ethanporcaro/eric-fulltext-meta huggingface dataset:
Left Atrial Mechanical Functions in Professional Soccer Players: A Pilot Study
Author: Kartal, Alper
Date: 2017-11-00
Type: Journal Articles
Subjects: Athletes,Team Sports,Control Groups,Comparative Analysis,Physiology,Evaluation Criteria,Diagnostic Tests,Statistical Analysis,Randomized Controlled Trials,Foreign Countries,Human Body

Long-term regular exercise is associated with physiologic and morphologic alterations in the heart chambers. The aim of this study to evaluate left atrium (LA) phasic functions in professional football players and compare with control subjects. Left atrial volume was calculated at end-systole (Vmax), end-diastole and pre-atrial contraction by echocardiography in 20 professional male football players (mean age, 20.15 ± 2.11 years) and 20 male control subjects (mean age, 22.3 ± 1.49 years). Echocardiographic assessments were performed were performed using the criteria of the American Society of Echocardiography. The following LAVs were measured: maximal volume (Vmax), minimal volume (Vmin) and LAV before atrial contraction (VpreA) at the onset of the P wave of the simultaneously recorded ECG. Left atrial ejection fraction (LAEF), expansion index (LAEI), active emptying volume index (LAAEVI) and fraction(LAAEFr), passive emptying volume index (LAPEVI) and fraction (LAPEFr) were calculated. Baseline characteristics, demographics, two dimensional and tissue Doppler echocardiographic parameters were not statistically significant between the groups (Table 1). Both groups were similar in terms of Vmax index but Vmin index and VpreA index were significantly higher in football players. LAEF, LAEI, LAAEVI and LAAEFr were lesser in football player but they were not statistically significant. Also LAPEVI and LAPEFr were similar in both groups (Table 2). Professional football playing can be associated with morphologic alteration in left atrium mechanical functions. Further prospective, randomized, controlled trials with long term follow-up are necessary to make more robust interpretations of this issue.
Exploring the Personal, Social and Occupational Elements of Teacher Professional Development
Author: McComb, Vivien
Date: 2017-12-00
Type: Journal Articles
Subjects: Faculty Development,Neoliberalism,Program Effectiveness,Beliefs,Communities of Practice,Transformative Learning,Teacher Collaboration,Knowledge Base for Teaching,Program Content,Behavioral Objectives,Educational Change

In a neoliberal political context, educational reform is seen as largely dependent on the individual teacher and his or her ability to continue developing and improving his or her practice with the ultimate goal of improving student outcomes. Professional development (PD) is therefore reliant on teachers to embrace new models of practice, to engage with these new approaches, to correctly interpret the PD ideas for application to the teaching and learning process, and ultimately implement new models and ideas in their classrooms (Huber &amp; Hiltmann, 2011). This paper seeks to examine more closely three aspects of PD that have been found in the research literature to have a significant impact on the effectiveness of PD programs, because of their focus on, and consideration of the individual teacher. Aligning with Fraser, Kennedy, Reid, and McKinney (2007), successful PD programs that have a distinct focus on the &quot;personal,&quot; &quot;social&quot; and &quot;occupational&quot; aspects of teacher development will be discussed.
Investigation of the Sense Responsibility and Lifestyles of Sport-Scientific Faculty Students
Author: Ugurlu, Fatih Mehmet
Date: 2017-12-00
Type: Journal Articles
Subjects: Aphasia,Psychological Patterns,College Students,Student Surveys,Questionnaires,Rating Scales,Affective Behavior,Well Being,Life Style,Student Responsibility,Sport Psychology,Exercise Physiology,Foreign Countries,Statistical Analysis,Measures (Individuals)

This study was conducted to determine the levels of perception of aphasia (alexithymia) and loneliness in university students. The model of the research is descriptive and cross-sectional. It was held between February 1 and May 31, 2017. Survey form was used as data collection tool in the research. The questionnaire consists of personal information consisting of 8 questions, Toronto Alexithymia (TAS) scale consisting of 26 questions and UCLA loneliness scale consisting of 20 questions. The Toronto Alexithymia scale (TAS) scale is a self-reported scale consisting of 26 questions and 4 subscales to scale the alexithymic characteristics of individuals. The scale was developed by Taylar and Bagby (1988), first used by Dereboy (1990) in the expertise thesis and adapted to Turkish by Varol (1998). Scale sub-dimensions and Cronbach's Alpha coefficients obtained in this study are given respectively. 0.752 for the imagination, 0.752 for the constraint sub-dimension in the case of dreams, 0.761 for the sub-dimension of difficulty in distinguishing and recognizing feelings and physical senses, 0,718 for the sub-dimension of recognizing, recognizing and talking about emotion, and cognitive structure sub- was found to be 0.784. The scale was developed by Russell and colleagues and reorganized by Russell et al. (1980). The Turkish reliability and validity study of the scale was conducted by Yaparel (1984). The scale is one-dimensional. In this study, Cronbach's Alpha coefficient for the UCLA scale was 0.782. The universe of the research is constituted by students from the Department of Teaching, Coaching Department, Management Department and Recreation Department of the Faculty of Sports Sciences of Firat University in 2016-2017. The sample of the research consists of 350 students who are educated in these sections. A simple coincidental voluntary sampling method was used in the selection of the sample. In the reliability of the sample, sample size calculation formula prepared by Yazicioglu and Erdogan (2004) was used. The data were analyzed in the SPSS 16 packet program. In the analysis of the data, descriptive statistics, t test, anova test and correlation analysis were used.
Women Realizing the Zionist Idea in the Ladino Zionist-Literary Periodical &quot;El Maccabeo,&quot; 1914-1917
Author: Dori, Nitsa
Date: 2017-11-00
Type: Journal Articles
Subjects: Females,Literature,Jews,Judaism,Authors,Profiles,Foreign Countries,Spanish,Diachronic Linguistics,History,Role,Periodicals,Sex Role,Nationalism,Womens Education

This article will discuss women's writing in the Ladino Zionist-literary periodical, El Maccabeo, during early twentieth century Thessaloniki. We will sketch the writers' profiles, and examine their goals and the literary means used to realize them. These indices will help us evaluate women's place in shaping Thessalonikian Jewry in general, the realization of the Zionist idea in particular, and how the articles serve as a literary and historical source for Thessalonikian Jewry during this period. Likewise, we will attempt to organize their articles along a historical-literary continuum and understand how they reflect the move from tradition to innovation.
Investigating the Opinions of Teachers on the Processes of Vocational Counselling, Training and Employment of Special Needs Students
Author: Özbek, Ahmet Bilal
Date: 2017-12-00
Type: Journal Articles
Subjects: Career Counseling,Teacher Attitudes,Opinions,Special Needs Students,Vocational Education,Employment Opportunities,Vocational High Schools,Semi Structured Interviews,Qualitative Research,Inclusion,Educational Practices,Transitional Programs,Counselor Attitudes,Foreign Countries

The statistics of the Ministry of National Education (MEB) show that the number of students who are pursuing their education in general education environments in scope of inclusion programs is increasing every year. It is observed that the number of special needs students who continue their secondary education after primary education is increasing with the regulation that makes it mandatory to have 12 years of education. While directing special needs (SN) students towards secondary education, families and experts prefer vocational high schools where these students can learn functional skills. This is why the opinions of teachers who work at vocational high schools are important. The purpose of this study is to investigate the opinions of technical teachers working at vocational high schools, school counsellors, culture course teachers and special education teachers providing support education to students on the processes of vocational counselling, training and employment of special needs students. Towards this purpose, semi-structured interviews were held with a total of 59 teachers using a form prepared by the researchers. The findings indicated that the opinions of technical teachers at vocational high schools on inclusion and continuation of SN students in vocational high schools were more negative in comparison to those of culture course teachers and school counsellors, and there were significant shortcomings in the professional training of SN students. It was also seen that special needs teachers were not sufficiently informed about the job prospects and employment of SN students, and they used limited opportunities for their students.
Saudi Science Teachers&apos; Perceptions of Implementing Inquiry in Science Class
Author: Alabdulkareem, Saleh Abdullah
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Inquiry,Curriculum Implementation,Class Activities,Teaching Methods,Teaching Models,Middle School Teachers,Questionnaires,Educational Practices,Gender Differences,Statistical Analysis

This study aims to measure science teachers' perception about their students' practices in science class, and to measure their model of inquiry teaching. The sample consisted of 127 middle school science teachers in Riyadh, Saudi Arabia, 65 males and 62 females, in the school year 2016/2017, and utilized a questionnaire with two parts, 11 items for their students' practices, and 27 items related to model of inquiry teaching. The results showed that the general average of teacher's assessment of their students' practices in science class was &quot;average,&quot; except for finding relevant literature was &quot;low.&quot; Teachers' perceptions of their degree of practices of inquiry showed that all the three models &quot;structured, guided, and open&quot; rated as &quot;average.&quot; In &quot;Structured Inquiry,&quot; the means of males' responses ranged between (3.60) and (2.61), while the females ranged between (3.92) and (3.02), indicating that both of them are practicing structured inquiry with a range from moderate to high practice. For the &quot;Guided Inquiry&quot; the means ranging between (3.52) and (2.97) for males, and (3.58) and (2.74) for females, indicating that the range from moderate to high practice. And for the perceptions of practicing &quot;Open Inquiry&quot; the means ranged between (3.38) and (2.42) for males, and (3.34) and (2.13) for females, indicating that they practice &quot;Open Inquiry&quot; between moderate and low practice. There were no statistically significant differences between male and female teachers' perceptions for their students' practices and of the degree to which they exercised all models of inquiry. Based on the findings, the researcher suggests a number of pedagogical implications.
Values Education in 4th Grade Social Science Courses from the Perspectives of Teachers
Author: Turan, Mehmet
Date: 2017-12-00
Type: Journal Articles
Subjects: Values Education,Grade 4,Social Sciences,Teacher Attitudes,Teacher Surveys,Barriers,Academic Achievement,Gender Differences,Teacher Placement,Institutional Characteristics,Performance Factors,Relevance (Education),Foreign Countries,Statistical Analysis

In today's changing and developing world, the most important elements that enable people to live together in society are values. The education of such values start in the family and the social environment that they are in, from the moment a person is born and do continue in school as the child starts to study. Schools teach values to their students through the programs they practice. One of the most important courses that these values are taught is the social sciences. Social sciences, which is formed to prepare the students for social life is also one of the fundamental courses for the education of values. This study was carried out in order to review the values taught in the 4th grade social science course program, from the vantage point of the teachers. In order to realize this, the achievements in the program were determined and a survey form was created. The study is in a screening model and is descriptive. The study group of the study is composed of 199 classroom teachers working in the province of Elazig in the academic year of 2016-2017. The data obtained from the research is analyzed using &quot;arithmetic mean&quot; &quot;percentage&quot; and &quot;frequency&quot;; The degree of influence of teacher opinions on variables based on demographic data was also tested using independent t test. According to the results of the research, teachers think that levels of most of the values taught in social sciences course fit the level of understanding of the students. Again, the vast majority of the teachers participated reported that they face a small amount of problems during the teaching of these values to student.
The Effect of Metacognitive Strategies on Prospective Teachers&apos; Metacognitive Awareness and Self Efficacy Belief
Author: Yildiz, Hatice
Date: 2017-12-00
Type: Journal Articles
Subjects: Metacognition,Self Efficacy,Beliefs,Preservice Teacher Education,Preservice Teachers,Control Groups,Experimental Groups,Pretests Posttests,Science Instruction,Measures (Individuals),Self Concept Measures,Foreign Countries,Teacher Effectiveness,Factor Analysis,Statistical Analysis,Student Attitudes

The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers' metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers' metacognitive awareness and teacher self efficacy belief but they did not increase students' science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.
Student Errors in Fractions and Possible Causes of These Errors
Author: Aksoy, Nuri Can
Date: 2017-11-00
Type: Journal Articles
Subjects: Fractions,Error Patterns,Grade 6,Grade 5,Qualitative Research,Misconceptions,Pretests Posttests,Mathematics Education,Number Systems,Addition,Subtraction,Problem Solving,Content Analysis,Case Studies,Foreign Countries

In this study, it was aimed to determine the errors and misunderstandings of 5th and 6th grade middle school students in fractions and operations with fractions. For this purpose, the case study model, which is a qualitative research design, was used in the research. In the study, maximum diversity sampling, which is a purposeful sampling method, was used. For this reason, this study was conducted in a state and a private secondary school on a voluntary basis with 105 5th graders and 84 6th graders, with a total of 189 secondary school students from different levels of achievement. In order to determine students' errors and misconceptions about fractions, two tests were prepared by researchers, ten open-ended questions for 5th graders and twelve open-ended questions for 6th graders. Before these tests were formed, the related field was scanned and the existing misunderstandings were determined. Content analysis method was used on the analyzing of the data. The answer papers of the students were coded and students' solving were examined in three categories as correct, wrong and blank. In addition to this the solving belongs to wrong category was examined in detail and mistakes of the students were coded and the reason of these mistakes were dwelled on. It is seen from the result of the study that students have misunderstanding and mistakes about fractions. It is seen that students are not using the modellings on the operations with fractions because of that most of the mistake and misunderstandings are about operations with fractions.
Investigation of Physics Teacher Candidates&apos; Cognitive Structures about &quot;Electric Field&quot;: A Free Word Association Test Study
Author: Türkkan, Ercan
Date: 2017-11-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Teacher Education,Preservice Teachers,Content Analysis,Energy,Cognitive Structures,Foreign Countries,Qualitative Research,Associative Learning,Language Tests,Word Frequency,Phenomenology

The aim of this study is to investigate the cognitive structures of physics teacher candidates about &quot;electric field.&quot; Phenomenographic research method, one of the qualitative research patterns, was used in the study. The data of the study was collected from 91 physics teacher candidates who had taken General Physics II course at Education Faculty of a university in Anatolia. The stimulus word, &quot;electric field&quot; has been presented to teacher candidates through Free Word Association Test (FWAT). The totally 43 responses obtained from FWAT were presented as frequency tables. The responses were divided into 13 categories by the content analysis. A concept network which reveals cognitive structure of physics teacher candidates about &quot;electric field&quot; was created considering frequencies and categories. According to results of the study, the highest frequency values related with &quot;electric field&quot; which stimulus of physics teacher candidates were power, charge, vector/vectoral quantity, current, magnet, etc. and the categories with the highest frequency of response words were figured out as electrical force, electric charge, magnetic field and magnitude of electric field, etc.
Prospective Teachers&apos; Representations for Teaching Note Values: An Analysis in the Context of Mathematics and Music
Author: Özgül, Ilhan
Date: 2017-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,Accuracy,Mathematics Instruction,Case Studies,Qualitative Research,Preschool Teachers,Geometric Concepts,Algebra,Music Education,Music,Error Patterns,Verbal Communication,Teacher Education Programs,Foreign Countries,Questionnaires,Surveys,Preferences,Undergraduate Students

In this study, the representations preferred by prospective teachers in the teaching of note values were determined and the accuracy of these representations was analyzed in the context of mathematics and music. The case study, one of the qualitative research designs, was used in the study. Study group of the research consisted of 113 pre-school teachers. According to the findings of the research, prospective teachers preferred verbal (92%), note and (80%) real life representations in defining the note values in general terms. On the other hand, geometrical and algebraic representations were preferred at lower rates. The mathematical expressions of the vast majority were found to be correct when the accuracy of representations chosen by the teacher candidates were analyzed. Problems experienced in relation to mathematical expressions in teaching note values include &quot;disproportionate fragmentation,&quot; &quot;modeling error,&quot; and &quot;algebraic error.&quot; On the other hand, representations used in the teaching of note values have generally been unsuccessful in musical expressions; the problems faced in articulation were determined as &quot;not (being able to) showing&quot; note values, &quot;incorrectly showing&quot; quarter note values and &quot;incorrectly defining&quot; note values. The accuracy rates of mathematical expressions are higher than those of musical expressions, regardless of the representation used (note, real life, geometric, verbal, algebraic). In addition, research findings show that prospective teachers who use &quot;four types of representation&quot; in the teaching of note values are more successful in mathematical and musical context than those who use two and three representations.
Determining the Level of Fanaticism and Football Fanship to University Athletes
Author: Altungul, Oguzhan
Date: 2017-11-00
Type: Journal Articles
Subjects: College Athletics,Team Sports,College Students,Scores,Audiences,Advocacy,Student Attitudes,Statistical Analysis,Classification,Athletes,Foreign Countries

It is the area that surrounds the broad masses of football, which includes the economic and social dimensions of the whole world. The reason why soccer is so influential is the question of the amount of football that is interested in football. The reason why soccer is so influential is the question of the amount of football that is interested in football. The concepts (fan, fanatic, and hooligan) that are included in the audience pattern are integrated with the football branch. The aim of this study, which was developed from the basic hypothesis that the opinions of university students on football advocacy / fanaticism levels will be different in terms of various variables, determines the support level of university students. In order to achieve this aim, a total of 438 students from Firat University were applied to the &quot;Football Fanaticism Scale&quot; consisting of 13 questions. University students are called &quot;fanatic&quot; in the total score 13-21, &quot;team supporter&quot; in the interval 22-30, and &quot;footballer&quot; in the range 31-52 points. 66.7% of college athletes are male and 33.3% are female. The majority (54.8%) quit active sports and 45.2% still continue to play active sports. The percentage of active participants in team sports is 61.4%. University athletes categorized themselves as &quot;football lover&quot; (48.2%), &quot;fanatic&quot; (27.6%) and &quot;team supporter&quot; (24.2%) respectively. The average score of university athletes from FFS is; It is in the category of &quot;football lover&quot; with an average score of 36.68 in the range of 31-52 points. There was a meaningful relationship between university sportsmen and men, individual sportsmen and age groups in terms of team support. University sportsmen's interest in football is generally considered to be &quot;football lover&quot; when it is examined in terms of various variables.