bluuebunny/crossref_metadata_2025_split huggingface dataset:
Impact of Subcultures on Educational Process in School: the Approach of Teenagers Belonging to Subcultures
Authors: Ilgūnė-Martinėlienė Rita 
Published: April 2016

Analysis of scientific literature suggests that the topic of subcultures attracts the attention of scientists. A number of authors analyse the behavioural characteristics of subculture groups, search for the concept of subcultures that reflects several theories (structural functionalism, social class theory and the post subcultural approach) approach to the problems of youth subcultures. It should be noted that there is a perception of public that teenagers who belong to the groups of subcultures stand out from their peers due to their behaviour. Due to this reason they are often classified as teenagers from risk groups, sometimes called “difficult teenagers” or identified as teenagers-delinquents. This provision that is often wrong and forms a negative attitude towards teenagers belonging to the subcultures. There are stereotypes that such teenagers have problems in education, they are not successful in schools. Such public provision causes a task for scientists to clarify youth manifestations of otherness and manage them, positively use otherness of the students in education. It is important to conduct systematic research that would help to reveal the impact of subcultural lifestyle on the achievements of teenagers, their behaviour, and communication with teachers, to set the arising problems and offer possible solutions. It is especially important in Lithuania because the research relating this issue in our country is rare. Problematic questions can be raised: what influence of subcultures on educational process is identified by the teenagers belonging to various subcultures? How do they feel in the society: are they valued and recognized?
The article refers to the approach of teenagers belonging to the subcultures on (self-) educational process in school and presents the opinion of these teenagers about the recognition and evaluation of subcultures in public. In order to more deeply understand the impact of subcultures on the process of (self-) education in a school, exploratory qualitative study has been carried out on March-April in 2014. The results of the study which was aimed to reveal the opinions of teenagers belonging to alternative subcultures about the impact of subcultural life on their (self-) education achievements, behaviour and communication with teachers allow to state that these teenagers in sciences are similarly successful as their other classmates. The people around do not seek for other reasons of the failure of these students. The approach to the discrepancies of teenagers belonging to the subcultures and traditions and social behaviour of the society should not be treated as deliberate violation of non-compliance with norms and established rules. It is more rational to recognize a subculture as an alternative of established culture or its strain in the space full of changes.
Antanas Smetona as Advocate of the Native Language
Authors: Tijūnėlienė Ona 
Published: April 2016

Antanas Smetona (1874–1944) was one of the most active promoters of the innate self in the early 20th century. His attention to the national heritage and the native language was directly related to the growth of the movement of national liberation at the turn of the 20th century, as well as the struggle for the democratic school and the rights of the native language. According to the author, the Lithuanian revival was more than just the retention of the parent language. Rebirth meant the rise from contempt, recognition by other nations, spiritual renewal, and promotion of traditional values.
More than once A. Smetona wrote in the press about a difficult state of the Lithuanian language and the disrespect of Lithuanians for the native language. He blamed intellectuals (teachers, journalists, or authors of textbooks) for their indifference to language pollution and advised everybody to learn Lithuanian from dialects, fiction, and quality press. A. Smetona encouraged intellectuals to improve the native language and raised the idea of the reinstatement of the language section in the Viltis newspaper; he believed enthusiasts able to moderate it would appear. He repeatedly emphasised the issues of language standardisation and purification, as well as the related problems, formulated the functions of the Lithuanian Language Commission set up in 1911, and recommended theoreticians and practitioners to join efforts in the solution of the language standardisation issues.
As the author cherished the idea of a free nation, he stressed that the system of education has to be of a national character, all the Lithuanians have to at least learn to read and to write Lithuanian: the tsarist government-established primary schools did not provide the skills, therefore, the author encouraged learning from the experience of secret schools. Under the then conditions, family or home schools were the only way out. However, it was necessary to write textbooks, primers, reading and writing books suitable for family schools, and to provide quality Lithuanian penmanship examples.
A. Smetona responded to the state of the Lithuanian language in Lithuanian secondary schools and taught in Vilnius gymnasiums after his working hours in the bank. A. Smetona believed that Lithuanian intellectuals had to demand more from the authorities, to be more active, and proposed to set up a committee to deal with the issues of the Lithuanian language.
The Suitability of History Textbook Activities for 5th–8th Grades for Developing Pupils’ Achievements in the Subject of History
Authors: Jašinauskas Linas , Žiburytė Rasa 
Published: April 2016

After restoring Independence in Lithuania, there has not been a separate research carried out which would contain an in-depth analysis of the quality of activities presented in history textbooks used in general education schools. Therefore, the following research problem is raised in this article: whether the activities presented in the history textbooks for 5th–8th grades that are currently in use in Lithuanian general education schools are suitable for developing the achievements in history subject which are defined in the General Curriculum Framework.
The aim of this study is to investigate the suitability of history textbook activities for 5th–8th grades for developing pupils‘ achievements delineated in the General Curriculum Framework 2008. To reach this aim the following objectives were raised: 1) to discuss the key achievements in history subject as well as the requirements for history learning process that are highlighted in scientific literature and educational programmes; 2) to reveal the role of a textbook and its activities / activities system for improving pupils’ achievements in accordance to Lithuanian education documents and scientific literature; 3) to analyse the suitability of history textbook activities for 5th–8th grades for improving pupils’ knowledge and skills delineated in the General Curriculum Framework for Basic Education 2008 for the subject of history. Methods of research: analysis of education documents and scientific literature, analysis of textbook content.
Data of the analysis revealed that more than half of the tasks in the investigated history textbooks for 5th–8th grades require from pupils knowledge and understanding of historical figures, events or cases depicted in a textbook. Fewer than a quarter of the analysed history textbook activities are designed to developing pupils’ ability to put knowledge into practice. Very few tasks presented in textbooks are intended for developing the capacity for more complicated reasoning.
Whilst analysing the adaptation of activities in history textbooks for 5th–8th grades for developing pupils‘ competencies in the subject, it became clear that the activities are only partially suitable for developing the competencies delineated in the General Curriculum Framework. The greater part of tasks is designed for developing an understanding of historical evolution and ability to engage in historical analysis and interpretation. Only 4.3 percent of tasks induce the pupils to develop an ability to orientate in historical time and space. The analysed textbooks contain few activities that would motivate pupils to take an integral approach towards Lithuanian and world history.
Problems of Introducing a Competence Based Learning within the Context of Bologna Process
Authors: Želvys Rimantas , Akzholova Aliya 
Published: April 2016

The article analyzes the problems of applying a competence-based learning in higher education. The Bologna process and development of common European higher education area (EHEA) is perhaps the most ambitious project initiated in higher education during the last several decades in Europe. However, not only European nations are involved in the Bologna process. In 2009 the Republic of Kazakhstan also became a member of the Bologna movement. The other Central Asian countries – Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan – do not formally participate in the Bologna process, but are inevitably affected by changes initiated by the Bologna declaration in the area of higher education. In order to support the development of educational studies along the Bologna lines, the European Commission funded the TEMPUS project „Modernization and Development of Curricula on Pedagogy and Educational Management in the Central Asian countries (EDUCA)“. Analysis of study programs developed in the course of implementation the TEMPUS project “Modernization and Development of Curricula on Pedagogy and Educational Management in the Central Asian countries (EDUCA)” showed that project participants encountered threefold problems of introducing a competence-based approach. The goal and objectives of the current study were to discuss these three strands of problems. The problems of defining competences are reflected in certain difficulties of including the component of ethical values. The problems of classifying competences are determined by attempts of the project participants to specify the broad classification offered by the Tuning methodology. The problems of differentiating between the competences and the learning outcomes arise due to the vague understanding of the participants what is the difference between the two concepts.
They tend to treat them as synonimous, though in reality there is an essential difference. Competences are the qualities developed by the learner while learning outcomes are determined by the academic staff. Further clarification of the concept of competences will be needed in order to place the programs completely within the context of Bologna process.
Primary School Children’s Nutrition Knowledge, Self-Efficacy, and Behavior, after a Three-Year Healthy Lifestyle Intervention (HealthKick)
Authors: De Villiers Anniza , Steyn Nelia , Draper Catherine E. , Hill Jillian , Gwebushe Nomonde , Lambert Estelle V. , Lombard Carl 
Published: April 2016

<strong>Objectives</strong>: This study aimed to evaluate the effects of HealthKick(HK), a healthy lifestyle intervention, on nutrition knowledge, behavior, and dietary selfefficacy of school children in the Western Cape Province of South Africa.<br />Design: A three-year cluster randomized control trial at primary schools in low socioeconomic settings with a baseline study in 2009 and follow-up in 2010 and 2011.<br /><strong>Participants:</strong> Participants were Grade four children (n=500) at eight schools in the intervention group and at eight schools in the control group (n=498).<br /><strong>Methods:</strong> An action planning process was followed with educators whereby they identified their own school health priorities and ways to address them. Schools were provided with nutrition resources, including curriculum guidelines and the South African food-based dietary guidelines. Children completed a questionnaire comprising nutrition knowledge, self-efficacy and behavioral items.<br /><strong>Results</strong>: The intervention significantly improved the knowledge of the intervention group at the first (mean difference =1.88, 95%CI: .32 to 3.43, P=.021) and second follow-up (mean difference=1.92, 95%CI:<br />.24 to 3.60, P=.031) compared with the control group. The intervention effect for self-efficacy was not significant at the first follow-up (mean difference=.32, 95%CI: -.029 to .94, P=.281) whereas a significant<br />effect was observed at the second followup (mean difference=.71, 95%CI: .04 to 1.38, P=.039). There were no significant differences between the intervention and control groups for nutritional behavior scores at any of the follow-up time points.<br /><strong>Conclusion</strong>: The HK intervention improved nutrition knowledge and self-efficacy significantly in primary schoolchildren; however, it did not improve their eating behavior. <em>Ethn Dis.</em> 2016;26(2):171-180;<br />doi:10.18865/ed.26.2.171<strong></strong>
Can Learning Be Fun and Games? The Influence of Everyday Language on Students’ Content Vocabulary Use and Concept Understanding
Authors: Mongillo Geraldine 
Published: April 2016

This study examined the use of everyday language employed during game play to discover if this form of classroom discourse helped adolescents learn content area vocabulary and concepts. Data were collected in a grade 7 science class where the students played 5 instructional games during a six-week unit studying Mountain Building that targeted 26 vocabulary words. Data collected included audio recordings, written documents, interviews, formal and informal assessments, and field notes. Results indicated that the participants’ use of scientific language in both written and oral discourse during games was appropriate and comparable to other measures. Further, it was discovered that during games participants used everyday language to build understandings that exceeded token use of the academic vocabulary and concepts through collaborative talk. This study suggests that games provide a non-threatening forum for discussion and the exchange of ideas and implementing games as an alternate instructional strategy allows students to utilize their diverse ways of knowing and speaking.
Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge
Authors: Murray Orr Anne , Mitton Kukner Jennifer , Timmons D.J. 
Published: April 2016

A significant number of high school students struggle to read textbooks and other course materials and to write successfully in content area courses such as mathematics and science (Kane, 2011). This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. A pilot study, undertaken as part of an ongoing longitudinal study, examines how secondary pre-service teachers plan to infuse their teaching of secondary mathematics and science with literacy practices. This paper inquires into the perspectives of six mathematics and science pre-service teachers who were interviewed after completing a course in content area literacy. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas.
Understanding the importance of ethos in composing the “everyday” new literacies classroom
Authors: Nahachewsky James 
Published: April 2016

This article examines the impact of a senior English teacher’s ethos in composing, with her students, a new literacies classroom. This is a paradigm case where ever-changing technical stuff and a new ethos are encouraged in the literacy events of the classroom context. Utilizing a metaphor of ‘classroom as text’, we better understand the importance of the teacher’s own literacies, and her role as co-author of new, situated classroom literacies. In this case, language and literacy teaching becomes tangential through multi-textual readings and compositions that enact an ellipsis where certain previously privileged texts and approaches are omitted. In this way, through a reciprocal relationship, the teacher fosters rather than defines her students’ emergent literacies and critical thinking development. In turn, the students influence their teacher’s conceptions of what it means to be literate; what textual readings and compositions are meaningful to their situated language learning in digital times.
Poetic Inquiry: A Fierce, Tender, and Mischievous Relationship with Lived Experience
Authors: Wiebe Sean 
Published: April 2016

Common to poetic inquirers is a sensitivity to the ways traditional qualitative analysis can systematize and simplify, oftentimes generating theories and practices that are out of kilter with our intuitive experience of being in the world. In this paper I look at how the richness of lived experience can be sustained in poetic inquiry, and in so doing, offer the terms fierce, tender, and mischievous as qualities of engagement that are often exemplified in the ways poetic inquirers live and work.
A second grade teacher's innovations toward multimodal literacies in an urban primary school
Authors: Hill K. Dara 
Published: April 2016

This study is an examination of a second grade teacher’s negotiation of multimodal literacies in a high performing urban primary school in Detroit. In spite of the school’s high performing record, teachers were required to adhere closely to paced curriculum and exclusive use of curriculum materials. A teacher and researcher collaboration implemented supplemental texts and negotiated innovations toward multimodal literacies with a theme entitled Fossils. An examination of peer-led discussion groups, peer-led reading logs and the focal teacher’s Interactive Whiteboard innovations demonstrates deeper comprehension and enhanced participation due to linkages across texts and with students’ social worlds.
KONTRIBUSI EKSKRESI BASAL PURIN TERHADAP TOTAL EKSKRESI DERIVAT PURIN DALAM URIN KAMBING BLIGON DAN KEJOBONG
Authors: Purwati Catur Suci , Yusiati Lies Mira , Sasmito Budhi Subur Priyono 
Published: April 2016

<p>Penelitian ini bertujuan untuk mengetahui perbedaan kontribusi ekskresi basal terhadap total ekskresi derivat purin dalam urin kambing Kejobong dan Bligon. Percobaan ini didesain menggunakan Independent Student t-test untuk membandingkan ekskresi derivat purin keturunan kambing yang berbeda. Pakan yang diberikan adalah jerami kacang tanah (rendeng). Kambing jantan Bligon dan Kejobong masing-masing 6 ekor digunakan dalam penelitian ini. Percobaan ini dibagi menjadi 3 periode yaitu periode adaptasi selama 14 hari, periode koleksi pada saat ternak diberi pakan ad libitum selama 7 hari, dan periode koleksi pada saat ternak dipuasakan. Penentuan kandungan bahan kering (BK), bahan organik (BO), protein kasar (PK), serat kasar (SK), dan ekstrak eter (EE) dilakukan dengan metode analisis proksimat untuk pakan, sisa pakan, dan feses. Pada sampel urin yang diambil saat ternak diberi pakan ad libitum dan dipuasakan dilakukan pengukuran derivat purin yaitu alantoin, asam urat, xantin, dan hipoxantin. Hasil penelitian memperlihatkan konsumsi BK, BO, PK, SK, dan EE menunjukkan perbedaan yang tidak nyata. Nutrien tercerna BK, BO, PK, SK, dan EE juga menunjukkan perbedaan yang tidak nyata. Volume urin kambing Kejobong dan Bligon pada pemberian pakan secara ad libitum menunjukkan perbedaan yang nyata (P&lt;0,05), dengan rerata kambing Kejobong 953,84 dan Bligon sebesar 762,69 ml/hari. Total ekskresi alantoin dan asam urat kambing Kejobong cenderung lebih tinggi daripada Bligon, sedangkan untuk total ekskresi xantin dan hipoxantin menunjukkan hasil yang berbeda tidak nyata. Total ekskresi derivat purin pada saat pakan ad libitum menunjukkan perbedaan yang nyata (P&lt;0,05), rerata kambing Kejobong 117,96±16,43 μmol/W0,75/hari dan Bligon 72,40±4,53 μmol/W0,75/hari. Volume urin pada saat dipuasakan menunjukkan perbedaan yang tidak nyata. Rerata volume urin kambing Kejobong 233,04 dan Bligon 201,75 ml/hari. Total ekskresi alantoin kambing Kejobong pada saat dipuasakan cenderung lebih rendah dibanding Bligon, namun untuk total ekskresi asam urat cenderung lebih tinggi kambing Kejobong dibanding Bligon. Total ekskresi xantin dan hipoxantin menunjukkan perbedaan yang tidak nyata. Total ekskresi derivat purin kambing Bligon pada saat dipuasakan lebih tinggi dari kambing Kejobong, dengan rerata kambing Kejobong 18,85±4,45 μmol/W0,75/hari, dan Bligon sebesar 19,33±2,28 μmol/W0,75/hari. Derivat purin endogen kambing Kejobong 0,018 μmol/W0,75 sedangkan Bligon 0,019 μmol/W0,75. Efisiensi sintesis protein mikrobia kambing Kejobong adalah 0,07 g N mikrobia/hari, sedangkan Bligon 0,04 g N mikrobia/hari dengan BK nutrien tercerna hampir sama. Kontribusi ekskresi basal derivat purin terhadap total ekskresi derivat purin kambing Kejobong 15,98%, sedangkan Bligon 26,70%.</p><p> </p><p>(Kata kunci: Ekskresi, Derivat purin, Kambing Bligon, Kejobong)</p>
ESTIMASI HERITABILITAS SIFAT PERTUMBUHAN DOMBA EKOR GEMUK DI UNIT PELAKSANA TEKNIS PEMBIBITAN TERNAK-HIJAUAN MAKANAN TERNAK GARAHAN
Authors: (Sumadi) Sumadi , Prajayastanda Jatmika , Ngadiyono Nono 
Published: April 2016

<p>Sheep is one of popular ruminants in Indonesia, because sheep is one one of source of animal protein, and also easy and convenient in breeding. Therefor, they should be developed, preserved and increased through improvement of genetic quality by selection and mating control in the breeding program. Arrangement of a breeding program requires the values of genetic parameter namely heritability. The purpose of this study was to estimate the growth heritability value of Fat Tailed sheep in UPT PT-HMT Garahan, Jember, East Java. Data were collected from progeny, birth weight and weaning weight of Fat Tailed sheep from 2007 to 2012 in UPT-HMT Garahan, Jember. Data were corrected by sex, type of birth and weaning of age. Data were analyzed using the heritability of paternal halfsib correlations and nested method of analysis. The estimation of heritabilities using paternal halfsib correlation were 0.85±0.39; 0.89±0,41 and 0.67±0.37 for birth weight, weaning weight and pre weaning average daily gain (ADG). While, heritabilities estimated from nested method were 0.89±0,48 (h2 S); -0.11±0.33 (h2 D); 0.39±0.28 (h2 S+D); 0.71±0.50 (h2 S); 0.69±0.52 (h2 D); 0.70±0.33 (h2 S+D); 0.47±0.44 (h2 S); 0.72±0.56 (h2 D); 0.60±0.32 (h2 S+D) for birth weight, weaning weight an pre weaning ADG, respectively. All growth heritabilities of Fat Tailed sheep in high category.</p><p><br />(Keyword: Fat Tailed sheep, Growth characters, Heritability)</p>