ethanporcaro/eric-fulltext-meta huggingface dataset:
Some Observations on Nosology of Externalizing Disorders
Author: Sitholey, Prabhat
Date: 2007-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Patients,Etiology,Classification,Attention Deficit Hyperactivity Disorder,Mental Disorders,Gender Differences,Clinical Diagnosis,Symptoms (Individual Disorders),Children,Adolescents

The main purpose of psychiatric classifications should ultimately be of help in management of patients. Classifications do this indirectly. They help a clinician to think about a child's mental and behavioral problems, and accurately diagnose, and classify them. This in turn helps the clinician to communicate with other professionals, and devise a management plan for the child. Also, classifications help the clinician to think about other psychiatric disorders and research them in relation to the child's problems and also, in general. All classifications are tentative. With advances in knowledge about etiology, clinical picture, treatment, course and outcome, the classifications undergo modifications and evolve. Another criterion for evolution of classification is their applicability and usefulness in clinical contexts for which they are devised. The above review by Sengupta and Shivalkar critically analyses the existing knowledge about externalizing disorders (ED): attention deficit/hyperactivity disorder/hyperkinetic disorder (ADHD/HD), oppositional defiant disorder (ODD) and conduct disorder (CD) with the specific aim to suggest changes in ICD-10 for the next revision. This commentary looks at the suggested changes and their usefulness with regard to management of ED and makes some observations as regards their nosology.
Health-Literate Youth: Evolving Challenges for Health Educators
Author: Fetro, Joyce V.
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Health Services,Adolescents,Literacy,Educational Strategies,Standards,Federal Legislation,Teaching Methods,High Schools,Higher Education,Academic Achievement

This article presents the author's AAHE Scholar presentation at the 2010 AAHE annual meeting in Indianapolis, Indiana. In her discussion, the author addresses what she sees to be some evolving challenges for health educators working with youth as well as some possible strategies for addressing them. These evolving challenges are: (1) understanding health literacy; (2) competing initiatives; (3) responding to health crises; and (4) the generation M2. (Contains 3 tables.)
An Evaluation of Mi Familia No Fuma: Family Cohesion and Impact on Secondhand Smoking
Author: Law, Jon
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,Health Education,Smoking,Acculturation,Family Environment,Evaluation,Hispanic Americans,Beliefs

Background: Family cohesion may be a factor to prevent exposure of Hispanics in United States to secondhand smoke. Purpose: The purpose of this study was to evaluate one permutation of Mi Familia No Fuma (MFNF) and its resulting outputs or proximal client outcomes. Methods: MFNF is an approach to secondhand smoke prevention, using family cohesion through a family photo and one-year pledge. The intervention targets both smokers and non-smokers in the household. A cross-sectional survey was conducted after the intervention. Results: Of the 499 participants, 23% (N = 106) self-identified as smokers. Daily smokers reported an increase in willingness to create a smoke-free home. Family cohesion did not directly influence intent to create a smoke-free home or willingness to discuss the pledge with relatives. It was associated with increased belief that smoking in the home increases health risks and plans to place the photo/pledge in the home. Discussion: Levels of acculturation may affect individuals' willingness to enforce a smoke-free pledge in the home. Translation to Health Education Practice: Family cohesion is a relevant construct, particularly when included in a comprehensive and coordinated approach to reduce tobacco use within a Hispanic community. (Contains 3 tables and 3 figures.)
College Students' Knowledge, Attitudes and Perceptions of Risks Regarding Intentional Sun Exposure: A 17-Year Follow-Up
Author: Felts, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Health Education,Prevention,Cancer,At Risk Persons,Radiation,Followup Studies,Health Behavior,Comparative Analysis,Student Behavior,Knowledge Level,Student Attitudes

Background: Skin cancer, the most common cancer in the United States, accounts for over one million cases per year. Risk can be mediated by limiting UV radiation exposure, yet efforts to increase adoption of protective measures have met with limited success. Purpose: This study compares the results of surveys conducted in 1990 and 2007 assessing the knowledge, attitudes and behaviors of college students regarding intentional sun exposure. Methods: The 44-item "Sun and Skin Inventory" was administered to students enrolled in personal health classes during the fall semesters in 1990 and 2007. Results: Mean knowledge scores were no different in 2007 than 1990 and knowledge scores were not related to sunbathing frequency in either survey. Risk perception was negatively related to sunbathing frequency and students reporting greater perceived risk had more positive attitudes toward protective behaviors. Overall, sunbathing behavior was unchanged over 17 years, but students did report more frequent sunscreen use in the latter survey. Discussion: Despite educational efforts regarding risks related to intentional UV exposure, high risk behavior continues among adults. Translation to Health Education Practice: Comprehensive prevention initiatives that include education as well as policy and environmental strategies integrated across state, regional and local levels need to be implemented. (Contains 5 tables.)
Aerobic Fitness Thresholds Associated with Fifth Grade Academic Achievement
Author: Wittberg, Richard
Date: 2010-00-00
Type: Journal Articles
Subjects: Physical Education,Obesity,Health Education,Academic Achievement,Physical Fitness,Grade 5,Physical Activities,Cognitive Ability,Comparative Analysis

Background: Whereas effects of physical fitness and physical activity on cognitive function have been documented, little is known about how they are related. Purpose: This study assessed student aerobic fitness measured by FITNESSGRAM Mile times and/or Pacer circuits and whether the nature of the association between aerobic fitness and standardized academic performance is dose-response or threshold related. Methods: Standardized academic test scores and aerobic capacity scores were collected from two cohorts of 5th grade students over two years. The Mile run and Pacer circuits results were compared to patterns in students' academic test scores. Results: Sectioning of Mile times and Pacer circuits revealed a sharp peak in academic performance for boys who completed the Mile in 9 minutes or less. Girls' Pacer revealed peaks in academic performance at 12 and 30 circuits. Discussion: Results demonstrate that select achievements in the Mile or Pacer account for significant increases in academic performance on standardized tests. Translation to Health Education Practice: This study identifies aerobic fitness points which, if achieved, offer the greatest probability of increased academic success in fifth graders. Physical education, cross-curricular thematic units, and club activities can be portals of opportunity to increase moderate to vigorous physical activity and fitness in students. Furthermore, school-based physical activity and fitness opportunities may positively impact health risk factors associated with childhood obesity. Policies that increase aerobic activity opportunities in the school setting may increase overall academic performance, encourage positive health habits and improve immediate and future overall health. (Contains 4 tables and 2 figures.)
Connecting Children and Family with Nature-Based Physical Activity
Author: Flett, M. Ryan
Date: 2010-00-00
Type: Journal Articles
Subjects: Obesity,Health Behavior,Physical Activities,Needs Assessment,Outreach Programs,Physical Activity Level,Focus Groups,Content Analysis,Child Health,Natural Resources,Children,Adolescents,Health Promotion,Rural Areas,Competition,Motivation,Barriers,Family Programs,Interests

Background: As the obesity epidemic expands to include younger Americans, there is greater need to understand youth experiences and to identify innovative strategies to promote physical activity in children and adolescents. Connecting children and families with nature-based activities is an example of a strategy that may promote physical activity and other aspects of health and well-being in children and youth. Purpose: It is important to determine which aspects of activity in nature youth (and families) find most and least appealing, as well as characteristics of an ideal program. This study is intended to provide a needs assessment and recommended design for a community outreach program. Methods: Six focus groups were conducted with parents and youth in rural Michigan. Thirty-eight of the 42 participants were female. Results: Content analysis generated three major results: (1) Youth enjoy nature, but could be more active and engaged; (2) Adults appreciate restorative aspects of nature; youth prefer competitive and challenging experiences; and (3) Programs should promote, educate, train and create opportunities for youth to engage in healthy lifelong activities. Discussion: Participants showed interest in outdoor activity, but activities must be provided that are compelling and that address the barriers preventing populations from being more active. Translation to Health Education Practice: More effective programs must have clear objectives, build the confidence of participants, be challenging, and above all, fun. Ideal programs should offer both physical activity and ecologically meaningful nature experiences.
Current Status and Future Plans for Undergraduate Public/Community Health Education Program Accreditation
Author: Miller, M. Elizabeth
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Public Health,Accreditation (Institutions),Technical Assistance,Higher Education,Undergraduate Study,Surveys,Access to Education

Background: Quality assurance in health education professional preparation has long been a goal of the profession. A comprehensive coordinated accreditation process for graduate and undergraduate health education has been recommended. Purpose: The purpose of this study was to determine the current status of, and future plans for, accreditation/approval of professional preparation programs in community health education. Methods: A web-based survey was sent to 93 programs chairs or coordinators listed in American Association for Health Education (AAHE) Program Directory of Institutes offering Undergraduate and Graduate Degree Programs in Health Education. Results: Fifty-eight programs responded yielding a 62% response rate. Sixty-two percent (n = 33) of programs noted they would  seek accreditation when CEPH accreditation of free-standing undergraduate programs becomes available. Seventy-nine percent (n = 45) reported their administration was highly supportive or somewhat supportive of accreditation. Discussion: Results indicate that universities surveyed were supportive of accreditation and that professional preparation programs will move to obtain accreditation at the undergraduate level when available. Translation to Health Education Practice: Accessible education and technical assistance programs should be implemented to facilitate accreditation initiatives. (Contains 3 tables.)
Putting Health Education on the Public Health Map in Canada--The Role of Higher Education
Author: Vamos, Sandra
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Health Education,Public Health,Foreign Countries,Literacy,Evaluation,Research and Development,Theory Practice Relationship,Health Promotion,Labor Force

The health education profession has developed over recent years garnering national and international attention. Canada's evolving health education perspective emphasizing the concept of health literacy within the broader public health system reflects the need for trained, competent and skilled health educators designing, implementing and evaluating health-related programs. Higher education can play an important role in moving forward the health education process bridging research and practice. Capacity building in the health education and promotion workforce requires engagement from university systems, their collaborators, and participating students interested in improving the health of individuals, communities, and nations. This article provides: (1) illustration for the need for health education in higher education to move the practice of public health forward in Canada, (2) rationale for embedding greater emphasis on the health education perspective and process within Canadian academe, and (3) responses for future directions throughout health education practice for health educators entering the public health workforce in Canada and beyond. (Contains 3 tables.)
Design on the Go: How African American Youth Use Mobile Technologies for Digital Content Creation
Author: Harris, Ronah
Date: 2010-00-00
Type: Journal Articles
Subjects: Internet,African Americans,Youth,Handheld Devices,Telecommunications,Use Studies,Mass Media Use,Electronic Publishing,Creativity,Access to Information,Video Technology,Statistical Surveys

The use of mobile technologies has been proposed for increasing access and designing innovative educational activities. Unfortunately, there is limited data on the current uses of cellular phones amongst low-income African American youth. In particular, there is little known about how this population may design on the rapidly adapting technology, what digital content they create and share via mobile technology. In this exploratory study, I surveyed 103 youths, ages 13-21, and asked about their ownership of cellular phones and their patterns of use with media, the Internet, as well as whether they create digital content. The findings indicate that although these young people use many forms of technology and media, they are more prone to creating content such as photographs and share their writing through cellular phones than through the Internet. The results of this study may indicate trends in use and the opportunity to develop and support digital design and content on mobile platforms.
Developing Novel Explanatory Models for Electronics Education
Author: Pule, Sarah
Date: 2010-00-00
Type: Journal Articles
Subjects: Cognitive Style,Visual Learning,Electronics,Methods,Teaching Methods,Teaching Models,Material Development,Scaffolding (Teaching Technique),Secondary Schools

This paper explores how representations of technological concepts may be designed to help students with visual learning styles achieve successful comprehension in the field of electronics. The work accepts a wide definition of what is understood by the visualisation of a model in that it can take different external forms, but also include an internal representation in a person's mind. We are of the opinion that to acquire scientific or technological knowledge there is a requirement for abstract models to exhibit particular features that complement the nature of their fields, and that their effectiveness is dependent on the context in question. This work reports on the development of experimental materials which are novel teaching aids in the context of electronics education. It proposes design principles based on congruent, schematised, symmetrical spatial metaphors of circuits incorporating interactivity by the use of gesture, scaffolding, learning by topological, analogical and conceptual resemblances. We conclude that qualitative methods may be employed with a significant measure of success even for a field such as electronics that is often considered to be difficult due to the necessity of abstract explanations. (Contains 15 figures.)
System Design as a Three-Phase Dual-Loop (TPDL) Process: Types of Knowledge-Applied Sources of Feedback, and Student Development as Independent Learners
Author: Barak, Moshe
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Information Systems,Student Development,High School Students,Computer Software,Computer Science,Technology Education,Constructivism (Learning),Foreign Countries,Engineering Education,High School Seniors,Programming,Semitic Languages

This study aimed at exploring how high school students deal with designing an information system, for example, for a small business or a medical clinic, the extent to which students develop as independent learners while working on their projects, and the factors that help or hinder fostering students' design skills. The three-phase dual-loop (TPDL) model for system design is proposed, according to which design consists of &quot;conceptual design,&quot; &quot;structural design&quot; and &quot;detailed design,&quot; and includes a &quot;human-driven&quot; feedback loop and an &quot;instrumentation-driven&quot; feedback loop. It was found that the design of a real-life system is a complicated task for high school students because it requires the integration of conceptual knowledge, primarily in the phase of defining a system's objectives and planning its general structure, and procedural knowledge, for example, in the phase of handling the detailed design, implementation and testing. The common situation in schools is that students learn and practice using procedural knowledge, whereas achieving conceptual knowledge is a long-term process. Therefore, it is essential to engage students in design tasks of increasing complexity from early stages in school in order to enable them to accumulate experience and construct their own knowledge about all phases of system design. (Contains 1 table and 3 figures.)
A Method for User Centering Systematic Product Development Aimed at Industrial Design Students
Author: Coelho, Denis A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Instructional Design,Stimuli,Evaluation,Undergraduate Study,Undergraduate Students,Technology Education,Engineering

Instead of limiting the introduction and stimulus for new concept creation to lists of specifications, industrial design students seem to prefer to be encouraged by ideas in context. A new method that specifically tackles human activity to foster the creation of user centered concepts of new products was developed and is presented in this article. This approach supports to push the limits of creativity to get passed existing concepts. This article stresses important aspects of established literature about the process of developing products, highlighting how the requirements of the specification are encouraged as a first step in creating new concepts. The theory about activity, developed by Leontiev and Vygotsky, can fundamentally be used to the benefit of many examples of human activity. Systematic design procedures are also used in the method presented to evaluate and improve the initial concept drafts and guide their development. (Contains 1 table and 7 figures.)
Teaching Ethics for Design for Sustainable Behaviour: A Pilot Study
Author: Lilley, Debra
Date: 2010-00-00
Type: Journal Articles
Subjects: Ethics,Teaching Methods,Pilot Projects,Case Studies,Evaluation,Sustainable Development,Environmental Education,Foreign Countries,Sustainability,Intervention

Design for sustainable behaviour is an emerging activity under the banner of sustainable design which aims to reduce the environmental and social impacts of products by moderating users' interaction with them. The intended outcome of design for sustainable behaviour is to reduce negative environmental and societal impacts. However, designers' ability to passively or actively influence user behaviour and the resulting tension between choice and control raises some interesting ethical issues. Whilst several viable strategies for designing sustainable behaviour have been developed, the criterion for selecting appropriate strategies has yet to be defined and there is not, as yet, a clear consensus as to what is an acceptable level of intervention, or how to rate the severity of consequences enacted by different behaviours. Exploration of the ethical dimensions of influencing behaviour through design is limited and as such few Industrial Design programmes implicitly teach the ethics of design for sustainable behaviour as part of the curriculum. The study reported on in this paper sought to address this gap through the development and delivery of an educational pilot study to test new teaching materials concerning ethics in design. Having outlined the key processes which led to material selection and the identification of appropriate techniques, a &quot;best-in-class&quot; student case study is presented to illustrate the outcomes of one student project emerging from the pilot study. The paper concludes by reflecting on the appropriateness of the teaching and learning methods, the suitability of the content based on the evaluation which was carried out; and considers the challenges for lecturers in delivering content of this nature. (Contains 2 tables and 4 figures.)
Is a Writing Sample Necessary for "Accurate Placement"?
Author: Sullivan, Patrick
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Evaluation,Student Placement,Scholarship,Writing (Composition),Writing Skills,Writing Evaluation,Two Year College Students,Resource Allocation,Predictor Variables,Academic Achievement

The scholarship about assessment for placement is extensive and notoriously ambiguous. Foremost among the questions that continue to be unresolved in this scholarship is this one: Is a writing sample necessary for "accurate placement"? Using a robust data sample of student assessment essays and ACCUPLACER test scores, we put this question to the test. For practical, theoretical, and conceptual reasons, our conclusion is that a writing sample is not necessary for "accurate placement." Furthermore our work on this project has shown us that the concept of accurate placement itself is slippery and problematic. (Contains 3 figures.)
American Indian/Alaska Native College Student Retention Strategies
Author: Guillory, Raphael M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Land Grant Universities,American Indians,Alaska Natives,Comparative Analysis,North Americans,School Holding Power,Supplementary Education,Academic Persistence,Qualitative Research,Student Attitudes,College Presidents,Public Officials,College Faculty,Interviews,Tribes,Cultural Awareness,Academic Advising,Mentors,College Students,Graduation

This article presents findings from a qualitative study examining the similarities and differences between American Indian/Alaska Native student perceptions and the perceptions of state representatives, university presidents, and faculty about persistence factors and barriers to degree completion specific to American Indian/Alaska Native students at three land-grant universities across Washington, Idaho, and Montana. A comparative analysis of themes emerging from interview data reveals conflicting perceptions among participant cohorts. Retention-to-graduation strategies are offered for institutions of higher education desiring to better serve these students and their respective tribal communities. The strategies offered, including specialized forms of culturally-sensitive career and academic counseling, peer mentoring, and Supplemental Instruction, can also help professionals delivering developmental education programming better serve this student population. (Contains 1 table.)