ethanporcaro/eric-fulltext-meta huggingface dataset:
Negotiating the Line between Masculine and Feminine Rhetoric within the Academy
Author: Nishimura, Amy
Date: 2010-00-00
Type: Journal Articles
Subjects: Rhetoric,Altruism,Females,Figurative Language,Assertiveness,Empathy,Masculinity,Standards,Gender Differences,Aggression,Higher Education,Work Environment,Feminism,Public Policy,Social Justice,Language Patterns,Linguistic Theory

Teaching within institutions that prototypically privilege the social order of language is often problematic for both genders, especially because we tend to occupy masculine lines of rhetoric. The &quot;standards&quot; that women adhere to are not always associated in the feminine construction, and when we question &quot;standards,&quot; the language base we utilize is rooted according to a patriarchal construction. When Luce Irigaray and other feminist writers argued that we must find new ways of creating discourse, she called for a complex construct, one that challenges the social order; that is, Irigaray and others asked society to consider shades of discourse that recognize tolerance, empathy, compassion, and ambiguity. This paper will illustrate how the masculine and feminine use language differently--in various forums, in negotiable lines between both sets of discourse. Some of the central questions this paper will examine include, how does the way we use language in an organized institution, in specific forums, differ based on the amount of perceived power/privilege we have? How do male and female colleagues communicate differently yet along similar lines when it pertains to bureaucratic tasks within a University setting? Women's discourse, often misconstrued, is characterized along lines of pink-collar tasks, We metaphorically clear tables and manage tasks that others are unwilling to attend or wish to ignore. More specifically, we aim to reconcile lines of communication within the institution and use compassionate rhetoric; as a result, those who use such rhetoric are perceived in negative connotations. This work is often rendered invisible or marginalized in most work-place environments, but this paper will argue how these tasks benefit the University setting and how they might function differently in an idealized setting such as Hawai'i. (Contains a bibliography.)
The Impact of Poverty on African American Children in the Child Welfare and Juvenile Justice Systems
Author: Alexander, Rudolph, Jr.
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Children,Poverty,Child Neglect,Drug Abuse,Correctional Institutions,Courts,Economically Disadvantaged,Child Welfare,Juvenile Justice,Delinquency,Government Role,Presidents,Disproportionate Representation,Racial Bias,Social Theories,Law Enforcement,Social Problems,Court Litigation

Poverty among individuals is an enduring condition in almost all societies. The responses by governments to poverty, however, have varied. In the United States, President Lyndon Johnson sought to address poverty through the creation of the Great Society programs in the 1960s. In effect, he declared a War on Poverty. Later, especially during the Republicans' takeover of the government in the 1980s, another initiative used to address poverty was to use increasingly American social institutions--volunteer organizations and correctional institutions. President Reagan declared a War on Drugs. Simply, prisons, both adult and juvenile, became a primary tool for controlling people in poverty. America went from a War on Poverty to a War on Drugs, ensnaring many African Americans within the criminal justice system with an ensuing impact on African American children. While the child welfare system has long taken poor children out of their homes, the juvenile justice system has done so too. Often, family courts handle both neglected children and delinquent or unruly children, and often poor African American children are disproportionately affected in both the child welfare and juvenile justice systems. Black's theory of law is provided to aid in the understanding of African American children in both systems. In sum, this paper discusses the impact of poverty on African American children in both the child welfare and juvenile justice systems.
Factors Impacting the Child with Behavioral Inhibition
Author: Hornbuckle, Suzanne R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Children,Inhibition,Psychological Patterns,Depression (Psychology),Anxiety,Attachment Behavior,Child Rearing,Mothers,Parent Child Relationship,Self Efficacy,Locus of Control,Social Support Groups,Context Effect

Various factors influence the developmental course of the behaviorally inhibited child. These factors include reciprocating, contextual factors, such as the child's own traits, the environment, the maternal characteristics, and the environment. Behaviorally inhibited children show physiological and behavioral signs of fear and anxiety when introduced to unfamiliar persons and situations. Their own behavior seems to elicit negative reactions from others. They often go on to develop internalizing problems, such as depression, anxiety and low self-esteem. Mothers of behaviorally inhibited children typically exhibit anxious, overprotective and critical child rearing. They often have histories of depression, anxiety and insecure attachment relationships. These maternal characteristics exacerbate the child's negativity, anxiety, and sense of powerlessness over his own environment. Environmental stressors, including an absence of social support and poverty can affect the child directly and/or indirectly. This paper discusses the variables that impact the behaviorally inhibited child and provides some suggestions for remediation.
China's Progress toward Gender Equity: From Bound Feet to Boundless Possibilities
Author: Hagedorn, Linda Serra
Date: 2010-00-00
Type: Journal Articles
Subjects: Oral History,Siblings,Mothers,Daughters,Young Adults,Foreign Countries,Sex Fairness,Personal Narratives,Age Groups,Gender Issues,Gender Discrimination,Generational Differences,Females,Sons,Grandparents,Interviews,Birth Rate,Population Growth,Population Trends,Family Size,Family Characteristics,Family Structure,Family (Sociological Unit)

Throughout the world, gender defines an omnipresent and personal identity. Historically gender effects have ventured far beyond the biological aspects of reproduction and deep into societal constraints of action, appearance, freedom, and destiny. Gender provides convenient labels, descriptions, and expectations. Unfortunately history provides many examples where gender has been used as a tool of oppression. The history of the world's most populous nation, China, provides a long and interesting tale of gendered outcomes. We argue that across three generations China has progressed from the gendered atrocity of female footbinding to a somewhat genderless college admissions process. The current generation of China's young women is not only able to run on unfettered feet but also have unprecedented personal options, opportunities, and responsibilities denied to previous generations. This study addresses generational change specifically through the eyes and perspectives of the contemporary women of China. Our study focuses on three generations of women; each formed by very unique cultural and political situations within their natal country. China's contemporary young adult women, born between 1979 and 1985, are typically &quot;only daughters&quot; of a generation of one-child families resulting from China's one-child family policy. This unique generation has grown up without the competition of other siblings. Their mothers grew up in much different era, shortly after the People's Republic of China (1949) was established. These women's lives were affected by the Great Proletarian Cultural Revolution (1966-1976). On average, these women were born to large families with clear preferences for sons. Finally, we extend back another generation to the grandmothers of our seed sample who typically were in the first generation of Chinese women to be free from footbinding. The manuscript begins with a description and history of three historical milestones; each relevant to one of the contemporary generations included in this study. We then provide data showing the speed and direction of gendered outcomes. Finally, we provide a qualitative oral history study of these three generations of women in China through interviews with the young adult women, their mothers, and their grandmothers. The use of oral histories as primary sources has been promoted through several respected historical works (S. Wang 2006). (Contains 5 footnotes, 4 figures and 1 table.)
The Evolution of Women's Roles within the University and the Workplace
Author: Webb, Joyce G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Daughters,Salary Wage Differentials,Females,Gender Differences,Comparative Analysis,Minority Groups,Colleges,Disabilities,School Personnel,Labor Force,Higher Education,Sex Role

On April 20, 2010, United States President Barack Obama issued a proclamation declaring National Equal Pay Day. In the proclamation it was recognized that despite years of progress in the workforce, women are still not paid as much as men. The proclamation states: Throughout our Nation's history, extraordinary women have broken barriers to achieve their dreams and blazed trails so their daughters would not face similar obstacles. Despite decades of progress, pay inequity still hinders women and their families across our country. National Pay Day symbolizes the day when an American woman's earnings finally match what an average American man earned in the year. Today, we renew our commitment to end wage discrimination and celebrate the strength and vibrancy women add to our economy. The proclamation emphasized, &quot;Nearly half of all working Americans are women, yet they earn only about 80 cents for every dollar men earn. This gap increases among minority women and those with disabilities.&quot; While the proclamation is meant to be symbolic in nature, the research question, which must be asked, is: Will the status of women in the workforce improve? In order to provide analysis and an answer to the question, one must examine the history of women in the workforce, the plight of women in the university, and the effect of women's roles on society. (Contains 43 footnotes.)
Challenging Sexual Harassment on Campus
Author: Baker, Nancy V.
Date: 2010-00-00
Type: Journal Articles
Subjects: Sexual Harassment,Females,Grievance Procedures,Court Litigation,Educational Environment,Universities,Guidelines,School Policy,College Administration,Employees

More than thirty years ago, an administrative assistant at Cornell University first challenged her university's indifference to her boss's sexually predatory behavior. While she did not prevail, her case sparked a movement. Litigation, news stories, and government guidelines defining sexual harassment followed. And universities responded: policies and grievance procedures are now in place, students and employees are informed of their rights, and university administrators and boards of trustees are aware that they must take the issue seriously. Yet campus sexual harassment continues. A 2006 study published by the American Association of University Women concluded that "sexual harassment remains a persistent problem for women on campus." The question is why. After outlining the general development of sexual harassment law, this paper will present one possible explanation, arguing that the academic environment itself poses distinct challenges for those who confront sexual harassment in the ivory tower. (Contains 59 footnotes.)
Williams Holistic Approach Model (WHAM): Sustainable University Leadership from the Perspective of a Woman Physicist
Author: Williams, Elvira S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Leadership,Females,Holistic Approach,Higher Education,Women Scientists,Physics,Science Education,Science Instruction,Administrators,Resistance to Change

University leadership from career and organizational viewpoints are discussed from the perspective of a woman physicist. Laws of physics are used, through appropriate analogies, as templates for structuring useful life lessons on holistic WHAM leadership. Interactive university skill sets and program policies based on holistic WHAM approaches are least likely to omit significant factors that could contribute to creation of great students as products--the main goal of university leadership. The holistic WHAM life lessons presented rest upon Five Pillars of Support for Success (or simply Five Pillars). The writer views these five Pillars as encompassing the basic aspects of life and living and defines them as follows: Spiritual (central and most important), Physical, Intellectual, Social, and Financial. The WHAM model is based on nurture in these five areas and demonstrates that the greater collaboration or unitedness in any given endeavor, the greater the yield. Women are natural nurturers and should be considered for leadership roles. Impediments to their progress and ways to help improve the numbers as they relate to women as leaders in the academy are explored. (Contains 7 footnotes.)
Effects of Indoor Cycling Associated with Diet on Body Composition and Serum Lipids
Author: do Valle, Valeria S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Body Height,Obesity,Body Composition,Females,Nutrition,Dietetics,Adults,Exercise,Exercise Physiology,Comparative Analysis,Control Groups,Experimental Groups,Program Effectiveness

Study aim: To determine the effects of indoor cycling training combined with restricted diet, lasting 12 weeks, on serum lipid concentrations in obese women. Material and methods: Twenty women aged 23.8 [plus or minus] 3.6 years were randomly assigned into two groups: control (C) and experimental (E), the latter subjected to indoor cycling at various loads, 3 sessions weekly, every session lasting 45 min, combined with restricted diet (about 1200 kcal daily) for 12 weeks. The following variables were recorded: body height and mass, BMI, relative body fat content (from 7 skinfolds), fat-free mass, triglycerides, cholesterol and lipoproteins (HDL, LDL, VLDL). Results: Significant increase in HDL and significant decreases in all other variables (except body height) were noted only in the experimental group. Conclusions: Indoor cycling associated with restricted diet is an excellent option in controlling obesity and serum lipids. (Contains 3 tables.)
Perception of Doping-Related Risks by Junior and Senior Athletes
Author: Mroczkowska, Helena
Date: 2009-00-00
Type: Journal Articles
Subjects: Athletes,Interpersonal Attraction,Risk,Decision Making,Measures (Individuals),Males,Drug Use,Team Sports,Mental Health,Health,Awards,Maturity (Individuals),Rating Scales,Questionnaires

Study aim: To assess the degree of acceptance of risk by experienced and inexperienced athletes. Material and methods: Two male teams participated in the study: juniors (football; n = 9) aged 16-18 years and seniors (volleyball; n = 13) aged 20-32 years. The subjects were requested to assess the doping-related risk of losing every of 6 values: health, medals, ranking position, physical attractiveness, psycho-emotional balance, bonuses and respect of personages, in three modes: importance of losing given value (scale 1-6), general likelihood of a doping-related loss of given value (scale 0-100) and the doping-related risk of losing given value the subject would be ready to take (scale 0-100). Results: Seniors and juniors rated the importance of individual values and the doping-related general likelihood of losing them alike. As compared with senior athletes, the junior ones significantly underrated the risk of losing health and respect and overrated that of possible bonus. Conclusions: The emotional, cognitive and social maturation of young athletes throughout a decade have an impact on perceiving doping-related risks and the associated decisions. (Contains 2 figures.)
Health-Related Fitness Knowledge and Its Relation to Student Physical Activity Patterns at a Large U.S. Southern State University
Author: Keating, Xiaofen D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Physical Activities,Knowledge Level,Scores,Correlation,State Colleges,Athletics,Health Behavior,Student Surveys,Questionnaires,Physical Activity Level,Health Related Fitness,Gender Differences,Racial Differences

This study examined student health-related fitness (HRF) knowledge and its relationship to physical activity (PA). The participants were undergraduate students from a large U.S. state university. HRF knowledge was assessed using a test consisting of 150 multiple choice items. Differences in HRF knowledge scores by sex, ethnicity, and years in university were examined by ANOVA. The mean HRF knowledge test score of students was 58 out of 150 points. No significant HRF knowledge differences were found by PA levels, sex or by years in university. In conclusion, many university students have yet mastered an adequate amount of HRF knowledge and no significant relationship between HRF knowledge and PA was found. (Contains 2 tables.)
Teaching Sex Education in Thailand
Author: Kay, Noy S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Comprehensive School Health Education,Teacher Characteristics,Sex Education,Factor Analysis,Foreign Countries,Statistical Analysis,Barriers,Teacher Attitudes,Surveys,Questionnaires,Interaction,Gender Differences,Age Differences,Educational Attainment,Middle Schools,High Schools,Teacher Competencies,Educational Quality

The purposes of this study were to examine the current situation pertaining to the teaching of sex education and identify barriers to teaching sex education among Thai health education teachers. A survey questionnaire was administered to 193 health education teachers who participated in this study. The questionnaire was comprised of three parts: (1) demographic questions, (2) the current status of sex education in Thailand, and (3) the barriers to teaching sex education. The third part was comprised of teacher characteristics, curriculum and multimedia, and environmental factors. The findings focused on the main effect interaction analysis between a dependent variable (gender, age, level of education, etc.) and the three factorial scales generated by using the Factor Analysis Procedure from the questionnaire. There were no significant differences found between the dependent variables and the three factors associated with teaching based on Analysis of Variance (ANOVA) at p=0.05. Using descriptive statistics, we found teachers held interesting perspectives on factors surrounding sex education. So, although there were no significant differences in the findings, the study indicates that health education teachers contribute to the quality of teaching and the learning process of sex education. They play a critical role in designing and implementing sex education courses. (Contains 24 figures and 3 tables.)
Health-Related Fitness and Physical Activity Courses in U.S. Colleges and Universities
Author: Strand, Brad
Date: 2010-00-00
Type: Journal Articles
Subjects: Physical Activities,Incidence,National Surveys,College Curriculum,Educational Trends,Educational History,Online Courses,Blended Learning,Physical Education,Health Related Fitness,Required Courses

The purpose of this study was to determine the prevalence and characteristics of health-related fitness (HRF) and physical activity (PA) courses at U.S. institutions of higher learning. Data were obtained from 116 two- and four-year colleges and universities. The results show that health-related fitness courses were offered at many 2-year (89.2%) and 4-year institutions (82.0%), while physical activity courses were also widely available with 86.5% of 2-year schools and 87.2% of 4-year schools offering such courses. There was no significant association between the type of institutions and the prevalence of HRF or PA courses, and there were more similarities than differences between 2-year and 4-year institutions regarding other aspects of HRF and PA courses. It was found, however, that a large portion of both 2-year and 4-year institutions provided HRF courses involving the use of the Internet. The results also indicate that the prevalence of HRF courses has increased at U.S. institutions in the past 10 years. (Contains 6 tables.)
Quantitative Analysis of the Adapted Physical Education Employment Market in Higher Education
Author: Zhang, Jiabei
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Adapted Physical Education,Labor Market,Educational Trends,College Faculty,Teacher Education Programs,Educational History,Federal Legislation,Employment Potential,Physical Education Teachers,Employment Patterns,Personnel Selection,Personnel Needs,Disabilities

The purpose of this study was to analyze the employment market of adapted physical education (APE) careers in higher education since 1975 to see if the increase of this market has continued since 1998. Based on the data collected from the &quot;Chronicle of Higher Education&quot;, a total of 887 APE job openings have been posted since 1975, including about 45% of the openings that were APE first priority (i.e., APE as a major responsibility) and 55% were listed as APE second priority (i.e., APE as a minor responsibility). The yearly frequencies of APE job openings, the yearly proportions of APE first priority, and the yearly proportions of APE second priority over the years were analyzed by regression analysis and descriptive statistics. The results revealed that the employment market of APE professionals is a growing one in higher education; however, the proportion of APE first priority contribution to the market has been decreasing over the years, while the proportion of APE second priority contribution to the market has been increasing over the years. This growing employment market is therefore primarily attributed to APE second priority openings. (Contains 4 tables.)
A Profile of the Introduction to Adapted Physical Education Course within Undergraduate Physical Education Teacher Education Programs
Author: Piletic, Cindy K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Adapted Physical Education,Introductory Courses,Education Courses,Athletics,Motivation Techniques,National Standards,Physical Fitness,College Faculty,Teacher Surveys,Academic Standards,National Surveys,Disabilities,Undergraduate Study,Practicums,Physical Education Teachers,Course Content,Course Descriptions

The purpose of this study was to describe the profile, content, delivery mechanism, and application of teaching standards, National Association of Sport and Physical Education (NASPE) and Adapted Physical Education National Standards (APENS), within the Introduction to Adapted Physical Education (APE) course for college/university PETE preparation programs. Participants were 136 faculty members who taught the Introduction to APE course representing 129 different colleges/universities from 41 states. Participants representing 129 (response rate of 38%, 136 different faculty) colleges/universities from 41 of the 50 states in the U.S. completed an online survey of 40 questions. Student population was cross disciplined (i.e. teacher education, exercise science, athletic training) with the majority enrolled at the junior level. Content areas identified as a major emphasis (5 or more hours of lecture) were Disabilities (72%), Instructional and Motivational Strategies (70%), Modifications (70%), Physical fitness, Motor skills, and Motor development of students with disabilities (59%), and Writing and Implementation of Individual Education Plans (52%). Practicum experiences were included within 84% of the introductory courses. The courses were taught by professionals without Ph.D's in APE (60%). Participants indicated they addressed NASPE standards and APENS. (Contains 4 tables and 5 figures.)