ethanporcaro/eric-fulltext-meta huggingface dataset:
Benefits of a Snacking Intervention as Part of a School-Based Obesity Intervention for Mexican American Children
Author: Moreno, Jeannette P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mexican Americans,Obesity,Child Health,Eating Habits,Food,Body Composition,Body Weight,Body Height,Intervention,Nutrition Instruction,Physical Activity Level,Compliance (Psychology),Adolescents,Charter Schools

Objective: To examine the impact of adherence to a healthy snacking component of a 6 month school-based intervention program for overweight and obese children. Design: Randomized controlled intervention trial Methods: Mexican American children who were = 85th percentile for body mass index (BMI) were recruited between 2005-2012 from three Houston schools. Children participated in a 12-week instructor led intensive intervention program that included nutrition education, physical activity, and a snacking component which consisted of a daily choice of peanuts and/or peanut butter snacks. Children (12±0.6 years) (n= 257) were divided into either low or high snacking adherence groups based on their responses on a peanut food frequency questionnaire. The low adherence group reported consuming peanuts or peanut butter = once per week and the high adherence group &gt; once per week over 6 months. Change of BMI, standardized BMI (zBMI), triceps skinfold, and weight were compared at six months of children reporting high and low levels of adherence to the snacking component. Analysis: T-tests were performed with SPSS version 22 with level of significance set at P &lt;0.05. Results: Children in the high snacking adherence group demonstrated significantly greater decreases in BMI (P = 0.021) and zBMI (P = 0.005) at six months compared to the children in the low snacking adherence group. Although triceps skinfold did not significantly decrease, anthropometric measures trended towards significance. Conclusions and Implications: Peanuts provided an acceptable, healthy snack for children. Although peanuts were relatively high in fat, the weight loss intervention of replacing energy-dense and unhealthy snacks with peanuts and peanut butter helped children maintain a healthy body weight.
Does Exposure and Receptivity to E-Cigarette Advertisements Relate to E-Cigarette and Conventional Cigarette Use Behaviors among Youth? Results from Wave 1 of the Population Assessment of Tobacco and Health Study
Author: Nicksic, Nicole E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Advertising,Health Behavior,Smoking,Marketing,Correlation,Adolescents,Parent Child Relationship,Models,Public Policy

Background: E-cigarettes (EC) are the most commonly used tobacco product among youth. Additionally, youth EC users are progressing to smoking conventional cigarettes (CC). Although known to target youth, there are no current restrictions in the US on EC marketing, including advertising. The purpose of this study is to evaluate the relationship between EC advertisements and youth EC and CC use behaviors. Methods: This study analyzed data from youth (12-17 years) aware of EC in Wave 1 (2013-2014) of the Population Assessment of Tobacco and Health (PATH) study (n=12,199). Weighted logistic regression models assessed whether exposure and receptivity to any of five randomized EC ads (two TV and three print) were associated with the outcomes of EC and CC behaviors of ever use, current (past 30 day) use, and susceptibility to future use. Additional analyses determined whether EC advertising exposure and EC and CC behaviors associations were moderated by EC advertising receptivity. All models were adjusted for sociodemographics, other combustible tobacco product use, and parent smoking. Results: EC advertisement exposure was significantly associated to ever and current EC use as well as susceptibility to EC and CC. Conclusion: These findings demonstrate exposure to EC advertisements are particularly associated with EC use behaviors, but could play a role in future CC use as well. Youth who are receptive to EC advertisements appear particularly vulnerable. Further studies should focus on the role of receptivity to EC advertisements among youth in order to support regulatory policy targeting EC advertising.
Trends in Household and Child Food Insecurity among Families with Young Children from 2007 to 2013
Author: Bovell, Allison R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Food,Hunger,Federal Aid,Federal Legislation,Economic Climate,Family (Sociological Unit),Incidence,Child Caregivers,Eligibility,Children,Urban Areas,Low Income Groups,Trend Analysis,Welfare Services

Background: 2007-2013 spanned an economic downturn with rising food costs. While Supplemental Nutrition Assistance Program (SNAP) benefits increased during those years by 13.6% from the 2009 American Recovery Reinvestment Act (ARRA), the impact of these competing conditions on household food insecurity (HFI, household food insecure but child food secure) and child food insecurity (CFI, household and child food insecure) in households with infants and toddlers has not been investigated. Objective: To describe HFI and CFI in households participating in SNAP vs. households likely eligible but not participating (No SNAP). Design: Repeat cross-sectional. Participants/Setting: 19,999 caregivers of children. Children's HealthWatch survey in emergency and primary care departments in 5 US cities. Main Outcome Measures: The 18-item U.S. Household Food Security Survey (HFSS) measured HFI (=3 affirmative responses on non-child-specific questions) and CFI (=2 affirmative responses to eight child-specific questions). Statistical analyses performed: The sample was stratified by SNAP/No SNAP. Multinomial logistic regression analyses examined the association between SNAP receipt and HFI and CFI. Results: Across the study period, controlling for confounders including year, households with SNAP were 17% less likely to experience HFI (AOR 0.83; 95% CI, 0.75, 0.91) and children in households participating in SNAP were 33% less likely to experience CFI (AOR 0.67; 95% CI, 0.60-0.74) than children in the No SNAP group. Conclusions: Receipt of SNAP vs. No SNAP was associated with decreased prevalence of HFI and CFI during much of the economic downturn; this impact waned as the buying power of the boost in benefit amounts during the ARRA period eroded.
Combining Simulation-Based Training and Flipped Classroom in Project Management Learning
Author: Strygacz, Ivan
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Simulation,Teaching Methods,Decision Making,Concept Formation,Management Development,Correlation,Vignettes,Teamwork,Video Technology,College Students,Cross Cultural Studies,Foreign Countries,Grades (Scholastic),Course Descriptions

Every year, countless projects are finished late, go over budget or end up being cancelled, often because their project managers and project teams lack the necessary tools and techniques to support their decision-making. Students of project management courses around the world have difficulty integrating the different knowledge areas of project management, after studying each knowledge area separately. Students then struggle and even fail when it comes to applying these concepts in a real-life project. Simulation-based training contributes to the solution of these problems by linking the concepts learned during a project management course and providing the experience of managing a simulated project that serves as preparation for real life. The objective of this research is to study the impact of simulation-based training and flipped classroom methodology on students learning project management. The contribution of this research is twofold. First, from a theoretical perspective, simulation-based training and flipped classroom methodology literature is enriched and broadened by applying both teaching tools. Second, from a practical perspective, an improvement in results, satisfaction and lessons learned was found when using simulation-based training under flipped classroom methodology compared to simulation-based training in a traditional classroom.
Corpus-Based Evaluation on Instrumental Texts in Textbook
Author: Zhang, Mengqi
Date: 2018-00-00
Type: Journal Articles
Subjects: Course Content,Teaching Methods,Content Analysis,Textbook Content,Semantics,Learning Strategies,Cognitive Style,Cooperative Learning,English for Special Purposes,Second Language Learning,Second Language Instruction,Word Frequency,Computational Linguistics,Taxonomy,Learning Activities

Instrumental texts, as an important part of the textbooks, play an important role in organizing the teaching content and the teaching activities, facilitating the communication of the teacher, students and textbooks. Therefore, it is of great theoretical and practical significance to study and evaluate the instrumental texts of the textbooks. The instrumental texts in Market Leader is adopted as the research object. Content analysis and corpus analysis are applied in this paper. By retrieving their salient lexical and semantic patterns which are further associated with some modern concepts in ESP education, the book is evaluated from the perspective of cognitive strategy, learning styles, the relationship between teaching materials and learners and contextualized language instructions. The results of this study are as following: 1) Teaching notions can be reflected from the instrumental texts. 2) Cooperative learning and learners-centered approach are well shown in this book. Cognitive thinking and situation creation are relatively weak in this book.
Online Students, Where Are They and When Do They Do Homework? Case Study from an Online MS in GIScience Program
Author: Wu, Yi-Hwa
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Teacher Student Relationship,Graduate Students,College Faculty,Geographic Information Systems,Science Instruction,Student Characteristics,Student Attitudes,Assignments,Homework,Working Hours

Online courses provide the flexibility of time and location for both students and educators. From an administration viewpoint, online courses do not require physical classrooms, hence they require less university resources; as such, online courses are often seen as cash cows. Unfortunately, in some cases online courses are still considered second-tier because of delayed interactions between students and faculty members in an asynchronous class. In order for an administration to properly allocate university resources to online faculty, it is essential to know where online students are from. Similarly, online faculty must know when their students conduct course activities in order to provide timely and quality responses. This study examined 97 online students attending an MS in GIScience program over where they are from, and when they do their course activities. Our findings concluded that around 90% of online students were not from the traditional catchment area, and around 70% were from out of state. We also found that an average of 72% of course activities were conducted during weeknights (40%) and weekends (32%).
Inside the Gates: First-Generation Students Finding Their Way
Author: Checkoway, Barry
Date: 2018-00-00
Type: Journal Articles
Subjects: First Generation College Students,College Faculty,Course Selection (Students),Teacher Student Relationship,Anxiety,Culturally Relevant Education,Cognitive Style,Teaching Methods,Learner Engagement,Low Income,Minority Group Students,Organizational Change,Educational Experience

This paper examines what first-generation students face when coming inside the gates of higher education for the first time, an experience which, without preparation by them and their institution, can disorient them to a level of anxiety which affects their learning. The paper identifies issues arising when they are trying to find their way, such as choosing courses whose content feels foreign, and finding professors who can communicate with them in ways which they understand. It draws upon a review of the literature, and the experiences of the author as a first-generation student and, subsequently, a professor.
Examination of Cultural and Gender Similarities and Differences among Canadian and U.S. College Students on a Measure of Manifest Anxiety
Author: Lowe, Patricia A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Differences,Gender Differences,Cross Cultural Studies,Anxiety,Measures (Individuals),Physiology,Test Anxiety,Deception,Error of Measurement,Mental Health Workers,Undergraduate Students,Foreign Countries

A measurement invariance study was conducted among 1,344 college students from Canada and the United States on an anxiety measure specifically designed for the college student population to determine whether the construct of anxiety was equivalent across country (Canada, United States) and gender. In addition, country and gender differences were examined on the anxiety measure. The Adult Manifest Anxiety Scale-College Version (AMAS-C) was administered to the college students online. The AMAS-C consists of four anxiety (Physiological Anxiety, Social Concerns/Stress, Test Anxiety, and Worry/Oversensitivity) subscales, a Total Anxiety scale, and a Lie scale. Results of tests of measurement invariance found the construct of anxiety equivalent across country and gender and latent mean analyses found gender differences, but no country differences, on the AMAS-C anxiety factors. Implications of the findings for mental health professionals, educational practitioners, and current and future researchers who work with or who will work with the undergraduate student population in Canada are discussed.
A Study of Pragmatic Function of Speech Acts in Mission Statements on the Basis of Adaptation Theory
Author: Mengqi, Zhang
Date: 2018-00-00
Type: Journal Articles
Subjects: Pragmatics,Speech Acts,Institutional Mission,Competition,Linguistic Theory,Word Frequency,Discourse Analysis,Writing Skills,Position Papers,Word Lists,Foreign Countries,Chinese,English (Second Language),Humor,Translation

Corporate mission, a core part of corporate culture, plays an important role in the development and competition of companies. The study of mission statements is beneficial to both companies and stakeholders. This paper explores corporate mission from the perspective of linguistics on the basis of speech act theory and adaptation theory and reveals that assertives account for a large proportion with a small proportion of commissives and zero proportion of directives, expressives and declarations. Some skills can be used to polish the language of mission statements, like pun, personification and parallel structures. And some high frequency words are summarized. Several characteristics and writing skills are summarized about mission statements. The criteria of judging whether the mission statements are good or not are given in this paper.
It Still Takes a Village: An International Perspective on Technology and Mentorship in the Northwest Corridor
Author: Rhee, Marsha W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,Foreign Countries,Undergraduate Students,Student Research,Educational Technology,Secondary Schools,Secondary Education,College School Cooperation,Partnerships in Education

This undergraduate research is part of a new student-mentorship initiative on campus, Success Through Academic Research (STAR), sponsored by the Metropolitan College. Utilizing community-based applied action research, researchers developed a case study on secondary classroom technology usage in IPRC-Kigali, Rwanda, East Africa and in West Mecklenburg High School, Charlotte, North Carolina, United States. The objective of this research was to compare and contrast the educational technology divides at these two secondary institutions. Working with one focus group from each secondary institution, researchers were able to establish an online repository for data collection purposes. In both focus groups--IPRC-Kigali and West Mecklenburg High School--educational technology was imperative as both southern Rwanda and the Northwest Corridor of Charlotte, North Carolina, work to improve overall conditions of their respective communities. In this case study, we collected and assessed not only the computer-generated statistics but also the personal narratives of the students and staff constituting these communities as we sought parallels that yield technology support for both global communities. Face-to-face interviews, web-based networks, field observations, international communiqués, and extensive scholarship review have provided research inroads for addressing the technological needs of students from Rwanda to the Northwest Corridor of Charlotte, NC.
Exploring the Undergraduate Students Perception on Translation--A Preliminary Step to Teach Translation in EFL Classes
Author: Siregar, Roswani
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Questionnaires,Translation,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Activities,Foreign Countries,Learning Strategies,Learning Motivation,Economics Education,Engineering Education,Cultural Awareness

As we live in a world where English is a dominant language and the use of communication technology become part of our daily lives, we encounter many opportunities that deals with it. The studies on integration of translation-based learning activities in English as Foreign Language (EFL) classrooms is growing in recent years. But little known in Indonesia. The aim of this study is to explore the students perception on the current EFL learning in classroom, and their perception on translation as useful tools in language learning. The students perception is collected by online-questionnaire via Google Forms. The questionnaire comprises of ten questions that covers the students experiences in translation, learning methods, translation aid tools, preferred text materials, course length expection and willingness to attend the course. Based on data analysis result, the student perception and willingness to learn translation is determined. Student perception is crucial factor for teacher in helping the student to develop an effective learning and develop translation course design in university setting.
Building Writing Skills in English in Fifth Graders: Analysis of Strategies Based on Literature and Creativity
Author: Niño, Fernando López
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Writing Skills,Second Language Learning,English (Second Language),Elementary School Students,Grade 5,Creativity,Writing Strategies,Writing Improvement,Error Patterns,Writing Processes,Game Theory

The present article is centered on the description and analysis of the process of action-research followed by a group of twenty eight fifth graders of primary level in a public school in Colombia who improved their writing ability in English as a Foreign Language through the application of several creativity writing strategies. Among those strategies we can count the use of acrostics, calligrams, comic strips and posters, connecting children with fiction and real information taken from subjects taught at school. This research was designed with the objective of developing writing skills in a creative way, based on qualitative and quantitative methods by using surveys, checklists, field notes and a final interview to collect data. Findings revealed that writing mistakes were diminished after each one of the sessions application. Additionally, children were motivated to write in English and to assume different positions about topics of their interest from the advantages provided from new knowledge acquired about diverse topics related to their lives.
The Effect of the 6+1 Trait Writing Model on ESP University Students Critical Thinking and Writing Achievement
Author: Qoura, Ali A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Instructional Effectiveness,Models,English for Special Purposes,Critical Thinking,Writing Achievement,College Students,Writing Skills,Teaching Methods,Experimental Groups,Control Groups,Scores,Foreign Countries,Writing Tests,Scoring Rubrics

The aim of this study was to determine the effectiveness of the 6+1 trait writing model on ESP university students' critical thinking and writing achievement. It was assumed that students who receive training using the 6+1 trait writing model would reveal greater gains in critical thinking and writing achievement. Six instruments -designed by the researchers- included: (critical thinking skills checklist, writing skills checklist, critical thinking skills test, writing skills test and scoring rubric for critical thinking and analytic scoring rubric for writing) were used for data collection. Results revealed that the traditional method used to teach writing is not as effective as the 6+1 trait writing model that developed critical thinking and writing achievement. The experimental group outdid their counterparts in the control group in critical thinking and writing performance test scores.
Engaging Students in Disaster Relief Training Exercises
Author: Fisher, John R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Emergency Programs,Crisis Management,Management Systems,Natural Disasters,Training,Student Participation,College Students,Critical Thinking,Experiential Learning,Simulation,Planning,Readiness,Leadership,Teamwork,Cultural Awareness,Field Experience Programs,Self Esteem,Trust (Psychology),Case Studies,Foreign Countries

Incorporating National Incident Management System training and exercise principles into homeland security and emergency management learning can help university students develop emergency response capabilities through practical application of knowledge in simulated incidents. In addition, they gain team-building and leadership skills, establish relationships with professionals that will carry forward into their careers, and obtain confidence in their abilities to respond under pressure to simulated critical incidents. This case study describes student experience in disaster relief and humanitarian service exercises in the United States, Kosovo, and the Former Yugoslavian Republic of Macedonia. The DEAL approach to critical thinking is used to provide student feedback concerning the use of exercises as an applied-learning tool.
Towards a Pedagogy of Internships
Author: King, Mary A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Internship Programs,Teaching Methods,Experiential Learning,Career Exploration,Intellectual Disciplines,Individual Development,Undergraduate Students,Citizen Participation,Learner Engagement,Reflection,Professional Development,Work Experience,Partnerships in Education,School Community Relationship,Phenomenology

This paper responds to the relatively scant literature on effective learning practices in one area of applied learning: internships. This dearth of literature is striking given the growing body of research and knowledge in such applied learning contexts as undergraduate research, study away experiences, community-based research, and service-learning. The authors describe an emerging pedagogy of academic internships that frames essential components of effective learning practices for this form of experiential education. The article explores two broad pedagogical questions: What can be learned in an academic internship? And, what principles and theories foster that learning? Domains and dimensions of learning are broadly considered and the theories and principles that comprise what the authors refer to as &quot;pedagogical cornerstones&quot; of effective learning in academic internships are explored. Select, hallmark formats of effective learning practices are described.