ethanporcaro/eric-fulltext-meta huggingface dataset:
Selected Organizational Factors Affecting Performance of Professional Nurses in North West Bank Governmental Hospitals
Author: Thulth, Ahida Saleem
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nurses,Job Performance,Work Environment,Organizational Climate,Performance Factors,Hospitals,Statistical Analysis,Questionnaires,Likert Scales

Background: Organizational factors are considered to be the cornerstone in achieving psychological and professional security at work, which in turn are positively reflected in job performance both quantitatively and qualitatively. Aim of the Study: The study aimed to assess of selected organizational factors (workload, available recourses and manager support) affecting nurses performance in northern region of the West Bank governmental hospitals to improve its current and future performance of professional nurses. Subjects and Methods: A quantitative descriptive study utilized stratified random sampling of 185 nurses. A self administered questionnaire was developed with a response rate of 97%. The questionnaire was validated by experts, and reliability was obtained by Cranach's alpha coefficient was (0.863) Data were analyzed using SPSS. Results: The overall level of selected organizational factors affecting performance of professional nurses was high (74.6 %); the workload rated the highest (79.2 %) among the study dimensions as perceived by nurses, manager support (72.0%), and resources availability (69.8%). Also it was found that there are significant differences at a = 0.05 between the total score due to workplace between Thabet Thabet hospital and Rafedia hospital, in favor Rafedia hospitals. Conclusion and Recommendation: The findings of this study provide recommendations and suggestions to improve the performance of professional nurses in governmental hospitals such as: managers should ensure adequate number of staff and qualification according to work condition and sufficient number of professional nurses in the hospital at all times and shifts.
A Comparative Study of Allusions in the Poetry of English Poet John Milton and Persian Poet Hafiz Sherazi
Author: Saleem, Tahir
Date: 2015-00-00
Type: Journal Articles
Subjects: Poetry,Literary Devices,Comparative Analysis,Cultural Differences,English,Indo European Languages,Second Language Learning,Translation

Comparative literary studies characterize similarities and dissimilarities found in poetic works of two writers of different cultures. This study focuses on the use of allusions in poetry of John Milton particularly with reference to Paradise Lost and poetry of Persian Poet Hafiz Sherazi. Using allusions in poetry has been a common style of poets belonging to various cultures and languages as they add to the beauty and imagery of the poem. Yet it arises some difficulties and problems for the readers of the other culture and language. Being alien to a certain culture, the readers of the other language cannot understand the context and meaning of the reference in the form of allusions. Therefore the responsibility lies on the shoulders of the comparatists or the translators to explain and interpret these allusions for comprehension of the readers.
Teacher Education: Perspective in Uttarakhand
Author: Singh, Ramesh Chandra
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teacher Education,Teacher Educators,Educational Facilities,Relevance (Education),Masters Programs,Admission Criteria,Educational Quality,Teacher Educator Education,Professional Development

Uttarakhand state is producing large numbers of primary and secondary teachers every year. Teacher training programmers face inadequate facilities for teacher educators and teacher trainees. Professional preparation of teacher educators and trainee teachers needs to be made more relevant and effective. The government and university should develop some procedure of regular monitoring of the faculty positions in the self-financed and other regular institutions offering B.Ed. courses. An institutional vision strategy and action plan for the State Council of Educational Research and Training (SCERT) and for the District Institutes of Education and Training (DIET) is needed. This strategy should begin with a focus on professional development of teacher educators and further research on teacher education.
To Explain the Educational Arguments of Ontology Thought by Sabzevari
Author: Amini, Mehrnosh
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Methods,Islam,Role of Education,Educational Principles

Educational challenge and issue in modern world has been of the ideologist's interest for educational implications to find inner talents and abilities and his knowledge of human existence to educate health characteristic of teachers. This article is to investigate educational aspects and reasons of ontology philosophy by Sabzevari, Iranian thinker &quot;Hadi Sabzavari&quot; with descriptive approach and methodology in a cross-sectional study, to define education and the bases of ontology principles and educational methods. The results show that there is integrity between education systems with three features: Relative recall, consideration of source and Resurrection and due to the existence of philosophical pragmatism, existence authenticity, unity, self-doubt, a combination of education methods, to present a task as deduced. Also curriculum extracted from the philosophical thoughts of Sabzevari has provided suitable conditions for self-education, moral, emotional and spiritual education for the learners.
The Relationship between EQ &amp; Constructive and Non-Constructive Problem Solving Styles among Payame Noor University's Students of Abadan in the Year 2014
Author: Rajaeipoor, Saeed
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Problem Solving,College Students,Correlation,Statistical Analysis,Student Surveys,Self Control,Self Motivation,Interpersonal Competence,Cognitive Style

The objective of the present study is considering the relationship between EQ &amp; constructive and non-constructive problem solving styles among students. The applied methodology is cross-correlation method. The statistical population in this study is all the educational sciences' students of Payame Noor university of Abadan in the year 2014 and the sampling is taken totally randomly and voluntary. Two surveys of EQ which proposed by Siryashring (1988) have used in this study that contain 33 questions. This study will measure 5 components of emotional intelligence: Self-awareness, self-control, self-motivation, social awareness and social skills. In addition the problem solving styles' survey that proposed by Velang (1996) has been applied that has made in two stages and has 24 questions, 12 items measure the problem-oriented style and rest of them measure the excitement-orientation. According to Cronbach's alpha the reliability coefficient of EQ is reported about 0.84. The validity of 0.63 is confirmed in Shirng's test of EQ. reliability coefficient of solving problem style is reported about 87%. Either reliability coefficient or factor content are confirmed by the faculty. Data analysis is done in two level of descriptive statistical (frequencies, percentages mean) and inferential statistics (Pearson correlation, chi-square test). The obtained results of assumptions show that there is no significant relationship between EQ and constructive problem solving; also there is no significant relationship between EQ and non-constructive problem solving. Moreover there is significant relationship between EQ in creative styles, avoidance and style tendencies. Nevertheless there is no relationship between EQ and distress styles. And the confidence style shows an inverse relationship.
Collaborative College Playwriting and Performance: A Core Course &quot;Trespassing&quot; onto the Dramatic Arts
Author: Bedetti, Gabriella
Date: 2015-11-19
Type: Journal Articles
Subjects: Playwriting,Drama,Cooperation,Creative Thinking,General Education,Educational Benefits,Interdisciplinary Approach,Undergraduate Students,Teaching Methods,Course Descriptions,Electronic Publishing,Photography,Video Technology,Workshops,Ownership,Group Discussion

Arts integration is relevant in the context of the increased demand for creative thinkers in a global economy. However, reaching across disciplinary boundaries is less common in higher education. Arts integration is one way that a literature class can &quot;trespass&quot; onto the dramatic arts. This paper reports on a study of integrating the dramatic arts into a university general education course. It addresses the relationships between literature and theater and the benefits of integrating artistic practice to cultivate creativity and enhance learning. The study investigates the process and outcomes of making a one-act play. The findings show that art and the process of creation/making promote collaboration and help students synthesize and put into practice what they have learned. Such strategies are necessary to maximize the benefits of general education and are likely to foster creative interdisciplinary approaches beyond the institution. The lack of objective quantifiable results is a study limitation.
A Systematic Approach to Teaching Critical Thinking Skills to Electrical and Computer Engineering Undergraduates
Author: Welch, Karla Conn
Date: 2015-12-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Teaching Methods,Engineering Education,Introductory Courses,Undergraduate Students,Instructional Program Divisions,Ethics,Pilot Projects,Program Implementation,Statistical Significance,Writing Skills,Curriculum Development

Coursework that instills patterns of rigorous logical thought has long been a hallmark of the engineering curriculum. However, today's engineering students are expected to exhibit a wider range of thinking capabilities both to satisfy ABET requirements and to prepare the students to become successful practitioners. This paper presents the initial results from a systematic effort to incorporate broader critical thinking instruction and assessment into electrical and computer engineering education as part of a university-wide quality enhancement program. All incoming freshmen are given explicit and implicit instruction in critical thinking in ENGR 100: Introduction to Engineering and other engineering fundamentals courses, using the Paul-Elder framework of critical thinking to define and operationalize critical thinking. This critical thinking foundation is reinforced later in the disciplinary courses so that students integrate critical thinking with the basic principles and practices of engineering. In the Electrical and Computer Engineering (ECE) program, at the sophomore level, students use critical thinking skills which were developed during their engineering fundamentals courses, to analyze requirements and constraints which would apply in real-world design projects. At the junior level, similar use of critical thinking is applied in an introductory computing methods course; and at the senior level, critical thinking skills are again strengthened and assessed in the capstone design course and in the professional issues and current topics seminar. The latter course emphasizes understanding of professional ethics and current topics in electrical and computer engineering. Initial data from this pilot implementation indicates statistically significant improvement in critical thinking skills in ECE students who have progressed through this sequence, and as a side benefit, it appears that writing skills also improve.
Alternative Pathways to Engineering Success--Using Academic and Social Integration to Understand Two-Year Engineering Student Success
Author: Marra, Rose M.
Date: 2015-12-00
Type: Journal Articles
Subjects: Engineering Education,Engineering,Career Choice,Academic Achievement,Social Integration,Student Characteristics,Prediction,Outcomes of Education,Educational Strategies,Two Year Colleges,Grade Point Average,Study Habits,Models,Student Attitudes,Student Surveys,Factor Analysis,Multivariate Analysis,Multiple Regression Analysis

The need for educating engineers in the United States continues as the projected demand is rising the number of high school seniors planning to enter engineering careers has remained relatively stable (Sargent, 2014). Additionally, figures show that attrition rates in undergraduate engineering continue to be an area of concern, (Sargent, 2014; Gibbons, 2005; NSF, 2004). Given the projected increased demand for engineers, the engineering education community must explore a variety of pathways for engineering students to be successful. Organizations such as National Science Foundation (Laanan, Jackson, Darrow, 2010) have noted that beginning engineering study at a two-year campus and then transferring to an engineering bachelor's degree-granting institution is an important path and source for additional engineering students. Although some have explored the logistical issues and curricular design components of two-year campuses that enables engineering students to complete their bachelor degrees elsewhere, there is very little that explores the non-curricular factors on these campuses that help such students successfully progress (Laanan, et al., 2010). Using Tinto's theory of integration (1975, 1993), this study examines the relationship between student entry characteristics and measures of social and academic integration to engineering learning outcomes. Understanding how integration factors on two-year campuses impact engineering student success can be used to inform the design of curricular and campus-based experiences. Results indicate social and academic integration factors significantly predict engineering students' learning outcomes, especially their commitment to engineering studies.
Critical Thinking Development in Undergraduate Engineering Students from Freshman through Senior Year: A 3-Cohort Longitudinal Study
Author: Ralston, Patricia A.
Date: 2015-12-00
Type: Journal Articles
Subjects: Critical Thinking,Engineering Education,Longitudinal Studies,Undergraduate Students,Assignments,Teaching Methods,Holistic Approach,Student Evaluation,Scoring Rubrics,Statistical Analysis,College Faculty,Thinking Skills,Skill Development,Outcomes of Education

Critical thinking is considered a necessary learning outcome for all college students and essential for academic and career success. There are many challenges to developing a comprehensive approach to teaching and assessing critical thinking skills. Although the literature has many examples of the incorporation of critical thinking and assessment into courses, longitudinal studies following engineering students through their undergraduate career are lacking. This study assessed the impact of using the Paul-Elder Critical Thinking Framework to enhance undergraduate students' critical thinking skills with the hypothesis: There will be a significant increase in undergraduate students' critical thinking abilities from the freshman to the senior year with the explicit and strategic incorporation of critical thinking assignments. The research question was, &quot;How do the critical thinking skills of undergraduate engineering students change as they progress through the engineering program with the explicit and strategic incorporation of critical thinking assignments?&quot; The study was a descriptive, longitudinal study of three engineering student cohorts as they progressed through the four year undergraduate program. The study was approved by the university's Institutional Review Board. There was a statistically significant increase in critical thinking scores over the four years for each of the three cohorts. Integrating and evaluating critical thinking assignments into engineering curricula is possible, but a major challenge to critical thinking assessment using a holistic rubric is training engineering faculty in their use. The results are encouraging, and participating faculty agree; but sustaining these efforts to imbed critical thinking assignments throughout the engineering college curriculum will require effort and administrative support.
Developing an Engineering Identity in Early Childhood
Author: Pantoya, Michelle L.
Date: 2015-12-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,Self Concept,Curriculum,Childrens Literature,Teaching Methods,Discussion (Teaching Technique),Learning Activities,Freehand Drawing,Creativity,Kindergarten,STEM Education,Concept Formation

This project describes a strategy to introduce young children to engineering in a way that develops their engineering identity. The targeted age group is 3-7 year old students because they rarely experience purposeful engineering instruction. The curriculum was designed around an engineering storybook and included interactive academic discussions as well as a creative drawing activity. Results provide evidence that students developed an engineering identity based on their illustrations of themselves working as engineers. These findings lend support to the use of engineering-centered books to improve the impact of instructional strategies that emphasize the engineering design cycle. We show how both the curricular materials and the activities can work together to develop an engineering identity in this age group.
Investigating the Extent That an Integrative Learning Module Broadens the Perception of First-Year Students about the Engineering Profession
Author: Singer, Kerri Patrick
Date: 2015-12-00
Type: Journal Articles
Subjects: Control Groups,College Freshmen,Engineering Education,Learning Theories,Interdisciplinary Approach,Student Attitudes,Science and Society,Interviews,Comparative Analysis,Introductory Courses,Water,Teaching Methods,Engineering,Role,Freehand Drawing

Engineers today need both engineering knowledge and social science knowledge to solve complex problems. However, most people have a traditional view of engineering as a field dominated by math and science foci, with little social consequence. This study examined and compared perceptions about engineering from Freshmen taking three different First Year introductory courses. Researchers used data from students' responses in the Draw-an-Engineer-Test, an engineering problem analysis assessment, and interviews. The Treatment Group were students in an introductory engineering course in which they received instruction using an integrative learning module entitled, the &quot;Water Module&quot;, based on interdisciplinary learning theory. Control Group 1 were students in a &quot;Traditional Engineering&quot; course, and Control Group 2 were students taking a &quot;Non-Engineering&quot; course. Results indicate that students in the Treatment Group developed a better understanding of engineering and its social impact on society versus the two Control Groups. We suggest that integrative and interdisciplinary learning modules are effective for broadening students' perspectives on engineering and its role in society.
Tracking Student Participants from a REU Site with NAE Grand Challenges as the Common Theme
Author: Burkett, Susan
Date: 2015-12-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,Student Research,Undergraduate Students,College Faculty,Educational Objectives,Demography,Program Evaluation,Student Projects,Knowledge Level,Surveys

The National Academy of Engineering (NAE) Grand Challenges provides the theme for this NSFfunded Research Experience for Undergraduates (REU) site. Research topics, with their broad societal impact, allow undergraduate students from multiple engineering disciplines and computer science to work together on exciting and critical problems. The approach to addressing the need for research in critical technical areas includes: providing research training in multi-disciplinary research fields; developing technical and professional skills; networking with fellow REU students and participating faculty advisors; and raising student interest and awareness in both graduate studies and our nation's most critical problems. The Grand Challenges investigated by student participants include: making solar energy economical; providing access to clean water; advancing health informatics; securing cyberspace; restoring and improving urban infrastructure; engineering the tools of scientific discovery; engineering better medicines; and advancing personalized learning. Over a three-year period, 34 students participated in the REU Site and 58.8% were students underrepresented in engineering. The student participants published their work and gave presentations in regional and national conferences. Several graduate students gained leadership experience by assisting in program coordination. Based on surveys, overall, student participants value most the opportunity to contribute to a research group on exciting and relevant problems. Tracking efforts resulted in locating 100% of the student participants. We found 38.2% completed their undergraduate degrees and now have positions in industry; 38.2% are currently in graduate school and 8.8% have completed their graduate degrees; 14.7% are still pursuing engineering or computer science undergraduate degrees.
On the Life Aesthetics of Aging People--Slowness Makes Life Beautiful
Author: Chang, Kuei-Chiu
Date: 2015-00-00
Type: Journal Articles
Subjects: Aging (Individuals),Aesthetics,Lifelong Learning,Developmentally Appropriate Practices,Educational Theories,Health Related Fitness,Daily Living Skills,Foreign Countries

Taiwan has a rapid increase of elder population, which is supposed to double within the next 25 years. However, lifelong aesthetics learning for the elderly has not yet been fully developed. In the environment emphasizing on lifelong learning with increasing elder people, it is a crucial mission to design appropriate environment, curriculum, leisure activities for elder people in their later life. Under such premise, this study aims to explore various theories and try to evaluate and elaborate on aesthetics in diverse ways: Kant, Nietzsche and Hegel are the contributors to the theoretical perspectives on aesthetics. With the theories supporting the application of life aesthetics in the lives of seniors, this study finally concludes that aesthetics is crucial for the elderly as it improves life quality, physical, psychological health, social connectedness and continuous learning.
Realizing a Progressive Pedagogy: A Comparative Case Study of Two Reggio Emilia Preschools in San Francisco
Author: Abdelfattah, Marwa
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Case Studies,Reggio Emilia Approach,Preschool Education,Early Childhood Education,Educational Philosophy,Public Schools,Private Schools,Program Implementation,Fidelity,Progressive Education,Developmentally Appropriate Practices,Qualitative Research,Teacher Attitudes,Administrator Attitudes,Semi Structured Interviews,Beliefs,State Regulation,Teacher Background,Professional Continuing Education,Educational Opportunities,Educational Resources,Teaching Methods,Preschool Evaluation,Observation

This study aims to uncover how a particular imported philosophy of early childhood education, Reggio Emilia, is implemented in the context of one public and one private preschool in San Francisco. The philosophy of Reggio Emilia is believed to be progressive and to be developmentally appropriate for children in early childhood. The study involved a total of 8 teachers (4 in each preschool), 2 program administrators, and 60 children (30 in each preschool and 15 in each observed classroom). Results from the qualitative data analyses reveal that the private preschool maintains a higher degree of fidelity to the Reggio Emilia approach (REA) than does the public preschool. Results also indicate that there are two main factors that contribute to the aforementioned difference in implementation: school resources and teachers instructional choices. This study helps teachers, parents and researchers in the field of ECE better comprehend what contributes to the pedagogical practices at play in different schools depending on their context.