ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of eSports and Traditional Sports Consumption Motives
Author: Lee, Donghun
Date: 2011-00-00
Type: Journal Articles
Subjects: Audiences,Student Motivation,Competition,Rewards,Peer Influence,Athletics,Internet,College Students,Participation,Video Games,Computer Software,Questionnaires

With recognition of the need for studying eSports in this interactive digital communication era, this study explored 14 motivational factors affecting the time spent on eSports gaming. Using a sample of 515 college students and athletic event attendees, we further compared eSports game patterns to their non-eSport or traditional sport involvements (game participation, game attendance, sports viewership, sports readership, sports listenership, Internet usage specific to sports, and purchase of team merchandise). Multiple regression results indicated that competition and skill had a statistically significant impact on the time spent on eSports games while peer pressure had marginal significance. Related to the overall findings, developing tailored messages that drives consumption behaviors of target audiences to specific eSports games will provide a better chance for marketers to fulfill their strategic goals of increased purchasing and larger market shares. Understanding that the interest in competition and skill are critical to eSports gamers may influence marketers to focus on creating games and opportunities for gamers to compete against each other and give tangible rewards to the winner. The use of peer pressure may be another motivational factor for playing. Consequently, those marketing dollars could be spent more on the interactive nature of game design. The subsequent analysis on cross-validation check suggests that the results of the regression analysis could be generalized. (Contains 1 figure and 5 tables.)
Environmental Health Knowledge, Attitudes and Practices of Students in Grades Four through Eight
Author: Naquin, Millie
Date: 2011-00-00
Type: Journal Articles
Subjects: Environmental Education,Knowledge Level,Laboratory Schools,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Mixed Methods Research,Student Attitudes,Student Behavior,Conservation (Environment),Recycling,Wastes

The purpose of this study was to investigate environmental health knowledge, attitudes and practices of children enrolled in grades four through eight at a university laboratory school in southeast Louisiana, U.S.A. Quantitative and qualitative questions were completed through an online survey. The children's written responses to the survey questions revealed varying degrees of knowledge, attitudes and practices concerning various environmental health issues. Significant differences were found by students' gender and grade level. The qualitative analyses were consistent with and provided support for the quantitative findings. Suggestions for future research are provided. (Contains 7 tables.)
Attitudes of Terminally Ill Patients toward Death and Dying in Nigeria
Author: Olokor, Christiana O.
Date: 2011-00-00
Type: Journal Articles
Subjects: Hospitals,Terminal Illness,Interviews,Patients,Foreign Countries,Attitude Measures,Death,Negative Attitudes,Age Differences,Gender Differences,Religion,Educational Attainment,Marital Status,Socioeconomic Status,Medical Services

The purpose of this study was to analyze the attitudes of terminally ill patients toward death and dying. Four hospitals in Nigeria were randomly selected: University College Hospital, Ibadan; University of Benin Teaching Hospital, Benin City; the Lagos University Teaching Hospital, Lagos; and Igbinedion Specialist Hospital, Okada, Benin City. Sixty, terminally ill patients participated in a structured interview within a descriptive design. Chi-square frequency analysis indicated that the attitudes of the terminally ill toward death and dying were significantly negative. (Contains 2 tables)
Comparison of Bioelectrical Impedance and Skinfolds with Hydrodensitometry in the Assessment of Body Composition in Healthy Young Adults
Author: Rutherford, W. J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Body Composition,Young Adults,Computation,Measurement Techniques,Validity,College Students

Bioelectrical impedance analysis (BIA) is a widely used method for estimating body composition, yet issues concerning its validity persist in the literature. The purpose of this study was to validate percentage of body fat (BF) values estimated from BIA and skinfold (SF) with those obtained from hydrodensitometry (HD). Percent BF values measured via hand-to-hand BIA (BIA-H), foot-to-foot BIA (BIA-F), sum of three skinfolds (SF-3), and sum of seven skinfolds (SF-7) were compared to HD in 64 young caucasian adults (33 males, 31 females, mean age plus or minus SD = 21.2 plus or minus 3.4 years) in the same morning. Correlations with HD ranged from r = 0.71 - 0.73 except for (BIA-F), which was r = 0.63. BIA-F significantly overpredicted body fatness (%BF) (t = 3.8, p less than 0.001) in comparison with HD. BIA-H, SF-3, and SF-7 were not significantly different (SE = 0.78 - 0.83) from HD. Caution should be exercised when using BIA-F based on existing manufacturer's equations with young adults. These data suggest that BIA-H can produce acceptable body fat measures for young adults but is not superior to SF-3 estimates. (Contains 3 tables.)
Exercise Induced Cardiac Fatigue Following Prolonged Exercise in Road Cyclists
Author: Wyatt, Frank
Date: 2011-00-00
Type: Journal Articles
Subjects: Metabolism,Body Composition,Fatigue (Biology),Exercise Physiology,Biofeedback,Heart Disorders,Health Related Fitness,Physical Fitness,Pretests Posttests,Athletes,Athletics,Measures (Individuals),Epidemiology,Disease Incidence,Symptoms (Individual Disorders),Physical Activity Level,Sports Medicine

The purpose of this study was to examine cardiac function following a 100-mile ride in high ambient temperatures by healthy, competitive cyclists. Methods: Subjects were six (n=6) competitive cyclists racing in a 100-mile road race. Measures (pre/post) included: body mass (kg); E:A ratio (ventricular compliance); stroke volume (ml); ejection fraction (%) through echocardiography; age (y); training status (hrs*week[superscript -1]); years of racing experience (YE); race finish time (hrs); height (cm); mean race heart rate (b*min[superscript -1]), and post race blood troponin I (cTnI) to assess myocyte damage. Results: subject means ([plus or minus]SE) were the following: age, 24.2 (1.2) y; height, 181.1 (5.5) cm; training status, 18 (2.4) hrs*week[superscript -1]; racing experience, 5.8 (4.6) y; race heart rate, 159.3 (3.9) b*min[superscript -1]; pre/post E:A ratio, 2.04(0.41)/1.27(0.39); pre/post stroke volume, 98.6 (21.6)/72.6(11.8) ml*min[superscript -1]; cTnI, 0.13 (0.15); ejection fraction pre/post, 67.3 (3.8)/65.1(2.2)%; finish time 4.05 (0.54) hrs. Significant (p less than 0.05) differences were determined pre/post for E:A ratio, stroke volume, and pre/post body mass, 76.4 (5.9)/72.4 (1.8) kg. cTnI was elevated above established levels of 0.03 ng*ml[superscript -1] for cellular disruption. Conclusion: The differences in E:A ratio (i.e., ventricular compliance), stroke volume and elevated cTnI indicate reduced cardiac function indicative of cardiac fatigue. (Contains 1 table and 3 figures.)
Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras
Author: Sharma, Suniti
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Qualitative Research,Multicultural Education,Cross Cultural Training,Field Experience Programs,Cultural Differences,Monolingualism,Foreign Countries,Interpersonal Competence,Study Abroad,Sensitivity Training,Reflection,Interviews,Student Teacher Attitudes,Demography,Educational Practices,Knowledge Base for Teaching,Pedagogical Content Knowledge,Participant Satisfaction

In response to a critical need in teacher preparation, study abroad programs aimed at developing multicultural competencies in pre-service teachers have proliferated across the United States. Multicultural competencies constitute the ability to challenge misconceptions that lead to discrimination based on cultural difference, reflect on one's assumptions and biases, and create a classroom environment sensitive to the cultural background and academic needs of all students. Research has shown that a majority of pre-service teachers are White, middle class, and monolingual speakers of English with little or no exposure to the diverse backgrounds and cultural knowledge of non-White students. Many pre-service teachers do not engage in the social, historical, and political issues that relate directly to inequality and lack of opportunities among different cultural groups in schools and society. Consequently, teacher preparation for multicultural education attempts to address these issues by bringing a change in pre-service teachers' perceptions of self and other by providing opportunities for critical reflection through course work, cross-cultural field experiences, and study abroad programs. In this article the authors examine how critical reflection during a study abroad program to Honduras facilitates pre-service teachers' multicultural competencies for personal and professional growth. They position this study within teacher education literature with a focus on multicultural education, study abroad, and critical reflection. Next, they draw from Dewey's notion of critical reflection to provide the conceptual framework for the study. Subsequently, they highlight a specific study abroad program to Honduras as the context of the study. They follow this with an outline of the basic qualitative research design and report findings from the study. They conclude with a discussion on the implications of their study for teacher preparation and teacher educators invested in developing multicultural competencies in pre-service teachers.
Crossing Borders without Leaving Town: The Impact of Cultural Immersion on the Perceptions of Teacher Education Candidates
Author: Waddell, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Urban Schools,Teacher Education Programs,Educational Opportunities,Student Teacher Attitudes,Cultural Education,Ethnic Diversity,Student Diversity,Elementary School Teachers,Urban Teaching,School Community Programs,Family School Relationship,Student Journals,Multicultural Education,Experiential Learning,Knowledge Base for Teaching,Pedagogical Content Knowledge,Attitude Change,Cross Cultural Training

The racial/ethnic populations in public schools have changed dramatically in recent years and will continue to shift to a majority non-White population. The National Center for Education Statistics (2010) reports 67.3% of the student population in urban districts is composed of students of color. Yet, the population of teachers in the United States is 83% White (National Center for Education Statistics, 2011), the majority of whom are from middle class English-only backgrounds. These differing life experiences can create borders between students and their teachers. Often, White teachers will interpret differences in life experiences, cultural frames of reference, race, class, and gender as a deficit on the part of students, which leads to inequitable educational opportunities for the nation's children. The changing demographics within schools create an immediate need for teacher preparation programs to better prepare all teachers for the diversity that exists within their schools. This article focuses on one elementary teacher education program that has responded to the call from the literature by redesigning teacher preparation specifically for urban schools. The author describes the programmatic features and results of a study that examined the impact of two courses, &quot;Community Immersion&quot; and &quot;Working with Families and Communities,&quot; on candidates' perceptions of teaching in urban communities.
From Heads to Hearts: Digital Stories as Reflection Artifacts of Teachers' International Experience
Author: Walters, Lynne M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Student Diversity,Teacher Responsibility,Diaries,Interpersonal Competence,Cultural Awareness,Middle School Teachers,Secondary School Teachers,Foreign Countries,Travel,Reflection,Technology Uses in Education,Transformative Learning

Because most American teachers work with a diverse student population, they need to be interculturally competent to interact successfully with their students. One of the best hopes for developing cultural competence is through an international experience. As important as it is for teachers to have an international experience, it is even more important for them to reflect on their time abroad. Thus, for teachers, reflecting deeply on the concept of culture is a critical first step for taking action in the diverse classroom. Reflection is a process of turning experience into learning; a way to explore experience in order to learn new things from it. Narratives may be better vehicles for reflection than diaries or journals. Individuals can explain, understand, and account for experience through stories, which are constructed through the process of reflection on experience. By emphasizing certain aspects of the story, authors reveal what they perceive to be the elements of greatest importance. Digital storytelling integrates the art of the narrative with modern technology. The digital stories at all levels of reflection are more indicative of the impact of an international immersion experience on teachers' level of intercultural competence than the journals. In this article, the authors demonstrate how digital stories serve as reflection artifacts of teachers' international experience. (Contains 1 table.)
Crossing Borders by &quot;Walking around&quot; Culture: Three Ethnographic Reflections on Teacher Preparation
Author: Sparapani, Ervin F.
Date: 2011-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Ethnography,Reflection,Cultural Differences,Ethnic Diversity,Educational Principles,Multicultural Education,Teaching Experience,Teaching Skills,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teacher Education,Asian Culture,American Indian Culture,Culturally Relevant Education

The United States of the twenty-first century is possibly the most culturally/racially diverse country of any nation in history, and families that are culturally/racially different from mainstream society do not always see that schools are meeting the needs of their children. This diversity in culture and language means that each person is different and students bring that difference into the classroom. It is essential for teachers to recognize that a person's cultural/racial background is not checked at the classroom door. Culture is communal and shared. To fully understand that communal, shared culture, and to connect to the customs, traditions, thinking, spirituality, social activity, and interactions inherent to the varieties of cultures and races teachers encounter in their classrooms each day, the authors suggest that teachers must learn to &quot;walk around&quot; culture. By &quot;walking around&quot; culture, they mean that teachers need to put feet to pavement and purposefully &quot;walk around&quot; the neighborhoods of their students, similar to ethnographic study. They believe teachers and teacher educators should use this method (&quot;walking around&quot; culture) to effectively cross borders. In this article, the authors aim to present the idea of &quot;walking around&quot; culture. First, each of the authors tells their stories (their ethnographic reflections) of &quot;walking around&quot; culture and how those experiences have helped them cross borders to become better teachers. Then, they provide five key principles for teacher preparation.
How Deep Is Your Commitment? Crossing Borders via Cultural Immersion
Author: Streets, Barbara Faye
Date: 2011-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Counselor Training,Competence,Cultural Influences,Consciousness Raising,Experiential Learning,Interaction,Counselor Attitudes,Counselor Qualifications,Social Bias,Personal Narratives,Attitude Change,Social Attitudes,Homosexuality,Racial Bias,Foreign Countries,Disabilities,African Americans

Cultural immersion experiences have been used in multicultural counselor training courses to address racism. Cultural immersion experiences include activities designed to provide concentrated, direct, substantial, and meaningful interactions with multiple elements of a target culture for the purpose of promoting crosscultural competency. In this article, the author shares how she immersed herself in another culture by crossing a border outside her comfort zone in order to assess her degree of competency. In using cultural immersion to examine attitudes and beliefs that could detrimentally influence her work with culturally diverse clients, the author had an experience that simultaneously surprised and humbled her. She discovered a set of lessons as she journeyed into recognizing, owning, and working through her conscious and unconscious biases.
Cross-Cultural Interpretations of Curricular Contextual Crossings
Author: Schlein, Candace
Date: 2011-00-00
Type: Journal Articles
Subjects: National Curriculum,Cross Cultural Training,Foreign Countries,Teaching Methods,Cultural Pluralism,Cultural Awareness,Student Diversity,Teacher Education Programs,Beginning Teacher Induction,Faculty Development,Consciousness Raising

Teachers--who are generally representatives of the cultural mainstream--are expected to use global experiences to become culturally enhanced and to bring these enhancements back to their classrooms. In this article, the authors discuss a cross-cultural exploration of investigations into the experiences of Canadian and U.S. educators with professional induction in foreign countries. As such, they display the impact of cross-cultural teaching practice for work with diverse learners. Moreover, they present their inquiries through the lens of cross-cultural dialogue in order to bring to light experiential facets and effects of teaching abroad that interweave global and national curriculum boundaries. Making use of each other's field texts and inquiry puzzles, the authors highlight contextualized interpretations of the experiences and possible relevance of cross-cultural teacher education, induction, and development.
Benefiting the Educator and Student Alike: Effective Strategies for Supporting the Academic Language Development of English Learner (EL) Teacher Candidates
Author: Aminy, Marina
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Academic Discourse,Student Teachers,Speech Communication,Second Language Learning,Language Skills,Educational Opportunities,English (Second Language),Preservice Teacher Education,Teacher Educators,Teaching Methods,Writing Skills,Models,Revision (Written Composition),Student Evaluation,English for Academic Purposes,Error Correction

While programs have been established to support secondary level English Learners (ELs) in their transition to institutions of higher education (IHEs), limited attention has been given to how to support adult ELs who struggle with the academic language demands of their college or university content-area courses. Research indicates that many EL students frequently struggle with academic language skills, including grammar, vocabulary, and writing throughout their postsecondary schooling. Nevertheless, IHE instructors often lack the knowledge and skills to provide appropriate assistance to these students, in part because there are so few professional development opportunities available that are designed to help instructors meet the academic needs of ELs in their content-area courses. The authors believe that it is imperative that teacher education faculty recognize and attend to the academic language struggles of EL student teachers, while also embracing the rich cultural and linguistic capital that these new teachers bring to the profession. While it is necessary to ensure that all teachers who enter the K-12 school system can support their students who are ELs by effectively modeling and teaching academic English, it is equally important that teacher candidates of diverse backgrounds are supported and encouraged throughout their teacher preparation coursework and experiences. This article details specific, research-based feedback strategies that the authors have found useful in working with and supporting the academic language development of EL preservice secondary teachers. The authors organize and discuss these feedback strategies in terms of the following four themes: (1) focused feedback on student writing; (2) focused feedback on oral communication; (3) explicit modeling; and (4) revision and assessment. (Contains 3 figures and 1 note.)
"Consider with Whom You Are Working": Discourse Models of School Librarianship in Collaboration
Author: Kimmel, Sue C.
Date: 2011-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Role,Stereotypes,Discourse Analysis,Professional Identity,Librarian Teacher Cooperation,Grade 2

The question of why school librarians still struggle to fully enact the roles defined in "Information Power" and "Empowering Learners" may be viewed as a struggle to gain recognition from others that this is what a "real school librarian" does. Discourse Analysis offers school library research a new theoretical and analytical tool to explore how these roles or identities are created or contested in interactions with others by examining the moment-to-moment talk for the presence of larger meanings, or "discourses." Applying a discourse analysis to an exchange that occurred near the end of an ethnographic study of collaborative discourse between a school librarian and a team of second-grade teachers, this study uncovered the presence of several alternative meanings of "school librarian" in the talk, or "discourse," of the participants, including the stereotypical "shhhh librarian" or "story lady." Discourse analysis foregrounds the ongoing struggle by school librarians to implement new roles and new standards. (Contains 3 tables.)
Generating Knowledge and Avoiding Plagiarism: Smart Information Use by High School Students
Author: Williamson, Kirsty
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Information Seeking,Plagiarism,Information Utilization,Use Studies,Constructivism (Learning),Action Research,Librarians,School Libraries,Librarian Teacher Cooperation,Secondary School Teachers,Inquiry,Active Learning,Notetaking,Bibliographies,Learner Engagement,Focus Groups,School Policy,Teaching Methods

The article reports phase 2 of a two-year study, dubbed the Smart Information Use project, the focus of which was appropriate seeking and use of information by students at various stages of their high school education, along with the avoidance of plagiarism. In four Australian high schools, teacher librarians and classroom teachers developed and trialed strategies to teach students how to avoid plagiarism. Each school used action research and one of two pedagogical approaches, referred to as &quot;instructional practice&quot; and &quot;inquiry learning.&quot; University researchers undertook evaluation using an interpretivist/constructivist framework. Students, teachers, and teacher librarians were interviewed, mostly in focus groups. The strategies used in both approaches are described, along with the findings of the evaluation. Both approaches were found to help students to avoid plagiarism. The discussion section includes student and teacher predictions about changes in future practice, the importance of student engagement with topics, and assessment issues. The conclusion discusses the lessons learned, focusing particularly on the need for a whole-school policy if plagiarism is to be counteracted. Good collaboration between teachers and teacher librarians is crucial. The two pedagogical approaches, taken together, provide a powerful repertoire of ideas that can be implemented over time in any secondary school anywhere. (Contains 2 tables.)