bluuebunny/crossref_metadata_2025_split huggingface dataset:
Extinction of a Philippine script
Authors: Santos Hector 
Published: August 2016

ABSTRACTThe Spanish colonizers found a writing system in place when they established a permanent settlement in Manila in 1571. They took advantage of the widespread literacy in this indigenous script, which had spread by then from Manila to most of Luzon and parts of the Visayas, to help convert the inhabitants to Christianity by publishing a catechism printed in the script. Yet within a century, the use of the script had almost vanished. This paper explores the factors that led to the loss of literacy in the indigenous writing system.
Language nationalism? Kanji on the Internet
Authors: Gottlieb Nanette 
Published: August 2016

ABSTRACTAs of August 1998, the Japanese language was the second most widely used language other than English on the Internet. It has from time to time been argued that the way in which the Japanese view their language contributes to a kind of language nationalism which functions to emphasise the separateness of the Japanese people from others in the affective as well as linguistic sense. In an extension of this debate, some have suggested that the continued use of the Japanese writing system in the computer age acts to reinforce a barrier between Japan and the rest of the world. This paper examines the issues involved in the language nationalism view of the Japanese script and argues that the use of characters on the Internet should be seen as nothing more than the continuation of an existing infrastructure.
Implications of Distributed Information Technology for South Pacific Development
Authors: Watters Paul Andrew , Walters Maya Espinosa 
Published: August 2016

AbstractThe global digital communications network, colloquially known as the “internet”, has received much attention in recent years from business, media, cultural, and government interests. This paper looks behind the hype and sales-pitches, at the essential features of the medium which have made it (and will continue to make it) the central technology for the dissemination of information in the next century. It is a particularly important technology for remote communities, since all information resources (educational, commercial, and recreational) can be transmitted using a standard set of protocols (Hypertext Transfer Protocol, File Transfer Protocol, Network News Transfer Protocol), over any physical medium (packet radio, satellite, phone-line, and optic fibre), in any data format that can be digitised (radio, television, text, graphics, and sound). The implications of this non-coercive technology are explored in the context of the impact on development in the physically distant communities of the South Pacific.
The Incidence of Homesickness in a Third World University
Authors: Mellam Albert 
Published: August 2016

Geographical relocation is often associated with problems adjusting to the new physical and sociocultural environment (Totman, 1979) and with the stress of disruption to lifestyle routines (Cochrane, 1983; Cochrane & Stopes-Roe, 1980). Relocation commonly entails culture shock, financial difficulties, separation from family, racial discrimination, and language difficulties (Murphy, 1977; Oberg, 1960); frequent relocation is also associated with illness (Stokols, Shumaker, & Martinez, 1983).One group of people who tend to relocate relatively frequently consists of students, many of whom do report difficulties attributed to relocation (Anderson & Fleming, 1985; Fulmer, Medalie, & Lord, 1982; Simmonds, 1987). Their problems appear to be common to those of migrants in general (Cochrane, 1983; Cochrane & Stopes-Roe, 1980). One very frequent complaint is the familiar one of homesickness.Homesickness is commonly used to describe any condition of unhappiness or malaise which follows a transition to a new environment (Fisher, 1988). Denoted as “pining for home” (Chambers Dictionary, 1972) or “depressed by absence from home” (Concise Oxford Dictionary, 1964), students reportedly agree that homesickness has four main elements: missing home, missing family, longing to see friends, and wanting to go home (Brewin, Furnham, & Howes, 1989).Recent studies conducted in Scotland found that homesickness affected 60 to 70 percent of native first-year students (Fisher, Fraser, & Murray, 1984; Fisher, Fraser, & Murray, 1985), a figure which approximates that found for boarding school students (Fisher, Fraser, & Murray, 1986). Homesickness was associated with cognitive failures, poor concentration, handing in work late, and decrement of work quality (Fisher et al., 1985; Fisher & Hood, 1987). In other words, there was some evidence that homesickness may affect academic performance.
A Survey of Self-Reported Problems Among Tertiary Students
Authors: Mellam Albert , Kuaru Terence 
Published: August 2016

People moving into a new environment often find the process stressful (Cochrane, 1983; Cochrane & Stopes-Roe, 1980). One of the reasons for the stress is that the new environment may not provide substitutes for the losses incurred during the process of relocation (Beck & Young, 1978). Separation anxiety, loss, interruption of lifestyle, reduced control over the psychosocial environment, role change, and self-consciousness are all after-effects of the relocation process (Fisher, 1988).In general, migrants move as a group or as a family unit (Marmot & Syme, 1976; Murphy, 1976), but this is not true for students. Despite the fact that students often perceive their relocation as a challenging life event (Fulmer, Medalie, & Lord, 1982), they must face the challenge on their own, for they cannot count on the support and comfort of family and old friends. Furthermore, their relocation is to a competitive environment in which they are exposed to a range of stressors which, in all likelihood, are novel.Students commonly experience problems following their relocation. The problems are related to change of culture (Oberg, 1960), to racial discrimination, and to change of diet and climate (Dyal & Dyal, 1981; Murphy, 1977; Nicassio & Pate, 1984). Other problems, including fatigue and headaches (Miller & Harwell, 1983), homesickness (Fisher, 1988; Fisher & Murray, 1984), and language difficulties (Mellam, 1989) may be more common to students than to other migrant groups.
Judgements of facial expressions of emotions in context and no-context Conditions
Authors: O'Driscoll Michael P. , Richardson Barry L. , Wuillemin Dianne B. 
Published: August 2016

Thirty photographs depicting diverse emotional expressions were shown to a sample of Melanesian students who were assigned to either a face plus context or face alone condition. Significant differences between the two groups were obtained in a substantial proportion of cases on Schlosberg's Pleasant Unpleasant, and Attention – Rejection scales and the emotional expressions were judged to be appropriate to the context. These findings support the suggestion that the presence or absence of context is an important variable in the judgement of emotional expression and lend credence to the universal process theory.Research on perception of emotions has consistently illustrated that observers can accurately judge emotions in facial expressions (Ekman, Friesen, & Ellsworth, 1972; Izard, 1971) and that the face conveys important information about emotions being experienced (Ekman & Oster, 1979). In recent years, however, a question of interest has been the relative contributions of facial cues and contextual information to observers' overall judgements. This issue is important for theoretical and methodological reasons. From a theoretical viewpoint, unravelling the determinants of emotion perception would enhance our understanding of the processes of person perception and impression formation and would provide a framework for research on interpersonal communication. On methodological grounds, the researcher's approach to the face versus context issue can influence the type of research procedures used to analyse emotion perception. Specifically, much research in this field has been criticized for use of posed emotional expressions as stimuli for observers to evaluate. Spignesi and Shor (1981) have noted that only one of approximately 25 experimental studies has utilized facial expressions occurring spontaneously in real-life situations.
‘Got him’: Revenge, emotions, and the killing of Osama bin Laden
Authors: Cox Lloyd , Wood Steve 
Published: August 2016

AbstractThe extrajudicial killing of Osama bin Laden (OBL) on 2 May 2011 was greeted with jubilation in the United States. The dominant interpretation of the event – expressed in US media, by US political elites, and on the streets of US cities – was that justice had been served on the perpetrator of the 9/11 atrocity and thereby a great historical wrong had been righted. This article argues that the ‘justice’ deployed was a proxy for revenge, understood as the infliction of harm on those who had inflicted harm on the avenger. The argument is situated in a broader discussion of the emotional topography on which acts of state revenge are politically premised. The bin Laden case is used to explore some issues raised by the growing literature on emotions in politics and International Relations including, most importantly, how emotions are collectivised and made public.
Characterization of X-ray radiation from solid Sn target irradiated by femtosecond laser pulses in the presence of air plasma sparks
Authors: Curcio A. , Anania M. , Bisesto F.G. , Faenov A. , Ferrario M. , Galletti M. , Giulietti D. , Kodama R. , Petrarca M. , Pikuz T. , Zigler A. 
Published: August 2016

AbstractThe emission of X-rays from solid tin targets irradiated by low-energy (few mJ) femtosecond laser pulses propagated through air plasma sparks is investigated. The aim is that to better understand the X-ray emission mechanism and to show the possibility to produce proper radiation for spectroscopic and imaging applications with a table-top laser system. The utilization of a controlled ultrashort prepulse is found necessary to optimize the conversion efficiency of laser energy into Lα radiation. The optimum contrast between the main pulse and the controlled prepulse is found about 102. A correlation between the laser contrast value and the laser near-infrared spectra at the exit of the plasma spark is observed.
Gender Issues for Aboriginal and Torres Strait Islander Girls—Exploring Issues for Aboriginal and Torres Strait Island Boys
Authors: Herbert Jeannie 
Published: August 2016

AbstractThis Workshop paper was presented at the Ministerial Council on Employment, Education, Training and Youth Affair s (MCEETYA) Gender Equity Taskforce Promoting Gender Equity Conference 22-24 February 1995 held in Canberra and attended by advisers to various State/Territory governments, academics and some school-based educators, on gender issues.
Personal Characteristics of Effective Teachers of Adolescent Aborigines
Authors: Fanshawe John P. 
Published: August 2016

In an article based largely on overseas research into teacher effectiveness (e.g., Ryans, 1960; Kleinfeld, 1972) and Australian discussions of the non-Aboriginal teacher’s role in educating Aboriginal students (e.g., Hart, 1974), Fanshawe (1976) argues that the personal characteristics of effective teachers of adolescent Aborigines are likely to include:• being warm and supportive;• making realistic demands of students;• acting in a responsible, businesslike and systematic manner;• and being stimulating, imaginative and original.
Aboriginal Studies at Year 12 in South Australia and Northern Territory
Authors: Pring Adele 
Published: August 2016

Aboriginal Studies is now being taught at Year 12 level in South Australian schools as an externally moderated, school assessed subject, accredited by the Senior Secondary Assessment Board of South Australia.It is a course in which students learn from Aboriginal people through their literature, their arts, their many organizations and from visiting Aboriginal communities. Current issues about Aborigines in the media form another component of the study.
Developing Dialogue between Teaching-Team Members in Bilingual/Bicultural Classrooms
Authors: Moeckel M.J. 
Published: August 2016

A Bilingual Early Childhood Conference held in the Northern Territory at Batchelor Education Village in August 1980, provided the content and emphasis of this paper. In attendance at the conference were Aboriginal and non-Aboriginal members of teaching teams from bilingual schools of Central Australia and the Top End of the Northern Territory.The conference aimed at providing an opportunity for dialogue to occur between team members, to assist them in further understanding the importance of two-way communication, and to raise their conscious level of thinking towards understanding the roles each should play within a bilingual classroom setting.The team-teaching approach demands co-operation and a close working relationship between both team members. Aboriginal and non-Aboriginal teachers plan together for each day of teaching and share class materials and ideas. Each teacher must be willing to be a leader at times and a follower at other times, and there must be constant discussion about the aims of their programs and their subsequent implementation. Groups of children normally rotate between the members of the team for different lessons, which are presented in the mother tongue language of the teacher in ‘face to face’ contact with the children.
Survival, Expectations, and Under-achievement: Some Outcomes in a Special Aboriginal School
Authors: Misich T. 
Published: August 2016

As the classification implies, Special Aboriginal Schools necessitate special skills, methodology, philosophy, curricula and above all, special personnel. Unfortunately, for a number of reasons not all of the personnel who have trained for these positions take up appointments in these schools. Quite often it is the ordinary classroom teacher or principal who must review his or her own makeup, and adjust to the new set of circumstances and special needs which they face.Personal adjustments to the new environment and the planning of educational goals and programs require time. No two situations are exactly alike and no single formula can guarantee success. It is up to the individual to search and to determine, largely through trial and error, a recipe for success.The degree and meaning of success is inherent in the quality of goals set, rather than the quantity of output. If the incumbents in Special Aboriginal Schools expect high levels of success, they can achieve high levels of success. If they choose only to serve their time, success will not be an outcome. It is the expectations held by the school staff, not what is expected of the school staff, which will promote success and equal educational opportunity. Expectation levels are believed to be critical for both personal survival and educational development within the school.
Why Not Try Positive Discrimination?
Authors: Goves-Jacka R. 
Published: August 2016

Education systems are devised by the members of a society to perpetuate the values, customs and beliefs of that culture. Therefore, in a multicultural society, any child from a minority cultural group who is educated in the educational system of the majority cultural group as, for example, most Aboriginal students, must be at a disadvantage.Despite the fact that unless they work in traditional or semi-traditional areas, large numbers of teachers will not perceive any cultural differences, Aboriginal students do feel different. They do perceive differing value patterns between their own and the wider ‘white’ society and at times they feel alienated and alone, swamped by a sea of white faces and white ideals.Traditionally, teachers have felt that it was important to treat all students exactly the same: that any variation from this ideal would savour of injustice and that anathema to all good teachers – favouritism! Surely, the aim to provide equal opportunity for all implies equal treatment for all – or does it? What of the child who is disadvantaged before entering the classroom, simply because he belongs to a minority culture? How is it possible to erase the inequalities engendered by this situation so that in fact all students ave given equal opportunities? Why not try “Positive discrimination”?“Positive discrimination” implies treating a student differently in order to assist that student in the acquisition of positive reinforcement regarding his sense of self worth, aims and achievements. This is a sensitive issue so teachers who are unsure of methods of approach or who feel uncomfortable with the idea should not attempt to use it. However, for the caring sensitive teacher who also has plenty of experience, the good news is that positive discrimination works! In order to make it work there are some salient points worth noting:
Using Literature in an Oral English Program
Authors: Allen Margaret 
Published: August 2016

Part of my role as a member of a teaching team in the bilingual program at Barunga School (formerly Bamyili) has been to teach English in the early childhood section. These children come from homes where Kriol is the main language. In some cases a traditional Aboriginal language is used at times, mainly by older people.Children have a fair exposure to English via television and videos, and also from contact with people in Katherine. At this age, however, the children have limited competency in English.
A Personal Philosophy Concerning Torres Strait Island Community Education
Authors: Bond M. 
Published: August 2016

Bamaga stands on the tip of Cape York and adjacent to a number of Torres Strait Islands. Both Bamaga and the Islands are included in the one administrative region.Parents of students on the Torres Strait Island communities are still confused as to what schools or education are providing for their children. Parents have been desperately hoping that education would improve their ways of living as they were led to believe. As it now stands, more and more parents are becoming disillusioned after receiving evidence of the inadequacy of the Western education system for their culture and beliefs.
Hedland College Gives a Practical Lesson
Authors: Crawshaw John , Hayward Eric 
Published: August 2016

Is there a teacher in Australia who hasn’t, at some time or other, had a class who were bored and uninterested? While the students might find the lessons tedious, it’s certainly no fun for the teacher to be confronted with students who are listless, restless and convinced that what you have to say isn’t worth listening to.In the Admission Studies course for Aborigines, the students were required to learn about meeting procedures. Very few of the students had ever been to a formal meeting and it is probably fair to say that they regarded the subject as dull, pointless and irrelevant. Eric Hayward was the Aboriginal lecturer who was trying to teach this subject in a formal manner. He wasn’t succeeding - both he and the students were frustrated and little progress was being made. As a consequence the lecturer gave a great deal of thought about how the teaching of meeting procedure might be made more relevant to the students. He wanted to provide the difficult terminology with practical meaning and set the learning in a real world context. While these goals were quite clear, it took some time to decide on the teaching methodology which should be employed. A method was needed which would make the lessons more interesting and relevant to the students. The method adopted had to ensure the students learnt about meetings and how they are formally conducted.
Learning Styles, Classroom Management, Teacher Characteristics and Rural-Urban Aboriginal People : Some Thoughts
Authors: Eckermann A-K. 
Published: August 2016

A good deal has been stated and hypothesised about the essence of Aboriginal learning styles and their implication for Aboriginal education generally (see Roper, 1969; Watts, 1970; Hart, 1974; Harris, 1982). Nowhere does this hypothesising become more explicit than in the Guidelines to Teachers accompanying the NSW Aboriginal Education Policy. It is perhaps time to reexamine some of these propositions and to introduce a note of caution before we develop and encapsulate a whole new range of over-generalisations which will serve to lock Aboriginal people into yet another cycle of disadvantage.Education is essentially cultural transmission (Singleton, 1974:27). Indeed, as Singleton (1974) points out, culture itself is frequently defined in essentially educational terms as “the shared product of human learning”.
Factors associated with increasing campylobacteriosis incidence in Michigan, 2004–2013
Authors: CHA W. , HENDERSON T. , COLLINS J. , MANNING S. D. 
Published: August 2016

SUMMARYThis study was conducted to examine the incidence trend of campylobacteriosis in Michigan over a 10-year period and to investigate risk factors and clinical outcomes associated with infection. Campylobacter case data from 2004 to 2013 was obtained from the Michigan Disease Surveillance System. We conducted statistical and spatial analyses to examine trends and identify factors linked to campylobacteriosis as well as ecological associations using animal density data from the National Agricultural Statistics Service. An increasing trend of Campylobacter incidence and hospitalization was observed, which was linked to specific age groups and rural residence. Cases reporting ruminant contact and well water as the primary drinking source had a higher risk of campylobacteriosis, while higher cattle density was associated with an increased risk at the county level. Additional studies are needed to identify age-specific risk factors and examine prevalence and transmission dynamics in ruminants and the environment to aid in the development of more effective preventive strategies.
Persistence of rubella and mumps antibodies, following changes in the recommended age for the second dose of MMR vaccine in Portugal
Authors: GONÇALVES G. , FRADE J. , NASCIMENTO M. S. J. , MESQUITA J. R. , NUNES C. 
Published: August 2016

SUMMARYIn Portugal, the recommended age for the second dose of MMR (MMR2) was changed from 10–13 years to 5–6 years for those born in 1994 and afterwards. This study aimed to assess if MMR schedule and time elapsed from the last dose are associated with the concentration of rubella and mumps IgG antibodies. Three Portuguese birth cohorts (convenience samples) were selected for this study (66, 59 and 41 participants born respectively in 1990–1993, 1994–1995 and 2001–2003). Geometric mean concentrations (GMC) for mumps IgG were respectively 36, 30 and 38 RU/ml (P = 0·236) and for rubella IgG were 18, 20 and 17 IU/ml (P = 0·641). For both specific antibodies, no differences were observed with time since MMR2. Receiving MMR2 at 5–6 or 10–13 years was not associated with concentration of both antibodies. The GMC of rubella IgG was lower in males (P = 0·029). Taking into account previous evidence and the logistics needed to change vaccination schedules, it seems reasonable that sustaining very high coverage with two doses of MMR is currently the most pragmatic way to control mumps and rubella rather than any changes to the schedule.