Based Literacy Research
Authors: Stille Saskia 
Published: April 2016

This paper highlights multimodal literacy activities that invited the social re/positioning of learners as creators of meaning and experience rather than passive readers of text. Elaborating two cases, the paper describes the ways in which newcomer students’ identities were negotiated and enacted during the project, and how their identities were read and constructed by teachers in the classroom. The paper recommends an analytic approach to literacy studies research that accounts for the ways in which literate identities are materialized in classrooms, and the value in documenting both the product and process of students’ literacy work.
Children’s Construction of Identity in Virtual Play Worlds – A Classroom Perspective
Authors: Burke Anne 
Published: April 2016

The formation of identity is inextricably linked to powerful meaning-makers in a child’s young life. In the 21st century, this typically involves engagement in virtual play worlds. This case study reports on the identity construction of young gamers in a classroom as perceived through an I/identity framework (Rowsell & Abrams, 2011), associative I/identity framework (Abrams, 2011) and informed by New Literacies through a socio-cultural lens. Children engage in Discourses (Gee, 2007; 2008; 2009) to experiment with early rehearsals and re-enactments, navigating fluidly among different roles and virtual world experiences. This study shows how children form affinity groups and social connections with other players in their real world play spaces and online, thus creating a meaningful interplay of their real world and virtual I/identities in a variety of ways.
'Doing Right' By Melissa: An Inquiry Into School Spaces
Authors: Vander Zanden Sarah 
Published: April 2016

This educational ethnographic case study explores Melissa’s literacy experiences in an urban elementary school. Using a modified domain analysis (LeCompte & Schensul, 1999), this paper focuses specifically on what it meant for Melissa to ‘Do the Right Thing’ in various school spaces. Her application of doing the right thing in different spaces complicates what it means to take ‘right action’. Therefore, ‘taking right action’ was divided into three domains: 1) Institutional Domain: Code of Compliance 2) Dominant Literacy Domain: School Code and 3) Personal Domain: Melissa’s Self- Reliance. While Melissa was considered a model fifth grader in her urban elementary school setting by her teachers and peers, her personal code of literacy often subsumed the dominant school discourse of ‘do the right thing’. Analysis generated prospective inroads for understanding how literacy learning is inextricably intertwined with relationships of space and discourse. Insights from this close analysis point to the need for nuanced recognition of students’ intellectual lives and underscore the plague of low expectations that narrowing curriculum imposes upon students.
Three by the Sea by M. Grey
Authors: Feisst Debbie 
Published: April 2016

Grey, Mini. Three by the Sea. New York: Alfred A. Knopf, 2010. Print. Mini Grey (yes, that’s her real name; she was born in a Mini in a Wales car park) is an award-winning author of children’s picture books including Egg Drop and Traction Man is Here! In Three by the Sea, a black cat, a white dog, and a gray mouse share a hut on a pebbly beach. They lived together happily on the seemingly otherwise-uninhabited island. The dog did the gardening, which amounted to burying and digging up bones; the cat did the housework by simply throwing garbage out the window; and the mouse did the cooking – a cheese fondue. Every day. However, one stormy night, everything changes for the three unlikely roommates, as a traveling salesman blows to shore on an inflatable raft and finds his way to the trio’s beach hut. This Stranger, a fox in a double-breasted striped suit, announces that they are the lucky winners of a free visit from the Winds of Change Trading Company and proceeds to bestow gifts upon them. For Mouse, cookbooks and herb seed packets; for Dog, a shiny new collar; and for Cat, some tins of sardines. The gifts, however, are not truly free, as the Stranger also pointed out the inadequacies and faults of the friends’ personalities and behaviour. At dinner—a cheese fondue—the fighting begins, and insults are hurled. After deciding to pack up and go where his culinary talents would be appreciated, Mouse finds himself in a spot of trouble as he attempts to leave the island. Of course, in the end, friendship reigns, and all three agree it is time for the Stranger to go; however, the short visit has everlasting effects on their relationship and way of life. This is a lovely story that will provoke discussion about the fox’s motivations, though children younger than 5 years may find the concept a challenge. The illustrations are charming and are vintage and modern at the same time. Recommended: 3 out of 4 stars Reviewer: Debbie FeisstDebbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta. When not renovating, she enjoys travel, fitness and young adult fiction.
The One by K. Cass
Authors: Manchakowsky Shawna 
Published: April 2016

Cass, Kiera. The One. New York: Harper Teen/Harper Collins Publisher, 2014. Print.Book Three in The Selection seriesThe One is the third instalment of Kiera Cass’ Selection series. The first book, The Selection, begins with thirty-five girls who are chosen across the country to vie for the prince’s heart to become the next queen of Illéa. For most girls, this would be a dream come true. For America Singer, one of the selected, she could not care less. She does not want to leave her family or her childhood sweetheart behind. Soon swept into a world so different from her own, she begins to see not everything is perfect at the castle or as simple as it seems.The Elite, book two, picks up right after one of the eliminations and begins with the final six girls (the elite). There is more turmoil as America battles with her feelings for her childhood sweetheart, Aspen, who is a guard at the palace, and Maxon, the prince, who has more aspects to him than she originally thought. Tension rises when the rebels attack the castle and the girls are under siege. While America struggles with her feelings, she decides that she does, in fact, want to be there and will now try for Maxon’s heart, if she still has a chance.The One, book three, begins with the castle under attack. We have learned secrets about the king at the end of book two and are beginning to understand the rebels’ motives. Competition is also fierce as it is now down to the top four girls and each girl is desperately trying to win Maxon’s heart. America feels strongly for the prince, but how can she know if she loves him when he still has three other girls that he is dating? Does he love her or one of the other girls more? Can she really turn away from Aspen, her first true love? Full of action, suspense and heartache, you will want to know how this book ends. The story is a mix between The Hunger Games, The Bachelor and Cinderella. This series is sure to thrill teenage audiences looking for adventure and romance.Highly Recommended: 4 out of 4 starsReviewed by: Shawna ManchakowskyShawna Manchakowsky recently completed her MLIS at the University of Alberta. When she is not working at Rutherford Library as a Public Service Assistant, she can be found with her husband parenting her two young girls; avoiding any kind of cooking; and reading for her two book clubs. In between book club titles, she tries to read as much teen fiction as she can get away with.