ethanporcaro/eric-fulltext-meta huggingface dataset:
Balance and Self-Efficacy of Balance in Children with CHARGE Syndrome
Author: Haibach, Pamela S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Visual Impairments,Children,Control Groups,Experimental Groups,Age Differences,Gender Differences,Measures (Individuals),Developmental Delays,Statistical Analysis,Self Efficacy,Perceptual Motor Coordination,Genetic Disorders,Congenital Impairments,Surveys

Introduction: Balance is a critical component of daily living, because it affects all movements and the ability to function independently. Children with CHARGE syndrome have sensory and motor impairments that could negatively affect their balance and postural control. The purpose of the study presented in this article was to assess the balance and self-efficacy of balance of these children. Methods: Twenty-one children with CHARGE syndrome aged 6-12 and 31 age- and gender-matched sighted control participants without CHARGE syndrome completed the study. Each participant completed the Pediatric Balance Scale (PBS) and a self-efficacy of balance survey, the Activities-Specific Balance Confidence Scale (ABC). Results: The PBS results revealed that the participants in the control group performed significantly better than did those with CHARGE syndrome (&quot;p&quot; less than 0.05), with 57% of those with CHARGE syndrome at a medium to high risk of falls but all those in the control group at a low risk. Most children with CHARGE syndrome also had low ABC scores, and these scores were moderately correlated with the PBS scores (&quot;r&quot; = 0.56), but were not significantly associated with gender (&quot;r&quot; = 0.065) or age (&quot;r&quot; = 0.169). Discussion: A relationship was found between the balance self-efficacy of the children with CHARGE syndrome and their objectively measured balance. Self-efficacy of balance has been correlated with an increased risk of falls and with decreased participation in physical activities. Increased physical activity with a focus on balance and movement would likely improve these children's balance and self-efficacy of balance. Implications for practitioners: Practitioners should understand that children with CHARGE syndrome will likely have poorer balance and lower confidence in their balance. Balance confidence and capabilities have implications for the development of motor milestones, such as walking, and the ability to perform functional activities. Future research should examine interventions to improve both balance and confidence in balance in these children.
Use of a Video Assistive Device in a University Course in Laboratory Science: A Case Study
Author: Cole, Ryan A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Assistive Technology,Physics,Science Instruction,Partial Vision,Laboratory Experiments,Higher Education,College Science,Chalkboards,Case Studies

This article describes a case study involving an assistive device that aided a student with low vision registered in the introductory physics course at Trent University in the fall of 2009. His Snellen visual acuity fluctuated significantly, with an average acuity of about 20/400. This low acuity presented obvious difficulties for him with the laboratory component of the course. To participate fully in an undergraduate experiment, he was required to see well enough to do all of the tasks while having his hands free to manipulate the equipment. An assistive device was required that would assist the student to meet the lab requirements. The student chose the Acrobat Panel and Long Arm (Enhanced Vision Systems, United States) for assessment. The student has used it for 2.5 academic years of study. The assistive device allowed the student with low vision to participate almost fully and independently in a regular, experimental physics program that is so visually complex that it has hitherto been inaccessible to such students. Not only did it enable the student to set up the laboratory apparatus himself, it enabled him to read fine measurement devices, such as gauges, micrometers, and burettes. With this device, the student could read from a chalkboard or projection screen and record data or notes from a chalkboard on a computer while viewing the camera output on the same screen.
Windows into the Visual Brain: New Discoveries about the Visual System, Its Functions, and Implications for Practitioners
Author: Jan, James E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Visual Impairments,Neurology,Brain,Medicine,Diagnostic Tests,Neurological Organization,Vision,Visual Perception,Literature Reviews

Introduction: In recent years, major progress has been made in understanding the human visual system because of new investigative techniques. These developments often contradict older concepts about visual function. Methods: A detailed literature search and interprofessional discussions. Results: Recent innovative neurological tests are described that are able to show much more accurately the visual pathways, the process of vision, and the close relationships among sensory modalities. These tests also reveal the remarkable neuroplasticity of the human brain and disorders of connectivity that frequently involve visual function. Discussion: How these recent neurological advances may benefit service providers is discussed. Implications for practitioners: It is important that from time to time new neurological and ophthalmic developments are summarized for professionals who are involved in the clinical management of individuals with visual disorders and how the newly acquired knowledge affects the diagnosis and intervention strategies. Visual rehabilitation must be based on up-to-date science, which continually changes and grows with research.
Severe Visual Impairments in Infants and Toddlers in the United States
Author: Hatton, Deborah D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Infants,Toddlers,Clinical Diagnosis,Visual Impairments,Intervention,Incidence,Individual Characteristics,Surveys,Statistical Analysis,Risk,Public Agencies,Interviews,Observation

Introduction: This article describes the most prevalent visual conditions and other demographic characteristics of 5,931 young children with severe visual impairments in 28 states in the United States, the largest sample reported to date. The information presented in this article can assist in planning and implementing programs. Method: The data were collected at the time of entry into specialized early intervention programs for young children with visual impairments through reviews of records, interviews, and direct observations. They were sent to Babies Count: The National Registry for Children with Visual Impairments, Birth to 3 Years at the American Printing House for the Blind. The data were collected and entered between January 2005 and April 2011. Results: Cortical visual impairment, retinopathy of prematurity (ROP), and optic nerve hypoplasia were the three most prevalent diagnoses. Approximately 60% were identified as being legally blind, and 65% had disabilities in addition to visual impairments. The mean age of the children at the time of diagnosis was 4.9 (&quot;SD&quot; = 5.7) months, referral to specialized programs was at 10.5 (&quot;SD&quot; = 7.8) months, and entry into specialized programs was at 11.6 (&quot;SD&quot; = 8.0) months. There was an average lag of 5.6 months between the diagnosis and referral. Discussion: Cortical visual impairment, ROP, and optic nerve hypoplasia continue to be the leading causes of severe, uncorrectable visual impairments in children in the United States. ROP appears to be decreasing in prevalence; however, more children with ROP appear to have additional disabilities. The lag of 5.6 months between diagnosis and referral, a longer lag than was previously reported, is of concern. Implications for practitioners: Information about the characteristics of children with severe uncorrectable visual conditions is valuable for communicating with families, planning and implementing early intervention and educational programs, and collaborating with medical professionals.
Criterion-Related Validity of the Short Form of the International Physical Activity Questionnaire in Adults Who Are Blind
Author: Marmeleira, Jose
Date: 2013-00-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Questionnaires,Visual Impairments,Blindness,Health Promotion,Adults,Measurement,Foreign Countries,Electronic Equipment,Young Adults,Measures (Individuals),Statistical Analysis,Correlation,Participant Characteristics

This article describes the results of a recommendation from the World Health Organization (2004) that it was important to examine whether high-risk groups meet the current general recommendation of at least 30 minutes of moderate or greater physical activity per day. Doing so required an accurate measurement of physical activity for supporting the promotion of health and physical activity. The short form of the International Physical Activity Questionnaire (IPAQ-S) was recommended for use in studies to evaluate patterns of physical activity that are relevant to health. The IPAQ-S also includes a measure of sedentary behavior, which may be useful since there is ample evidence that sedentary behavior and the lack of physical activity are independent behaviors that have specific effects on health. The inclusion criteria consisted of being aged 18 to 65, being legally blind (with a central visual acuity of 20/200 or less in the better eye with the use of corrective lenses or a corrected field of vision less than 20 degrees), living independently in the community, being an associate of Associacao dos Cegos e Ambliopes de Portugal (ACAPO), the Portuguese association for people with visual impairments, having a telephone number registered in the ACAPO database, and living in the Lisbon area. Of the 177 potential participants, 67 were selected. During the first visit, the participants were instructed on the proper use of the accelerometer. After they wore the accelerometer for a week, they were administered the IPAQ-S during the second visit. A researcher administered the questionnaire during individual interviews with the participants. The questionnaire included any physical activity that the participants did at work; as part of housework and yard work; to get from place to place; and in their spare time for recreation, exercise, or sports. For data collection on sedentary behavior, the participants were instructed to think about the time they spent sitting at work, at home, while doing course work, and during leisure time. In conclusion, the IPAQ-S has acceptable criterion validity for use with young and middle-aged adults who are blind. However, there is limited agreement on physical activity and sedentary behavior measured with the accelerometer and IPAQ-S.
Auteur Description: From the Director&apos;s Creative Vision to Audio Description
Author: Szarkowska, Agnieszka
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blindness,Visual Impairments,Films,Assistive Technology,Art Expression

In this report, the author follows the suggestion that a film director's creative vision should be incorporated into Audio description (AD), a major technique for making films, theater performances, operas, and other events accessible to people who are blind or have low vision. The author presents a new type of AD for auteur and artistic films: auteur description, which incorporates the director's creative vision in the AD script through the use of a screenplay (or other available materials, such as interviews and reviews) and thus gives the audio describer the artistic license to depart from the dictate of objectivism. Auteur description differs from conventional AD in the way the &quot;who,&quot; &quot;what,&quot; &quot;where,&quot; and &quot;how&quot; of the film are described. The main function of auteur description is to immerse spectators who are blind or have low vision in the story world created by the film's director. This report examined how such authorial codes could be rendered in auteur description by incorporating fragments of published scripts in accordance with the fair-use principle of copyright. The auteur description was tested among a sample of viewers at an informal screening at the Polish Association of the Blind in Warsaw, where many people expressed their favorable opinions of auteur description, claiming that the juicy and vivid descriptions gave the film a more entertaining character, enabled them to gain a better understanding of the motivations of the characters, and made it easier to follow the plot. Further research on auteur description could address whether other films render themselves to this type of description, and whether people who are blind or have low vision would like to see more films with such AD. Audio describers and providers of AD may consider using auteur description as an alternative to conventional description when providing AD for auteur cinema.
Taking Culture into Account: A Maori Perspective on Visual Impairment
Author: Bevan-Brown, Jill
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Foreign Countries,Visual Impairments,Blindness,Barriers,Cultural Influences,Social Influences,Interviews,Questionnaires,Access to Education,Access to Health Care,Consciousness Raising,Adjustment (to Environment),Interpersonal Relationship,Negative Attitudes,Social Attitudes,Visually Impaired Mobility,Daily Living Skills,Reading Difficulties,Costs

The authors open this article by noting that there is substantial research evidence showing that ethnic culture affects how disability is perceived and managed, and that taking a person's culture into account maximizes the effectiveness of the person's education. Jill Bevan-Brown and Taingunguru Walker, address this gap in knowledge by describing research that investigated the life experiences of persons who are visually impaired and Maori, the indigenous people of New Zealand. Their study identified the general, educational, and cultural barriers faced by the participants and offered suggestions for how these barriers may be overcome. The study involved in-depth, face-to-face interviews conducted by two researchers, both of whom are Maori. All who were approached agreed to participate, resulting in a sample of 8 men and 2 women. Of the 10 participants, 2 young men were attending secondary school, 3 were aged 20-60, and 3 were aged 60 or older; 1 woman was in her 50s, and the other was aged 76. Five participants had studied or were still studying at the tertiary level. Although a formal questionnaire was used, the interviews were more in the nature of informal chats covering a wide range of topics introduced by the researchers and participants. The discussions focused on barriers that the participants faced, helpful services and strategies, and suggestions for improving education and services to Maori who are visually impaired. The interviews were approximately two hours long and were conducted in the homes of 9 participants and the workplace and home of the other participant. Five of the 10 interviews also included &quot;whanau&quot; (extended family members) who contributed information. Nine general barriers were identified. Raising people's awareness and understanding of visual impairment was a major theme that emerged across all areas. The discussion of cultural issues during the interviews conducted with the participants showed that they identified with their Maori heritage and felt strongly that culture needs to be taken into consideration in the education and services that are provided to people with visual impairments. The participants in this research clearly articulated their entitlement to these benefits and provided suggestions as to how the benefits could be achieved.
Poetic Praxis: Engaging Body, Mind, and Soul in the Social Foundations Classroom
Author: MacKenzie, Sarah K.,
Date: 2013-00-00
Type: Journal Articles
Subjects: Praxis,Poetry,Epistemology,Holistic Approach,Learner Engagement,Undergraduate Students,Education Courses,Art Activities,Class Activities,Group Activities

Across the space of this paper I seek to share a particular attempt to holistically engage students enrolled in a Social Foundations of Education course, in the process of de(con)structing knowledge, through the work of collectively creating found poetry. I do not seek to show right pedagogical practice; rather, it is my hope that this paper may offer a glimpse of the possibilities that exist when we embrace arts-informed epistemological practices that acknowledge the whole student, engaging the mind/body/soul in praxis, through acts of fluid co-creation and (re)construction of knowledge.
Critical Thinking and School Music Education: Literature Review, Research Findings, and Perspectives
Author: Kokkidou, May
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Thinking,Music Education,Art Education,General Education,Educational Research,Educational Philosophy,Music Activities,Literature Reviews

The most up-to-date validations of educational praxis propose that teachers and learners should engage together in a process of understanding life and the world, should share their anxieties and their problematic issues, look for solutions, make plans for action, express themselves creatively and take a critical stance toward every new datum before accepting it as knowledge. For many years, the dominant view was that the study of certain subject areas--and nothing else--was sufficient to promote students' critical thinking skills. This conviction was overturned by John Dewey, who pointed out that any school subject may promote critical thinking if teachers base their teaching on challenges and issues presented for investigation, as well as encouraging reflection. As music offers the repeated challenge of situations in which there is no standard or approved answer, it can promote critical thinking. This article presents a review of the literature on the definition of critical thinking, points out the importance of the promotion of critical thinking in general education as well as in art and music education, and, finally, proposes for the teaching and learning of music a framework of applications within which critical thinking skills may be developed.
Rocking Your Writing Program: Integration of Visual Art, Language Arts, &amp; Science
Author: Poldberg, Monique M.,
Date: 2013-00-00
Type: Journal Articles
Subjects: Integrated Activities,Art Education,Literacy Education,Science Education,Grade 2,Elementary School Students,Visual Arts,Motivation,Cognitive Processes,Language Arts,Instructional Effectiveness,Academic Standards,Outcomes of Education

This paper explores the integration of art, literacy and science in a second grade classroom, showing how an integrative approach has a positive and lasting influence on student achievement in art, literacy, and science. Ways in which art, science, language arts, and cognition intersect are reviewed. Sample artifacts are presented along with their analysis to show how students learn in an integrated unit that incorporates visual art as a key component. While we recognize the importance of art as a unique domain, this research demonstrates how integration of visual art, literacy, and science content creates an effective curriculum benefiting all students.
Can Architects Help Transform Public Education? What the Sarasota County Civic School Building Program (1955-1960) Teaches Us
Author: Paley, Nicholas B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Public Schools,School Buildings,Architecture,Elementary Schools,High Schools,School Space,Innovation,Educational Facilities Design,Educational History,Cooperation

The Sarasota County School Building Program 1955-1960 is revisited through a detailed examination of how architects and educators collaborated to design an innovative group of public schools that provided opportunities for the transformation of learning space. This multi-dimensioned examination is grounded in an historical contextualization of the school building program; in visual and discursive archival analysis related to four of the schools considered especially notable; and in the integration of contemporary voices of some of the teachers, students, and educational employees who worked in these schools. A concluding section discusses four key lessons of this artistic-educational collaboration that might be fruitful for educators to ponder as they seek to create the kinds of learning environments that optimize students' educational experience.
The Mindful Physician and Pooh
Author: Winter, Robin O.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Burnout,Coping,Graduate Medical Education,Family Practice (Medicine),Childrens Literature,Observation,Films,Music,Teaching Methods,Perception,Metacognition,Attention Control,Cognitive Processes,Physicians,Personality Traits,Stress Management

Resident physicians are particularly susceptible to burnout due to the stresses of residency training. They also experience the added pressures of multitasking because of the increased use of computers and mobile devices while delivering patient care. Our Family Medicine residency program addresses these problems by teaching residents about the mindful practice of medicine. We utilize A. A. Milne's classic children's books, &quot;Winnie-the-Pooh&quot; and &quot;The House at Pooh Corner,&quot; along with Benjamin Hoff's &quot;The Tao of Pooh&quot; to explain Dr. Ron Epstein's four habits of mindfulness: attentive observation, critical curiosity, beginner's mind, and presence. We also use video clips from two Disney movies, &quot;The Many Adventures of Winnie-the-Pooh&quot; and &quot;A Day for Eeyore&quot; as well as Kenny Loggins' song, &quot;House at Pooh Corner.&quot; With Winnie-the-Pooh's help, residents learn how to become more mindful physicians by incorporating Epstein's four habits of mindfulness into their daily practice.