ethanporcaro/eric-fulltext-meta huggingface dataset:
The Science of Climate Change
Author: Oppenheimer, Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: Climate,Sciences,Evidence,Causal Models,Prediction,Trend Analysis,Children,Child Health,Water,Supply and Demand,Natural Disasters,Physical Health,Food,Well Being,Depleted Resources,Natural Resources,Pollution,Public Policy,Science and Society

Michael Oppenheimer and Jesse Anttila-Hughes begin with a primer on how the greenhouse effect works, how we know that Earth is rapidly getting warmer, and how we know that the recent warming is caused by human activity. They explain the sources of scientific knowledge about climate change as well as the basis for the models scientists use to predict how the climate will behave in the future. Although they acknowledge the large degree of uncertainty that surrounds predictions of what will happen decades or even centuries in the future, they also emphasize the near certainty that climate change has the potential to be extremely harmful to children. Most children around the world will face hotter, more extreme temperatures more frequently. Higher temperatures will directly affect children's health by increasing the rates of heatstroke, heat exhaustion, and heat-related mortality. Excessive heat is also likely to affect children indirectly by disrupting agricultural systems, driving up prices, and increasing food scarcity. Many of the world's children may see local demand for water outstrip supply, as shifting precipitation patterns dry out some regions of the world, make other regions wetter, and increase the frequency of both unusually dry periods and unusually severe rains. Mountain glaciers will recede further, significantly reducing storage of winter snows and thus springtime runoff, which has traditionally been used to water fields and recharge reservoirs. Melting ice will also raise sea levels, triggering direct physical threats to children through flooding and erosion and indirect threats through migration and expensive adaptation. Climate change is also expected to make weather-based disasters more frequent and more damaging. This is particularly worrisome for children, not only because of the physical peril disasters pose but also because disasters can have debilitating long-term indirect effects on children. Damage to ecosystems from climate change may also harm children; for example, acidification the world's oceans will reduce food supplies, and disease-carrying insects will invade new areas in response to changing rains and temperatures. In the face of such dire forecasts, Oppenheimer and Anttila-Hughes argue, climate change forces us to directly confront the value we put on future children's wellbeing. Fortunately, we have reason for hope as well as for concern: &quot;History,&quot; they write, &quot;has demonstrated time and again that humans can tackle uncertain threats in times of need.&quot;
Mobilizing Political Action on Behalf of Future Generations
Author: Aldy, Joseph E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Climate,Activism,Political Influences,Economic Factors,Advocacy,Sustainability,Corporations,Policy Analysis,Cost Effectiveness,Generational Differences,Accountability,Stakeholders,Public Policy,Policy Formation,Institutional Characteristics,Environmental Education,Conservation (Environment),Sustainable Development,Futures (of Society)

Our failure to mobilize sufficient effort to fight climate change reflects a combination of political and economic forces, on both the national and the global level. To state the problem in its simplest terms, writes Joseph Aldy, future, unborn generations would enjoy the benefits of policies to reduce carbon emissions whereas the current generation would have to bear the costs. In particular, incumbent firms--politically influential fossil-fuel companies and fossil fuel--intensive industries, which are now reaping substantial returns from a status quo that fails to address climate change--might face significant losses from policies that discourage carbon emissions. On the other hand, insurgent firms--companies that are investing in low- and zerocarbon technologies--stand to gain. Aldy analyzes durable, successful public policies in US history whose costs and benefits accrued to different groups--the 1935 Social Security Act, the 1956 Interstate Highway Act, and the 1970 Clean Air Act Amendments. Those policies differ from climate change policy in important ways, but they nonetheless offer lessons. For example, designing climate policy to deliver broad, near-term benefits could help overcome some of the political opposition. To do so might require linking climate change with other issues, or linking various interest groups. We might also win support from incumbent firms by finding ways to compensate them for their losses under climate change policy, or use policy to help turn insurgent firms into incumbents with political influence of their own. Finally, we might account for and exploit the veto points and opportunities embedded in our existing political institutions.
Weighing the Costs and Benefits of Climate Change to Our Children
Author: Dietz, Simon
Date: 2016-00-00
Type: Journal Articles
Subjects: Climate,Children,Futures (of Society),Well Being,Costs,Economics,Cost Effectiveness,Risk,Population Trends,Environment,Ethics

Our efforts to put the brakes on climate change or adapt to a warming climate present a fundamental tradeoff between costs borne today and benefits that accrue to the children and grandchildren of the current generation. In making investments today that affect future generations' prospects, we need to think carefully about how we value their welfare compared to our own. A common economic formula recommends giving up only 5 cents today for every dollar of benefits 100 years in the future; we call this &quot;discounting&quot; the future. Underlying this approach is the assumption that future generations will be much better off than our own, just as we are much wealthier than our ancestors were. Would our descendants' agree with this approach? Are there reasons to put more value on future benefits? William Pizer, Ben Groom, and Simon Dietz discuss three possible reasons that we might put a higher value on future benefits. First, people disagree considerably about the correct discount rate. Other plausible interpretations of society's preferences or observed data could increase the weight we place on future benefits by as much as a factor of five. Second, we may have failed to correctly value future climate change impacts, particularly those related to the loss of environmental amenities that have no close monetary substitutes. Third, we may not be properly valuing the risk that a warming climate could cause sudden and catastrophic changes that would drastically alter the size of the population. Ultimately, the authors write, many of the choices about how we value future generations' welfare come down to ethical questions, and many of the decisions we must make come down to societal preferences--all of which will be difficult to extract from data or theory.
Visual and Analytic Strategies in Geometry
Author: Kospentaris, George
Date: 2016-00-00
Type: Journal Articles
Subjects: Visual Perception,Geometry,Spatial Ability,Geometric Concepts,Mathematics Instruction,Grade 11,Secondary School Mathematics,Comparative Analysis,Knowledge Level,Abstract Reasoning,Mathematics Achievement,Correlation,Hypothesis Testing,Mathematics Teachers,Secondary School Teachers,Reliability,Grades (Scholastic),Foreign Countries,Regression (Statistics)

We argue that there is an increasing reliance on analytic strategies compared to visuospatial strategies, which is related to geometry expertise and not on individual differences in cognitive style. A Visual/Analytic Strategy Test (VAST) was developed to investigate the use of visuo-spatial and analytic strategies in geometry in 30 mathematics teachers and 134 11th grade students. Students' performance in the VAST was also compared to performance in tests of visuo-spatial abilities, of abstract reasoning, and of geometrical knowledge. The results showed high performance of all the participants in the VAST items that could be solved by relying on visuo-spatial strategies. However, only the math teachers showed high performance in the VAST items that required the application of analytic geometrical strategies. There were high correlations between the students' performance in the tests of visuo-spatial and abstract reasoning abilities and the VAST Analytic Strategies scale, but the contribution of these tests to the VAST analytic performance became statistically insignificant when geometrical knowledge was used as a mediating factor. The implications of this work for the learning and assessment of geometrical knowledge are discussed.
The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology
Author: Vokatis, Barbara
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Inquiry,Innovation,Barriers,Capacity Building,Elementary School Teachers,Professional Identity,Grounded Theory,Teacher Attitudes,Observation,Teacher Student Relationship,Problem Solving,Communities of Practice,Teacher Collaboration,Educational Improvement,Teacher Administrator Relationship,Principals,Case Studies,Interviews,Problem Based Learning,Teacher Empowerment,Foreign Countries

Diffusing inquiry-based pedagogy in schools for deep and lasting change requires teacher transformation and capacity building. This study characterizes the professional identity of three elementary school teachers who have productively engaged in inquiry-based classroom practice using knowledge building pedagogy and Knowledge Forum, a collaborative online environment. Grounded theory analysis of teacher interviews, supplemented with field observations, highlights five distinctive features of the teachers' identity: (a) Teachers as professional knowledge builders to explore new visions of teaching for continual improvement of knowledge building; (b) Teachers as co-learners to form symmetrical relationships with students so they can take on the highest level of responsibility; (c) Teachers as problem-solvers and barrier-breakers holding a proactive stance toward the contexts of practice; (d) Teachers as members of a professional community that encourages collaboration, innovation, and continual improvement; and (e) An empowering relationship with the Principal who supports teacher innovation and collaboration.
Characteristics of Jesuit Colleges and Universities in the United States: A Reciprocal Interdependence Analysis
Author: LaBelle, Jeffrey
Date: 2016-05-00
Type: Journal Articles
Subjects: Church Related Colleges,Universities,Institutional Characteristics,Catholics,Institutional Mission,Religious Factors,Educational Change,Intercollegiate Cooperation,Data Analysis,Core Curriculum,Content Analysis,Documentation,Leadership,Integrity,School Culture,Student Personnel Services,Service Learning,Clergy

What common values do diverse Jesuit institutions share? In what ways are Jesuit colleges and universities working to maintain mission, identity, and traditions within the context of 21st-century higher education? To ground their response to these questions, the researchers first review the historical and ecclesial developments that have influenced the mission and identity of Catholic institutions of higher education (IHEs). They discuss the resulting changes in the vision of US Jesuit colleges and universities and trace the impact of the theological shift fostered by Vatican II documents and the Land O'Lakes statement on Catholic colleges and universities in general and Jesuit institutions in particular. Finally, the study critically analyzes the reciprocal interdependence of the seven AJCU characteristics to provide insights and recommendations for implementation of a reimagined articulation of Jesuit, Catholic mission and identity for member institutions, and other Catholic IHEs.
Effectiveness of a Parent-Child Home Numeracy Intervention on Urban Catholic School First Grade Students
Author: Lore, Millicent D.
Date: 2016-05-00
Type: Journal Articles
Subjects: Intervention,Numeracy,Parent Child Relationship,Family Environment,Elementary School Students,Catholic Schools,Mathematics Achievement,Control Groups,Parent Role,Family School Relationship,Achievement Gains,Standardized Tests,Mathematics Tests,Experimental Groups,Urban Schools,Pretests Posttests,Statistical Analysis

Catholic social teaching affirms the primary role of parents in their children's education, as well as the importance of forging a positive home-school partnership. The purpose of this article is to provide empirical evidence for further cultivating a collaborative, home-school relationship aimed at improving the mathematics performance of Catholic school first grade students by training parents as providers of at-home numeracy support. The participants included 60 parents (29 Black; 2 Asian; 1 Latino; 26 White; and 2 other) from two urban, Catholic schools. Parents randomly assigned to the experimental group received numeracy training and materials and, then, implemented a 15-week home numeracy intervention. Results revealed that students in the treatment group (or those who received the parent-child home numeracy intervention) made large and statistically significant gains in their mathematics achievement, measured by a standardized test, as compared to the control group.
A Standards-Based Approach to Catholic Principal Preparation: A Case Study
Author: Morten, Sandria D.
Date: 2016-05-00
Type: Journal Articles
Subjects: Case Studies,Academic Standards,Principals,Administrator Education,Training Methods,Competency Based Teacher Education,Leadership Training,Graduation Requirements,National Standards,Benchmarking,Alignment (Education),College Programs,Church Related Colleges,Catholics

Illinois' recent redesign of the principal certification program requires the integration of the Interstate School Leaders Licensure (ISLLC) standards as well as the Southern Regional Education Board Critical Success Factors standards into the coursework and internship, establishing a focus on preparation for instructional leadership. The alignment to secular standards poses a challenge for Catholic institutes of higher education who seek to prepare aspiring Catholic school principals to be instructional, managerial, and faith leaders (Ciriello, 1994). During their own redesign, Loyola University Chicago utilized the National Standards and Benchmarks of Effective Catholic Schools to create Catholic School Principal Competencies, a list of skills that principals will need in order to effectively lead a Catholic school. The Catholic School Principal Competencies are embedded in course work, field experiences, and the internship. Other program features including coaching from veteran principals and frequent reflection allow the candidates to gain confidence as well-rounded Catholic school leaders. Collaboration with other Catholic universities will help to solidify the Catholic School Principal Competencies and further streamline their integration into the program.
Bearers of Diverse Ecclesiologies: Imagining Catholic School Students as Informing a Broader Articulation of Catholic School Aims
Author: McDonough, Graham P.
Date: 2016-05-00
Type: Journal Articles
Subjects: Catholic Schools,Private Schools,High School Students,Semi Structured Interviews,Foreign Countries,Identification,Definitions,Catholics,Student Experience,Educational Objectives,Religious Factors,Student Attitudes,Educational Attitudes

The purpose of this paper is to provide a comprehensive--although not exhaustive--picture of the kinds of real concerns and concurrently inferred ecclesiological perspectives practicing Catholic students have. It reports findings from an interview study with 16 students at a private Catholic high school in Canada who self-identify as Catholic. With these findings, I seek to demonstrate that it is in a Catholic school's best interest not to rely on narrow or singular definitions of Catholic identity, especially insofar as these are tied to minimal and external markers of institutional affiliation. While the sample's size and particularity do not generalize to a larger population of Catholic adolescents or to all Catholic schools, they nonetheless validly contribute to a modest theoretical claim about the unity and diversity of student experiences, and how they conceptually inform a Catholic school's aims. In the conclusion, I hypothesize that student spirituality will be optimized if it is conceptualized and discussed in explicit, pluralistic terms.
Australian Catholic Schools Today: School Identity and Leadership Formation
Author: Neidhart, Helga
Date: 2016-05-00
Type: Journal Articles
Subjects: Institutional Characteristics,Catholic Schools,Instructional Leadership,Foreign Countries,Principals,Administrator Role,Guidelines,Churches,Institutional Mission,School Culture,Cultural Context,Religious Factors,Self Concept,Clergy

This article focuses on the challenge of faith leadership in Catholic schools. In particular, it reviews Australian research that has aimed to understand how principals conceptualize and enact their role as faith leaders. Consistent with American research, Australian research found that principals saw themselves as playing a leadership role in the evangelizing mission of the church by strengthening Catholic school identity and culture. At the same time, they were mindful of their limits with respect to their faith leadership capabilities. Moreover, the principals worried that the next generation of school leaders might lack the knowledge, skills, and attitudes to engage faith leadership in a changing social and cultural context. Consequently, they recommended faith leadership formation for teachers as well as principals, their deputies, and assistants. By situating these findings within the theoretical framework of symbolic interactionism, this article argues that, together, the current interest in Australia in Catholic school identity and leadership formation represents a positive development. However, there are also inherent dangers to the imposition of a generic Catholic school identity and a &quot;one size fits all&quot; approach to the leadership role. This article concludes by suggesting a way forward with the promotion of a new model for leadership formation that seeks to avoid these dangers.
The Augustinian Values Institute: Preserving a Legacy of Augustinian Education
Author: Baker, Stephen J.
Date: 2016-05-00
Type: Journal Articles
Subjects: Values Education,Values Clarification,Values,Catholic Schools,Institutes (Training Programs),Barriers,Sense of Community,Ethics,Interpersonal Relationship,Secondary Education,Teacher Surveys,Focus Groups,Interviews,Institutional Mission,Faculty Development,Foreign Countries

A concern for Catholic educators is how to keep Catholic schools viable and healthy in a milieu of diminishing numbers of religious as well as a very complex and changing world. This article addresses the Augustinians' response to the challenge to keep the Order's mission of education alive and thriving in the 21st century. This article hopes to accomplish two goals: first, to articulate the meaning of the three core values of Unitas (Unity), Veritas (Truth), and Caritas (Charity). Secondly, to report the results of a study of the Augustinian Values Institute (AVI), a program that engages participants in reflection on the core values and how they might be applied to their classroom pedagogies. The article concludes with some discussion about future directions for the Institute.
The Challenge to Educate: An Account of Inaugurating a Catholic School in Tanzania
Author: Connell, Martin T.
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Catholic Schools,Secondary Schools,Educational Development,Educational Objectives,Ideology,Humanism,Humanistic Education,Administrative Principles,Institutional Mission,Transformative Learning,Social Development,Educational Philosophy,Role of Education

In this article, the author examines how some of the tenets of Catholic social teaching (dignity of the human person, seeking the common good, and preferential option for the poor and vulnerable) along with the notion of integral formation (a principal belief of Catholic education), helped form a perspective on development that counterposed the neoliberal understandings of development he encountered from government officials as he set about opening a Catholic secondary school in Tanzania. After tracing the various strains of influence, including the thought of Julius Nyerere, Tanzania's first president, the article makes use of the fruits of an analysis of data to propose a set of principles to those inaugurating educational projects in the developing world. The article concludes by suggesting potentially wider application.
Teaching Gases through Problem-Based Learning
Author: Baran, Mukadder
Date: 2016-04-00
Type: Journal Articles
Subjects: Problem Based Learning,Chemistry,Secondary School Science,Grade 9,High School Students,Instructional Effectiveness,Science Instruction,Student Motivation,Student Attitudes,Science Achievement,Mixed Methods Research,Observation,Content Analysis,Achievement Tests,Science Tests,Comparative Analysis,Communication Skills,Self Esteem,Foreign Countries

The purpose of this study was to investigate not only the applicability of the method of Problem-Based Learning (PBL) to the lesson subject of &quot;Gasses&quot; within the scope of the 9th grade course of Chemistry in Hakkari Gazi High School but also the influence of this method on the students' achievement levels in chemistry and on their motivation and attitudes towards chemistry. For this purpose, the mixed method, which involves both quantitative and qualitative designs, was applied. In the study, the embedded design, one of the mixed methods of research, was used. The research sample included 56 students taking the course of Chemistry in Hakkâri Gazi High School. In the study, the students were divided into two groups: experimental group (n=27) and control group (n= 29). The PBL method was applied to the experimental group. The application was carried out in the Spring Term of the academic year of 2014-2015. Before and after the application, an achievement test to measure the students' levels of success in the lesson subject of &quot;Gasses&quot;, attitude scale towards chemistry, motivation scale for chemistry, scenario, reports and observation forms were used. As the study dominantly had a quantitative design, quantitative data collection tools were used. In order to support the quantitative data collection tools and to gather more detailed data, the observation method was also used as a data collection tool. For the analysis of the quantitative data, package software of SPSS 18 was used. As for the analysis of the observation data, content analysis was conducted. The results revealed a significant difference between the achievement levels of the experimental and control groups. However, no significant difference was found between the experimental and control groups regarding their motivation and attitudes. In the light of the observations recorded, it could be stated that the PBL method increased the students' intragroup and intergroup communication skills, their self-confidence and their skills in making presentations and reporting.