ethanporcaro/eric-fulltext-meta huggingface dataset:
About Assessment Criteria of Driver's Accidental Abilities
Author: Lobanova, Yuliya I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Evaluation Criteria,Motor Vehicles,Traffic Safety,Accidents,Transportation,Technical Education,Children,Adolescents,Simulation,Tests,Individual Characteristics,Statistical Analysis,Foreign Countries

The article points at the importance of studying the human factor as a cause of accidents of drivers, especially in loosely structured traffic situations. The description of the experiment on the measurement of driver's accidental abilities is given. Under accidental ability is meant the capability to ensure the security of driving as a behavior that includes activities and interaction with other road users. An approach to the assessment of such component accidental abilities as a sense of danger is suggested. The experiment simulated a vehicle driving process by the movement of a scooter with the requirement to travel at the maximum possible (by the feelings of a testee) speed through the gate with varying distances between the uprights. The pilot experiment was conducted on a group of children 10-11 years old, a group of motorists (men of safe driving age (26 to 45)) and a group of students 17-18 years of age (1st year students of the Technical University). Criteria for assessing drivers' and applicants` to be drivers accidental abilities are presented in the present paper. Low level of sense of danger is associated with passing the test with a minimum distance between the posts, high speed of the route, using the brake directly at the rack or after it, testees preserving calmness and confidence on the scooter in the event of tension in standing in the racks, high level--with opposite indicators.
Bulgar Factories (Trading Posts) in the Kama River Area as a Factor of Adjustment to Feudalism
Author: Krylasova, Natalia B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Industry,World History,Cultural Differences,Social Systems,Merchandising,Geography,Handicrafts

At the start of the 2nd ML AD a number of trading posts, or factories, emerged in the Cis-Ural region with participation of Bulgar handicraftsmen and merchants. They were townships populated by various ethnic groups. Several centuries later similar factories were set up by natives of the Cis-Ural region in Western Siberia. These factories have become major industrial and economic centers, where the multinational population was dominating. These factories increased the exchange of cultures among different nations. The article discusses the influence of the Bulgar merchants on trade, culture and town planning. In order to achieve this goal, the principle of historicism was used and experience of domestic and foreign scientists was generalized, allowing objectively consider the role of the Bulgar trade and craft factories and their influence on the feudal system. The results of the study consider the reasons for trading posts foundation; also analyze how the geographical area affected on the appearance of factories. Trade and craft factories were large commercial and educational centers at their height. Their decline was influenced by medieval diseases and conquest of Turkic tribes. This work may be a theoretical source for social researches in the era of feudalism.
Altai Empathy Culture: Ontological Design of Altai Cognitive Environment
Author: Voronin, Maksim
Date: 2016-00-00
Type: Journal Articles
Subjects: Empathy,Foreign Countries,Semantics,Linguistic Theory,Applied Linguistics,Cognitive Structures,Schemata (Cognition)

This study considers the features of Altai cultural semantics through the cognitive materialism of culture basing on the assumption that the linguistic structures are part of culture, and the metaphorical linguistic use is the basis for cultural cognitive structures forming. Altai text is considered as a structural unit of Altai cognitive environment and landscape, a form of Altai territory psychic life and a way to study the physiology of historical life. Eidoses creating cultural landscape and their role in the ontologization of a territory language are studied by linguistic engineering. Thus, this study includes ontological designing of deep structures of texts created by E.I. Roerich, N.K. Roerich, G.D. Grebenshchikov and V.M. Shukshin that represent Altai cultural empathy. Cultural and behavioral patterns of a certain territory inhabitants appear as a multi-dimensional structure which includes elements and units functioning in accordance with certain criteria developed in the synthesis of natural forces and human mind activity.
Fundamental Studies of Strength Physics--Methodology of Longevity Prediction of Materials under Arbitrary Thermally and Forced Effects
Author: Petrov, Mark G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Physics,Science Education,Science Instruction,Methods,Climate,Thermodynamics,Kinetics

Thermally activated analysis of experimental data allows considering about the structure features of each material. By modelling the structural heterogeneity of materials by means of rheological models, general and local plastic flows in metals and alloys can be described over. Based on physical fundamentals of failure and deformation of materials that are revealed by thermally activated analysis of simple test data, the methodology of longevity prediction of materials under arbitrary thermally and forced effects is considered. The methods of thermally activated analysis of strength tests results of duralumin and boron plastic are considered with regard to low temperature effects of failure. The correcting for the effective temperature that take account of these features, is been refined values of activated parameters of the process. Thermally activated analysis of experimental data should also take into account the quantum features of low-temperature fracture kinetics. In processing the experimental data, temperature correction is necessary to insert as it takes into account the low-temperature features of fracture, and in some cases changes the method of processing. It specifies the value of activation parameters of the process, which are used later in equations of physical warping and fracture kinetics under durability and longevity prediction of materials in constructions.
Portrait of a &quot;Teach for All&quot; (TFA) Teacher: Media Narratives of the Universal TFA Teacher in 12 Countries
Author: Gautreaux, Michelle
Date: 2016-10-24
Type: Journal Articles
Subjects: Mass Media,Discourse Analysis,Educational Change,Global Approach,Teacher Effectiveness,Educational Improvement,Equal Education,Comparative Analysis,Comparative Education,Social Characteristics,Disadvantaged Schools,Teacher Characteristics,Interaction,Interaction Process Analysis,Conflict,Content Analysis,Teacher Education Programs,Foreign Countries,Newspapers

This article employs narrative analysis to examine how the media in 12 different countries characterize the &quot;Teach for All&quot; (TFA) teacher. Examining mass media narratives in these 12 countries illustrates that there are some remarkable commonalities in the narratives and character portraits co-constructed and propagated by the media. At the core of these narratives is the notion of a problem in education. This problem justifies the creation and emergence of a character, commonly constructed in opposition to traditionally certified teachers, who embodies the characteristics and attributes of the contemporary neoliberal subject. This article discusses the implications of this character's widespread representation; namely, how does the character construction influence the broader public perception about education and how is it contributing to the (re)imagination of the role of the teacher?
An Analysis of How Restrictive Language Policies Are Interpreted by Arizona's Department of Education and Three Individual School Districts' Websites
Author: Jimenez-Silva, Margarita
Date: 2016-10-17
Type: Journal Articles
Subjects: Language Acquisition,Educational Policy,Policy Analysis,School Districts,State Departments of Education,Web Sites,Immersion Programs,English Language Learners,Discourse Analysis,Time Factors (Learning),Context Effect,Content Analysis

Restrictive language policies for education have been passed in several states in the United States. In 1998, 2000, and 2002, California, Arizona, and Massachusetts passed the most restrictive of these policies, impacting 4.4 million students classified as English language learners (ELLs). This study examines how these policies are currently interpreted and presented to the public on Arizona's Department of Education website, as well as how they are interpreted and presented on the websites of three of the state's largest school districts. We seek to understand how three key elements of the laws--one-year programmatic time limits, Structured English Immersion (SEI) programs, and waiver processes--are conveyed by each text. Using tools from critical discourse analysis (Fairclough, 2003, 2013, 2015), we trace the endurance or disappearance of these elements between texts and across time. Textual differences are discussed as reflecting and perpetuating important contextual differences among the districts.
Reforming for &quot;All&quot; or for &quot;Some&quot;: Misalignment in the Discourses of Education Reformers and Implementers
Author: Lenhoff, Sarah Winchell
Date: 2016-10-17
Type: Journal Articles
Subjects: Alignment (Education),Educational Policy,Program Implementation,Policy Formation,Educational Practices,Discourse Analysis,Language Styles,Discourse Communities,High Schools,Semi Structured Interviews,Participant Observation,Transcripts (Written Records),Position Papers,Ambiguity (Semantics),Ethnography,Case Studies,Comparative Analysis

The ways in which the language of reformers intersects with and informs reform implementation is important to our understanding of how education policy impacts practice. To explore this issue, we employed critical discourse analysis (CDA) to analyze the language used by a 21st century skills-focused reform organization to promote its program alongside the language that local actors used to explain its implementation. We examined source materials, field notes, interview data, and publicly available organizational data collected over a five-year period to critically examine how discourse 1) illustrated alignment between the stated and implicit audience for the school reform program and 2) shaped subsequent implementation. Analyses suggest the reform organization promoted itself through a discourse that all students in all reform schools were being prepared for college, career, and civic life. There was a significant misalignment, however, in the discourses regarding the appropriate student audience for the reform. Local actors questioned whether the reform program 1) was suitable for all students and 2) provided necessary supports for all students in all schools. This misalignment led to uneven implementation and resulted in some educators dismissing the goals of the program as unrealistic. Given that educational agencies have considerable freedom to choose among diverse reform programs, our analysis suggests it is important to understand the discourses through which reform organizations advertise models, implementers justify adoption, and educators respond.
Complicating the Rhetoric: How Racial Construction Confounds Market-Based Reformers' Civil Rights Invocations
Author: Hernández, Laura E.
Date: 2016-10-17
Type: Journal Articles
Subjects: Rhetoric,Racial Attitudes,Civil Rights,Advocacy,Equal Education,Discourse Analysis,Commercialization,Ambiguity (Semantics),Policy Analysis,Educational Policy,Race,Student Characteristics,African American Students,Ideology,Interviews,Cultural Pluralism

Reformers today maintain the use of civil rights rhetoric when advocating for policies that address educational inequity. While continuing the legacy of earlier civil rights activists, the leaders invoking this rhetoric and the educational platforms they promote differ greatly from previous decades. Not only does this new crop of reformers differ demographically, they also tend to promote market-oriented policies like the expansion of charter schools and other school choice initiatives that embody market logics alongside a sharp retrenchment from the public sphere. While scholars have revealed how these policies generate questionable outcomes for students and communities of color, few have considered the manner in which marginalized racial groups are characterized and framed amidst these reforms and cries for civil rights. In this empirical paper, I use critical discourse analysis (CDA) to analyze how race-based constructions complicate the use of civil rights rhetoric in today's increasingly marketized educational context. Specifically, I investigate how two educational leaders discuss race within comments about education and its connection to civil rights. The findings suggest that the leaders allude to race without explicitly naming it in the context of civil rights discourse. In addition, their civil rights invocations exist alongside subtly constructed, negative racial narratives that they articulate in the context of their statements. Given these findings, this paper ends with a discussion of these seemingly incompatible discourses. In particular, I interrogate how these racial constructions reflect the characteristics of colorblindness and how this, in turn, may undermine policies the aim to address racial inequity.
Too Much Too Soon? An Analysis of the Discourses Used by Policy Advocates in the Debate over Kindergarten
Author: Little, Michael H.
Date: 2016-10-17
Type: Journal Articles
Subjects: Discourse Analysis,Educational Policy,Advocacy,Debate,Kindergarten,Role of Education,Student Centered Learning,Play,Art Activities,Learning Activities,Instruction,Persuasive Discourse,Politics of Education,Agenda Setting,Early Childhood Education,Expertise,Surveys,Organizations (Groups),Professional Associations,Data Analysis,Coding,Educational Practices,Common Core State Standards,Educational Change,Accountability,Academic Standards,Barriers,Evidence Based Practice,Attribution Theory

In recent years, a debate over kindergarten has ensued. We refer to the actors in this debate as &quot;developmentalists,&quot; on the one hand, and &quot;academic advocates,&quot; on the other. Developmentalists argue that kindergarten should be centered on child-initiated play and intentional teaching through play, art activities, and hands on activities. Academic advocates argue that young children are capable of learning academic content in kindergarten and that academic instruction is necessary to help some students &quot;catch up&quot; before formal schooling begins. In this paper, we identify the key policy organizations engaged in this debate and analyze the ways they construct their arguments and critique the positions of their opponents. We find that, when discussing their vision for kindergarten, developmentalists and academic advocates share similar goals and views. However, when we analyze the ways the two agendas discuss kindergarten as it is practiced today, clear divisions emerge. Specifically, the agendas use different types of causal narratives to describe the problems with kindergarten and how it got that way. We conclude with a discussion of policy implications and directions for future research.
A Critical Discourse Analysis of the New Labour Discourse of Social and Emotional Learning (SEL) across Schools in England and Wales: Conversations with Policymakers
Author: Emery, Carl
Date: 2016-10-17
Type: Journal Articles
Subjects: Discourse Analysis,Social Development,Emotional Development,Educational Policy,Political Attitudes,Self Control,Teaching Methods,Well Being,Policy Analysis,Foreign Countries,Neoliberalism,Critical Theory,Interviews,Models,Elementary School Students,Secondary School Students

This paper reports on a critical discourse analysis (CDA) of the New Labour (1997-2010) discourse of Social and Emotional Learning (SEL) in schools, and how it was understood and enacted by policymakers in England and in Wales within the context of devolved government across the UK. By SEL I mean universal school-based programs, located in the concept of children's emotional wellbeing and concerned with developing children's ability to understand, express and manage their emotions. Through a series of in-depth interviews with national level SEL policy actors this investigation worked to understand and identify how the SEL policy discourse worked &quot;to privilege certain ideas and topics and speakers and exclude others&quot; (Ball, 2008, p. 5). Through shining a critical light on the discourse of New Labour SEL policy makers this work responds to the call of Gunter et al. (2014) for critical education researchers to develop and amplify voices which challenge the current hegemonic &quot;common sense&quot; discourse. The findings identify that the relationship between language and political ideology in England and Wales during the New Labour years powerfully shaped the SEL policy discourse.
Social-Emotional Learning Program to Promote Prosocial and Academic Skills among Middle School Students with Disabilities
Author: Espelage, Dorothy L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Prosocial Behavior,Academic Ability,Middle School Students,Disabilities,Peer Relationship,Bullying,Student School Relationship,Empathy,Caring,Intervention,Grades (Scholastic),Standardized Tests,Scores,Student Records,Comparative Analysis,Student Behavior,Hypothesis Testing,Curriculum,Program Effectiveness,Statistical Analysis,Randomized Controlled Trials,Student Surveys,Markov Processes,Monte Carlo Methods

This 3-year study evaluated the effectiveness of the Second Step-Student Success Through Prevention (SS-SSTP) social-emotional learning program on increasing prosocial behaviors that could serve as protective factors against peer conflict and bullying among students with disabilities. Participants included 123 students with disabilities across 12 schools in Midwest United States. Students labelled with a disability were selected for inclusion. Students completed self-report measures of school belonging, empathy, caring, and willingness to intervene in bullying situations. Report card grades and standardized test scores were collected from school records. Students with disabilities in the intervention schools reported a statistical and clinical significant increase in willingness to intervene in bullying incidents in comparison with students with disabilities in control schools and an increase of half a grade on their report cards in comparison with the control sample. The current study demonstrates the promise of social-emotional learning programming for students with disabilities.
The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start
Author: Stanton-Chapman, Tina L.
Date: 2016-00-00
Type: Journal Articles
Subjects: At Risk Students,Early Intervention,Positive Behavior Supports,Preschool Education,Program Effectiveness,Classroom Environment,Scores,Interpersonal Competence,Pretests Posttests,Behavior Problems,Check Lists,Rating Scales,Child Behavior,Observation,Faculty Development,Workshops

The purpose of this study was to evaluate the overall effectiveness of a three-tier model of positive behavior interventions and supports (PBIS), which was developed and tested in Head Start (HS) programs. Ten HS classrooms from five HS programs participated in the current study. Results indicated that PBIS was effective in improving classroom quality as evidenced by a statistically significant change on the classroom organization domain on the Classroom Assessment Scoring System and the overall score on the Early Childhood Environmental Rating Scale-Revised. We also found that children's social skills on the Social Skills Rating System significantly increased from the pre- to post-assessment whereas problem behaviors on the Child Behavior Checklist decreased. The data described here are encouraging and add to the expanding database supporting the value of the three-tier model of PBIS.
Russian-Ukrainian Border Region: Negative Cultural and Civilizational Risks of Integration
Author: Babintsev, Valentin P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Risk,Correlation,Self Concept,Psychological Patterns,Values,Stereotypes,Geographic Regions,Cultural Differences,Acculturation,Social Integration,Questionnaires,Social Attitudes,Attitude Measures,Citizenship,Conflict

The paper considers key risks of cultural and civilizational integration of the Russian-Ukrainian border region. Proceeding from the sociological surveys conducted, the following typical cultural and civilizational identities of the population of border regions of Russia and Ukraine are singled out: Russian, Ukrainian, Slavic, European, mondialist and Eurasian. The first of the risks found is discrete perception of social time and space. For the bulk of representatives of the regional communities, social time breaks down into parts acting like periods that are devoid of the shared logics and are contrasting towards each other. The second is associated with chronotope pattern structure consisting in the presence of cognitive and value-related dissonance which characterizes the consciousness of the population--this is expressed in acceptance of value attitudes not only mismatching but even opposing each other frequently. The third risk consists in incongruity and controversy of heterostereotypes that are emotionally colored set ideas of communication subjects about their counterparties. Irrelevance of ideas about the future acts as the last risk that is caused by asynchrony of social processes in the area which used to be united that is manifested both at interstate and regional levels.
Synergetic Paradigm of Geographical Science
Author: Gorbanyov, Vladimir A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Geography,Models,Physical Geography,Human Geography,Sciences,Environment,Foreign Countries

It is shown that in the last decades, geography has expanded so much, that it has lost its object of study. It was not clear, what the geographical science does, and, as a consequence, households have an extremely low level of geographical cultures and geographical education. Each geography is extremely isolated, has its own object of study. Especially the big gap still lies between the physical and socio-economic geography. As a result, each geographical science was so moving away from geography that actually merges with the adjacent sciences--physics, geology, economics, sociology, biology, political science etc. The paper discusses the ideas of the Soviet scientists V.A. Anuchin and N.K. Mukitanov. To prevent the situation, proposed as the object of study of geography to define the human environment. The environment was defined as an area where natural sphere (geographical envelope), anthropogenic (man-made) sphere and the social sphere interact with each other. At the same time narrow scientific branches, not in charge of environment, should move to the appropriate related sciences, is now actually happening. Thus, we propose a new geographical paradigm, where the geography will become less scattered, and will take single or synergetic nature.