ethanporcaro/eric-fulltext-meta huggingface dataset:
Progressive-Ratio Schedules and Applied Behavior Analysis
Author: Poling, Alan
Date: 2010-00-00
Type: Journal Articles
Subjects: Cocaine,Drug Abuse,Attention Deficit Disorders,Reinforcement,Animals,Individual Characteristics,Evaluation Methods,Behavior

Establishing appropriate relations between the basic and applied areas of behavior analysis has been of long and persistent interest to the author. In this article, the author illustrates that there is a direct relation between how hard an organism will work for access to an object or activity, as indexed by the largest ratio completed under a progressive-ratio (PR) schedule (the "breaking point") and the potency of the reinforcer. In this discussion, the author uses cocaine and methylphenidate as sample agents which can increase breaking points to human and rats, respectively. The author explores whether the drug increases the reinforcing potency of food and act as an establishing operation (EO), as suggested by PR breaking points, or decrease it and act as an abolishing operation (AO), as suggested by craving and consumption. The author concludes that, of course, the effects of drugs on PR responding and other aspects of behavior may reflect a mechanism other than altered reinforcer effectiveness, but the point is clear: PR schedules do not provide an uncontaminated index of the effects of drugs or other independent variables on reinforcer potency. He added that as the examples of cocaine and methylphenidate illustrate, the apparent potency of a reinforcer may depend on the general procedure used to measure it.
A Review of Recent Studies on Differential Reinforcement during Skill Acquisition in Early Intervention
Author: Vladescu, Jason C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Early Intervention,Investigations,Reinforcement,Behavior Modification,Feedback (Response),Learning,Children,Developmental Disabilities,Autism

Although the use of differential reinforcement has been recommended in previous investigations and in early intervention curriculum manuals, few studies have evaluated the best method for providing differential reinforcement to maximize independent responding. This paper reviews previous research on the effectiveness of differential reinforcement as treatment and describes important areas of future research.
The Interrelationship of Social Anxiety with Anxiety, Depression, Locus of Control, Ways of Coping and Ego Strength amongst University Students
Author: Shepherd, Robin-Marie
Date: 2009-00-00
Type: Journal Articles
Subjects: Locus of Control,Self Concept,Coping,Depression (Psychology),Anxiety,College Students,Correlation,Intervention,Prevention,Mental Health,Social Influences,Questionnaires,Foreign Countries

This is the first study to investigate the interrelationship of social anxiety with the variables anxiety, depression, locus of control, ego strength and ways of coping in a sample of university students. There were high scores of social anxiety which were related to high scores on measures of anxiety and depression, low ego strength, external locus of control and emotion coping rather than problem focused coping. While the results are relational rather than being predictive of causality they raise a number of issues with regard to theory, prevention, intervention and promoting mental health within a university setting. (Contains 5 tables.)
The Political Economy of Educational Innovation
Author: Doughty, Howard A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Change,Systems Approach,Educational Theories,Politics of Education,Criticism,Role of Education

Throughout North America and the world, educators are awash in urgings and suggestions about how to change what they do and how they do it. &quot;Challenges&quot; and &quot;crises&quot; are identified and elaborated. Teachers are made to feel embarrassed if they are unaware of &quot;cutting-edge technologies&quot; and uniformed about profound demographic and attitudinal shifts among their &quot;customers&quot; and &quot;clients.&quot; The result is an addition to novelty that poses problems of its own. Innovations in education must be understood and assessed in context. Instead of judging whether new educational theories and practices produce measurable improvements in the success of educational programs (higher achievement in learning, more efficient &quot;curriculum delivery,&quot; lower attrition rates, and so on), it is first necessary to establish the material conditions under which education happens, the normative values it carries with it, and the social interests it serves. Like every other human project, education is not &quot;value-free,&quot; but is inherently biased--philosophically, politically and economically. To undertake a thoughtful discussion of educational change requires a preliminary exploration of the political economy of education--an inquiry into the ways in which educational policies and applied pedagogy support larger general or special interests, and either uncritically support or critically interrogate deep patterns of social and cultural power and authority. The invitation to critical analysis is followed by a suggestion that education does not suffer from a lack of innovation, but from a failure to see and act upon the need for renovation.
Response to Professor Mulcahy
Author: Kellow, Geoffrey C.
Date: 2009-00-00
Type: Journal Articles
Subjects: General Education,Educational Change,Reader Response,Student Development,Educational Practices,Educational Principles,Educational Methods,Criticism

This article presents the author's response to D.G. Mulcahy's "Energizing Liberal Education" which compellingly contends that the long-term viability of liberal education depends upon both methodological and curricular diversification aimed at the "many sided development" of the student. Professor Mulcahy thoughtfully espouses both the cultivation of intellect eloquently championed by Cardinal Newman and a pedagogically holistic approach to the student that speaks to her "emotional, moral and spiritual formation." As undeniably admirable as Professor Mulcahy's vision may be, the author suggests two important impediments to its realization, the first being a question of practice, the second, of principle. He challenges Professor Mulcahy's vision of liberal education's reform on grounds more fundamental than mere fiscal practicality. He stresses that Professor Mulcahy's paper draws laudable attention to the contentious relationship between the "what" of curriculum and the "how" of pedagogy but in that exercise Professor Mulcahy neglects the relationship between these two interrogatives and the primordial "why" of liberal education.
Language at a Distance: Sharpening a Communication Tool in the Online Classroom
Author: Hannan, Annika
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Figurative Language,Online Courses,Language of Instruction,Communicative Competence (Languages),Performance Factors,Barriers,Teaching Models,Educational Practices,Teaching Experience

Both immensely powerful and entirely fickle, language in online instruction is a double-edged sword. A potent intermediary between instructor and students, and among students themselves, language is a key tool in online learning. It carries and cultivates information. It builds knowledge and self-awareness. It brings learners together in a community. But language can turn perilous when ambiguity creeps in and ambivalence has its way. How can we make language work for us and our students as distance educators? Which instructional techniques serve the cause, in some cases even better than they serve the traditional classroom? Which ones must instructors rethink? And what is the students' responsibility, if any, to language? This paper examines language as a communication tool in online learning, exploring how it succeeds and fails. While it engages with current pedagogical theories, it also draws upon my own, admittedly limited, experience. I have taught both correspondence and online courses over the years, but I am not an expert in distance education. The aim of this paper is to digest this experience, reflect on some current theories of e-learning, and consequently offer some (hopefully useful) suggestions for both tapping and changing instructors' established pedagogy. (Contains 10 notes.)
The Plight of the Millennials: Pedagogy as Marketing, Marketing as Pedagogy
Author: Barrett, Ralph V.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Students,Marketing,Student Recruitment,Educational Change,Educational Objectives,Educational Philosophy,Educational Practices,Educational Principles,Educational Development,Influence of Technology,Video Games,Change Agents

Anyone who already regards college education as a business should have no trouble with corollary notion that marketing is essential to success. In the information and service industries including education, marketing depends more upon image than it does in resource extraction, refining and manufacturing. In this article, the authors focus on Diana Oblinger, Executive Director of Higher Education for Microsoft Corporation, as merely one of the more prominent market analysts who has sought to single out a new cohort of educational consumers and describe what makes them unique. Acceding to the alleged needs and only dimly articulated preferences of contemporary college students, one finds a bizarre pedagogy emerging. This is most easily witnessed in the study of history, although ample examples could be drawn from areas as diverse as anthropology and zoology. Rather than "telling students about the conclusions of history," Oblinger touts games allow that "students to explore authentic information via multiple paths." The authors argue that Oblinger displays neither academic nor scholarly pretensions.
The Anonymous Member of the Interhamwe: Bill Clinton's Complicity in the Rwandan Genocide
Author: Model, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Death,Foreign Countries,Presidents,Foreign Policy,Conflict,Conflict of Interest,Government Role,Trust Responsibility (Government),African Studies,Cultural Differences,Cultural Influences,State Action

Ranked as one of the great human rights tragedies since World War II, the Rwandan genocide, which left 800,000 dead in its wake, is commonly understood in the context of a tribal internecine conflict between the Hutus and Tutsis. The event that triggered the genocide is imputed to the shooting down of a plane carrying the President of Rwanda and Burundi, responsibility for which has been attributed to Paul Kagame, current President of Rwanda and leader of an army comprising Tutsi refugees based in Uganda called the Rwanda Patriotic Front (RPF). Before examining the author's claim that former President Clinton was complicit in the genocide, he first examines the meaning of &quot;complicity&quot; and also the obligation of states to prevent genocide as stated in Article 1 of the Genocide Convention. In this paper, the author proves that not only did the United States fail to act on its own or collectively with other states but deliberately took actions to prevent the United Nations from acting on a number of different occasions or to undermine operations already underway. The U.S. pressured the Security Council into reducing its peacekeeping force to an inefficacious number of troops, eschewing the use of the word &quot;genocide&quot; to abrogate the legal obligation to act under the Genocide Convention. An important issue in assessing whether or not former President Clinton shares complicity in the Rwandan genocide is the question of when and how much did he know about the slaughter of Tutsis and moderate Hutus. The author stresses that not only did Clinton know about the genocide, he either was aware or should have reasonably been aware of the genocidal intentions of the extreme Hutus.
A Framework for Research at Canadian Colleges
Author: Fisher, Roger
Date: 2009-00-00
Type: Journal Articles
Subjects: Economic Development,Community Colleges,Foreign Countries,Global Approach,Competition,Models,Research,Educational Environment,Culture,Universities

With the advent of the post-industrial 21st century knowledge-based economy and the demands of global competitiveness, Canada's community colleges are under increased pressure to extend their historical mandates (of career-related education and regional economic development) by incorporating &quot;research&quot;, especially &quot;applied research,&quot; into their traditional programs. The recent dramatic growth of college research cultures in response to these pressures, however, is occurring in an unsystematic and uncoordinated manner. The purpose of this article is to propose a comprehensive, integrated framework that provides clarity, focus, and direction for building a productive and sustainable research culture at Canadian colleges. For this purpose, a conceptual analysis of research models in higher education is conducted, leading to a working model that subsequently is used to analyze the implications of building a research culture specifically adapted for Canadian colleges. The six attributes of the working model (&quot;research purpose, research forms, research governance, research personnel, research funding,&quot; and &quot;research output&quot;) are revised accordingly, and a framework is proposed that reflects and accommodates the unique circumstances in which research is evolving at Canadian colleges. (Contains 2 figures.)
Identifying Fallacies of Reference in Argumentation
Author: Gough, Jim
Date: 2009-00-00
Type: Journal Articles
Subjects: Speech Communication,Logical Thinking,Credibility,Liberal Arts,Persuasive Discourse,Thinking Skills,Course Content,Misconceptions,Reading Comprehension,College Students,Language Usage,Classification

The experience of teaching informal logic (sometimes called practical logic) at the introductory level over the last fifteen years has allowed the author the opportunity to identify some interesting problems. These problems have been encountered by students attempting to understand some of the ideas presented in the informal logic course and by the instructor trying to insure that the students comprehend these ideas. Any significant problem that is encountered by a number of students should provide a reason for the conscientious instructor to investigate ways to solve the problem. At the same time, the option exists to eliminate the problematic content from the course. As the author has suggested elsewhere, the elimination of content from any course in the liberal arts should be considered carefully and critically analyzed to determine that it is an acceptable strategy. In this paper the author provides an explanation of the strategy or process he followed in identifying and producing one solution to a problem encountered in teaching students how to identify distorted references in arguments. He includes a copy of the document he distributes to students for their use in making sure they have identified distorted references correctly and have the means to defend their claims, along with some exercises which have proved useful in the testing of the ideas developed about distorted references. (Contains 16 endnotes.)
Islam, Western Education and the Riddle of Human Rights
Author: Kaftan, Nadja
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Muslims,Islam,Western Civilization,International Relations,Attitudes,Social Behavior,Social Problems,Civil Rights,Females,Context Effect,Teaching Conditions,Classroom Environment,Controversial Issues (Course Content)

Relations between Islam and the West have seldom been easy. Enmities and resentments date back centuries. So do cultural contacts, economic ties and periods of relative cooperation. Today, however, nothing symbolizes that unsteady and often tense relationship more than the events of 11 September, 2001 and the bloodshed that has followed in Palestine, Iraq and Afghanistan as well as the cities of London, Madrid and elsewhere. The attitudes and actions of both sides have important consequences for citizens not only in Islamic countries but also in the West. They present especially serious trials for educators, both in principle and in practice. For other citizens, the purported clash of civilizations brings up questions concerning the very Western values that are said to be in jeopardy. This article is intended to describe some of the background to the riddle of human rights as it affects Islam and the West, and to open the discussion of political principles to a consideration of the concrete, day-to-day activities of teachers, students and educational institutions. The authors present a skeletal framework for discussion of the philosophical, political and pragmatic issues specifically related to the subject of women in the Muslim states and to Muslim women in the Islamic diaspora, and to connect these topics in a way that will encourage a useful consideration of the ethical, political and pedagogical dilemmas posed by the apparent disjunction and discord among women's rights, cultural tolerance and religious freedom.
The Effect of an Economic Crisis on Educational Outcomes: An Economic Framework and Review of the Evidence
Author: Shafiq, M. Najeeb
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Objectives,Outcomes of Education,Educational Attainment,Block Grants,Models,Children,Intervention,Enrollment,Child Labor,Labor Market,Evaluation,Economic Climate,Economic Factors

This article first provides an economic framework for understanding how an economic crisis affects children's educational outcomes; this framework shows that there are both negative (harmful) effects and positive (beneficial) effects on educational outcomes. A review of the empirical evidence suggests that the negative effects are typically stronger, and that national educational outcomes deteriorate during a crisis. Finally, a review of the interventions indicates that fee reduction, conditional cash transfers, media campaigns, and block grants help moderate the effects of an economic crisis on children's educational outcomes. (Contains 5 endnotes.)
Monitoring the Effects of the Global Crisis on Education Provision
Author: Chang, Gwang-Chol
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Development,Educational Finance,Sustainable Development,Global Approach,Budgets,Comparative Education,Developing Nations,Current Events,Economic Climate,Financial Problems,Economic Factors

This paper summarizes the experience and findings from the monitoring work carried out by UNESCO throughout 2009 to examine and assess the possible effects of the global financial and economic crisis on education provision in its Member States. The findings showed that although it was too early to ascertain the full extent of the impact of the financial and economic crisis on education, there was no obvious indication that education budgets were being cut more than any other sectoral budgets in many countries. However, there were reports that the crisis was having a severe impact in some countries and communities. It is feared that the aftershocks of the financial crisis will be lasting in social sectors, including education, particularly for the most vulnerable. This requires continuous monitoring on the part of UNESCO to fulfill its "watching" and warning functions and to encourage Member States to persevere in their efforts for educational development, keeping in mind that education is one of the most viable channels for economic recovery and sustainable development.
The Global Economic Crisis: Setbacks to the Educational Agenda for the Minority in Sub-Saharan Africa
Author: Ingubu, Moses Shiasha
Date: 2010-00-00
Type: Journal Articles
Subjects: Distance Education,Government Role,Foreign Countries,Scholarships,Minority Groups,Developing Nations,War,Disadvantaged Youth,Intervention,Migrants,Children,Females,Mobile Educational Services,School Schedules,Access to Education,Equal Education

This paper captures the impact of the Global Economic Crisis on educational programs serving minority groups in developing countries. It has been established that the most vulnerable groupings include nomadic and pastoralist communities, slum dwellers, children in war zones, and women. Various educational interventions such as mobile schooling, dual shift learning, scholarships, and distance learning have been utilized to mitigate the aggravations these groups experience in an effort to catch up on education. However, this paper predicts that these programs will encounter economic obstacles thereby countering the key efforts of ensuring Education For All by 2015 in developing countries. Finally, the paper proposes policy interventions to help in shielding the vulnerable groups from the harms that the economic crisis will visit on the education sector.
Under the Same Blue Sky? Inequity in Migrant Children's Education in China
Author: Tan, Guangyu
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Needs,Migrant Education,Poverty,Access to Health Care,Migrant Children,Rural Areas,Foreign Countries,Migrants,Rural to Urban Migration,Urban to Rural Migration,Access to Education,Migration Patterns,Labor Needs,Economic Change,Economic Climate

It is estimated that more than 10% of China's population has left their villages and hometowns as millions of farmers have descended upon cities and urban centers in response to a huge demand for labor since the economic reform launched in the late 1970s (Li, 2006). Approximately 19.8 million children are believed to have accompanied their parents in this mass internal migration, with the result that many lack adequate access to health care, education, and other basic services (Chan, 2009). This article discusses migrant children's schooling experiences in China in the context of massive migration from rural areas to the cities and trends toward reverse migration induced by the recent global economic crisis. It further explores the responses from the migrant communities to their children's educational needs in the face of financial cutbacks and economic insecurity. (Contains 3 endnotes.)