ethanporcaro/eric-fulltext-meta huggingface dataset:
Intergenerational Learning: Beyond the Jargon
Author: Ayers, Edward L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Intergenerational Programs,Higher Education,Campuses,Adult Students,Young Adults,Undergraduate Study,Continuing Education,Learning Experience,College Administration,College Planning

Opportunities for intergenerational learning abound on college campuses. The advantages of these experiences for both young and mature learners are well documented, particularly in the context of service learning, civic engagement, and other experiences outside the classroom. Less well documented but no less compelling are the advantages of intergenerational learning within the traditional classroom setting. At the University of Richmond, the vision of intergenerational learning is one where adult students share the college classroom with traditional-aged students, and cross-school collaboration is a central tenet of the learning experience for all students. This article presents why it is made a part of the institutional strategy, and some of the challenges the authors foresee in their efforts to create a meaningful and unique learning environment.
Situating Outreach and Engagement in the University: Concepts, Challenges, and Opportunities
Author: Oaks, Muriel
Date: 2009-00-00
Type: Journal Articles
Subjects: Land Grant Universities,Outreach Programs,School Community Relationship,Administrative Organization,Extension Education,Continuing Education,Distance Education

Outreach, engagement, community involvement, student engagement, and economic development--the concept takes many related forms; but they all point to the fact that higher education institutions are responding to society's increasing requirements for accountability. Colleges and universities large and small, public and private have emerged from their ivory towers and are investing their resources and expertise in hands-on involvement to address important societal issues. The Carnegie Foundation for the Advancement of Teaching, long recognized for its classification systems for higher education institutions, added a voluntary classification category for community engagement in 2005. Since that time, 196 institutions have received this classification. This article describes the experiences of three public land grant universities--Washington State University (WSU), Pennsylvania State University, and Michigan State University (MSU)--and how they dealt with the challenges of increasing outreach and engagement. MSU and Penn State were early to recognize the importance of outreach and engagement to their institutions and to society, and are regarded as pioneers in defining and integrating the concepts. WSU was able to use the earlier works from these and other institutions to re-examine its own efforts and bring the concepts into clearer focus through organizational and definitional structure. All three institutions have been awarded the Carnegie Classification as &quot;community engaged&quot; institutions. The organizational structures that coordinate engagement activities at these institutions have significant variation, but they have one important organizational component in common--a senior administrator with leadership responsibility for this focus.
Creative and Critical Thinking in the Arts and Sciences: Some Examples of Congruence
Author: Karakas, Scott L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Cultural Differences,Critical Thinking,Creative Thinking,Sciences,Humanities,Thinking Skills,World History,Art Products,Art Activities,Scientists,Artists

In his landmark 1959 Rede lecture and subsequent publication, physicist Charles Percy Snow expressed concerns over what he saw as a growing rift between scientific and literary scholarly communities (Snow 1959). In the 50 years since that time, scholars and other commentators have expended a great deal of intellectual capital in the analysis of observed cultural differences between the sciences on one side, and the arts and humanities on the other. While it is important to acknowledge and explore these differences, both perceived and actual, it is also worthwhile to recognize those ideas and practices shared in common between the two cultures. One such area of common ground is the utilization of creative and critical thinking skills by practitioners within both the arts/humanities and the sciences.  Although creative thinking has traditionally been associated with the former and critical thinking with the latter, even a brief examination of the evidence suggests the essential nature of both creative and critical thinking within each of the two cultures. This paper begins with a sampling of modern definitions for both critical and creative thinking, then discusses a few selected examples illustrating how these modes of thought can play complementary roles in traditions of both scientific and humanistic thought.
The Prevalence of Gambling in College: A Review of Literature, Convenience Sample, and Recommendations
Author: Seifried, Chad
Date: 2009-00-00
Type: Information Analyses
Subjects: College Students,Literature Reviews,Addictive Behavior,Incidence,Student Interests,Likert Scales,Behavior Change,Influence of Technology,Attribution Theory

This project examined the level of gambling exhibited by a convenience sample of 155 college students at a large Midwestern university and compared it to previously completed work. The researchers found most college student gamblers engaged in the most popular form of gambling like casino games, card games, and betting pools for money. Gambling on games of skill also occurred at a great rate. Very few respondents admitted gambling interfered with their studies. Finally, the frequency of gambling shows most respondents gambled the same or more since entering college. The researchers make several suggestions to help address gambling by students. (Contains 7 tables.)
Reaching Critical Mass: Women in Faculty and Administrative Roles
Author: de Wet, Carol B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Women Faculty,Sex Fairness,Administrative Policy,Birth,Tenure,Attitude Change,Social Change,Change Agents,Role,Disproportionate Representation,Focus Groups,Teacher Attitudes,Gender Issues,School Culture,Females,Misconceptions,Gender Bias,Family Work Relationship

Faculty concerns over gender inequities surfaced in 2005-2006 at Franklin &amp; Marshall College after new policies relating to childbirth and adoption and tenure clock stoppage were instituted two years prior. These structural changes were empowering and gave women faculty a sense that other meaningful changes were achievable, leading to renewed conversation among the faculty on the issue. This led to my appointment as Special Assistant to the President and Provost for Women and Family Issues. In this role, I spent twelve months gathering data and working with the Fair Practices Committee to assess all aspects of women (faculty and professional staff) in the institution. My research indicates that structural change, such as meaningful childbirth and adoption policies, tenure clock adjustments, and so on may be powerful recruiting and retaining tools, but accompanying attitudinal changes are necessary for their ongoing usefulness. Using focus groups and confidential surveys, I observed that individuals in focus groups expressed end-member viewpoints, which were strongly tempered by the survey data. The small groups were valuable in pointing out areas of individual concern, but the survey results indicated that misconceptions and perpetuated myths were not borne out by confidential responses. This was an effective process of re-orienting faculty culture and significantly reduced faculty concerns over perceptions of gender inequity. Critical mass is not necessarily the same as gender parity (equal numbers), but it should lead to gender equity (just or fair circumstances). When the number of women in a given situation reaches what has been referred to as &quot;critical mass&quot;, issues of isolation, tokenism, and paucity of role models are significantly reduced or eliminated. Having a critical mass of women in the institution ensured that the original concerns were taken seriously and were thoughtfully addressed. (Contains 29 footnotes.)
Gendered Inequity in Society and the Academy: Policy Initiatives, Economic Realities and Legal Constraints
Author: Waldron-Moore, Pamela
Date: 2010-00-00
Type: Journal Articles
Subjects: Females,Employment Opportunities,Sex Fairness,Higher Education,Communities of Practice,Resistance to Change,Educational Research,Social Problems,Systems Approach,Cultural Influences,Political Influences,Social Influences,Legal Responsibility

Of all the social constructs impacting the contemporary world, gender is perhaps the most pervasive and the most insidious. Its inequities creep into our everyday lives with impunity. Across the globe, gender construction has evoked challenge, undergone reform and, in some instances, transformed thinking in societies. Yet, for all the gains made by the international community and all the rights women have managed to claim, there is lingering paralysis in societal efforts to close the gender gap and view women's rights as human rights. Even more disturbing is the fact that the academy, despite its reservoir of intellectual potential to create space for feminist transformations, proceeds at a visibly lethargic pace towards this end. Research on gender inequity has consistently focused on variations in income, employment opportunities, and other resources between men and women. But little attention has been paid to those societal forces that sustain gendered inequity, namely policy initiatives, economic realities, and legal constraints, which further complicate gender at the intersections of race, class and culture. And, in the academy, given the male-dominated nature of some disciplines (e.g. political science) gendered inequities are easily incubated and surface with increasing regularity. This study examines the political, economic and legal influences that exacerbate gender inequalities and offer practical recommendations for un-gendering society and the academy.
Being, Belonging and Becoming: Some Worldviews of Early Childhood in Contemporary Curricula
Author: Papatheodorou, Theodora
Date: 2010-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Philosophy,Preschool Curriculum,Reggio Emilia Approach,Multicultural Education,Outcome Based Education,World Views,Educational History,Young Children,Foreign Countries

Since the last part of the 20th century, early years provision has seen a steady increase with more governments developing policies and allocating funds for the out-of-home care and education of young children. The expansion of early childhood provision and the economic investment made for such provision has gradually led to the introduction of curricula in order to establish the benefits and returns of the provision. Some of the curricula emphasise well-being, belongingness and connectedness with others, community and place; others are outcomes-based developmental models that celebrate individuality, personal achievement and children's becoming. In this paper, I will explore the philosophical underpinnings of four contemporary curricula to consider the worldviews of early childhood upheld and promoted by them. I will then draw parallels with the Athenian and Spartan educational systems and models in ancient Greece to consider the implications of the worldviews of childhood held in contemporary curricula with regard to the demands and &quot;knowns&quot; of today's society and to the &quot;unknowns&quot; and unforeseeable needs of future generations. Finally, I will conclude with the argument that it is the pedagogy, embraced by early years professionals, which is the mediating force for reconciling different worldviews of early childhood embraced in contemporary curricula. (Contains 3 footnotes.)
Discriminatory Rationalization: The Equity/Excellence Debate in Canada
Author: Robbins, Wendy J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Women Faculty,Females,Foreign Countries,Disproportionate Representation,Advocacy,Organizational Climate,Organizational Culture,Civil Rights,Compliance (Legal),Sex Fairness,Gender Bias,Womens Education,Womens Studies,Debate,Collective Bargaining

Virginia Woolf wrote that &quot;the history of men's opposition to women's emancipation is more interesting perhaps than the story of that emancipation itself.&quot; Analyzing men's resistance remains relevant to understanding gendered hierarchies, including those in academia. Recently, when women academics brought a human rights complaint against the Canadian government over the discriminatory distribution of prestigious Canada Research Chairs, officials defended the gender gap by pitting &quot;excellence&quot; against &quot;equity.&quot; Later, ignoring the complaint's settlement agreement, they established a Canada Excellence Research Chairs Program, appointing no women at all. This illustrates Canadian sociologist Dorothy Smith's observation that, because men have power, they have the power to keep it. Their strategies, which serve to reduce or eliminate competition, include defining differences as deficiencies, exclusionary gate-keeping that uses insider networks and discredits outsiders' claims, custom-tailoring merit criteria, and perpetrating a &quot;chilly climate&quot; through such tactics as harassment and discriminatory rationalizations. Historically used to bar access to women students, arguments about women's &quot;natural inferiority&quot; and &quot;lowering the standard&quot; have resurfaced to justify women's under-representation in top research positions. The equity-versus-excellence construction is refuted by contemporary scholarship on gender schemas and implicit biases, but ultimately the debate is less about knowledge than about power. As Canadian dub poet Lillian Allen summarizes, &quot;no one in power ain't givin' up nothin'.&quot; (Contains 1 figure.)
The Effects of a Non-Traditional Strength Training Program on the Health-Related Fitness Outcomes of Youth Strength Training Participants
Author: Cowan, Wendy
Date: 2009-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Fitness,Health Related Fitness,Children,Youth,Team Sports,Females,Males,Pretests Posttests,Adolescents,Grade 5,Quasiexperimental Design,Elementary School Students,Physical Activities,Exercise,Muscular Strength,Motor Reactions,Statistical Significance,Scores

The purpose of this study was to determine the extent to which a non-traditional strength training program will impact the health-related fitness of youth. Researchers hypothesized that the strengthening program would positively affect the fitness outcomes. Participant physical education classes incorporated strengthening exercises three days weekly, and cardiovascular and agility activities each once weekly. Over time decreases in mean scores for one-mile and shuttle run and increases in push-ups, curl-ups, and overall percentile scores were detected. Results suggest that fitness gains are achievable through the utilization of readily available equipment in the elementary physical education setting. (Contains 2 tables.)
Middle School Student's Heart Rates during Different Curricular Activities in Physical Education
Author: Gao, Zan
Date: 2009-00-00
Type: Journal Articles
Subjects: Metabolism,Physical Education,Physical Fitness,Middle School Students,Early Adolescents,Physical Activity Level,Age Differences,Exercise Physiology

The purpose of this study was to determine if students' heart rate outcomes in physical education varied as a function of activity and grade. A total of 146 sixth to eighth graders participated in different activities (i.e., walking/jogging, line dancing, soccer, and catch ball). Their average heart rate (AHR) and percentage of time in and above target heart rate (PTHR) were used as outcome variables. The results yielded that students in line dancing exhibited significantly lower PTHR than other classes; no significant differences were found with AHR across the activities. Younger students (i.e., sixth graders) displayed significantly higher AHR and PTHR than older students (i.e., eighth graders). Educators must consider physiological effects that different activities may have on students when designing and implementing physical education programs. (Contains 2 tables.)
Southern Chinese Collegiate Stage of Exercise Behavior Changes and Exercise Self-Efficacy
Author: Keating, Xiaofen Deng
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Efficacy,Behavior Change,College Students,Higher Education,Statistical Analysis,Obesity,Foreign Countries,Intervention,Physical Activities,Surveys,Athletics,Physical Education

This study aimed to examine southern Chinese college student (N = 1983) stage of exercise behavior changes (SEBC) and their exercise self-efficacy (ESE). The SEBC and ESE scales were used to collect data. ANOVA was performed to investigate the differences in ESE by SEBC. Post Hoc Tukey tests were employed to determine which variables contributed to the differences. The data from the study indicated that those who maintained regular participation in exercise had significantly higher ESE than those who did not. It is concluded that improving college student ESE might lead to an increase in exercise. (Contains 2 tables.)
Active Lifestyles are Associated with Favorable Anthropometric Measures for US Adults
Author: Tande, Desiree L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Obesity,Body Composition,Females,Pregnancy,Males,Life Style,Adults,Physical Activity Level,Comparative Analysis,At Risk Persons,Age Differences,National Surveys

The third National Health and Nutrition Examination Survey (NHANES III) data was used to describe relationships between activity intensity and frequency and obesity for US adult men (n = 7428) and non-pregnant women (n = 8140). Compared with active men and women, inactive and partially active men and women are at increased risk of obesity (OR = 1.41, inactive men; OR = 1.73, partially active men; OR = 1.61, inactive women; OR = 1.26 partially active women) and abdominal obesity (OR = 1.53, inactive men; OR = 1.62, partially active men; OR = 1.61, inactive women; OR = 1.51 partially active women). Inactive women had the highest body mass index (BMI), waist circumference (WC), and waist to hip ratio (W:H) measures (28.1, 93.7 cm, 0.89. respectively) compared with partially active and active women (P less than 0.05). WC (93.7 cm) and W:H (0.94) measures were lower for active men compared with inactive and partially active men (P less than 0.05). Active US adults had more favorable anthropometric measures and reduced risk of obesity than both partially active and inactive adults. (Contains 3 tables.)
Consumer Decision-Making Styles for Sport Apparel: Gender Comparisons between College Consumers
Author: Bae, Sungwon
Date: 2009-00-00
Type: Journal Articles
Subjects: College Students,Research Design,Universities,Career Choice,Statistical Analysis,Decision Making,Athletics,Classification,Gender Differences,Evaluation Methods,Data Analysis

The purpose of this study was to identify the decision-making styles of college students for sports apparel. Modifying the Consumer Style Inventory (CSI) developed by Sproles and Kendall (1986), a quantitative research design was developed to analyze the effect of seven factors. Eight-hundred and twenty-two subjects composed of 376 male and 446 female college students enrolled at three public universities. The results indicated that male and female college-aged consumers had different decision-making styles in relation to fashion, impulse, and brand consciousness. There were, however, no statistically significant differences between college classifications or interactions between gender and college classifications. (Contains 4 tables.)
Physical Fitness Performance of Young Adults with and without Cognitive Impairments
Author: Zhang, Jiabei
Date: 2009-00-00
Type: Journal Articles
Subjects: Muscular Strength,Females,Physical Fitness,Young Adults,Males,Multivariate Analysis,Cognitive Development,Control Groups,Disabilities,Comparative Analysis,Mental Retardation

The purpose of this investigation was to analyze the physical fitness performance of young adults with and without cognitive impairments. Participants were 75 young adults, including 41 without disabilities (23 females, 18 males; M of age = 21.88) and 34 with mild cognitive impairments (14 females, 20 males; M of age = 21.79). They received measures on seven test-items selected based on "The Brockport Physical Fitness Test," including 20-m pacer, curl ups, flexed arm hang, skinfolds of triceps, skinfolds of calf, sit and reach with left leg, and sit and reach with right leg. A simple multivariable analysis (MANOVA) was used to analyze the differences on physical fitness test-items between participants with and without cognitive impairments. Results showed a significant difference (Wilks' Lambda = 0.21, F[7, 67] = 37.19, p = 0.00) between two groups. The follow-up tests also showed significant difference on all test-items but skinfolds of triceps and calf between two groups. These findings revealed that young adults with cognitive impairments showed lower fitness performance on cardiovascular endurance, muscular strength and endurance, and range of motion than their normal peers. (Contains 4 tables.)
Entry Level Skills for the Event Management Profession: Implications for Curriculum Development
Author: Fletcher, Donna
Date: 2009-00-00
Type: Journal Articles
Subjects: Curriculum Development,Professional Associations,Interpersonal Competence,Higher Education,Employees,Tourism,Surveys,Likert Scales

The rapid growth of the event industry has resulted in a world-wide demand for education and training programs in event management. While the professional associations in event management have provided providing quality training and credentialing for their members, the 140 colleges and universities preparing students for entry level positions in the event management field have not yet identified critical entry level skills. This study asked practicing event managers to rate 91 skills in terms of importance to entry level employees in event management. Skills rated most important were personal skills, then social skills, with knowledge skills rated as least important. (Contains 6 tables.)
Researching Hispanic Fans: Professional Sports' Use of Spanish Language on the Internet
Author: Bodey, Kimberly J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Spanish,English,Internet,Team Sports,Hispanic Americans,Web Sites,Marketing,Minority Groups

With buying power exceeding $850 billion and tendencies toward brand loyalty, Hispanic consumers are a desirable market. Yet, at a time when North American professional sport leagues and teams have expanded to international territories to increase revenue, market share, and fan base, it is worthwhile to study the extent leagues and teams reach fans at home. This exploratory, descriptive study found MLB and MLS, more than other sport leagues, incorporated the Spanish language into league and team websites. There was much variability across websites particularly in big league markets with the largest as well as the fastest growing Hispanic populations. (Contains 6 tables.)