ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Interaction and &quot;Real Information Flow&quot;: Contrasts between Talking about Interdisciplinarity and Achieving Interdisciplinary Collaboration
Author: Smithson, Janet
Date: 2012-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Cooperation,Research,Computer Mediated Communication,Discussion Groups,Communities of Practice,Researchers,Interaction,Barriers,Discourse Analysis,Foreign Countries

In this article we study how members of an interdisciplinary research team use an online forum for communicating about their research project. We use the concepts of &quot;community of practice&quot; and &quot;connectivity&quot; to consider the online interaction within a wider question of how people from different academic traditions &quot;do&quot; interdisciplinarity. The online forum for this Grey and Pleasant Land project did not take off as hoped, even after a series of interventions and amendments, and we consider what the barriers were and how they might be overcome. Barriers to involvement included participants' expectations of interaction and collaboration--expectation that real interaction happens elsewhere, tensions between academic discourse and forum talk norms, unfamiliarity with the technology, and different conceptions of appropriate academic discussion. We suggest that common academic practice does not prepare us well for creating interdisciplinary research communities through online collaboration tools, whereas such tools are our best bet currently for including geographically dispersed members in collaborative projects. Therefore, careful planning and competence building would be necessary if such tools are to be used in collaborative research. Suggested interventions, based on our experience, include providing a more focused forum, making technical support easily available, and setting up particular tasks or items to debate, within a preset, synchronous timeframe, focusing on issues relevant to the project at that time.
Clinical Profile of Children and Adolescents Attending the Behavioural Paediatrics Unit OPD in a Tertiary Care Set up
Author: Jayaprakash, R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Profiles,Adolescents,Children,Pediatrics,Hospitals,Incidence,Behavior Problems,Family Relationship,Developmental Disabilities,Clinics,Foreign Countries,Psychiatry

Background: There are limited studies on the clinical profile of children attending child guidance clinic under Paediatric background. Aims: To study clinical profile of Children &amp; adolescents attending the Behavioural Paediatrics Unit (BPU) OPD under department of Paediatrics in a tertiary care set up. Methods: Monthly average turnover in the OPD was calculated from the sample collected during the period from 1.06.2010 to 31.05.2011. The diagnostics was done using the ICD-10. Results: Totally 264 children attended the unit on an average in a month out of total 9750 children attended the parent Paediatrics OPD. Hospital based prevalence is 2.71%. There was male preponderance (63.63%) and majority of the children were in the age group of 6-12 years (60.98%). Developmental disorders (34.46%) were commonest, followed by externalizing disorders (34.09%), internalizing disorders (15.9%), somatoform disorders (12.12%) and miscellaneous group (15.15%). Dysfunctional type of family was noticed in 31.8%. (Contains 1 table and 5 charts.)
Paedatric Autoimmune Neuropsychiatric Disorder Associated with Streptococcal Infection in an Indian Adolescent--A Case Report
Author: Sharma, Sachin
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,Anxiety Disorders,Clinical Diagnosis,Communicable Diseases,Child Health,Foreign Countries,Symptoms (Individual Disorders),Behavior Disorders,Neurological Impairments,Brain Hemisphere Functions

Pediatric Autoimmune Neuropsychiatric Disorders associated with Streptococcal infection (PANDAS) is a unique constellation of signs and symptoms that exist in a subset of children with rapid onset or exacerbation of obsessive-compulsive disorder (OCD) and/or tic disorders due to an initial autoimmune reaction to a Group A Beta Hemolytic Streptococcas (GABHS) infection which produce antibodies that interfere with the basal ganglia function. In PANDAS the usual onset is known to be before 12 years of age, however, it may also present (although rarely) in adolescence. With an aim to substantiate the existing database as well as create awareness about the same we report a case of PANDAS with adolescent onset. (Contains 1 table.)
Quality of Mother-Infant Interactions in Maternal Emotional Disturbance: A Pilot Study
Author: Singhal, Meghna
Date: 2012-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Emotional Disturbances,Video Technology,Mothers,Comparative Analysis,Infants,Toddlers,Interaction,Affective Behavior,Play,Psychopathology,Foreign Countries,Individual Characteristics

Aim: The present study aimed to examine the quality of mother-infant interactions in emotionally disturbed (ED) mothers. Method: 20 mothers with or without ED and their infants (12-24 months) participated in the study, which involved the mothers interacting with their infants with a toy in a structured play situation. These interactions were video-recorded behaviours. Results: Significant differences were obtained on all the behaviour scales between both the groups. Mothers with ED and their infants displayed more negative or neutral interaction as compared to control mothers and their infants. The interactions of the mother-infant dyads were also less positive in mothers with ED than in control mothers. Conclusions: The study suggests that the presence of ED in mothers is associated with overall less optimal mother-infant interactions than is evident in demographically similar mothers without ED. This study helped confirm previous findings but also demonstrated impact of maternal emotional disturbance on mother-infant interactions not detailed in literature. (Contains 6 tables.)
Habit Reversal Therapy--An Effective Treatment Modality in Adolescent Trichotillomania: A Case Report
Author: Kar, Sujit Kumar
Date: 2012-00-00
Type: Journal Articles
Subjects: Therapy,Habit Formation,Behavior Disorders,Self Control,Foreign Countries,Case Studies,Cognitive Restructuring,Behavior Modification,Counseling Techniques,Drug Therapy,Adolescents

Trichotillomania is an impulsive control disorder not so commonly encountered in psychiatric clinical practice. Usually patients visit to dermatologists for hair loss and subsequently being referred to psychiatrists. It is characterized by impulsive hair pulling leading to hair loss. It may follow biting the hairs and even swallowing of hairs leading to adverse sequel like trichobezoars. In the treatment of trichotillomania, selective serotonin reuptake inhibitors (SSRI), behaviour therapy and cognitive behaviour therapy are found to be effective. Among the behavioural techniques, Habit Reversal Therapy (HRT) is being proved to be highly effective. HRT is commonly tried in adult populations in comparison to paediatric population. Among the SSRIs, fluoxetine and paroxetine are commonly used. In this case report, unique combination of habit reversal therapy with Escitalopram was tried in an adolescent girl with trichotillomania which was found to be highly effective.
Use of Vineland Adaptive Behavior Scales-II in Children with Autism--An Indian Experience
Author: Manohari, S. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Adjustment (to Environment),Measures (Individuals),Autism,Foreign Countries,Pervasive Developmental Disorders,Intelligence,Cognitive Ability,Behavior Problems,Cultural Differences,Gender Differences,Sex Role,Daily Living Skills,Young Children,Communication Skills,Interpersonal Competence,Psychomotor Skills,Psychometrics,Test Validity

The Vineland Adaptive Behavior Scales-II Edition 2005 (Vineland-II) is useful in assessing abilities in autism spectrum disorder, where an accurate assessment of intelligence using standardized tools is difficult both due to the unique social and communication difficulties that these children present with and the behavioral issues that occur as co-morbidity. We describe the scale and our experience in using the scale. Difficulties in administration of the scale to Indian children are illustrated. The main reasons for these difficulties center on cultural differences in gender roles an differences in the way some self-care tasks are performed. (Contains 2 tables.)
The Importance of Emotional Insight in Cognitive Behaviour Therapy for Anorexia Nervosa: An Adolescent Case Study
Author: Rupa, Megha
Date: 2013-00-00
Type: Journal Articles
Subjects: Eating Disorders,Therapy,Counseling Theories,Adolescents,Case Studies,Cognitive Restructuring,Behavior Modification,Outcomes of Treatment

Anorexia nervosa is a rare but sever psychiatric disorder in adolescence, with chronicity and death being the most feared consequence. Emotional Insight into one's problem is considered a key determinant of success in therapy. The following case study of a 14-year-old client, describes the process of therapy as it unfolded across 45 sessions. An eclectic therapeutic approach comprising cognitive behavioural therapy along with some psychodynamic principles and supportive techniques was adapted. A lack of emotional insight was hypothesized as the missing link between an intellectual understanding of her illness and recovery from it. Process, outcome, and active therapeutic ingredients in individual therapy are described. (Contains 2 figures.)
Should I Let My Child Watch Television?
Author: Bharadwaj, Balaji
Date: 2013-00-00
Type: Journal Articles
Subjects: Television Viewing,Child Development,Social Isolation,At Risk Persons,Autism,Incidence,Etiology,Symptoms (Individual Disorders),Genetics,Environmental Influences,Foreign Countries,Mass Media Effects

While the prevalence of autism has been increasing globally, there is a search for the causative factors behind the rise. The point of view presented here examines the possibility of children brought up in social deprivation and watching television being at higher risk for developing autistic symptoms. The association is evident in the clinical experience of child psychiatrists and in several recent studies. There is no conclusive evidence for a causative role for increased television viewing causing autistic disorder. However, caution may need to be exercised in those children who are at risk.
An Analysis of Access Barriers to Post-Secondary Education
Author: Vaccaro, Angelo
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Background,Foreign Countries,Employment Potential,Higher Education,Barriers,Access to Education,Compensation (Remuneration),Academic Achievement,Low Income,Educational Demand,School Location,Indigenous Populations,Gender Differences

Post-Secondary Education (PSE) in Ontario and in Canada has expanded on both the demand and supply sides in the last couple of decades. As of 2007, 50% of the population aged 18 to 24 was enrolled in post-secondary institutions. Enrolment in Ontario universities grew from 10,000 in 1960 to approximately 400,000 in 2007 (Clark, Moran, Skolnik, &amp; Trick, (2009). The federal and provincial governments have pushed institutions to increase their capacity, especially at the university level, because of the belief that knowledge is a means of power and economic stability. On the demand side, Canadians understand and are aware of the advantages that PSE offers. Canadians believe that PSE, especially university, will provide their children with higher wages, economic stability, and secure job employment. Considering the importance of PSE, the questions that naturally arise are who has access to PSE and should this access be equal for all Canadian citizens? In this paper, the author proposes to identify the various barriers to access to PSE and to argue that financial constraints, cultural background, and academic achievements are the main determinants in attending PSE. (Contains 2 tables and 1 endnote.)
Under-Represented Groups in Post-Secondary Education in Ontario and the Republic of Ireland
Author: Cheng-Hoy, April
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Secondary Education,Low Income Groups,Educational Attainment,Parent Background,Barriers,Disabilities,Money Management,Knowledge Level,Disproportionate Representation,Access to Education,Resources,Comparative Analysis

Increasing access to and participation in post-secondary education (PSE) for students with disabilities, from low-income families, and with parents who do not have any PSE are common issues that Ontario and the Republic of Ireland are currently facing. The barriers confronted by these under-represented groups in both PSE systems are often complex, multi-facet, and interrelated. Based on the research conducted, the author can tentatively conclude that the PSE system in Ontario and the Republic of Ireland are very similar. Therefore, it is not surprising that there are no major differences between the two systems except for the pathways to PSE although the underlying theme of streaming is evident in both systems. A common issue that Ontario and the Republic of Ireland face is the lack of financial literacy that students have about the available resources and this issue applies to students from all income levels (Frenette &amp; Robson, 2011). Therefore, governments and institutions need to take proactive actions to ensure that prospective and current students are knowledgeable about the pathways to PSE and informed about the financial resources that are available to them. This paper offers several general strategies that Ontario and the Republic of Ireland can utilize to increase access to and participation in PSE and discusses several areas for future research. (Contains 3 endnotes.)
College-University Transfer Programs in Ontario: A History and a Case Study
Author: Hurlihey, Victoria
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Articulation (Education),Foreign Countries,Transfer Programs,Student Mobility,Case Studies,Intercollegiate Cooperation,Postsecondary Education

In Ontario, the topic of increasing transferability between colleges and universities has recently attracted the attention of numerous individuals in the fields of higher education, politics and the local media--many of whom have suggested that increasing the availability of college to university transfer programs, also known as articulation agreements, would facilitate pathways to higher education for a greater number of students from diverse backgrounds. However, there are many issues surrounding the transfer of students from colleges to universities in Ontario, most of which are connected to the historical structure of the system of postsecondary education in the province. In this paper, the author argues that facilitating pathways between colleges and universities in Ontario will create a more socially equitable system of postsecondary education in the province for students who, for various reasons, do not have direct access to undergraduate university admission following high school. Such pathways will also facilitate student mobility between college and university programs for students who wish to gain a more diverse postsecondary education which will meet their specific career goals and interests. The author will frame her argument by examining the historical background of the structure of the Ontario postsecondary system, as well as reviewing the existing literature and research. She will also provide a case-study of the recently created transfer agreement between Seneca College and Woodsworth College at the University of Toronto, Faculty of Arts and Science, which has experienced much success. She believes that identifying the aspects of the Seneca-Woodsworth transfer program which have led to its success will strengthen the argument in favour of greater transferability between colleges and universities in this province, as well as provide guidelines for the creation of such programs in other postsecondary institutions. (Contains 6 endnotes.)
Transforming Teaching and Learning through the Virtual Classroom
Author: Dougherty, Kevin J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Foreign Countries,Postsecondary Education,Technology Uses in Education,Enrollment,Information Technology,Technological Advancement,Internet,Handheld Devices,Open Universities

There is a perfect storm brewing in post-secondary education (PSE) in Ontario. Four major forces are combining in this storm, an ever growing higher education participation rate, the growing demand for effective and timely knowledge delivery, the need to drastically alter how one views teaching and learning, and accelerated technological changes. These forces are compelling educators to re-think their roles in, and out of the classroom. During the summer of 2012, Glen Murray, the Minister of Training, Colleges and Universities (MTCU), hosted a number of round table discussions with stakeholders from colleges and universities across the province to discuss these critical issues and attempt to formulate a strategy for sustainable change in PSE in Ontario (Ministry of Training, Colleges and Universities [MTCU], 2012). This paper reviews the forces driving the need for change in teaching and learning and presents emergent and existing technologies that may help to transform PSE in Ontario.
Recognizing a Centre of Excellence in Ontario's Colleges
Author: Litwin, Jeffrey M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Intellectual Disciplines,Foreign Countries,Expertise,Higher Education,Colleges,Leadership

The term &quot;Centre of Excellence&quot; is increasingly used by Ontario's colleges with the expectation of portraying a superior level of proficiency, expertise, or investment in a particular academic discipline or program cluster. This paper proposes that the term Centre of Excellence should have a clearer definition so that when one of Ontario's colleges uses it, the reader will have a better sense of its meaning by initiating a discussion as to how this definition might be framed from a measurement perspective. Creating a Centre of Excellence in a college in Ontario can be an important method of enhancing reputation since it differentiates a college from other colleges and universities in its catchment area. As such, it is an important strategic asset. The purpose of this paper is to broaden the discussion about the casual and possible over trivialization of the use of the term &quot;Centre of Excellence&quot; by forwarding measures and categories of measures that will help determine whether such a condition has developed or is emerging.
Health, Austerity and Affluence
Author: Poland, Blake
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Public Health,Conferences (Gatherings),Access to Health Care,Health Services,Delivery Systems,Political Issues,Health Care Costs,Resource Allocation,Role of Education,Advantaged,Disadvantaged,Living Standards,Quality of Life

On September 28, 2012, the postgraduate students of the Dalla Lana School of Public Health at the University of Toronto organized a conference on the theme of &quot;Health, Austerity and Affluence.&quot; It brought together academics, health-care professionals and public policy makers in a forum to discuss effective health care delivery at a time when the gap between wealth and poverty appears to be increasing while, at the same time, governments are imposing austerity measures on public spending--not least in the field of public health. The remarks by Dr. Blake Poland are of direct importance not only to college students and teachers in Nursing and related health-care programs, but also to any educators who understand that education is an inherently moral and political practice: moral because it is deeply infused with values, and political because those values are essentially contested. Most obviously in vocational pursuits involving the creation and distribution of public services and private commercial enterprise, but even in the most instrumental and technical fields, education involves a continuing dialogue about what knowledge is &quot;for&quot; and how the use of knowledge adds to or detracts from the common good.
Status of Assistive Technology Instruction in University Personnel Preparation Programs
Author: Bausch, Margaret E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Technology,Assistive Technology,Professional Development,Skill Analysis,Skill Development,Capacity Building,Knowledge Level,Barriers,Program Implementation,School Surveys,Questionnaires,Teacher Education Programs,Instructional Effectiveness,Educational Needs

The reauthorization of IDEA mandates that students with a disability must be considered for assistive technology (AT). However, in order to implement the mandate, teachers and related service personnel must be knowledgeable about many aspects of AT. The purpose of this study was to gauge the extent to which personnel preparation programs believe they prepare their graduates to implement AT in their future roles. Participants from 231 institutions of higher education (IHEs) completed the survey. Results indicate that the majority of the respondents provided some AT instruction but had a &quot;limited number&quot; or &quot;no&quot; AT devices available to them. Participants also indicated the major barriers to including AT in their curriculum; however, of value are the suggestions for promising practices that could benefit other IHEs that are providing or wanting to provide AT coursework. Ideas for practice are categorized and include collaboration strategies, college initiatives, student assignments, and alternate instruction. (Contains 3 tables.)
Educators: Are Web-Based Resources an Effective Means for Increasing Knowledge in Higher Education?
Author: Courtad, Carrie Anna
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Assistive Technology,Lecture Method,Preservice Teachers,Intermode Differences,Electronic Learning,Web Based Instruction,Teaching Methods,Achievement Gains,Knowledge Level,Knowledge Base for Teaching,Regular and Special Education Relationship,Academic Accommodations (Disabilities),Instructional Effectiveness

Many institutions of higher education (IHEs) that prepare teachers encounter the challenge of increasing requirements of general education preservice teachers so they are properly prepared to teach all students, including those with disabilities. This study examined the impact of a Web-based resource on preservice general education teachers' knowledge regarding assistive technology in the general education classroom. A total of 99 participants enrolled in general education content courses participated in the study. Five different conditions were assessed involving various aspects of a Web-based resource as compared to traditional lecture. Results indicate that required use of a Web-based resource with a graded assignment produced the same results as traditional lecture. However, the Web-based resource as a stand-alone program was not an effective means for increasing preservice teacher knowledge of assistive technology. A Web-based resource could potentially be an efficient and effective way under specific conditions to prepare preservice teachers for diverse classrooms in the 21st century. (Contains 2 tables.)