ethanporcaro/eric-fulltext-meta huggingface dataset:
Public Awareness Program and Development of Education Toolkit for Green Sea Turtle Conservation in Sarawak, Malaysia
Author: Hassan, Ruhana
Date: 2017-00-00
Type: Journal Articles
Subjects: Zoology,Wildlife,Public Opinion,Foreign Countries,Conservation (Environment),Questionnaires,Video Technology,Environmental Education,Surveys

Nobody knows exactly what happened during &quot;the lost years&quot; of the turtles in the wild, thus a green turtle headstarting project was carried out at Pantai Pandan, Lundu, Sarawak, Malaysia from June 2014 until December 2015 to shed some lights on the growth of hatchlings during a small part of their &quot;lost years&quot;. As a consequent, opportunity of small scale awareness campaigns on sea turtle conservation arises during this project. Activities include talk related to green turtles conservation, hands on experience on turtle-human interaction (supervised), and documentation via videography. Evaluation on the affective domain among participants on this short program was carried out based on standard structured questionnaires followed by data analysis. A total of 666 people participated in the awareness program from October 2014 to November 2015. Approximately 72.8% of participants had never seen and touched any life turtles thus this program had provided the opportunity to do so in a safe manner. Personal testimonies revealed the 21.2% respondents that have eaten turtle eggs prior to this program said that they will never eat any in the future. Upon completion of this study, participants and local people alike, showed appreciation to the existence of green turtles in Malaysian waters and are very willing to be the sea custodians in the future. A series of brief video with the duration of 2 minutes each, a manual and an information kiosk had been produced, which serves as documentation of the project and to be used in future awareness program.
The Long-Term Impact of Study Abroad on Honors Program Alumni
Author: Mulvaney, Mary Kay
Date: 2017-04-00
Type: Journal Articles
Subjects: Study Abroad,Honors Curriculum,Alumni,Experiential Learning,Student Exchange Programs,Graduate Surveys,Online Surveys,Citizen Participation,Leisure Time,International Education,Cultural Awareness,Intercultural Communication

International education expands a student's perspectives, encourages interest in cultural variations, promotes critical analysis, and strengthens observational and interpersonal skills. Yet, even more research is seemingly needed to confirm the value of study abroad, not only for the individual students involved, but for communities and society at large, if study abroad is to be made accessible for all undergraduates of the United States. Specifically, there is a need for data to determine if Honors Program graduates, whom are anticipated will be successful in their professional realms of choice and will function as responsible, productive citizens, are significantly impacted by study abroad experiences--enough to behave in notably different ways than their equally talented Honors Program peers who did not study abroad as undergraduates. This study begins to meet that need, examining the long-term impact of study abroad within a ten-year population of Honors Program alumni. It questions, &quot;Does study abroad make a long range difference for Honors Program undergraduates? Or not?&quot;; and it purports that, if it does, educational institutions of higher education, government, and society at large must do a better job of promoting and funding it. Elmhurst College Honors Program alumni from the classes of 2005-2014 were surveyed. The survey included basic identifiers such as gender, academic major, number of years since graduation, and most importantly, inquiring whether or not the student studied abroad while studying as an undergraduate at Elmhurst College. If respondents indicated &quot;yes&quot; to studying abroad further questions were triggered to determine the general location and the length of study. The analysis of this survey clearly identifies a positive long-term impact for students who study abroad as undergraduates, especially in three of the four areas examined: career and educational pursuits; internationally oriented leisure activities; and institutional loyalty. The fourth area, civic engagement and awareness, yielded somewhat mixed results.
Ethology, Interpersonal Neurobiology, and Play: Insights into the Evolutionary Origin of the Arts
Author: Dissanayake, Ellen
Date: 2017-00-00
Type: Journal Articles
Subjects: Play,Art,Neurosciences,Animal Behavior,Mothers,Infants,Parent Child Relationship,Intimacy,Trust (Psychology),Child Care,Anxiety,Evolution,Ceremonies

The author considers the biological basis of the arts in human evolution, which she holds to be grounded in ethology and interpersonal neurobiology. In the arts, she argues, ordinary reality becomes extraordinary by attention-getting, emotionally salient devices that also appear in ritualized animal behaviors, many kinds of play, and the playful interactions of human mothers with their infants. She hypothesizes that these interactions evolved in humans as a behavioral adaptation to a reduced gestation period, promoting emotional bonding between human mothers and their especially helpless infants. She notes that the secretion of opioids, including oxytocin, that accompany birth, lactation, and care giving in all mammals is amplified in human mothers by these devices, producing feelings of intimacy and trust that engender better child care. The same devices, exapted and acquired culturally as arts, she argues, became prominent features of group ritual ceremonies that reduced anxiety and unified participants, which also offered evolutionary advantages.
I Am an Avatar of Myself: Fantasy, Trauma, and Self-Deception
Author: Marks-Tarlow, Terry
Date: 2017-00-00
Type: Journal Articles
Subjects: Neurosciences,Deception,Play,Parent Child Relationship,Fantasy,Safety,Victims,Sexual Abuse,Self Concept,Imagination,Psychological Patterns,Trauma,Psychotherapy,Patients,Counselor Client Relationship,Sibling Relationship,Symptoms (Individual Disorders),Emotional Response

The author employs neurobiology to help explore deception in nature and self-deception in human beings. She examines activities that may appear playful but that lack such hallmark qualities of play as equality, mutual pleasure, and voluntarism and that can, therefore, prove psychologically destructive. She warns that the kind of playful interactions of parents and children that help connect the concept of self with the concept of other and to expand children's imaginative horizons during healthy development may turn defensive and do harm during severe trauma. Such interactions can shrink mental horizons, help separate mind from body, and facilitate the disconnection of the self from others. These devastating outcomes occur especially when play-like activities seem to offer in fantasy a safety absent from real life. The author uses the clinical case of a victim of sexual abuse to illustrate such unhealthy activity and the compulsion and dissociation it creates, which can foster the epigenetic transmission of incest from one generation to the next.
Vygotsky Meets Neuroscience: The Cerebellum and the Rise of Culture through Play
Author: Vandervert, Larry
Date: 2017-00-00
Type: Journal Articles
Subjects: Neurosciences,Play,Brain Hemisphere Functions,Imagination,Error Correction,Problem Solving,Prediction,Models,Interpersonal Competence,Affective Behavior,Cognitive Development,Learning Theories,Sociocultural Patterns,Correlation,Cultural Influences

The author suggests the brain's cerebellum and cerebral cortex are the origin of culture and considers the cerebellar models that came to constitute culture to be derived specifically from play. He summarizes recent research on the behavioral, cognitive, and affective evolution of the cerebellum and the cerebral cortex that shows the development of these processes created increased efficiencies, unconscious control of complex situations, the ability to predict probable future circumstances before they occur, error correction in emotional and social situations, and an unconscious blending of components to solve new problems. He argues that human play evolved from animal play, which helped train animals to deal with unexpected circumstances. As animal play evolved toward human play, rule-governed imagination allowed play to help predict events through sequence detection. Human play then led to the advent of culture, which socially amplified the advantages of these adaptations. The author contends that this creative blending of cerebellar models provides an explanation of Lev Vygotsky's (1978) most compelling insights about play. He concludes that, although play and culture appear dramatically different, they develop from the same brain mechanisms.
Listening beneath the Words: Parallel Processes in Music and Psychotherapy
Author: Shapiro, Yakov
Date: 2017-00-00
Type: Journal Articles
Subjects: Listening,Psychotherapy,Creative Activities,Music,Psychiatry,Listening Skills,Music Therapy,Patients,Allied Health Personnel

The authors investigate the parallels between musical performance and psychoanalytical therapy, using the former as a metaphor for the way therapist and patient jointly compose the therapeutic experience and better the treatment it offers. [Note: The volume and issue number (v9 n1) shown on this PDF is incorrect. The correct citation is v9 n2.]
Sexual Fantasy and Adult Attunement: Differentiating Preying from Playing
Author: Katehakis, Alexandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychology,Sexuality,Brain,Fantasy,Neurology,Aggression,Sexual Abuse,Rape,Role Playing,Play

The author looks at the psychology of sexuality and its origins in the brain's cortex. She discusses how the cues for desire sometimes overshadow mere physiological cues and how they may be healthy or unhealthy. She argues that understanding the intricate neurochemical and neurostructural workings of the mind and the central and autonomic nervous systems in both men and women--and their dependence on early attunement--helps therapists and patients distinguish sexual play from predatory, trauma-inducing sexual aggression and that this distinction is crucial given the centrality of the mammalian emotional circuit of play in our brain processes, including the sexual. She discusses the dangers of mistaking forcible rape fantasy for a real-life desire and examines other fantasies and the sexual role play that fuel our sexuality. She warns of the psychological and emotional damages of isolating, nonconsenual sex. And she discusses how sexual play can provide emotional attunement, joy, and sociability to human life.
Study Abroad in a Time of Terror; U.S. Student Experiences in Brussels
Author: Gleye, Paul
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Terrorism,Student Experience,College Students,Student Reaction,Emotional Response,Reflection,Communication (Thought Transfer)

On the morning of March 22, 2016, two men pushed luggage trolleys containing suitcases laden with nail bombs into the departure hall of the Brussels airport and detonated them. About an hour later, a third suicide bomber detonated a nail bomb in a subway train at the Maelbeek metro station near central Brussels. These attacks claimed the lives of 32 victims plus three suicide bombers and caused over 300 injuries, many severe. The attacks brutally affected several hundred people in the airport departure hall and in the subway station. But the consequences immediately spread to thousands of people elsewhere in the airport and throughout the Brussels transit system, both of which immediately shut down. Ramifications then spread to hundreds of thousands of persons affected by disrupted travel throughout Europe and to millions of persons who learned of the events through media. Although Paul Gleye and his 17 study abroad students were safe from the attacks, they were well aware of the intense international press coverage of the events, including Gleye's colleague's comments in their hometown newspaper. Two days after the attacks Gleye gathered his students together in a Brussels cafe and asked them to write down their reactions to the attacks, and how they felt about being in Brussels when pressure was evident for them to leave. What did they think of his colleague's re-examination of study abroad as reported in their hometown newspaper? Gleye also asked them to write down what they had done the previous day--the day after the attacks, a day that had begun with a certain feeling of numbness in the air, as the city began to emerge from lock-down. Only after the semester ended and the class returned to the United States did Gleye realize that his students' thoughts might be valuable for a larger audience. Thus, this article summarizes the reactions to the attacks as reported by Gleye's 17 students, supplemented by his own observations.
The Effects of Study Abroad on Spanish Teachers&apos; Self-Efficacy: A Multiple Case Study
Author: Jochum, Christopher
Date: 2017-04-00
Type: Journal Articles
Subjects: Spanish,Language Teachers,Study Abroad,Self Efficacy,Case Studies,Summer Programs,Second Language Instruction,Language Proficiency,Foreign Countries,Interviews,Observation,Student Journals,Program Effectiveness,Educational Planning

Spanish teachers' feelings of self-efficacy can provide an important measure of their abilities to be effective in the classroom and, perhaps, affect student achievement. There is a need for qualitative research focused on the lived experiences of inservice foreign language teachers while they are immersed in the target culture in order to better understand how those experiences can affect their instructional practices and teacher efficacy. Therefore, the purpose of this study is to examine current Spanish teachers' feelings of self-efficacy while participating in a summer study abroad program in Costa Rica. The following research question guided this inquiry: How does the study abroad experience affect Spanish teachers' feelings of self-efficacy as it relates to language proficiency and instructional practice? A multiple case study design (Stake, 2006) was employed using multiple data sets to analyze the participants' lived experiences while studying in Costa Rica during the summer of 2014. Four participants were selected that met the following criteria: (1) studying abroad in Costa Rica during the summer of 2014; (2) currently enrolled in a master's program in Spanish education; and (3) currently teaching Spanish in a 7-12 setting in the United States. The following data sets were collected from the participants: (1) individual participant interviews; (2) in-country observations of interactions; and (3) participant reflection journals. Three themes emerged from the findings: (1) after spending time in the target culture, all participants realized deficiencies in their language skills; (2) all participants developed a better understanding of their own students as a result of being a foreign language learner; and (3) all participants were committed to using the target language (Spanish) in their classrooms at least 90% of the time.
Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures
Author: Gutiérrez, Xavier
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Spanish,Verbs,Grammar,Teaching Methods,Correlation,Oral Language,Writing (Composition),Foreign Countries,Guidelines,Standards,Language Tests,Evaluation Criteria,Metalinguistics,Statistical Analysis,Language Proficiency,Undergraduate Students

The usefulness of explicit knowledge of the second language is a matter of controversy in the field of second language acquisition. In this regard, it has been argued that explicit representations might be useful for some structures but not for others (R. Ellis, 2006; Roehr &amp; Gánem-Gutiérrez, 2009). The goal of this study was to examine whether explicit knowledge about the Spanish subjunctive is related to using this structure accurately in discrete-point measures, as well as in measures of oral and written production. The participants were 46 learners of Spanish as a second language, who were in their fifth semester and had received explicit instruction about the subjunctive during three terms. The results show that the participants had developed somewhat low levels of explicit knowledge of the subjunctive, and that explicit knowledge of this structure was significantly correlated to its correct use in discrete-point grammar exercises and in writing, but not in speaking.
The Common European Framework of Reference (CEFR) in Canada: A Research Agenda
Author: Arnott, Stephanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Guidelines,Standards,Second Language Learning,Elementary Secondary Education,Second Language Instruction,Teacher Education,Foreign Countries,Language Teachers,Meetings,Educational Practices,Preservice Teachers,Educational Policy,Educational Research,Collaborative Writing,Elementary School Teachers,Secondary School Teachers

This article proposes a research agenda for future inquiry into the use of the Common European Framework of Reference (CEFR) in the plurilingual Canadian context. Drawing on data collected from a research forum hosted by the Canadian Association of Second Language Teachers in 2014, as well as a detailed analysis of Canadian empirical studies and practice-based projects to date, the authors examine three areas of emphasis related to CEFR use: (a) K-12 education, including uses with learners; (b) initial teacher education, where additional language teacher candidates are situated as both learners and future teachers; and (c) postsecondary language learning contexts. Future research directions are proposed in consideration of how policymaking, language teaching and language learning are articulated across each of these three contexts. To conclude, a call is made for ongoing conversations encouraging stakeholders to consider how they might take up pan-Canadian interests when introducing various aspects of the CEFR and its related tools.
The Development of a Socioscientific Issues-Based Curriculum Unit for Middle School Students: Global Warming Issue
Author: Atabey, Nejla
Date: 2017-07-00
Type: Journal Articles
Subjects: Curriculum Development,Middle School Students,Science Curriculum,Units of Study,Science and Society,Action Research,Diaries,Scores,Video Technology,Learning Experience,Climate,Environmental Education,Foreign Countries

In this study, we aimed at developing &quot;Human and Environment&quot; unit around SSI based instruction. We followed action research methodology in development and implementation of the unit. The participants of this study were 24 seventh graders students and the instruction was extended to eight and a half weeks, taking four hours in a week. The data collection tools included the teacher's, the students' diaries, midterm exams, and video records. The SSI-based instructional framework of Presley and colleagues (2013) guided us to develop this unit for middle school. We also used the framework for analyzing student and teachers' diaries. The correct answers were scored with 1 point while wrong answers were evaluated with 0 point for mid-term exams which were multiple choice exams. Video records were evaluated in terms of SSI-based instruction observation form. Our findings showed that the framework of Presley and colleagues (2013) was useful for the development of an effective SSI-based instruction. At the end of the study a unit started with a global warming, interacting with science ideas and practices, and ended with a final activity was presented.
Pre-Service Teachers' Perceptions of Instructors' Teaching Skills
Author: Sahan, Hasan Huseyin
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Skills,Student Attitudes,Statistical Analysis,Teacher Behavior,Foreign Countries,Correlation,Teacher Evaluation,Rating Scales,Factor Analysis

The purpose of this study was to investigate the perceptions of pre-service teachers attending the pedagogical formation program offered by Balikesir University Necatibey Faculty of Education pertaining to instructors' teaching skills. A total of 220 pre-service teachers participated in the study. The data were collected by &quot;Perceptions of Teaching Skills Scale&quot; (PTSS), developed by the researcher. A three-way ANOVA was used to test whether pre-service teachers' perceptions correlate significantly with their gender and major, and the subject-area of the instructors they evaluated. The results of the study showed that, according to the pre-service teachers' perceptions, instructors &quot;frequently&quot; demonstrated behaviors indicative of teaching skills. Pedagogs and subject teachers showed similarity in the frequency of display of general teacher behaviors as well as behaviors belonging to the warm-up, development, and closure stages of a lesson. However, they displayed a higher rate of frequency than field instructors in the mentioned behaviors. The independent effect of &quot;gender&quot; was a determining factor in pre-service teachers' perceptions regarding general teacher behaviors and behaviors in the warm-up, development, and closure stages of a lesson. On the other hand, the independent effect of &quot;major&quot; was a determining factor only in pre-service teachers' perceptions of the behaviors in the warm-up stage. The research revealed that the gender*field common effect affects pre-service teachers' perceptions of general teacher behaviors, while the field*major common effect affects both general teacher behaviors and behaviors in the warm-up stage. The results also indicated that gender*field common effect and field*major common effect mutually affect each other.
Pre-Service Music Teachers' Metaphorical Perceptions of the Concept of a Music Teaching Program
Author: Kiliç, Deniz Beste Çevik
Date: 2017-00-00
Type: Journal Articles
Subjects: Music,Music Education,Music Teachers,Preservice Teachers,Foreign Countries,Student Attitudes,Figurative Language,Preservice Teacher Education,Undergraduate Students,Surveys,Content Analysis

This study was intended to reveal pre-service music teachers' perceptions of the concept of a &quot;music teaching program&quot; with the use of metaphors. Its sample included 130 pre-service music teachers in the Music Teaching Program of Fine Arts Teaching Department in Balikesir University's Education Faculty. The study data were collected by having the participants complete the sentences: &quot;The music teaching program is like... because...&quot; and &quot;The music teaching program is similar to... because....&quot; The study's qualitative data were collected using a survey form with open-ended questions. Subsequently, the data were interpreted using content analysis. The pre-service music teachers produced 30 metaphors. These metaphors were classified into six conceptual groups based on their shared aspects. The study concluded that pre-service music teachers explained the concept of a &quot;music teaching program&quot; using a variety of metaphors.