ethanporcaro/eric-fulltext-meta huggingface dataset:
The Creation of a Subculture: The Decline of the Arts in a Society Dominated by Technology, Science, and Economics
Author: Mains, Ronda M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Subcultures,Art,Public Education,Social Influences,Social Values,Music,Curriculum,Standardized Tests,Mathematics,Sciences,Educational Legislation,Federal Legislation,Educational Environment,Multiple Intelligences,Politics of Education,Educational Finance,Technology

The concept of two cultures recognized by Charles Percy Snow may have implications beyond a lack of understanding and respect between two conflicting worlds of intellectuals. This widening chasm in the United States affects the education of our public school students. Technology and economics, intelligence testing, the &quot;No Child Left Behind Act,&quot; college entrance requirements, national standardized testing are some of the contributors to an educational value system skewed toward reading, math, and science. If Howard Gardner is correct in his theory of multiple intelligences then the public school education one-size-fits-all system may be detrimental to the success and self-confidence of children whose inherent intelligence is not in linguistics, mathematical reasoning, or science. This paper examines some of the societal factors put on public school education such as political rhetoric, the disparity in grant funding between sciences and the arts, the pressures of curricula created by college entrance requirements, the role of technology in the economy, and the media's preferential interest in success in math and science. There are observations of the decline of interest in the arts in society as well as in public schools and comments about the implications of an artistic subculture.
Time Well Spent: Phonemic Awareness Training or Paired Associate Learning for Children with Language Impairments?
Author: Stockall, Nancy
Date: 2007-00-00
Type: Journal Articles
Subjects: Phonemic Awareness,Language Impairments,Reading Instruction,Paired Associate Learning,Phoneme Grapheme Correspondence,Dyslexia,Reading Achievement,Prediction,Intelligence Quotient,Expressive Language,Naming,Learning Theories

This paper addresses several inconsistencies in the phonological deficit theory of dyslexia in relation to children with language impairments. Results from studies in the reading and language literature inform readers of the critical elements of phonemic awareness that predict later reading success. These elements combined with explicit instruction of paired associations of phoneme-grapheme symbols are critical to generating reading curriculum that is efficacious and parsimonious for children with language impairments.
Privatization of Higher Education in Malaysia
Author: Sivalingam, G.
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Privatization,Foreign Countries,School Restructuring,Private Colleges,Educational Change,Economic Factors,Educational Quality,Social Change,Educational History,Knowledge Economy,Educational Legislation,Financial Exigency,Competition,International Education,Excellence in Education,Governance,Institutional Autonomy,Educational Finance

The study will trace the external factors influencing the liberalization, deregulation and privatization of higher education in Malaysia from 1970 to the present and to analyze the effects of liberalization, deregulation and privatization on the modes of privatization and the internal restructuring of institutions of higher learning to increase efficiency, reduce costs and improve quality. In the 1970s, higher education was a small sector and was monopolized by the public sector and there was considerable public resistance to the establishment of private universities. The received knowledge was that returns to primary schooling were higher than returns to higher education and hence the shift of the public budget away from higher education to primary education. The impetus for the privatization of higher education came after the 1985-1986 economic crisis, which placed limits on the expansion of the public provision of higher education. The privatization of higher education was to facilitate educational reform to produce quality graduates that could transform Malaysia from an agrarian economy to an industrialized and knowledge-based economy by 2020 for the primary purpose of enhancing the competitiveness of the Malaysian economy. The 1996 Private Higher Educational Institutions Act, 1996 and 1997 East Asian economic crisis further opened the country to elite foreign universities to increase the supply of quality graduates to increase Malaysia's competitiveness. The liberalization of education therefore facilitated the process of globalization and Malaysia's deeper integration with the world economy as a regional center of academic excellence and as an exporter of educational services. At the same time the received wisdom was that increases in graduate education did not necessarily result in graduate unemployment and graduate unemployment did not reduce the social demand for higher education. The effect of the reforms in institutions of higher learning are improved corporate governance, new programs and more autonomy in finance.
Older than Snow: The &quot;Two Cultures&quot; and the &quot;Yale Report&quot; of 1828
Author: Timmons, William Todd
Date: 2007-00-00
Type: Journal Articles
Subjects: Culture,Higher Education,Sciences,Literature,United States History,Educational History,Academic Education,Professional Education,Culture Conflict

C. P. Snow's &quot;The Two Cultures and the Scientific Revolution&quot; represents the most famous reincarnation of a debate concerning the clash of academic cultures in higher education. This essay explores the similarities and differences in the circumstances surrounding Snow's lecture addressing a widening gap between the scientific and literary cultures of the mid-twentieth century and the reactions to a similar &quot;clash of cultures&quot; in antebellum America. This nineteenth century episode was a debate between the traditional culture of classical education and the nascent culture of practical, professional education. The traditional culture in higher education was vigorously and eloquently defended in a report composed by the faculty at Yale College. Although the time and circumstances were different, the parallels between the arguments heard in 1959 and those put forth in 1828 are remarkably similar.
&quot;The Three Literacy Gaps&quot; and Title III of NCLB
Author: Hetzel, June
Date: 2007-00-00
Type: Journal Articles
Subjects: Literacy,Achievement Gap,Educational Legislation,Federal Legislation,Accountability,English Language Learners,Beginning Teachers,High Stakes Tests,Reader Text Relationship,Teacher Student Relationship,Peer Relationship,Second Language Instruction,Learning Theories,Immigrants,Reading Comprehension,Readability,Prior Learning,Knowledge Level,Reading Interests,Learning Motivation,Transfer of Training,Interlanguage,Teacher Expectations of Students,Cultural Differences,Socioeconomic Background,Family Environment,Bilingualism,Access to Information,Books,Learning Processes,Time Factors (Learning),Equal Education

&quot;No Child Left Behind&quot; (NCLB) attempts to ensure educational equity for all K-12 students. However, for the conceptual goals of NCLB to become reality, pre-service teacher training models must be modified to include a deeper understanding of individual differences and how these play out in classroom dynamics. The &quot;Three Literacy Gaps&quot; that hinder student learning must be understood by novice teachers: (1) the gap between the student and the text, including readability issues, background knowledge, experience, interest, motivation, language transfer, and tolerance for challenge; (2) the gap between the teacher and the student, including cultural and socioeconomic differences, language variables, perceptions, and expectations; and (3) the gap between the student and his peers, including cultural dynamics, family background, expectations, language, book access, learning rates, and literacy levels. In particular, Title III of NCLB provides accountability for the progress of English Language Learners. However, without a deep understanding of the &quot;Three Literacy Gaps&quot; and appropriate bridge-building strategies that help--rather than hinder--learning, novice teachers and seasoned alike, will continue to orchestrate classroom environments that widen, rather than close achievement gaps on high-stakes assessments. The &quot;Three Literacy Gaps&quot; model infuses literature from reading, second language acquisition, learning theory, and multicultural dynamics.
Journey to Healthy Aging: Impact of Community Based Education Programs on Knowledge and Health Behavior in Older Adults
Author: McLarry, Sue
Date: 2007-00-00
Type: Journal Articles
Subjects: Aging (Individuals),Public Health,Health Education,Older Adults,Pretests Posttests,Scores,Health Behavior,Behavior Change,Cancer,Knowledge Level,Physical Activity Level,Nutrition,Biochemistry,Questionnaires,Measures (Individuals),Diabetes,Prevention,Life Style,Community Colleges,Rural Areas,Program Descriptions,Quasiexperimental Design

The objective of this study was to determine if community based health education programs increased knowledge and health behavior in older adults. The study was a pretest-posttest design with a convenience sample of 111 independent community dwelling older adults. Participants received two disease prevention education presentations: type 2 diabetes and colorectal cancer. Knowledge was assessed as the difference in pretest and posttest scores on the Diabetic Prevention Knowledge Test (DPKT) and the Colorectal Cancer Knowledge Questionnaire (CCKQ). Health behavior change was assessed as the difference between pre and posttest scores on the Health Promoting Lifestyle Profile II Physical Activity and Nutrition subscales and completion of the fasting blood glucose (FBG) and fecal occult blood test (FOBT). There was a significant difference in paired pretest-posttest scores on the DPKT (t = -7.678, p = 0.000) and CCKQ (t = -6.115, p = 0.000). While the mean posttest score on the Physical Activity subscale was significantly higher (t = -4.094, p = 0.000), the Nutrition subscale mean posttest score was not significantly different (t = -1.166, p = 0.246). A greater proportion of participants completed the FBG (84%) than the FOBT (50%). For this profile of independent older adults, community based health education resulted in greater knowledge and limited behavior change.
The Development of Technology-Based Counseling Strategies to Enhance Outreach to Parents and Students
Author: Wallace, Marie L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Counseling Techniques,Outreach Programs,School Counseling,Computer Mediated Communication,Charter Schools,Distance Education,College Attendance,Mathematics Skills,Test Wiseness,Technology Uses in Education,Transitional Programs,Educational Technology,College Readiness,Action Research,Mathematics Achievement,Scores,Parent Surveys,Orientation,Mathematics Instruction,Conventional Instruction

This paper presents a program for counseling students enrolled in an online charter school located in Las Vegas, Nevada. The author presents a review of the process to establish an online school in Nevada and a unique model for delivery of services that combines face-to-face instruction and online education. The author describes the development of a counseling program that includes strategies for encouraging college attendance. Students and parents are given an orientation to online education, online test-taking strategies, and online resources for admission to college. A sample of a web page for counseling and guidance is provided. In addition, this paper summarizes an intervention and research study conducted by the author while serving as Director of Counseling and Director of Testing. This paper describes a counselor-led intervention to improve mathematics proficiency, help parents and students access learning and test-taking strategies available online, and help parents and students transition to a distance-learning school. The author explores the connection between failure on the test and failure to attend college. The counseling program was developed to expose parents and students to resources that promote college attendance. This action research study was designed to improve achievement in mathematics and prepare students for the mathematics proficiency test. The scores on the Nevada Proficiency Test in Mathematics were used to measure improvement. As a result of the implementation of test-taking strategies, there was an improvement in the number of senior students passing the test. Before the implementation of the strategies, the percentage of students passing the test ranged from 0% in February 2003 to 7% in April 2003. The Clark County School District has an average passing rate of 20%. After the implementation of the strategies, 30% of the students tested passed the test (November 2003). The results of the parent survey were positive with a majority of parents participating in the orientation and stating that the orientation provided excellent information.
Learning Disabilities and Attention Deficit Disorder: A New Approach for the Criminal Justice System
Author: Admire, David S.
Date: 2007-00-00
Type: Journal Articles
Subjects: Attention Deficit Disorders,Learning Disabilities,Crime,Criminals,Justice,Neurological Impairments,At Risk Persons

As a judge, the author was continually confronted with offenders whose behavior was unexpected and surprising. This was observed not only during their criminal activity but during their travel through the criminal process. This behavior did not appear to be intentional, but rather an inappropriate response to the circumstances that existed at the time. This behavior reminded the author of the behavior of his two children who had been diagnosed with learning disabilities (LD) and attention deficit disorder (ADD). This collision of his personal and professional lives began a journey into the fascinating and complex world of neurobiology and its impact on the criminal justice system. In this paper, the author will discuss these disorders, their impact on the criminal justice system, their resulting costs to society and why new measures must be taken to address these issues appropriately.
From Blackstone's Common Law Duty of Parents to Educate Their Children to a Constitutional Right of Parents to Control the Education of Their Children
Author: Sedler, Robert A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Court Litigation,Laws,Parent Rights,Parent Responsibility,Educational History,Constitutional Law,Public Education,Compulsory Education,Educational Legislation,Civil Rights,State Legislation

Blackstone's Commentaries stated that the common law imposed a duty on parents to provide for the maintenance, protection, and education of their children, and of these, the duty to provide an education was &quot;of far the greatest importance.&quot; Early on American courts cited Blackstone for the proposition of the common law duty of parents educate their children. As the nineteenth century progressed, public and private schools were formed in most American states, and a number of states enacted compulsory education laws. American states also sometimes also enacted laws that interfered with the freedom of parents to direct the education of their children. In 1919, in the wake of the anti-German hysteria of World War I, Nebraska passed a law that prohibited the teaching of German in the Lutheran sectarian schools. In 1922, Oregon passed a law prohibiting parents from enrolling their children in private and sectarian schools. The Supreme Court held that both of these laws were unconstitutional under the Fourteenth Amendment's due process clause, because they interfered with the liberty of parents to control the education of their children. In the United States, Blackstone's common law duty of parents to provide an education for their children had evolved into a constitutional right of parents to control the education of their children.
&quot;The Two Cultures&quot; and the Historical Perspective on Science as a Culture
Author: Rocherberg, Francesca
Date: 2007-00-00
Type: Journal Articles
Subjects: Sciences,Culture,Science History,Scientific Principles,Scientific Attitudes,Attitude Change,Scientific Methodology,Philosophy,Science Instruction

In the Rede lecture of 1959, C.P.Snow speaks in terms of two cultures, one of science, the other of literary intellectuals. Snow's discussion presupposes that science represents a culture of its own, independent of and superior to the arts and humanities, and unified within itself. At our present distance from this claim, Snow's point of view can be seen as a product of the philosophical orientation to science as an embodiment of universal truths about nature as well as cold war pressures on the West to improve educational standards in science. As the terms in which science is discussed have changed in the last nearly half-century, so has our response to the terms of Snow's &quot;Two Cultures&quot; altered with time. The fields of history and sociology of science have shown the degree to which science is both fully enmeshed in society and conditioned by history, making it more difficult to support the idea of a separate &quot;culture&quot; of science immune from the effects of society and history. That the viability of a culture of science as an independent entity is contested in contemporary academic circles furthermore affects the mode in which students of science and the humanities are inculcated. This paper discusses the historical perspective on science as a culture and considers the impact of changing views about the nature, aims, and methods of science on the teaching of science and its history.
The Third Culture--A Conversation about Truth and Reconciliation: An African Americanist's Reflection on the &quot;Two Cultures&quot; Debate in Post-Modern Society
Author: Wright, Josephine R. B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Music,African American Culture,African American History,Folk Culture,Slavery,Global Approach

C. P. Snow launched the &quot;Two Cultures&quot; debate in 1959 during the Cold War era. While lamenting a widening gulf in communication between scientists and literary theorists, he championed the supremacy of scientific inquiry over canonical Western European literary traditions of his day. Globalization has forced many academics in the United States to (re)think how they prepare students today for leadership in a world overwhelmingly populated by peoples of non-European ancestry. At stake in this debate is the political contention over culture--specifically, whose culture is more valued than others and whose culture will be privileged in contemporary society. Such a topic should command greater attention within the academy, if we as educators hope to promote better understanding by students of diverse peoples and cultures around the world. One marker of globalization has been the widespread exportation of African-American music from the United States, a phenomenon documented as early as the antebellum period. Most black American musical traditions before 1960 evolved historically within a defined social-political framework of racial oppression, and any attempt to isolate the music from these realities obfuscates its connection to a collective history that all Americans at some level share. (Re)examination and &quot;interrogation&quot; of accessible historical documents (often selectively suppressed in standard American textbooks) help promote a &quot;Third Culture.&quot; Such inquiry lays bare the irony/contradiction of excluding widely exported repertories of music, arguably the principal representations of what is uniquely &quot;American,&quot; from Western canonical traditions. This paper examines from such historical perspective two of black America's gifts to the world: the Negro spiritual and the blues.
Walking the Diversity Compliance Tightrope: Maintaining the Balance between Enforcement and Equity
Author: Roach, Bonnie L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Civil Rights Legislation,Federal Legislation,Diversity (Institutional),Compliance (Legal),Work Environment,Human Resources,Sexual Harassment,Electronic Mail,Religious Factors,Sexual Identity,Employer Employee Relationship,Dating (Social),Policy,Employment Practices,State Legislation,Privacy,Court Litigation,Employees,Gender Discrimination,Social Discrimination,Gender Bias,Stereotypes,Case Studies

Many federal laws, such as Title VII of the Civil Rights Act of 1964, have enabled women and minorities access to the workplace. These same laws have mandated that employers prevent discrimination against women and minorities, yet when employers utilize various strategies for eliminating discrimination in the workplace, they have found themselves faced with litigation for their efforts. For example, human resource managers have been struggling with finding ways to prevent and eliminate sexual harassment and one solution has been to require their employees to sign no-fraternization agreements. Unfortunately, rather than solving the problem, the employer has compounded the problem since it is quite common for employers to punish female violators of the policy while no action is taken against male violators. This paper will examine some unique diversity compliance issues and problems that have arisen in the workplace and how human resource managers should respond to these situations. Particular issues, such as sexual harassment in e-mail, religious &quot;witnessing,&quot; and transgender issues will be highlighted.
Bridging the Two Cultures: The Case of Science and Natural History Filmmaking
Author: Metz, Walter C.
Date: 2007-00-00
Type: Journal Articles
Subjects: Film Production,Sciences,History,Masters Programs,State Universities,Documentaries,Critical Theory,Film Study,Interdisciplinary Approach,College Instruction,Graduate Students,Culture

At Montana State University's Master of Fine Arts program in Science and Natural History Filmmaking, our goal is to re-invent these areas of documentary by admitting students with undergraduate science degrees and teaching them both production and film studies in an intensive three-year curriculum. In the course I teach, &quot;Criticism and Theory: Science Studies for Filmmakers,&quot; I apply critical theory simultaneously to the study of science and film. There are two significant results: 1) teaching filmmakers using the tools of academic film studies can provide a conduit for the re-invention of a moribund practice such as the &quot;blue chip&quot; nature film; and 2) the disciplines of science studies and film theory, because they draw from the same critical theory substrate, have much more in common than has previously been written about in either the film or science studies literature.