ethanporcaro/eric-fulltext-meta huggingface dataset:
On Training Excellent Students in China and the United States
Author: Kitagaki, Ikuo
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,High Achievement,Talent Development,Student Development,College Programs,Training Objectives,Training Methods,Program Descriptions,Comparative Analysis,Comparative Education,Web Sites,Literature Reviews,Content Analysis,Intellectual Disciplines,Educational Practices

In many countries, the training of researchers who will be internationally competitive has become a primary objective, leading to extensive discussion of the curricula, educational content, and methods that may ensure a high level of student achievement. In this global climate, only the most excellent students have the potential to engage successfully in international competition and become leading-edge researchers in the world-wide marketplace of research. Thus, any country seeking to be internationally competitive must consider ways to further raise the level of excellent students. In this study, the authors investigate university programs, specifically honors programs, that take special measures for training the most excellent students. Honors programs can be found in the United States, Canada, the Netherlands, China, Singapore, Chile, and other countries; among these, the highest number of honors programs in 2005 were in the U.S. (Digby) and China. Consequently, the authors chose these two countries as the objects of this study, surveying and comparing the characteristics of honors programs as training courses for excellent students. In both countries, the focus of the study was limited to higher-level universities. In the case of China, only universities identified by Kitagaki &amp; Fuang in 2008 as &quot;Key Chinese Universities&quot; were investigated. A small sample of universities in the U. S. was selected from the 2006 America's Best Value Colleges (Owens &amp; Meltzer et al.). The other major sources of information were university websites and the literature available through the National Collegiate Honors Council.
Honours in Australia: Globally Recognised Preparation for a Career in Research (or Elsewhere)
Author: Barron, Deirdre
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Educational Finance,Financial Support,Undergraduate Students,Undergraduate Study,Adult Vocational Education,Vocational Education,Research Skills,Research Methodology,Courses

In this essay, the authors consider the unique position of honours within undergraduate programs in Australian universities and the consequent implications for constructing pathways to research. A tension arises in academic disciplines that see honours as a fourth-year skilling program focused on the workplace when, at the institutional level, honours is positioned as the prerequisite for entry to a PhD. What emerges are competing pressures for advanced vocational training and preliminary research training for doctoral research. The tension is exacerbated by the need for universities to generate research cohorts in order to attract the funding that such cohorts bring to a university.
The Tutorial Education Program: An Honors Program for Brazilian Undergraduate Students
Author: Fleith, Denise de Souza
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Honors Curriculum,Tutorial Programs,Enrichment Activities,Academically Gifted,Student Development,Program Descriptions,Student Educational Objectives,Tutors,Holistic Approach,Developing Nations

The Tutorial Education Program is an honors program for Brazilian undergraduates, sponsored by the Ministry of Education. Based on philosophical principles of tutorial education in which small groups of academic talented students are guided by a tutor, the program is designed to support groups of undergraduates who demonstrate outstanding performance in their academic activities. The Tutorial Education Program provides enrichment activities in order to broaden the academic development of students with exceptional potential and abilities. Our purpose in this paper is to describe this honors program for undergraduates from different states in Brazil, focusing on the underlying philosophy of the program, its purposes, the main criteria for the selection of the students, how the program is organized and evaluated, the number of participating students, and universities that provide this program. As an illustration, the paper will also provide a brief presentation of how this program is conducted in the Institute of Psychology of the University at Brasilia, Brazil.
Honors in the Master's: A New Perspective?
Author: Van Ginkel, Stan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Masters Programs,Comparative Education,Discovery Processes,Mixed Methods Research,Statistical Analysis,Student Interests,Supplementary Education,Student Surveys,Intellectual Disciplines,Humanities,Social Sciences,Sciences,Business Administration Education,Admission Criteria,Program Descriptions,Interdisciplinary Approach

In Europe, there is a growing interest in honors education, not only in the bachelor's but also in the master's degree. The Dutch government, for instance, is actively promoting excellence in both bachelor's and master's degrees through honors programs (Siriusteam). Most Dutch universities have honors programs at the bachelor's level or are developing them. Some universities have also recently introduced honors into their master's programs, stimulated by recent publications (van Eijl, Wolfensberger &amp; Pilot). Because honors master's programs are a new phenomenon in higher education and are still exceptional in the United States of America, the authors have undertaken a research project to study them (van Ginkel &amp; van Eijl). For this exploratory project, a mixed method approach was used (Creswell &amp; Plano-Clark; van Ginkel &amp; van Eijl) in a study that was carried out at the start of the academic year 2009-2010. First, an Internet search identified Dutch and non-Dutch honors master's programs. Second, a literature review facilitated a comparison between Dutch honors master's programs and Dutch honors bachelor's programs. Third, staff members provided insights into the honors master's within the discipline of law at the University of Utrecht. Interviews with teachers revealed specific information about a representative example of Dutch honors master's courses. Fourth, in line with the interviews, a small quantitative survey yielded an impression of the interest of students in supplemental activities included in the master's stage of their study. Thirty-seven master's students from different disciplines completed the survey. The study revealed the existence of different kinds of honors master's programs not only in The Netherlands but also in the U.S., Canada, Australia, Germany, Italy, and Ireland. These honors master's programs are found in the humanities, social sciences, hard sciences, and professional schools. The programs are diverse with respect to content, focus, and scheduling, and they are, as far as the authors could trace, very new. It is concluded that the emergence of honors master's programs shows a new focus on promoting excellence in university teaching and learning not only among undergraduates but now also at the master's level.
Looping up Professional Reflection in Honours Programmes
Author: Van Dijk, Trijntje
Date: 2012-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Professional Development,Reflection,Minimum Competencies,Competency Based Education,College Programs,Undergraduate Students,Articulation (Education),Educational Practices,Foreign Countries

Within the Saxion Universities in the Netherlands, a profile of the &quot;Reflective Professional&quot; comprises a number of competencies that the honours programmes are designed to develop and support. This article describes the process of developing these competencies. The process involves three loops of learning, characterized by three sets of reflective questions so that, as a whole, they loop up professional reflection. The goal of looping up professional reflection in honours programmes is to inspire students and their coaches to consider the phases of learning with conscious awareness and focus.
Honors in Chile: New Engagements in the Higher Education System
Author: Skewes, Juan Carlos
Date: 2012-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Higher Education,Foreign Countries,Environmental Education,Interdisciplinary Approach,Teaching Methods,Program Descriptions,Universities,Futures (of Society),Sustainable Development,Pilot Projects

Honors programs are rare in Latin America, and in Chile they were unknown before 2003. At the Universidad Austral de Chile, an interdisciplinary group of scholars linked to environmental studies put forward a pilot project for implementing a new experience in higher education. Challenged by an educational environment where (i) apathy and mediocrity have taken over the classrooms, (ii) monodisciplinary training rules the university campus, and (iii) authoritarian teaching persists, this has been an experiment in new ways of approaching the classroom. Stimulated by experiences in the USA, a project proposal was written, finding support in the Chilean Secretary of Education. Three years of experience have proven that a Chilean honors program can serve as a model for programs elsewhere in Latin America. In the following pages we aim to provide a summary of what this experience has meant, using the most recent class as an example. Some background about the university and the Chilean system needs to be supplied, while most of the paper deals with the particular features of this program and its immediate future. The honors experience at the Universidad Austral de Chile (UACh) is of interest not only because of its Latin American context but also because it is focused on a particular theme, Environmental Studies and Sustainable Human Development. After three years, the program has just completed its pilot phase, and so the time is appropriate to describe its accomplishments and challenges. The Universidad Austral de Chile, located in the southern city of Valdivia, was founded in 1954. It is a state-sponsored regional university. This article briefly discusses the history of the university, provides an overview of the honors program, and discusses some of the challenges that the university faces.
&quot;Honours&quot; in the United Kingdom: More than a Difference of Spelling in Honors Education
Author: Lamb, Margaret
Date: 2012-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Foreign Countries,Undergraduate Study,Higher Education,Educational Attitudes,Universities,Classification,Spelling,Educational Attainment,Academic Degrees,Selective Admission

In this article, Margaret Lamb begins by introducing readers to her interpretation of &quot;honours&quot; and &quot;honours education&quot; and describing the experiences that have formed her perspectives on the topics she discusses. In the remainder of the article, she (1) places some characteristics of Oxford undergraduate education in a wider context of United Kingdom higher education; (2) describes some characteristics of honours across the UK; and (3) highlights some of the features of UK honours that readers of the &quot;Journal of the National Collegiate Honors Council&quot; will most likely recognize as honors education.
Laboratories for Educational Innovation: Honors Programs in the Netherlands
Author: Wolfensberger, Marca V. C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Educational Innovation,Universities,Student Motivation,Talent Development,Educational Trends,Laboratories,Program Descriptions,Classification,Educational Benefits,Interdisciplinary Approach,Teaching Methods,College Credits,Noncredit Courses

In Dutch universities, honors programs are a fast growing development. The first such programs started in 1993. Twenty years later a large number of programs are implemented at nearly all research universities and also at many universities of applied sciences in the Netherlands. Recent data have revealed significant diversity in the types and structures of honors programs, many of which have functioned as laboratories of educational innovation within university- wide curricula and had positive spin-off effects on the regular curriculum and also on the transfer of talented students from secondary into higher education. Especially in the last decade, these spin-offs have had a strong influence on educational policy in the Netherlands at the primary and secondary as well as university levels. This article presents an update to the authors' 2004 &quot;Journal of the National Collegiate Honors Council&quot; article describing the increasing number of Dutch universities that had developed honors programs for the more motivated and able students wanting to do more than the regular curriculum offered them (Wolfensberger et al., &quot;Honours Programs&quot;). As a result, talented and motivated students were receiving many new opportunities. The development of honors programs was relevant as an important innovation in higher education with a wide influence on all university programs. Since 2004, this trend has continued to a degree, warranting this update to the authors' earlier findings.
Team-Based Learning in Honors Science Education: The Benefit of Complex Writing Assignments
Author: Wiegant, Fred
Date: 2012-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teamwork,Honors Curriculum,Science Education,Educational Benefits,Writing Assignments,Difficulty Level,Instructional Design,Accountability,Teacher Role,Student Experience,Undergraduate Students,Foreign Countries

Cooperative learning and team-based learning have been widely recognized as beneficial strategies to improve all levels of education, including higher education. Just forming groups, however, does not automatically lead to better learning and motivation; cooperation flourishes only under appropriate conditions (Fink; Gillies; Parmelee et al.). High-ability students learn differently than their peers; they are quicker in their thinking, more flexible in their strategies, and better at memorization; they know more and prefer complexity (Freeman; Shore &amp; Kanevsky; Wallace). Furthermore, high-ability students need less structure (Snow &amp; Swanson). Finally, when motivation is an important selection criterion for honors students, as it is in Dutch programs, these high-ability students are more motivated than their peers. Given these differences, high-ability students require different instructional conditions to benefit optimally from assignments based on cooperative learning. In this article the authors provide two examples of student-driven honors courses in which students work in teams on complex assignments. These courses, which are designed based on characteristics of cooperative and team-based learning, have revealed that team-based learning works best for honors students when (1) courses are student-centered rather than teacher-driven, (2) the teacher's role is to coach and facilitate, and (3) the assignments are complex and challenging.
Self as Text: Adaptations of Honors Practice in Switzerland
Author: Smith, Michaela Ruppert
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Adoption (Ideas),Educational Practices,Experiential Learning,Models,Context Effect,College Programs,Global Approach

City as Text™, the experiential learning program developed by the National Collegiate Honors Council (NCHC) Honors Semesters Committee, has been adopted and adapted by hundreds if not thousands of educational institutions throughout the United States and beyond. This essay discusses how, having served on the Honors Semesters Committee, Michaela Smith exported the City as Text™ learning strategy to Switzerland while teaching in an International Baccalaureate Program in Geneva. She adapted City as Text™ for multi-disciplinary college preparatory students in Europe, and that adaptation might now serve as a model for experiential learning in honors programs and colleges in the United States and internationally. The focus and link between the City as Text™ experiences on two different continents and at two different levels of education is what she calls &quot;Self as Text.&quot; City as Text™ is innately a tripartite process that encompasses Self as Text, City as Text™, and World as Text. In honors practices and their many adaptations, educators are empowering future leaders of a new, demanding, socially just, and globally sustainable tomorrow. Part of the magic of &quot;Self as Text&quot; is that it invites us to embark on a lifelong journey where all of us can find and re-find, invent and re-invent, ways of learning and seeing and knowing in ever-expanding contexts.
Effect of Using Paperless Partogram on the Management and Outcome of Labour and the Nurses' Opinion
Author: Fatouh, Entesar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Birth,Medical Services,Medical Evaluation,Nurses,Opinions,Preferences,Questionnaires,Statistical Analysis,Structured Interviews,Likert Scales

The paperless partogram refers to monitoring progress of labour and arriving at an accurate decision for intervention to ensure safe delivery. It needs no graph paper, no extra time to do it and uses the routine that the nurses are already used to. The study aimed to evaluate effect of using paperless partogram on the management and outcome of labor and to assess nurses' opinion about using it. Setting: Labor ward at Maternity Hospital affiliated to Ain Shams University, Egypt. Subjects: Purposive sample of 100 women who met the criteria of; gestational age from 37 to 42 weeks, singleton pregnancy and with cephalic presentation. The data were collected by using the paperless partogram model. Results: Mean age of the participants was 25.6 years and mean of gestational age 39.1 weeks and 87% were multipara. Mean Apgar score of the new-born after 5 minutes was 9.4. Mean duration for delivery after Alert ETD was 3.5 ± 2.1 hours in primigravida and 3.3 ± 2.1 hours in multipara. Also 76.7% of nurses prefer new partogram over traditional one. Conclusion: Paperless partogram was found to be effective positively on the management and outcome of labor and the nurses prefers it over traditional partogram.
What about Metaphors in &quot;The Snows of Kilimanjaro and Other Stories&quot; Written by Ernest Hemingway
Author: Na'imah
Date: 2015-00-00
Type: Journal Articles
Subjects: Figurative Language,Literary Styles,Literature Appreciation,Story Grammar,Fundamental Concepts,Authors

It is discovered plenty of various interesting metaphors in the book of &quot;The Snows of Kilimanjaro and Other Stories&quot; which were written by Ernest Hemingway. By the metaphorical expressions, one can describe everything much more expressively, imaginatively, effectively, and poetically. Each of the metaphors has always a specific style and must have a complex grammatical structure. Each metaphor always has two terms which are called the tenor and vehicle. The two terms are &quot;the thing we are talking about and that to which we are comparing it&quot;. It makes listeners or readers pay attention to the metaphor well when they want to understand its sense.
Impact of Tactile Stimulation on Neurobehavioral Development of Premature Infants in Assiut City
Author: Sayed, Atyat Mohammed Hassan
Date: 2015-00-00
Type: Journal Articles
Subjects: Tactual Perception,Control Groups,Stimulation,Quasiexperimental Design,Neonates,Hospitals,Obstetrics,Premature Infants,Measures (Individuals),Cognitive Development,Health Services,Intervention,Statistical Significance,Neurology,Infant Behavior,Foreign Countries,Statistical Analysis

Objective: To assess impact of tactile stimulation on neurobehavioral development of premature infants in Assiut City. Design: Quasi-experimental research design. Setting: The study was conducted in the Neonatal Intensive Care Unit at Assiut University Children Hospital, Assiut General Hospital, Health Insurance Hospital (ElMabarah Hospital) and El-Eyman for Gynecology and Obstetric Hospital. Subjects: The study subjects included a convenient sample of 50 premature infants divided into study or control groups and they were matched with gestational age and birth weight. Tool: Brazelton Neonatal Behavioral Assessment Scale is used to assess neurobehavioral development of infants from birth to two months of age. Method: Premature infants divided into two groups; (a) study group who receiving tactile stimulation (b) control group who receiving routine hospital care only. Neurobehavioral development using Brazelton's Neonatal Behavior Assessment Scale (NBAS) was assessed at initial contact and after 5 days of intervention and on discharge. Results: showed that the premature infants of the study had better neurobehavioral development than those in the control group with statistical significant differences were found between the study and the control groups Conclusion: It was concluded from the findings of the current study that premature infants who received tactile stimulation had better neurobehavioral development than those who didn't receive it and had only the hospital routine care.
Factors Contributing to the Current Academic Performance of Both Private Primary Schools and Public Primary Schools: A Case of Kitale Municipality, Kenya
Author: Catherine, Ochenje
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Sampling,Private Schools,Elementary Schools,Public Schools,Case Studies,Interviews,Municipalities,Admission (School),Educational Improvement,Questionnaires,Educational Policy,Teacher Student Ratio,Systems Approach,Financial Support,Educational Finance,Educational Quality,Observation

There have been current controversial discussions concerning the performance of private primary schools versus public primary schools in the Kenya Certificate of Primary Examination (K.C.P.E.). Lately, the private primary schools appear to be performing better than public primary schools. For example; in the 2003 K.C.P.E. results, more than 31% of the top 100 candidates came from private schools; in the 2004 K.C.P.E. results, more than 92% of the top 100 candidates came from private schools. In January 2005, 68% of admissions to national schools came from private schools (MOEST, 2005). In 2006, though more than 60% of the top 100 positions were taken by private schools most of the public primary schools showed improvement. This performance has elicited all kinds of reactions from political leaders and educationists. Among them the question; why are the performances as such? And what factors contribute to the performances? This paper therefore sought to establish the factors that contribute to the current academic performance of these schools. The paper made use of ex post facto research design. Simple random sampling was used to select eight public and eight private primary schools in Kitale Municipality. Through interviews and questionnaires the teachers and the administrators provided information on enrollment, academic performance, teacher-pupil ratio and factors leading to the current performance. The work was based on the systems theory which postulates that a school is like a factory that has inputs and outputs. Inputs have to undergo a process and outputs tested for their quality. It justifies the use of tests as a measure of academic performance. The government needs to step up financial and material support to public schools to cater for high enrollment due to F.P.E. program. It is hoped that educational stakeholders including teachers, parents, policy makers and students will benefit from the study.