ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of the Effects of 8-Week Complex and Contrast Strength Trainings Applied to Soccer Players on Some Physical Properties
Author: Erol, Sadettin
Date: 2022-00-00
Type: Journal Articles
Subjects: Muscular Strength,Training,Team Sports,Athletes,College Athletics,College Students,Program Effectiveness,Psychomotor Skills,Foreign Countries

The aim of present study was to investigate the effect of 8-weeks complex and contrast training applied to soccer players on selected physical Characteristics. A total of 23 university students playing soccer in the university team participated in the study voluntarily. Subjects were randomly divided into two groups; complex (CPX) and contrast (CNT) training protocols. During 8-weeks, CPX and CNT training groups performed strength training in addition to soccer training 2 days a week, over 7 hours (4-5 units). On the first day, one repetition maximum (1RM) strength tests (back squat, calf, and leg extension) of all subjects were measured respectively. On the second day, all athletes' height, body weight, body fat ratio, (20m) sprint, vertical jump and agility performance tests were measured at the beginning and end of the 8-weeks study. As a result of the analysis of the data, a statistically significant difference was found in the values of the first and last measurements (1RM test) (back squat, calf and leg extension) between the groups of the CPX strength training group subjects and CNT strength training group (p&lt; 0.05). There was no statistically significant difference between the groups in speed (20m), vertical jump, agility and smash dive performance tests (p &gt; 0.05). Although these results are not thought to be conclusive yet, there may be important information for coaches, especially during the training prescription and physical performance control of football players.
Circumnavigating the Revolving Door of an Ethical Milieu
Author: Capewell, Carmel
Date: 2022-00-00
Type: Journal Articles
Subjects: Participatory Research,Photography,Social Action,Ethics,Student Projects,College Students,Foreign Countries,Student Participation,Educational Researchers,Educational Research

This paper reflects on an Ethical Review Board's (ERB) established structure of practice throughout a student-led project. We use the research project as a means of exploring the three questions set by the Editors, Fox and Busher, regarding the role of ERBs throughout the research process. We gained full university-level ethical approval in October 2020. This project initially focused on collecting data from students, from a UK university. The participatory way we collaborated with both undergraduates and postgraduates illuminated their individual unique perspectives and successfully facilitated their agentive contributions. This required on-going simultaneous negotiation of predetermined ethical procedures through the ERB. We termed this iterative process 'circumnavigating the revolving door' as it summarised revisiting ethical approval in the light of requests from our student participants. The participants were also invited to be part of the analysis and dissemination phase of this research. Original data collected related to personalised experiences of learning during the on-going global pandemic. The philosophical approach adopted was through an adaptation of Photovoice. That is, with limited direction by the researchers, the participants were invited to construct images (photos or hand drawn pictures), with captions (written text or voice), to explore their own educative circumstances. With this in mind, this paper explores the students' participatory agency throughout this visual methods project through three lenses: namely, the appropriateness of ethical practices within a contextualised scenario (i.e., researching learning during lockdown in a higher educational institution); how the ethical process of an educational establishment supported the dynamic and iterative nature of participant-led research; and finally, how the original researchers' experiences can inform ethical regulations and policy, both nationally and internationally. The circumnavigation of the revolving door of participatory ethics has proved invaluable during this research. This iterative cycle was necessary to incorporate the students (or co-researchers) suggested contributions. One example includes gaining the ERB's approval, post full approval, for participants to audio record their own captions for a public facing website. From originally welcoming the students as participants, to facilitating them to become agentive co-researchers, it became increasingly important to provide them with opportunities to be actively involved in all parts of the research process. The reciprocal iterative relationship developed between co-researcher, researchers and the ERB served to strengthen the outcomes of the project.
Twice-Exceptional Children and Their Challenges in Dealing with Normality
Author: Klingner, Roya
Date: 2022-00-00
Type: Journal Articles
Subjects: Academically Gifted,Students with Disabilities,Comorbidity,Misconceptions,Clinical Diagnosis,Gifted Education,Special Education,Disability Identification,Talent Identification,Parent Role,Foreign Countries,Intervention,Art Therapy,Animals,Therapy

This article defines the term twice-exceptional as being gifted (highly able) and having challenges with learning or physical disabilities. The focus is on understanding these children, who are brilliant in one way but at the same time in some situations are at risk. The biggest challenges they face are misunderstanding and misdiagnosis. This article will assist those involved in the life and education of twice-exceptional children to help light the way towards better understanding them, focusing on their strengths and supporting them individually to change their life in an optimal direction. One million of our nation's most promising, innovative thinkers--children who learn differently, not &quot;deficiently&quot;--constitute a neglected national resource.
A Bibliometric Analysis of Twenty-Eight Years on &apos;Assessing Pronunciation in English as a Second/Foreign Language Classes&apos; (1993-2021)
Author: Höl, Devrim
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Pronunciation,Second Language Learning,Educational History,Educational Research,Evaluation Methods

This bibliometric study examines the characteristics of the overall research trends, patterns of productivity, and publications on &quot;assessment in second language pronunciation&quot;. Bibliometric data were retrieved from Web of Science (WoS on 1 September 2021 and the results of the study reveal that the first publication appeared in 1993 and, during the period of 28 years, there have been 118 publications between 1993 and 2021 in total. It was found that studies in this field have increased in recent years. The publications include articles and proceeding papers written by 2.31 authors per publication. The most cited document received 139 citations. It was also discovered that the most frequently used word is intelligibility and the trending topic is pronunciation. As for the affiliations, the most productive university is Concordia University in Canada. In the following headings, detailed information is discussed in detail.
An Evaluation on Musicograms and Their Applications in Türkiye
Author: Sen, Ebru
Date: 2022-00-00
Type: Journal Articles
Subjects: Music,Music Education,Teaching Methods,Visual Aids,Turkish,Second Languages,Naming,Video Technology,Preschool Teachers,Foreign Countries,Listening

Musicogram is described as a graphical record of musical works and is one of visual music teaching tools developed by Jos Wuytack on the theory of active music listening, and designed particularly for children who do not have knowledge of musical notes. Musicograms are widely used in many countries and has been frequently addressed in the international scientific studies recently; however, there is a limited number of academic studies in Turkey on musicograms, yet there are applied studies on the use of these visual schemes in music teaching. The purpose of this study is to evaluate the musicogram applications in Türkiye within a certain theoretical framework. In this scope, musicogram studies and application examples with various names in different languages were reached through a web survey. In this way, the most popular names given to the musicogram applications in Türkiye were detected and a total of 227 musicogram applications that were uploaded to the Turkish pages on YouTube platform between the years 2000-2022 were chosen as sample. The musicogram applications were discussed in terms of various elements of music (such as melody, rhythm, tempo, expression, etc.) by means of document review, and were evaluated in line with Wuytack's active music learning approach. The findings indicated that it is necessary to increase the number of studies in order to ensure recognition of musicogram and similar methods, techniques, and materials, which express visual presentation of music not only by the music educators, but also by preschool teachers and class teachers in Türkiye, and in order to conduct correct applications.
An Examination of the Studies on Arabic Language Teaching (ALT): A Bibliometric Mapping Analysis
Author: Sen Yaman, Gül
Date: 2022-00-00
Type: Journal Articles
Subjects: Arabic,Second Language Instruction,Bibliometrics,Visual Aids,Data Analysis,Educational Research,Content Analysis,Foreign Countries

This study aims to use the bibliometric analysis method to examine the scientific articles published between 2000-2022 in the field of Arabic Language Teaching (ALT) and to visualize the obtained data with visual mapping technique. The dataset consists of 861 educational research articles indexed in the &quot;Web of Science&quot; database and containing the terms Arabic teaching or Arabic learning or Arabic education. Content analysis and bibliometric analysis were used in the analysis of the data. In the research, the distribution of publications by language, years, countries, journals, organizations, publications and keywords were accessed. In addition, the data obtained were presented by creating visual maps with common word analysis. The results showed that the most used keywords &quot;Arabic&quot;, &quot;higher education&quot;, &quot;Arabic language&quot; and &quot;bilingualism&quot;. Most of the web of science indexed studies in the field of Arabic Language Teaching (ALT) are from the USA and Israel. The journals that publish the most papers in the field of Arabic Language Teaching (ALT) are &quot;Reading and Writing&quot; and &quot;Foreign Language Annals&quot;. This study provides a guide for new studies, to identify the trends in the field of Arabic teaching and to compare the existing research on the topic.
Design, Development, and Evaluation of a Virtual Reality Serious Game for School Fire Preparedness Training
Author: Mystakidis, Stylianos
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Design,Curriculum Evaluation,Computer Simulation,Video Games,Fire Protection,Elementary School Teachers,Game Based Learning,Faculty Development

Immersive virtual reality (VR) is a technology that can be effective for procedural skills training through game-based simulations such as serious games. The current study describes the instructional design, development, and evaluation of the FSCHOOL fire preparedness serious game in a cave automatic virtual environment (CAVE-VR) for elementary school teachers. The main game mechanics include a storytelling scenario, enhanced realism, freedom of movement, levels, and points corresponding to the learning mechanics of instruction, action, simulation, discovery, repetition, and imitation. The game was developed in Unity 3D with the help of the Fire Dynamics Simulator and a script to emulate and visualize fire propagation. The game featured three levels to respond to school fire safety regulations and was evaluated by elementary school teachers (N = 33) in Greece. A comparative quantitative study was conducted with experimental and control groups. The results indicate that the VR serious game is appropriate for training, providing challenge, enjoyment, and mastery.
A Design Process for the Internationalization of Conceptual Basis of Professional Nursing
Author: Dozier, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Nurses,Nursing,Health Services,Cultural Awareness,Nursing Education,Global Approach,International Education,State Universities,Course Descriptions,College Faculty,Decision Making,Outcomes of Education,Feedback (Response),Student Attitudes,Public Agencies,Educational Cooperation

Nurses are expected to provide culturally competent care. Many health care organizations support the need for more emphasis on cultural competency in nursing academia. Institutions of higher education have begun encouraging more course internationalization and globalization to help accomplish this goal. The purpose of the current article is to describe the steps involved in the internationalization of NURS 3630: Conceptual Basis of Professional Nursing course at Albany State University. This course is a part of the required courses within the Darton College of Health Professions Post-Licensure Registered Nursing program and was purposefully selected for internationalization. Conversations between nursing faculty, the Office for International Education, and nursing leaders occurred in the decision-making process. Course objectives and assignments were recreated or altered to have a more cultural and global focus. Four student learning outcomes were addressed in the internationalized course. Positive student feedback regarding course information learned and usefulness was received at the end of the semester. Future suggestions for the course include integrating culture grading rubrics, pretest and posttest administration, faculty professional development, course design team collaboration, and student input.
Towards Decolonising Research Ethics: From One-Off Review Boards to Decentralised North-South Partnerships in an International Development Programme
Author: Cascant Sempere, Maria Josep
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research,Ethics,International Cooperation,Power Structure,Research Committees,Colonialism,Decolonization,Research Design,Budgets,Publications,Autobiographies,Ethnography,Access to Information,Citations (References)

Contemporary North-South research collaborations are fraught with power relations originating in colonialism. Debates about research ethics have tended to turn around the &quot;procedural ethics&quot; formal model and the &quot;everyday ethics&quot; practical model. We build on that to suggest a second debate that scrutinises ethics and power relations not only in the researcher-researched relationship but also in the relationships within research teams and ethics review boards. The research asked: how can we shift power in research to decolonise research and build more equitable partnerships? We explored this with data obtained through collaborative autoethnography in a multi-country development research programme, Evidence and Collaboration for Inclusive Development (ECID). This included regular self-reflective meetings, visual methods, a self-evaluation survey, and blogs addressing power issues. Coordinated from London, the research had all the cards to adopt a 'colonial' gaze in which the North would 'research' the South. The case narrates the journey of the research team to decentralise power in the programme, which included sharing control over the selection of research topics, and the research design, budget, and publications. Drawing from the lessons learned from the research approach that was adopted in ECID, this paper offers an 8-step model towards decolonising research ethics.
Implementation of a Global Health Perspective in a Content Heavy Biochemistry Course
Author: Wrensford, Louise
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Public Health,Biochemistry,Science Curriculum,Required Courses,Majors (Students),Course Content,Curriculum Development,Curriculum Implementation,College Science,Undergraduate Students

This project focused on integrating an international component into the one-semester biochemistry course, a required course for biology, chemistry, and forensic science majors at the institution. A driving question was how to integrate the international component into the course while showing direct relevance to the course and students' lives. Therefore, it was decided to use global health as a focus. Students were required to analyze current or historic events or issues of global significance with direct or indirect impacts on health. In addition, a specific component required students to make connections to the course content and its relevance to biochemistry and their career interests. Student learning outcomes for the project are that students will be able to a) demonstrate knowledge of course concepts and how they apply to global health, b) evaluate and compare the forces shaping global issues, both now and in the past, and c) compare and contrast global events/issues and impacts internationally and domestically. The process of course revision and implementation, and outcomes are described.
How Do Curricular Design Changes Impact Computer Science Programs?: A Case Study at San Pablo Catholic University in Peru
Author: Gutierrez-Pachas, Daniel A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Design,Educational Change,Computer Science Education,Case Studies,Foreign Countries,Dropout Prevention,Probability,School Holding Power,Gender Differences,Dropout Rate,Predictor Variables,Socioeconomic Status

Computer science is a dynamic field of study that requires constant review and updating of the curricular designs in academic programs--in general, measuring the impact of plan changes has been little explored in the literature. In most cases, it focuses only on structuring its curricula, leaving aside several factors associated with important events or facts such as student dropout, retention, and inclusion. However, these features provide academic institutions with many opportunities to understand student performance and propose more effective preventive/corrective actions to avoid dropouts. This work focuses on the curricular changes' influence on student gender imbalance, socioeconomic provenance, and dropout. Specifically, we employ three different approaches for our analysis: (i) a longitudinal study of four curricula from informatics engineering to computer science transition at San Pablo Catholic University, (ii) an exploratory analysis for identifying essential features that determines the events mentioned above, and (iii) a survival analysis to estimate the probability that a student will stay (not dropout) before graduate, and calculate the average permanence time per curricula. Our analysis shows that the female student rates decreased, student rates from lower socioeconomic provenance increased, and the dropout rates were reduced with updates towards an internationally standardized curriculum. This is even strongly evidenced when the program changes its name. Finally, the set of techniques employed in this work composes a statistical mechanism that can be replicated/adapted to any other program in computer science aiming to extract valuable insights to support the decision-making process in educational institutions.
Internationalization for All Learners: Global Learning at Home as a Strategic Process
Author: Osakwe, Nneka Nora
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Global Education,Higher Education,COVID-19,Pandemics,Multicultural Education,Curriculum Development,Curriculum Implementation,State Universities,In Person Learning,Blended Learning,Electronic Learning,College Faculty,Educational Assessment,Course Content,Educational Objectives

Internationalizing the curriculum is a 21st Century educational phenomenon, and it can be defined from various perspectives: international, national, institutional, departmental, and individual, from the points of view of faculty members. Whichever perspective one takes, it is a response to globalization, which is the combined impact of all kinds of political, economic, educational, health, environmental, and social interactions of the world's citizens. Today's institutions of higher education are at the forefront of internationalization, finding it their responsibility to equip all graduates with global knowledge, skills, right attitudes for living their personal and professional lives. As a result of the COVID-19 pandemic, higher education institutions are evaluating their approach to internationalization. With the expansion in virtual modes of learning and others, institutions are reflecting on their responsibility to engage all students in global learning. An idea that is gaining presence is that students should graduate with global knowledge, skills, and the expected attitudes to effectively live their personal and professional lives. International education specialists point to faculty as being at the center of all students' global learning and argue that more attention should be focused on how faculty members can incorporate international and intercultural learning into their existing curricula. Faculty frequently turn to published works by other faculty to guide them when developing and adapting curricula, but research reveals a dearth of faculty publications on actual course-internationalization processes and implementation which this piece hopes to begin to address. Bridging an existing gap, this article describes a tried process that guides faculty members at Georgia's Albany State University in achieving global learning outcomes for all students in various disciplines. This strategic process has guided faculty internationalization of courses in face-to-face, hybrid, and online learning environments and can be replicated in other learning institutions.
Effects of First-Time Experiences and Self-Regulation on College Students&apos; Online Learning Motivation: Based on a National Survey during COVID-19
Author: Li, Gege
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Self Control,College Students,Student Motivation,Electronic Learning,COVID-19,Pandemics,National Surveys,Foreign Countries,Academic Achievement,Predictor Variables,Distance Education,Teacher Student Relationship,Communities of Practice,Inquiry

The COVID-19 pandemic has forced many college students in developing countries to engage in online learning for the first time, and the sudden transit has raised concerns regarding students' competencies for, perception of, and attitude towards online learning. To address those concerns, this study measured three essential constructs of online learning (self-regulated learning, perceived presences, and learning motivation) based on a national survey in China (N = 12,826) and employed structural equation modeling to investigate their intertwined relationship. The study results reveal that (1) college students' academic achievement cannot effectively predict their self-regulated learning in an online learning context; (2) self-regulation can be further differentiated into general and task-specific strategies with a varying impact on three types of presences; (3) online learning motivation is best predicted by cognitive presence, followed by social presence and teaching presence; and (4) the path of task-specific self-regulated learning [right arrow] cognitive presence [right arrow] online learning motivation generates the largest positive compound effect. Implications for online teaching and learning practice are also discussed through the stakeholder perspectives of students, teachers, and platform developers.