ethanporcaro/eric-fulltext-meta huggingface dataset:
Verbal Violence in Children&apos;s Books
Author: Yakar, Yasin Mahmut
Date: 2018-10-00
Type: Journal Articles
Subjects: Books,Childrens Literature,Novels,Fiction,Verbal Communication,Violence,Foreign Countries

Books that are read during childhood play an important role in the preparation of the individual for life as well as for the family and friends' surroundings. In books prepared for children, part of real life needs to be reflected. It is expected that these reflections can include not only positive but also negative messages, situations and events so the child should be prepared to deal with adverse situations in real life and will be able to learn to cope with them. One of these negative aspects is verbal violence that an individual may encounter in different settings. In this framework, attempts have been made to detect examples related to verbal violence in children's books. The need for such a study on literary quality books for children is due to the lack of an independent research in Turkey on the reflections of verbal violence. The research was supported by document analysis. In the study, fourteen books were examined in the form of stories and novels prepared for children, which contained reflections of verbal violence in the curriculum. The reason why the story and the novel are examined is that it is highly possible to find fiction-based expressions in these species rather than in other literary genres. Documents examined in the study were obtained by taking expert opinion and read without any written notice. Subsequently, the works were first subjected to content analysis to obtain more in-depth data after descriptive analysis. It has been found that all the books examined in the study on the reflection of verbal violence in children's books contained examples of verbal violence. These are among the consequences of working with threats from a wide range of people, ranging from nicknames to disdain. Nevertheless, it was observed that verbal violence performers are more male characters while female characters rarely resort to violence, and many reasons were effective in practicing violence. The results show that examples of verbal violence should be included in children's books which are thought to be effective on child's self-preparation for life. It was found that the fact that violence is not justified as a solution to the problem and that the characters who conduct violence must not be confirmed are among the essential qualities that should not be forgotten when children's books are written.
From Difference to Différance: Developing a Disability-Centered Writing Program
Author: Ross, Valerie
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,College Students,Disabilities,Student Needs,Culturally Relevant Education,Critical Thinking,Content Area Writing,Barriers,Academic Accommodations (Disabilities),Teaching Methods,Curriculum

This program profile of the Critical Writing Program at the University of Pennsylvania focuses on how disability came to be a valued term, a structuring philosophy, and a pedagogical touchstone for the program's philosophy, curriculum, and practices. After exploring various challenges involved in addressing the needs of students with disabilities, we provide an overview of our program's efforts to address the needs of students with disabilities. In so doing, we explain how we came to adopt an orientation towards disability that depends for its philosophical force on a return to Derrida's advocacy of the deconstructive notion of &quot;différance.&quot; &quot;Différance&quot; seeks to overturn binary thinking, challenge uninterrogated binaries such as abled/disabled and the normate templates that enact and enforce these, replacing them with a relational, fluid, contextual approach.
The Rhetorical Stakes of Cure
Author: Jones, Sidney
Date: 2018-00-00
Type: Journal Articles
Subjects: Rhetoric,Books,Politics,Foreign Countries,Disabilities,Violence,Culture,Medicine

This review of Eli Clare's &quot;Brilliant Imperfection: Grappling with Cure&quot; (2017) and Eunjung Kim's &quot;Curative Violence: Rehabilitating Disability, Gender, and Sexuality in Modern Korea&quot; (2017) shows how both Clare and Kim critique the politics of cure in the U.S. and Korea. Specifically, these texts reveal the (at times) violent ways that cure has been forced on disabled bodies, and unpack longstanding debates within the political, cultural, and medical sectors about eliminating disability at all costs, and refusing cure. Although both works are oriented towards the field of disability studies, this review highlights the intersectional aspects of both texts and the concrete, practical ways that rhetoric and composition scholars and teachers can benefit from this discourse.
Reassessing Intersectionality: Affirming Difference in Higher Education
Author: McKinney, Charlesia
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Disabilities,Attitudes toward Disabilities,Racial Bias,Writing (Composition),Writing Instruction,Disproportionate Representation,Social Justice,Social Change,Equal Education,Access to Education

This essay offers a review of Jay Dolmage's &quot;Academic Ableism: Disability and Higher Education&quot; and Asao Inoue's &quot;Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future&quot; with the intent of reminding composition instructors of the importance of intersectionality and accessibility. Each text encourages us to challenge traditional perceptions of success and failure thereby also interrogating imbalanced power dynamics between instructors and students particularly in regards to writing assessment and other pedagogical priorities. Finding ways to acknowledge difference, and affirm it, is vital to our collective success especially in the writing classroom.
Taking an Expansive View of Accessibility: The Writing Center at Metropolitan State University of Denver
Author: Kleinfeld, Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: State Universities,Writing (Composition),Laboratories,Access to Education,Accessibility (for Disabled),Tutoring,Educational Facilities Design,Marketing,Teacher Selection,Peer Teaching

The Writing Center at Metropolitan State University of Denver, which serves a diverse population, rejects the accommodation model, which depends upon disclosure of difference, in favor of the principles of Universal Design for Learning (UDL), which assumes difference exists and plans in advance for it. Hiring, tutoring, space design, and marketing efforts have been aligned with principles of UDL in an effort to make the Writing Center accessible to people with a wide range of (dis)abilities, including linguistic diversity, social anxiety, and gaps in academic literacy.
Storying Autism
Author: Thomas, Heather
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Social Influences,Rhetoric,Story Telling,Violence,Social Attitudes,Pervasive Developmental Disorders,Gender Issues,Classification,Symptoms (Individual Disorders),Social Values,Mass Media Effects,Language Usage,Stereotypes,Social Theories,Neoliberalism

In this essay, I review three recent monographs: Jordynn Jack's &quot;Autism and Gender,&quot; Anne McGuire's &quot;War on Autism,&quot; and Melanie Yergeau's &quot;Authoring Autism.&quot; Each of these texts centers disability--autism in particular--and in doing so, they highlight the insidious ways in which our cultural, institutional, and personal autism narratives support extant social hierarchies that sideline autistic lives in scholarship and beyond. Central to these three books are issues of rhetorical play, textual narrative, and storying in contemporary autism discourse, so in this essay I aim to tie together these fundamental themes, placing them in conversation with one another. I begin the discussion with a brief overview of the history of autism before drawing from Yergeau, Jack, and McGuire's texts to explore the lay of the discursive field of autism and forms of rhetorical (and physical) violence that are normalized in autism discourse. Finally, before concluding, I explore what the authors of these texts explicate about the rhetors who take part in a shifting discursive field.
What Does It Mean to Move?: Race, Disability, and Critical Embodiment Pedagogy
Author: Cedillo, Christina V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Racial Factors,Ethnicity,Disabilities,Social Attitudes,Critical Thinking,Student Diversity,Diversity (Faculty),Critical Theory,Race,Social Bias,Assignments,Inclusion,Mexican Americans

In this article, I argue for pedagogies that explicitly center the embodied perspectives of students and their audiences. Using Stephanie Kerschbaum's concept of &quot;anecdotal relations,&quot; or orientations towards disability that inform rhetorical transactions, I analyze my academic experiences as a Chicana with &quot;invisible&quot; disabilities to highlight how race and disability are both highlighted and erased in pedagogical contexts. I present two personal stories from my time as a student and as an instructor, respectively, to show how instructors' orientations towards race and disability are typically based around impressions of deficit even as the importance of race and disability as critical heuristics are overlooked. Then I explain how my students and I attempt to build critical embodiment into our writing to compose more inclusively to suggest how we may all become more attuned to our audiences' embodied needs.
Embodied Captions in Multimodal Pedagogies
Author: Butler, Janine
Date: 2018-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Video Technology,Visual Aids,Student Attitudes,Communication Strategies,Educational Technology,Technology Uses in Education,Writing (Composition),Freshman Composition,Cultural Influences,Story Telling,College Freshmen,Design,Rhetoric,Group Activities,Visual Stimuli

Informed by my embodiment as a Deaf instructor asking hearing students to challenge captioning conventions, this article shows how hearing composers can reimagine the design of their captioned videos, and appreciate students' embodied responses to new rhetorical situations. The embodied methodology and methods in this article incorporate embodied differences and are directly influenced by the fields of disability studies, cultural rhetorics, and embodiment. This article foregrounds students' embodied responses--their individual reactions to the videos and activities--in the form of their reflective letters on the process of designing and analyzing videos with dynamic visual text, or captions that move around the screen in interaction with other modes of communication. In addition to discussing their written responses and the skills they developed, I assess their group videos to show how student composers interpret the process of infusing captions with meaning.
Towards an Understanding of Accommodation Transfer: Disabled Students&apos; Strategies for Navigating Classroom Accommodations
Author: Simpkins, Neil
Date: 2018-00-00
Type: Journal Articles
Subjects: Rhetoric,Disabilities,College Students,Writing Assignments,Prior Learning,Academic Accommodations (Disabilities),Student Attitudes,Student Needs,Writing Processes,Transfer of Training,Writing Instruction

This article offers the term &quot;accommodation transfer&quot; as a way to understand the rhetorical skills disabled students transfer alongside writing knowledge as they access college writing assignments and writing classrooms. This study is based on five qualitative interviews with disabled college students and draws upon both writing transfer research and disability studies. The author explores how participants adapted writing process knowledge and learned how to negotiate their accommodation needs with instructors across their academic careers. Specifically, these negotiations include assessing instructors' stances towards disability and testing effective genres and vocabulary to communicate about disability with instructors. The article concludes with two suggestions for cripping teaching for transfer: embracing and teaching crip time for writing, and highlighting the relationship between mentorship and interdependence.
The Analysis of Problem-Solving Skills and Related Factors for Some Students Studying at Different Schools of Physical Education and Sports
Author: Cihan, Bekir Baris
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Physical Education,Athletic Coaches,Physical Education Teachers,Athletics,Institutional Characteristics,Intellectual Disciplines,Gender Differences,Socioeconomic Status,College Students,Student Characteristics

People face many different small or great problems in certain periods of their lives. The most distinct quality of problem-solving skills is to eliminate all negative phenomena in order to achieve a certain goal. This study aims to understand whether problem-solving skills of some students studying at the departments of physical education teaching, coaching education and sports management at different schools of physical education and sports vary depending on their university, department, gender, and socio-economic status. 243 female and 351 male students (N=594) studying at School of Physical Education and Sports at the University of The Yozgat Bozok, Erciyes University and Omer Halis Demir University during 2017-2018 academic year comprise the sample of the present study. To this aims, Problem-Solving Inventory (PSI), which was developed by Heppner and Petersen (1982) and adapted by Sahin et al. (1993) was used as a data collection tool. Data normality was tested using Kolmogorov-Smirnov and Shapiro-Wilks tests. T-test and One-Way Analysis of Variance (ANOVA) were also applied to independent samples to test hypotheses. When the number of independent variable groups was more than one and ANOVA results were significant, post-hoc LSD test was applied in order to identify differences between groups. The data analysis demonstrated that female students' problemsolving skills were significantly higher compared to male students. In addition, the participants' average problem-solving skill scores displayed a significant difference. It was found out that average problem-solving skill scores of students studying at the University of Yozgat Bozok were significantly higher than those studying at Erciyes University and Omer Halis Demir University.
A Different Kind of Wholeness: Disability Dis-Closure and Ruptured Rhetorics of Multimodal Collaboration and Revision in &quot;The Ride Together&quot;
Author: Walters, Shannon
Date: 2018-00-00
Type: Journal Articles
Subjects: Rhetoric,Multimedia Materials,Disclosure,Disabilities,Cartoons,Collaborative Writing,Revision (Written Composition)

In this article, I explore normative assumptions regarding multimodality from the perspective of disability studies, and focus particularly on how coherence and wholeness work in disciplinary conversations and professional statements. I offer a reading of the hybrid graphic-written text &quot;The Ride Together&quot; as a way to resist these normative impulses and to explore a different kind of wholeness at work in the interaction between text and image. I argue for appreciating the rhetorical strategy of dis-closure, which I define as occurring when disability frustrates the normative expectations of multimodal, compositional, and narrative closure in productive and generative ways. I analyze multimodal collaboration and revision in &quot;The Ride Together,&quot; arguing that insights from comics studies, together with an appreciation of dis-closure, present alternatives to the limiting disciplinary focus on coherence and wholeness.
Hacking the Curriculum, Disabling Composition Pedagogy: The Affordances of Writing Studio Design
Author: Garrett, Bre
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Peer Teaching,Disabilities,Writing Workshops,Program Development,Student Attitudes,College Faculty,Teacher Attitudes,Freshman Composition,College Freshmen

This article argues that teachers and WPAs can &quot;hack&quot; standard curricular spaces and institute more inclusive writing pedagogies. One form of hacking can occur through the design of Writing Studio, a one-hour peer workshop that provides a necessary off-shoot from normative composition instruction. Writing Studio disables composition as standard practice and institutes an open-access curricular space that reconfigures practice as usual. Drawing upon key concepts from disability, this article shows how the studio approach promotes writers' interdependence, out of which develops writer agency and confidence.
Communities of Access: A Program Profile of the University of Central Florida&apos;s Faculty Liaison Program in the Department of Writing and Rhetoric
Author: Wheeler, Stephanie K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),College Faculty,Disabilities,College Students,Accessibility (for Disabled),Teacher Role,Writing Instruction,Academic Accommodations (Disabilities),Academic Support Services

This program profile will describe how the University of Central Florida's Student Accessibility Services' (SAS) Faculty Liaison program functions in the Department of Writing and Rhetoric. The Liaison Program served to provide an intermediary between departments and SAS so faculty may brainstorm accommodations with colleagues familiar with their field, department, and courses in ways that do not fundamentally alter their course goals and objectives. Ultimately, what emerged from this program is the idea that access is and must be regarded as a networked practice in order for transformative access work to occur. Access, like writing, needs to be understood as a way to move among different communities of practice.
Interview Practices as Accessibility: The Academic Job Market
Author: Dadas, Caroline
Date: 2018-00-00
Type: Journal Articles
Subjects: Employment Interviews,Disabilities,College Faculty,Tenure,Job Search Methods,Writing Instruction,Videoconferencing,Telecommunications,Power Structure,Search Committees (Personnel),Personnel Selection,Visual Aids,Learning Processes,Equal Opportunities (Jobs),Conferences (Gatherings)

This piece examines the Writing Studies job market from a perspective not addressed in previous literature: accessibility. I draw on work in the field of disability studies to argue that accessibility does not only affect those people who identify as having a disability; rather, it is a concept that speaks to how well all candidates are able to participate in the procedures and expectations for a tenure-track job search. Focusing on interview formats, this article ultimately argues for more generous interview practices that take into account the various ways in which candidates might be disadvantaged by rigid structures.
The Benefits &amp; Drawbacks of Transnational Higher Education: Myths and Realities
Author: Wilkins, Stephen
Date: 2018-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Foreign Policy,Power Structure,Campuses,International Cooperation,Distance Education,Online Courses,Educational Quality,Quality Assurance,Competition,Student Attitudes,Educational Benefits,Misconceptions,Educational Experience

The purpose of this article is to analyse some of the key ongoing debates in transnational higher education (TNHE). First, we discuss a selection of the claimed benefits and drawbacks of TNHE for home and host country stakeholders (students, governments and institutions), and then we suggest alternative realities, for which there appears to be evidence in practice. It is concluded that (1) recent TNHE developments on the provision side act as a counterforce to the spread of neo-colonialism; (2) international branch campus development continues but there is evidence that the forms, motives, and markets of these initiatives are changing; (3) distance/online/MOOC programs do not pose a threat to the sustainability of other forms of TNHE; (4) the majority of TNHE programs are of acceptable quality due to high levels of competition in international higher education markets and increased regulatory demands from quality assurance agencies; and (5) these forces also contribute to students generally being satisfied with their TNHE study experience.
International Students in American Higher Education: A Quantitative Study Comparing Their Distribution from Both the Synchronic and Diachronic Perspectives and the Implications on Policy-Making
Author: Yao, Yuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,Geographic Regions,Student Characteristics,Climate,Immigrants,College Students,Higher Education,Global Approach,School Choice

This study applies the Wilcoxon signed-rank test and Kruskal-Wallis test to explore the significant differences in international student populations among five American regions from both the synchronic and diachronic perspectives. The study found significant differences in international student populations among the five American regions in 2016. Further, Northeastern, Southeastern, and Midwestern regions had significantly larger international student populations in 2016 than in 2015, while Western and Southwestern regions did not. The variables of climate, geographic location, and the population of immigrants were found to be the main reasons for the distribution of international students. The findings suggest four potential strategies for promoting the internationalization of higher education and the enrollment of international students. The article concludes by recommending three areas for possible future research.
Salary Diversity: Australian Universities and Their General Staff
Author: Dobson, Ian R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Salaries,College Faculty,School Personnel,Salaries,Public Colleges,Academic Rank (Professional)

This statistical note updates earlier work on the salaries paid to general staff working at Australia's public universities, and the levels at which universities classify those staff. In 2017, higher proportions of general staff in more senior grades could be found at the University of Technology Sydney, Royal Melbourne Institute of Technology, the University of Canberra, and Monash and Macquarie Universities. Similarly, based on the median salary classification across Australian universities, the universities offering the highest salaries to staff in the median classification were the University of Sydney, the University of New South Wales, Macquarie University, the University of Melbourne and Curtin University of Technology.