ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology: The Problem or the Solution to Childhood Obesity
Author: Silverstone, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Obesity,Child Health,Physical Activity Level,Life Style,Information Technology,Technology Uses in Education,Community Programs,Federal Programs,Public Health,Body Composition,Body Weight,Geographic Location,At Risk Persons,Etiology,Eating Habits,Genetics,Psychological Patterns,Family Influence,Socioeconomic Influences,Age Differences,Gender Differences,Racial Differences,Environmental Influences,Costs,Ethnic Groups,Barriers,School Role,Neurology,Self Esteem,Child Behavior,Financial Support

One-third of the population of US children is considered obese and two-thirds of the adult population falls into the same category. These figures have tripled over the last 30 years. This demonstrates that the existing strategies to combat obesity do not work and it is time to look for alternatives. The recommendation is to turn the problem into a solution--give children an activity they WANT TO DO, NOT HAVE TO DO. Today's younger generation is &quot;hard wired to technology&quot;, so take advantage of this fact. Several entrepreneurs have developed new technologies that combine physical activity, technology, and learning that &quot;appeal&quot; to this Generation Z and they are demonstrating promising results. In this paper, we have included details of the childhood obesity epidemic, the problem, costs and consequences, and have provided a new successful avenue to pursue. Results to date are positive and encouraging. We have identified a new strategy which, in a limited time, has been embraced by children, incorporates new technology, and has the potential for huge benefits for those who choose.
The Impact of International Financial Reporting Standards on Accounting Curriculum in the United States
Author: Yallapragada, RamMohan R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Accounting,Financial Audits,Standards,Business Administration Education,College Curriculum,History,College Students

According to the time line presently specified by the Securities and Exchange Commission (SEC), business firms in the United States (US) should switch from the existing US accounting reporting guidelines of the Generally Accepted Accounting Principles (GAAP) to International Financial Reporting Standards (IFRS) by the year 2014. The US business school graduates and accounting professionals have less than four years to understand the differences between the two accounting systems, and to learn how to implement the new International Accounting Standards. But many of the business schools in the US are not yet ready to include the new IFRS standards in their accounting curriculum. In many schools, administrators do not have any understanding of how to incorporate the new standards in their curriculum. Many European countries shifted to IFRS as early as 2005. They are ahead of the US in teaching IFRS to their students. The main problems in incorporating IFRS in the curriculum include lack of good textbooks and providing training for professors to learn IFRS procedures so that they can teach them to their students. This paper makes an effort in presenting the historical background of IFRS, and the impact of the adapting of IFRS on US business schools.
Topics in Finance. Part V--Capital Structure
Author: Laux, Judy
Date: 2011-00-00
Type: Journal Articles
Subjects: Units of Study,Financial Support,Investment,Risk,Risk Assessment,Conflict,Money Management,Financial Services,Educational Theories,Literature Reviews,Disclosure,Counseling Services,Business Administration Education,Higher Education,Institutional Role

Continuing this series on the theory of financial management, the current article investigates capital structure, offering insight into the roles of stockholder wealth maximization, the risk-return tradeoff, and agency conflicts. Much literature addresses this topic, and some of the most recent literature challenges certain theoretical cornerstones touted in the textbooks, as revealed in this work.
It Is a Small World after All: Teaching Business Ethics in a Global Environment
Author: Budden, Connie B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Business,Business Administration Education,Ethics,Ethical Instruction,Decision Making,College Faculty,Case Method (Teaching Technique)

Increasingly, managers and employees are facing ethical issues when conducting business in the global marketplace. Business educators attempting to teach appropriate ethical behavior and develop skills for dealing with complex ethical situations need to incorporate realistic case scenarios to challenge students. Such cases should appropriately address personal, corporate and international and cultural issues students are likely to face. This paper presents realistic cases that have been used to teach ethical decision-making in international business classes.
Supporting Minority-Serving Institutions in Their Program Improvement Efforts: A Responsive Technical Assistance Approach
Author: Bay, Mary
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Improvement,Minority Group Students,Technical Assistance,Special Education Teachers,Teacher Education Programs,Guidelines,Adoption (Ideas),Context Effect,Partnerships in Education,Goal Orientation,Performance Factors,Guidance Programs,Institutional Cooperation,Higher Education,Improvement Programs,Educational Improvement,Educational Change,Educational Practices,Change Strategies

To reform a special education teacher preparation program can be gratifying, difficult, complex, political, and urgently needed. The Monarch Center, a federally funded technical assistance center, was established to guide and support minority-serving institutions in their efforts to improve their teacher preparation programs. Four guidelines direct the Center's technical assistance approach: shaping new ideas to meet unique needs; understanding the impact of working simultaneously in shifting contexts; building relationships that foster learning &quot;in context;&quot; and nudging participants toward reaching their goals. The article discusses each guideline.
USC Upstate: A Journey toward Improving a Learning Disability Teacher Preparation Program to Meet the Diverse Needs of Today's Classrooms
Author: Pae, Holly
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Teacher Education Programs,Classroom Environment,Classroom Techniques,Program Improvement,Cultural Context,Accreditation (Institutions),Curriculum Development,Course Evaluation,Student Diversity,Educational Change,Educational Practices,Community Characteristics,Institutional Characteristics,Guidelines,Integrated Activities,Minimum Competency Testing,Recruitment,School Policy,Educational Innovation,College Programs,Schools of Education,Change Strategies

Areas of our country are headed toward significant social and political unrest if education ignores the demographic trends reshaping our schools. This article describes how one teacher training program in South Carolina examined its cultural context, accreditation standards, and course offerings to restructure its curriculum to address cultural and linguistic diversity.
When the Music Changes ...
Author: King-Berry, Arlene
Date: 2012-00-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Urban Schools,Competence,Job Skills,Disabilities,Special Needs Students,Knowledge Level,Training,Early Childhood Education,Early Intervention,Racial Differences,Ethnic Groups,Socioeconomic Influences,Poverty,At Risk Students,Community Colleges,Associate Degrees,Change Strategies,College Faculty,Teacher Role,Educational Methods

Paraprofessionals play an important role in the education of young children with, or at risk for, disabilities. Yet, because few training programs sufficiently infuse content related to serving special needs infants and toddlers, paraprofessionals typically lack the knowledge, skills, and dispositions to address effectively the requirements of this population. The article describes how a program designed to prepare urban ECE paraprofessionals was modified to ensure preparation of individuals equipped to deliver high quality services to young children with diverse abilities and characteristics. The program improvement process was supported by funding from the USDOE Office of Special Education Programs and by technical assistance from the Monarch Center.
Critical Features of Program Improvement: Lessons from Five Minority Serving Universities
Author: Lopez-Reyna, Norma A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Minority Group Students,Institutional Characteristics,Feedback (Response),Surveys,Program Design,Program Descriptions,Universities,Journal Articles,Teacher Education Programs,Field Experience Programs,Formative Evaluation,Summative Evaluation,Program Improvement,Educational Change,English Language Learners,Special Education Teachers,Disabilities

Nationwide, personnel preparation programs are responding to the changing population demographics and its impact on Pre K-12 classrooms. Needs surveys conducted by the Monarch Center over the past ten years have consistently yielded a need for support in redesigning program course and fieldwork components to better prepare their teachers and other professionals for effectively serving children who are culturally and linguistically diverse and have disabilities. The five university programs featured in this special journal issue each described their work in a context of their past program work, specific needs grounded in the populations of teacher candidates they were preparing, and the children that the graduates would be serving in schools. All of the programs had a shared set of overlapping foci in their plans and actions that included (a) diversity and the need to link coursework to field experiences, (b) the use of stakeholder input and feedback, and (c) the use of multiple formative and summative assessments of teacher candidates and of the programs themselves. We discuss these similarities across the programs, discuss their relevance to the field of teacher education, and provide a summary of lessons learned.
Predicting Mathematics Achievement by Motivation and Self-Efficacy across Gender and Achievement Levels
Author: Sartawi, AbdelAziz
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Efficacy,Gender Differences,Grade 5,Elementary School Students,Mathematics Achievement,Foreign Countries,Predictor Variables,Learning Motivation,Measures (Individuals),Multiple Regression Analysis,Questionnaires

This study investigated the extent to which self-efficacy and motivation served as a predictor for mathematics achievement of fifth grade students in United Arab Emirates (UAE) across gender and achievement levels. Self-efficacy was measured by two scales, which differed in levels of specificity--Category Specific and Task Specific. Motivation was measured through four sub-constructs of motivation-- Amotivation, External Regulation, Introjected Regulation, and Intrinsic Motivation. A total of 287 fifth grade students with an average age of 10.3 years were randomly selected to participate in this study. The multiple regression model showed that the six predictors were able to explain together high percentage (32%) of the variance of mathematics achievement. Also the results indicated that the best three predictors were Task Specific, External Regulation, and Intrinsic Regulation. When conducting the regression model across gender, the results showed that 30% of the variance in mathematics achievement was explained by the six predictors for the male group while only 21% of the variance was explained for the female group. The regression model was not invariant across achievement levels. While the model predicted approximately 20% of the variance of mathematics achievement for each of the low and high achieving students, the model was not statistically appropriate for the medium achievement students as it predicted only 5% of the variance of mathematics achievement. Additionally, the performance of the six predictors varied according to the achievement level.
Symbolic Interactionism and Moral Hazards in Higher Education
Author: Moore, Louella
Date: 2012-00-00
Type: Journal Articles
Subjects: Public Colleges,Higher Education,Partnerships in Education,Interaction,Economic Factors,Accountability,Moral Values,Interdisciplinary Approach,Food Service,Socioeconomic Influences,Marketing,Competition,Microeconomics,Cooperation,Student Recruitment,College Students,Student Characteristics,Stakeholders,Citizenship,College Faculty,Government (Administrative Body),Administrators,Accreditation (Institutions),State Government,Federal Government,Case Studies,Mass Media,Privatization,Sexual Abuse,College Athletics

Public colleges and universities today are more than institutions of academic study. They play a role in the economic and social life of their communities by engaging in partnerships aimed at enhancing their scope and brand image. This paper suggests these partnered activities do more than just manage costs and replace state support during economic downturns; the activities are also central to managing the image and political scope of the institution. This paper presents an exploratory, multi-disciplinary examination of the market forces and potential moral hazards inherent in hybrid public/private partnerships in higher education. Agency and symbolic interaction concepts are used to explain the uses of private/public partnerships to achieve both symbolic and functional ends. The theoretical constructs are applied to three recent cases--a food service arrangement at University of Central Arkansas, an online course platform contract at Arkansas State University, and the Pennsylvania State/Sandusky/Paterno situation.
Job Satisfaction of Certified Nurse Midwives: An Examination
Author: Hampton, Gerald M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Certification,Nurses,Obstetrics,Occupational Surveys,Positive Attitudes,Work Environment,Factor Analysis,Interaction,Occupational Information,Organizational Climate,Salary Wage Differentials,Professional Autonomy,Professional Identity,Tenure,Demography,Work Attitudes,Employee Attitudes,Regression (Statistics)

Health care providers face pressure to reduce costs and enhance patient satisfaction. One approach is to employ primary care providers such as nurse practitioners, physician assistants, and certified nurse midwives. Since there is a positive relationship between job satisfaction and patient satisfaction, positive job satisfaction on the part of providers, such as midwives, can translate into patient satisfaction. This research explores the degree of job satisfaction exhibited by certified nurse midwives. The data derives from a survey of 2000 CNM members of the American College of Nurse-Midwives. The survey captures job satisfaction factors, including interactions with physicians and nurses, job tasks, organization policies, pay, job autonomy, professional status, and job requirements and demographics. The findings reveal that the factors associated with overall job satisfaction are conditioned by midwives' places of work. While levels of job satisfaction are high, those factors associated with it vary by workplace. Therefore, strategies designed to enhance job satisfaction for certified nurse midwives should relate to the locus of work and its environment.
Seizing Opportunity: &quot;Opportunity as Transformation&quot;
Author: Williams, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Opportunities,Models,Transformative Learning,Individual Development,World Views

Opportunity creates conditions for achievement. We learn daily of the success of others that resulted from conditions they created through opportunity. Often these conditions of opportunity are the product of a compelling vision of a future steeped in possibility and rich in reward. These visions, however, must be operationalized in order to be realized. This article invites the reader to explore the opportunity model presented here and use it as a mechanism for realizing their own visions.
Ideological and Historical Challenges in Business Education
Author: Nino, Lana
Date: 2011-00-00
Type: Journal Articles
Subjects: Ideology,Business Administration Education,Educational History,Educational Objectives,Institutional Mission,Educational Philosophy,Commercialization,Institutional Characteristics,Conflict of Interest,Professional Identity,Barriers,Educational Resources,Intellectual History,Influences,Discipline,Economic Factors,Educational Change,Higher Education

Business schools bear a central mission in our society and are responsible for training business managers who work in, lead, and indeed control our corporations and drive our economy's wealth. Historical and ideological challenges have influenced business education and steered it off the expected path. Several theoretical frameworks such as academic capitalism explain what has occurred in this profession and how academic institutions were held hostage to the capitalistic and entrepreneurial organizations that are more concerned with shareholders' wealth than stakeholders' wellbeing and welfare.
Games and Students: Creating Innovative Professionals
Author: Davis, Jason Stratton
Date: 2011-00-00
Type: Journal Articles
Subjects: Professional Development,Innovation,Educational Environment,Delivery Systems,Educational Games,Constructivism (Learning),Transformative Learning,Learning Theories,Learning Processes,Games,Instructional Innovation,Teaching Methods,Higher Education,Business Administration Education,Educational Change,Educational Practices

To create professionals for the future, who will be innovative and internationally competitive, we need to change the learning environment. The current traditional delivery systems of education do not develop the necessary interpersonal, analytical and creative skills to deal with the new knowledge economy. Baer (2005), in calling for a new model of learning, says this will require collaboration between educators and game designers to research how games are best aligned with the targeted learning environment and needs. The incorporation of games will require realistic assessment of the current structure of education so that &quot;students' ability to participate in complex social practices; learn new knowledge and perform well in novel, changing situations needs to be considered valuable learning&quot; (Squire and Jenkins, 2004, p.31). When games and simulations are combined with technology they can generate the environment within higher education that can produce the highly-skilled professionals which are required. [A bibliography is included.]
Student Course Evaluations in Traditional and Blended Courses: A Case Study
Author: Nowell, Gadis
Date: 2011-00-00
Type: Journal Articles
Subjects: Course Evaluation,Student Evaluation of Teacher Performance,Blended Learning,Conventional Instruction,Intermode Differences,Teaching Methods,Case Studies,Student Attitudes,Participant Satisfaction,Cost Effectiveness,Online Courses,Distance Education,Business Administration Education,Questionnaires,Course Content,Instructional Effectiveness,College Students,College Programs

It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S. Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions. One question is, &quot;Is blended learning better than other learning environments?&quot; In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar. The research question was stated as follows: &quot;Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?&quot; The results of this study revealed &quot;no differences&quot; between blended and traditional learning on the student course satisfaction variable. In this regard, it is important to note that this finding of &quot;no differences&quot; is consistent with the existing research findings on student learning effectiveness as well. Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area: &quot;Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?&quot;.
Managing Complex Dynamical Systems
Author: Cox, John C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Business Administration,Business Administration Education,Systems Approach,Difficulty Level,Physics,Consumer Economics,Satisfaction,Helping Relationship,Marketing,Comparative Analysis,Surveys,Measures (Individuals),Department Heads,Deans,College Presidents,Statistical Analysis

Management commonly engages in a variety of research designed to provide insight into the motivation and relationships of individuals, departments, organizations, etc. This paper demonstrates how the application of concepts associated with the analysis of complex systems applied to such data sets can yield enhanced insights for managerial action.
Extra! Extra! Read All about It! How to Construct a Newsletter: A Student Project
Author: Renard, Monika
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Projects,Business Communication,Newsletters,Communication Skills,Communication Strategies,Human Resources,Courseware,Teaching Methods,Educational Practices,Educational Strategies,Business Administration Education,College Programs,Class Activities,Behavioral Objectives

This article discusses a student project that highlights the value of printed employee newsletters as an internal communication tool for organizations. The project provides specific information and directions on how to develop an employee newsletter on human resource topics. Microsoft Word 2007 is used for newsletter formatting. The article also provides instructions for the teacher on how to conduct the project, which can be replicated in any subject area. The project has both practical as well as developmental value--students learn to research and summarize relevant information.
Integration of Professional Certification Examinations with the Financial Planning Curriculum: Increasing Efficiency, Motivation, and Professional Success
Author: Goetz, Joseph W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Certification,Financial Services,Efficiency,Motivation,Success,Licensing Examinations (Professions),Money Management,Professional Education,Higher Education,Curriculum Development,Credentials,Goal Orientation,Work Experience,Costs,Career Choice,Academic Achievement,Career Readiness,Educational Benefits,Program Effectiveness,Test Preparation,Educational Practices

This article provides a theoretical-based rationale and plan of action for educational programs to encourage and create opportunities for the integration of course study with professional exam preparation, while highlighting the complementary benefits for students, academic programs, and the financial services profession. Serving primarily as a model for faculty associated with university-based financial planning education, this article also provides a foundation for future research in this area. In addition, the article presents descriptive information on select designations and licenses currently available that finance and financial planning students could pursue concurrently with coursework.