ethanporcaro/eric-fulltext-meta huggingface dataset:
Sex Differences in Attitudes towards Online Privacy and Anonymity among Israeli Students with Different Technical Backgrounds
Author: Weinberger, Maor
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Gender Differences,Student Attitudes,Privacy,Social Media,Internet,Self Disclosure (Individuals),Questionnaires,Likert Scales,Statistical Analysis,Technological Literacy,Self Efficacy

Introduction: In this exploratory study, we proposed an experimental framework to investigate and model male/female differences in attitudes towards online privacy and anonymity among Israeli students. Our aim was to comparatively model men and women's online privacy attitudes, and to assess the online privacy gender gap. Method: Various factors related to the user's online privacy and anonymity were considered, such as awareness of anonymous threats made online, concern for protecting personal information on the Internet, online privacy self-efficacy, online privacy literacy and users' tendency to engage in privacy paradox behaviour, i.e., personal data disclosure despite the awareness of anonymity and privacy threats. Analysis: A user study was carried out among 169 Israeli academic students through a quantitative method using closed-ended questionnaires. The subjects' responses were analysed using standard statistical measures. We then proposed a summarized comparative model for the two sexes' online privacy behaviour. Results: We found that a digital gap still exists between men and women regarding technological knowledge and skills used to protect their identity and personal information on the Web. Interestingly, users' tendency to engage in privacy paradox behaviour was not higher among men despite their higher level of technological online privacy literacy compared to women. Conclusions: Women's relatively high online privacy self-efficacy level and their low awareness of technological threat do not match their relatively low technological online privacy literacy level. This leads to a lower ability to protect their identity and personal information as compared to men. We conclude that further steps should be taken to eliminate the inter-gender technological gap in online privacy and anonymity awareness and literacy.
Balancing Ideology and Feasibility: A Case Study on Adopting and Evaluating Open Access Publishing Models for a Society Journal within Philosophy
Author: Neuman, Yrsa
Date: 2017-12-00
Type: Journal Articles
Subjects: Case Studies,Periodicals,Philosophy,Access to Information,Ideology,Internet,Electronic Publishing

Introduction: Open access, the notion that research output, such as journal articles, should be freely accessible to readers on the Web, is arguably in the best interest of science. In this article, we (1) describe in-depth how a society-owned philosophy journal, &quot;Nordic Wittgenstein Review,&quot; evaluated various publishing models and made an informed decision on how best to adopt open access publishing for the journal, and (2) develop and implement measures to evaluate the chosen model. Method: This case study uses reports from editorial board members (mainly the editor-in-chief), Web access metrics as well as a Web survey to the journal community as well as the wider philosophy research community. Analysis: After two years as a delayed open access journal with commercial publishers, the journal made a decision to become an independent scholar-run journal without fees to readers or authors, and which would rely mainly on volunteer effort with university faculty support. This decision was made after evaluating various publishing scenarios and negotiating with potential publishers. This study breaks down what is involved in terms of input and effort compared to having handed over the publishing of the journal to an external publisher. Conclusions: For an open access journal choosing between publishing models, elements of ideology and feasibility need to be balanced. This article provides an overview of relevant elements and some means to judge feasibility in journal publishing endeavours.
Action Reflected and Project Based Combined Methodology for the Appropriate Comprehension of Mechanisms in Industrial Design Education
Author: Yavuzcan, H. Güçlü
Date: 2017-00-00
Type: Journal Articles
Subjects: Industry,Design,Teaching Methods,Active Learning,Experiential Learning,Undergraduate Students,Foreign Countries,Games,Observation,Questionnaires,Instructional Effectiveness,Manufacturing,Engineering,Equipment,Knowledge Level,Teamwork,Educational Technology,Technology Uses in Education,Motion,Mechanics (Physics),Feedback (Response),Statistical Analysis

In industrial design (ID) education, mechanics-based courses are mainly based on a traditional lecture approach and they are highly abstract for ID students to comprehend. The existing studies highlight the requirement of a new approach for mechanics-based courses in ID departments. This study presents a combined teaching model for mechanisms mainly based on an applied teaching style and action learning to improve ID students' learning experience and competencies through promoting the transference of theoretical knowledge into practical experience and learning. The combined teaching model, consisting of three phases, was integrated into a design studio project named mechanical game design. A total of forty one sophomores taking the &quot;Product Design II&quot; course offered in Gazi University Department of Industrial Design during the second semester of the 2016/2017 academic year, participated in the mechanical game design project. Project observations and a post-questionnaire were employed to objectively analyse the appropriateness of the teaching model. The results indicated that the combined teaching model improved ID students' learning outcomes and competencies in terms of transferring the gained theoretical and practical knowledge into action learning.
How to Frame the Un-Known? The Odd Alliance of Design and &quot;Fundamental Physics&quot; in a Design School
Author: Gentes, Annie
Date: 2017-00-00
Type: Journal Articles
Subjects: Fundamental Concepts,Physics,Design,Teaching Methods,Workshops,Optics,Light,Quantum Mechanics,Electronics,Interdisciplinary Approach,Educational Practices,Interviews,Teaching Models,Coping,Vocational Education,Participant Observation

This paper analyzes the introduction of fundamental physics in design education as a pedagogical method that trains designers to create with the un-known. It studies how three workshops offered design students to work on: superconductivity in 2011, quantum physics in 2013 and light and optics in 2014. The authors observe that introducing physics in a design curriculum was thought in terms of an &quot;a fortiori&quot; education program that would help practitioners to come up with pertinent questions and responses even if they cannot comprehend all aspects of the problem. The authors looked at how the workshops were handled and suggest that the educational framework had five goals that correspond to a model of design: affective (how to cope with uncertainty), reflexive learning (how to cope with processes rather than contents), cognitive (how to cope with non knowledge), economic (how to cope with the industrial society of innovation), and political (how to cope with the equality of disciplines and &quot;indiscipline&quot;).
Design, System, Value: The Role of Problem-Solving and Critical Thinking Capabilities in Technology Education, as Perceived by Teachers
Author: Schooner, Patrick
Date: 2017-00-00
Type: Journal Articles
Subjects: Role,Problem Solving,Critical Thinking,Compulsory Education,Teacher Attitudes,Technological Literacy,Values,Qualitative Research,Foreign Countries,Technology Education,Teaching Methods,Semi Structured Interviews

The Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skillset of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st Century skill. There are also those who question the concept of 21st Century skills, claiming that, although very important, these skills are in fact old and have been around for decades, or even centuries. Therefore, in many countries, skills such as critical thinking and problem-solving are already addressed in technology education as part of the core subject matter, especially regarding competencies connected to technological literacy. Critical thinking and particularly problem-solving have been well researched in technology education, but seldom from the teacher's point of view. The aim of this article is to investigate Swedish compulsory school technology teachers' views on problemsolving and critical thinking as curriculum components and as skills addressed in teaching. Twenty-one teachers were subjected to in-depth qualitative interviews. The findings of the study show that the interviewed teachers can be said to express three approaches to teaching about technology in a critical thinking and problem-solving mode: (1) the design approach, (2) the systems approach, and (3) the values approach. Even though the present Swedish technology curriculum does not explicitly mention these skills, the teachers say they incorporate critical thinking and problem-solving in different settings within the subject of technology. Problem-solving and critical thinking are not seen as generic capabilities but they are always connected to, and integrated with, subject content in technology by the teachers. The teachers mix the approaches depending on the teaching content, especially when teaching about complex technology, although there is a tendency to disregard critical thinking capabilities when dealing with design, and neglect problem-solving skills when addressing values.
The Value of Oral Feedback in the Context of Capstone Projects in Design Education
Author: Karlsen, Kristine Hoeg
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Design,Speech Communication,Values,Bachelors Degrees,Qualitative Research,Interviews,Formative Evaluation,Supervision,Supervisory Methods,Self Efficacy,Student Attitudes,Student Projects,Undergraduate Students,Foreign Countries,Curriculum

Research frequently reports student dissatisfaction with feedback in higher education. Large class sizes and modularization challenge teachers in providing useful feedback. Most of these studies have investigated student perceptions of written feedback in coursework, and few attempts have been made considering feedback in face-to-face contexts such as bachelor's degree projects. This study aims to enrich our understanding of students' perception of feedback in the context of supervision of bachelor's degree projects using Karlsen's (2015) PLUS model to systematise factors that help improve their utilisation of feedback in learning. Qualitative interviews were used to collect data from two bachelor student cohorts doing their projects as part of industrial design programmes and computer science at a mid-sized Norwegian university college (n = 28). Results indicate that students generally find teachers' feedback more useful than useless. In addition to the students own attitudes towards assessment, they report that how they perceive the supervisors' trustworthiness matters when utilising feedback.
Forgiveness and Subjective Happiness of University Students
Author: Batik, Meryem Vural
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Psychological Patterns,Correlation,Predictor Variables,Student Attitudes,Parent Child Relationship,Gender Differences,Measures (Individuals),Parent Attitudes,Majors (Students),Theological Education,Income,Place of Residence,Foreign Countries,Statistical Analysis

This research was conducted to investigate the forgiveness and subjective happiness level of university students in terms of gender, faculty, grade, residence, and parental attitudes, and to determine predictive role of forgiveness on subjective happiness. The study group consists of 828 university students (56.3% female, 43.7% male). The data was collected through the Forgiveness Scale and the Subjective Happiness Scale. The results of the study indicated that the level of forgiveness and subjective happiness of university students did not differ significantly in terms of gender and residence. On the other hand, it was found that the forgiveness level of third and fourth grade students and students who enrolled in Faculty of Theology were significantly higher than the other students. Moreover, the students whose parents are protective and democratic attitudes reported significantly higher levels of forgiveness and subjective happiness. There is a positive relationship but low between forgiveness and subjective happiness and; forgiveness was found as a significant predictor of subjective happiness.
Designing a Women&apos;s Refuge: An Interdisciplinary Health, Architecture and Landscape Collaboration
Author: Dean, Suzanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Females,Active Learning,Safety,Social Change,Change Agents,Architectural Education,Homeless People,Stakeholders,Cooperation,Interdisciplinary Approach,Program Descriptions,Children,Family Violence,Emergency Shelters,Problem Solving,Design,Focus Groups,Student Attitudes,Learning Experience,Nursing Education,Professional Identity,Learning Activities,College Students,Foreign Countries,Qualitative Research,Content Analysis

University programs are currently faced with a number of challenges: how to engage students as active learners, how to ensure graduates are &quot;work ready&quot; with broad and relevant professional skills, and how to support students to see their potential as agents of social change and contributors to social good. This paper presents the findings from a study that explored the impact of an authentic, interdisciplinary project with health, architecture and landscape students. This project facilitated students' entrée into the lived experience of women and children requiring refuge services as a result of homelessness and/or domestic violence. Students collaborated with stakeholders from the refuge sector, visiting sites, undertaking individual research, exchanging ideas and problem-solving, to develop a design guide for a women's refuge. Focus groups were conducted at the conclusion of the activity to gauge students' perceptions of the value of the activity. Results indicated that the &quot;hands-on&quot; and collaborative nature of the learning experience in a real-world context was valued, primarily due to its direct relevance to professional practice. Architecture and landscape participants reported an increase in their understanding and knowledge of refuge clients, and many expressed a commitment to further learning and contribution to the sector. Nursing students felt that the authentic learning experience helped prepare them for the &quot;real world&quot; of practice and that it aided development of their professional identities and capacity to effect real-world change. The learning activity had a positive impact on knowledge acquisition and students' confidence to act as agents of social change.
Self-Construal and Demographic Variables as Predictors of Blind and Constructive Patriotism in University Students
Author: Ercan, Hülya
Date: 2017-00-00
Type: Journal Articles
Subjects: Patriotism,Correlation,Sampling,Statistical Analysis,Regression (Statistics),Student Attitudes,Age Differences,Gender Differences,Attitude Measures,Predictor Variables,Undergraduate Students,Individualism,Foreign Countries,Factor Analysis,Self Concept

The aim of this study is to investigate the blind and constructive patriotism tendencies of university students in light of the demographic structure and variables. The investigation is performed by using the correlational descriptive model. The purposeful sampling technique has been used and data was collected from a total of 390 university students. 225 (57.7%) of the participants were female and 165 (42.3%) were male; the age group of participants ranged from 18 to 26 years with a mean age of 20.42 (SD = 1.88). Demographic Information Form, Patriotism Attitude Scale and Relational, Individual and Collective Self Aspects Scale have been applied to the participants. The correlation, t-test, analysis of variance and regression analysis techniques were used in the analysis of the data. The obtained results reveal that, the blind patriotism scores of the participants show a significant difference according to sex. Also it was found that, the blind patriotism scores vary according to the city in which participants live. On the other hand, we conclude that there is a relationship between the blind patriotism and relational and collective aspect of the self. In addition, it has been seen that there is a significant relationship between the constructive patriotism and the relational aspect, individual and collective aspect of the self. Additionally, the collective self-aspect is a significant predictor of constructive patriotism.
Creating a Translanguaging Space for High School Emergent Bilinguals
Author: Li, Shuzhan
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Bilingual Students,Bilingualism,Bilingual Education,Classroom Techniques,Classroom Environment,Teaching Methods,Culturally Relevant Education,Cooperative Learning,Reading Assignments,Small Group Instruction,Student Participation,Qualitative Research,Reciprocal Teaching,Video Technology,Observation

Translanguaging is a rapidly developing concept in bilingual education. Working from the theoretical background of dynamic bilingualism, a translanguaging lens posits that bilingual learners draw on a holistic linguistic repertoire to make sense of the world and to communicate effectively with texts. What is relatively underdeveloped is the pedagogical aspects of translanguaging. This classroom-based study conducted in the southeastern US asks 2 questions: (a) How might teachers create a translanguaging space for students, and (b) what would this space look like? The authors, 1 classroom teacher and 1 researcher, engaged emergent bilingual students in small group reading of a culturally relevant text and observed students' active participation through strategic and fluid translanguaging practices. The authors argue that the linguistic norms of schooling should reflect the discursive norms of emergent bilingual students, and that teachers create translanguaging spaces as a path to educational equity.
Examining International Students&apos; Motivation to Read in English from a Self-Determination Theory Perspective
Author: Komiyama, Reiko
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Foreign Students,English (Second Language),English Language Learners,Second Language Learning,Self Management,Student Surveys,Classroom Techniques,Likert Scales,College Second Language Programs,Teaching Methods,Educational Practices,Reading Motivation

Motivation is thought to contribute to better text comprehension (Grabe, 2009), but L2 reading motivation of adult ESL students in the US is an underexplored area of research. The current study adopted self-determination theory--the concepts of intrinsic motivation, identified regulation, and controlled motivation, in particular--to examine IEP students' motivation to read in English. The study also explored the relationship between the students' L2 reading motivation and classroom instruction. The survey results of the study indicate that these students' motivation to read was characterized more strongly by two relatively autonomous forms of motivation (i.e., intrinsic motivation and identified regulation). The content of the reading and engaging in peer discussions stood out as the classroom experiences that affected the students' motivation to read in English. Pedagogical implications based on the study outcomes include providing the students with opportunities to compare their L1 and L2 reading experiences.
Examining Associations among Motivation, Physical Activity and Health in Chinese College Students: A Self-Determination Theory Perspective
Author: Liu, Wenxi
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Motivation,Physical Activity Level,Health,Self Determination,Measures (Individuals),Questionnaires,Metabolism,Correlation,Regression (Statistics),Likert Scales,Statistical Analysis

This study was designed to investigate the associations among motives and physical activity behaviors and health in urban college students in China. Eight hundred and eighty-seven college students (521 females; M[subscript age] = 20.51, SD = ± 1.67) were recruited from four universities in South and South-central China. Participants' motives (i.e., interest/enjoyment, competence, appearance, fitness, social) toward to physical activity behaviors were measured by the established Motives for Physical Activities Measure (Ryan et al., 1997), while physical activity behaviors were assessed via the validated International Physical Activity Questionnaires for Chinese (Macfarlane et al., 2007). The data were collected in June 2016 and 2017. Participants' total metabolic equivalent (METs) was calculated as the outcome of physical activity behaviors. On average, participants reported 412 METs (SD = 290.82) of physical activity for the prior week. Correlation analysis suggested that all motive components were moderately or highly correlated with one another (r = 0.37 -0.74; p &lt; 0.01), and these variables were significantly, yet modestly, related to physical activity behaviors (r = 0.12 -0.24; p &lt; 0.05). Regression analyses further indicated that the whole model explained 24.5% of the variance [F (5, 394) = 5.02, p &lt; 0.01] when using motives to predict physical activity behaviors. Interestingly, participants' interest/enjoyment was the only significant and positive predictor for their physical activity (ß= 0.23, p &lt; 0.01). Findings suggest that Chinese college students were relatively physically active on a weekly basis. Students' interest/enjoy toward physical activity is a very important motive in promoting physical activity behavior among this population. Health professionals and educators are encouraged to offer a variety of interesting and enjoyable activities for Chinese college students with the goal of helping this population develop and maintain a physically active lifestyle.
The Observational Practicum: A Stepping-Stone to Praxis in TESOL
Author: Ihara, Ayaka
Date: 2017-00-00
Type: Journal Articles
Subjects: Observational Learning,Practicums,Praxis,Second Language Instruction,Teaching Skills,Preservice Teachers,Preservice Teacher Education,Scaffolding (Teaching Technique),Educational Practices,Relevance (Education),Training Methods

While a practicum is usually regarded as a place to &quot;practice teaching,&quot; or as a place to turn what one has learned in the classroom into real practice, an &quot;observational practicum&quot; can also substantially further one's professional growth. Indeed, an observational practicum can be an ideal site for novice ESOL practitioners to develop the groundwork of &quot;praxis,&quot; which requires reflection and action in teaching to provide students with meaningful L2 learning. Drawing from scholastic literature in TESOL and her own observational practicum experience, the author advocates conducting an observational practicum as a means to practice &quot;seeing&quot; teaching before intensively &quot;doing&quot; teaching