ethanporcaro/eric-fulltext-meta huggingface dataset:
Leg Volume and Mass Scales of Elite Male and Female Athletes in Some Olympic Sports
Author: Var, Sevde Mavi
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletes,Body Composition,Human Body,Gender Differences,Body Weight,Females,Males,Foreign Countries,Young Adults,Athletics

This study aims to scale average leg volume and mass scales of elite male and female athletes in some olympic sports. A total of 280 elite athletes comprising of 200 males and 80 females studying at School of Physical Education and Sports at University of Kirsehir Ahi Evran voluntarily participated in this study. Frustum and Hanavan methods were used to determine leg volume and mass, respectively. SPSS 22.0 package program for Windows was used for descriptive statistics analysis of the study. The present study found average leg volume and mass scale of male athletes in football, basketball, volleyball, handball, gymnastics and wrestling and female athletes in football, basketball, volleyball, handball, gymnastics, box, taekwondo and tennis. It was observed in the related scale that leg volume of the athletes in the lowest weight classes in weight sports were lower. In other words, leg volume and mass of the athletes were in direct proportion to their weight class. When the scale of female athletes is analyzed, it can be noted that volleyball players have the highest leg volume and mass among team sports players.
Teaching Introduction to Acting at Bronx Community College: From Shakespeare to SZA
Author: Mareneck, Ellen C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Community Colleges,Drama,Theater Arts,College Faculty,Minority Group Students,Cultural Differences,Culturally Relevant Education,Teaching Methods,Two Year College Students

Diversity has been the focus of countless books, articles, and conferences in higher education. Unfortunately, for many of us in the majority culture, this issue never required too much investment of time or concern because we were already benefitting from the existing system of racial and/or gender privilege. In this essay I recount my awakening as a teacher and theatre artist when I began teaching &quot;Introduction to Acting&quot; at Bronx Community College (BCC). At a majority minority institution, I came face to face with my own ignorance, complacency, and sense of entitlement. In order to engage students whose age, background, culture and perspective differed from mine, I needed to familiarize myself with the voices of youth culture, the theatrical traditions of Latinx, African-American, Asian, Caribbean peoples; as well as performance styles and acting methodologies outside the traditional Eurocentric repertoire. As a result, not only has my vision of theatre and theatre education transformed, but also my artistic and social consciousness.
English Medium Instruction: Comparing Teacher Beliefs in Secondary and Tertiary Education
Author: Briggs, Jessica G.
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Language of Instruction,Teacher Attitudes,Secondary School Teachers,College Faculty,Educational Policy,Language Proficiency,Teaching Methods,Second Language Learning,Second Language Instruction,Comparative Analysis,Course Content,Case Studies,Cross Cultural Studies,Teacher Surveys,Educational Objectives

Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers' beliefs were elicited in four key areas: EMI teachers' goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students' English but felt that EMI would affect academic content, with no clear difference between the phases.
Family Matters: Links between Family Structure and Early Child Health
Author: Freeman, Laura L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Family Structure,Young Children,Pregnancy,Birth,Infants,Child Health,Infant Mortality,Nutrition,Poverty,Socioeconomic Status

This paper reviews the research of the past two decades that addresses the relationship between family structure and early child health outcomes. Specifically, we focus on family structure's influence on child health during pregnancy, birth, and infancy. We briefly summarize the most pervasive changes to family structure in the US during recent decades and discuss how early child health is linked to future outcomes for children and adults. We review research that highlights the mechanisms linking family structure to early child health and identify key risk and protective factors for children from the prenatal period through infancy. We conclude with a critical assessment of current policy efforts to strengthen families and make recommendations for how best to address this issue for America's families going forward.
Family Structure and Obesity among U.S. Children
Author: Augustine, Jennifer M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Obesity,Child Health,Public Health,Family Influence,Socioeconomic Influences,Preschool Children,At Risk Persons,Poverty,Family Structure,Longitudinal Studies,Children,Parent Background,Educational Attainment

Child obesity in the U.S. is a significant public health issue, particularly among children from disadvantaged backgrounds. Thus, the roles of parents' human and financial capital and racial and ethnic background have become important topics of social science and public health research on child obesity. Less often discussed, however, is the role of family structure, which is an important predictor of child well-being and indicator of family socioeconomic status. The goal of this study, therefore, is to investigate how preschool aged children's risk of obesity varies across a diverse set of family structures and whether these differences in obesity are moderated by family poverty status and the mothers' education. Using a large nationally representative sample of children from the Early Childhood Longitudinal Study -- Birth Cohort, we find that preschoolers raised by two biological cohabiting parents or a relative caregiver (generally the grandparent) have greater odds of being obese than children raised by married biological parents. Also, poor children in married biological parent households and non-poor children in married step parent households have greater obesity risks, while poor children in father only, unmarried step, and married step parent families actually have lower odds of obesity than children in non-poor intact households. The implications of these findings for policy and future research linking family structure to children's weight status are discussed.
L2 Spanish Apologies Development during Short-Term Study Abroad
Author: Hernández, Todd A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Spanish,Second Language Learning,Pragmatics,Study Abroad,Pretests Posttests,Vignettes,Language Tests,Achievement Gains,Phrase Structure,Teaching Methods,Second Language Instruction,Foreign Countries,Speech Acts,Undergraduate Students

The present study examined the apologies of 18 study abroad (SA) students during a short-term SA experience in Madrid, Spain. Apologies were assessed with a discourse completion task (DCT) consisting of five vignettes that varied across three variables: relative social status of the interlocutor, relative social distance, and seriousness of the offense. Based on performance ratings assigned to them by two native Spanish speakers, the students made significant gains in pragmatic appropriateness from pretest to posttest, on two out of the five individual vignettes, and on the five combined vignettes. Examination of the students' apologies before and after SA further revealed that they increased several strategies during their time abroad. Despite these gains, other aspects of the SA group's performance remained the same or, in some cases, moved in the opposite direction of the target norm. Moreover, the students also demonstrated continued overreliance on routine, formulaic expressions on the posttest DCT while underusing some important target-like mitigation strategies. Given the study's findings, the researcher offers recommendations for teaching pragmatics before and during the SA experience.
A Higher-Education Teaching Module for Integrating Industry Content and Language through Online Recruitment Advertisements
Author: Tatzl, Dietmar
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Content Analysis,Course Content,Interdisciplinary Approach,Language of Instruction,Second Language Learning,Second Language Instruction,Academic Achievement,English for Special Purposes,Aerospace Education,Engineering Education,Longitudinal Studies,Advertising,Recruitment,Student Attitudes,Writing Assignments,Course Evaluation,Foreign Countries,Undergraduate Students,Computational Linguistics

Empirical evaluations of practical teaching units integrating content and language in higher education are rare and deserve more attention. The current article aims to narrow this gap by providing an empirical study of an integrating content and language in higher education (ICLHE, Smit &amp; Dafouz, 2012) teaching module. It investigates the effectiveness of a content-based English for specific purposes module in tertiary aeronautical engineering education, which incorporates recruitment advertisements as online resources. The study adopted a mixed-methods approach and surveyed three aeronautical engineering student groups (N = 141) over three consecutive years on their perceptions of the module's learning outcomes. This longitudinal survey was complemented by a teacher-assessed writing task and a qualitative content analysis of online recruitment advertisements (N = 80) in a self-built corpus. All three year groups rated the 10 questionnaire statements on a 5-point Likert scale rather equally, thus suggesting a similar perception of academic achievement stemming from the module's completion. This student view was supported by the results of the writing assignment. In short, the module's effectiveness was corroborated both quantitatively and qualitatively, which identifies this teaching concept as a feasible way forward.
Using Q Methodology to Investigate Pre-Service EFL Teachers&apos; Mindsets about Teaching Competences
Author: Irie, Kay
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Learning,Language Teachers,Teacher Education Programs,Student Attitudes,Foreign Countries,Teaching Methods,Interpersonal Competence,Teacher Effectiveness,Teacher Competencies,Teacher Student Relationship,Rating Scales

This paper reports on a study investigating the mindsets of 51 pre-service teachers at an Austrian university using Q methodology. Despite the recent growth in interest in the concept of mindsets, little research has addressed the mindsets of teachers--most of it focusing on the mindsets of learners--and the research that does investigate teachers tends to focus on beliefs about learning or intelligence. This study offers a new perspective by focusing on teachers' beliefs about their own teaching competences. A further aim of the study is to expand the methodological repertoire in language education researchers. This study considers the potential of Q methodology, a research approach used widely in social sciences and education, but, as yet, rare in this field. The data indicate that the most common mindset among the pre-service teachers is one based around a strong belief in the learnability of the more technical aspects of teaching, while interpersonal skills tend to be regarded as more of a natural talent fixed within the individual. One practical implication of this finding is that teacher education programmes may need to pay more attention to explicitly developing the interpersonal side of teaching. A further finding was that teacher mindsets are constructed through individuals' management of various sets of implicit theories and tend not to conform to the established dichotomous model of mindsets.
Metropolitan Observatory for Street Children and Youngsters: A Chilean Experience of an Innovative Model
Author: Vergara, Emillia Valenzuela
Date: 2013-00-00
Type: Journal Articles
Subjects: Homeless People,Children,Foreign Countries,At Risk Persons,Models,Youth,Metropolitan Areas

In Chile, street children and youngsters' situations have changed significantly over the last decades. The Metropolitan Observatory is an innovative organization that makes it possible to follow this velnerable group. The Observatory is becoming a pioneering actor in the subject, thanks to the participative work and agreed consensus of different institutions involved. The aim of this paper is to introduce the innovative cross-sectoral work done by the Metropolitan Observatory for street children and youth.
Contact in Foster Care: Bridge or Collision between Two Worlds?
Author: Carvalho, João M. S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foster Care,Child Safety,Caseworkers,Social Work,Home Visits,Parents,Attachment Behavior,Incidence,Placement

This study aims not only to analyze the contact in foster care in Portugal compared to results collected from other studies but also to define the implications of its practice so as to propose improvements to the child protection system. It involves 289 foster children from the District of Porto whose results were obtained from official records. Subsequently, this study discusses the insights and practical consequences, the importance of maintaining up-to-date information on the changes of the biological family, the need to improve specific skills in social workers, and how to overlook the negative results of visits regarding the advantages and risks of maintaining contact.
Destination Imagination: Creativity in a World of Complacency
Author: Calkin, Joshua
Date: 2014-00-00
Type: Journal Articles
Subjects: Imagination,Creativity,Skill Development,Problem Solving,Competition,Extracurricular Activities,Teaching Methods,Nonprofit Organizations,Program Evaluation,Cognitive Tests,Critical Thinking,Thinking Skills,Teamwork,Design,Talent Development,Creative Thinking,Creativity Tests

Destination Imagination is a creative problem solving competition for school-aged children that encourages creative growth and long-term problem solving skills. These skills are important for young children as they can be directly related to future success in school, home, and the workplace. This extracurricular activity has impacted 1.5 million people across the globe, and has helped encourage the development of skills that the modern school system leaves untapped.
Using Live Coaching and Video Feedback to Teach Responsive Parenting Skills: Experience from the PALS Project
Author: Guttentag, Cathy L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Video Technology,Feedback (Response),Parenting Skills,At Risk Persons,Parent Child Relationship,Parent Education,Program Effectiveness,Parents,Intervention,Learning Strategies,Child Rearing,Play,Infants,Toddlers

Children living in poverty or born to teenage parents are at increased risk for developmental delays as well as child neglect. Research has shown that one effective avenue for preventive intervention is teaching parents to recognize and respond to their young children's communicative signals using responsive caregiving behaviors (e.g., warmth and praise, prompt responses linked contingently to the child's signals, following the child's interest, stimulating language, and using positive behavior guidance strategies). However, parents with low education and literacy levels are often limited in the degree to which they can benefit from generic instructional materials such as parenting books and classes. The &quot;Play and Learning Strategies&quot; (PALS) parenting program, which has been shown to be effective with at-risk parents and children in several randomized control studies, addresses the needs of this challenging population through the use of video modeling, guided live practice of target skills, and reflective review and discussion of the parent's own video footage of her interaction with her child. This paper will briefly review literature on the use of video reflection to facilitate skill acquisition within an adult learning framework and then outline the process by which individualized coaching combined with video reflection can bring about positive changes in parenting and child outcomes, using the PALS program as an example.
Expressing Authorial Self in Research Articles Written by Polish and English Native-Speaker Writers: A Corpus-Based Study
Author: Hryniuk, Katarzyna
Date: 2018-00-00
Type: Journal Articles
Subjects: Authors,Form Classes (Languages),Contrastive Linguistics,Computational Linguistics,Cross Cultural Studies,Self Concept,Writing (Composition),Applied Linguistics,Research Reports,Polish,Native Language,English (Second Language),Second Language Learning,Language Usage,Writing for Publication,Writing Strategies,Role,Word Frequency,Academic Discourse,Foreign Countries,English

This cross-linguistic and cross-cultural, corpus-based study explores the notion of &quot;writer identity&quot; expressed through self-reference. The study examines how writers from two cultural regions -- Polish and Anglo-American -- construct a credible representation of themselves in writing. That is, it investigates the differences and similarities in the frequency of use, and the role of first person pronouns and determiners, in the corpora of 40 research articles in the area of applied linguistics -- 20 written by Polish authors in English, published in Polish institutions, and 20 by native English speakers, published in Anglophone journals. Additionally, the frequency of use and the role of nominal lexical items referring to the writers, such as &quot;the author(s)&quot; and &quot;the researcher(s)&quot;, are explored. The location of pronouns, determiners and the lexical items in the IMRD structure (Introduction-Method-Results-Discussion) is also researched, as certain types of pronouns and determiners were expected to occur in the given sections, depending on their functions. The results clearly show that there is a striking difference between the use of pronouns and determiners in the texts written by the two groups of writers. The findings carry important implications for formulating clearer instructions and developing appropriate writing strategies by novices writing for publication in EFL.
A National Survey of Parent Support Legislation and Regulations
Author: Correa, Nancy P
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Education,State Legislation,Educational Legislation,Home Visits,Home Programs,Financial Support,Early Childhood Education,Evidence Based Practice,Community Programs,Barriers,Social Bias

Introduction: Parent education has a positive impact on children, parents, families, and the community. Children at Risk and Bracewell &amp; Giuliani LLP conducted a policy scan of state statutes regarding parent education. Methodology: To identify state statutes that address parent education, we conducted a search of statutes in all 50 states using keywords and the online legal research systems. After all state-level policies were ascertained, we selected the most relevant statutes to parent education and identified major themes. Results: The policy scan identified statutes regarding non-mandated parent education in 40 out of the 50 states. Common themes include: home visitation programs, funding through a Children's Trust Fund, early childhood initiatives, use of evidence-based programs, and a community-based component to the parent education statute. Discussion: In a needs assessment of parent education in Houston, Texas, stigma and funding were identified as the biggest barriers to increasing the availability of parent education. Funding was addressed in a few state policies, but stigma was not addressed. While parent support programs have many demonstrated positive effects, the effect of the various mandated parent support strategies remains unproven. Conclusion: While most states have statutes regarding parent education, more evaluation and research is needed on how these policies are implemented and their measured impact on families in the state. [This article was co-written by Bracewell &amp; Giuliani LLP.]
The Prevention of Child Physical Abuse and Neglect: An Update
Author: Nelson, Geoffrey
Date: 2014-00-00
Type: Journal Articles
Subjects: Prevention,Child Abuse,Child Neglect,Program Effectiveness,Child Rearing,Parents,Intervention,Foreign Countries,Children,Parent Child Relationship,Home Visits,Models,At Risk Persons,Parent Education,Parenting Skills,Outcome Measures

We reviewed research that has evaluated prevention programs for child abuse and neglect. A few universal educational and parenting programs (e.g., abusive head trauma educational programs, enhanced pediatric care interventions) have been found to be effective. Moreover, a few selective home visitation programs (e.g., the Nurse-Family Partnership program), have shown evidence that they can prevent child abuse and neglect. As well, there is some evidence that multi-component programs are successful. Finally, the research on the importance of program length and intensity as a moderator of program effectiveness is mixed. While the evidence base of effective prevention programs for child abuse and neglect is growing, current interventions are more likely to be program-focused than policy-focused, selective than universal, ameliorative than transformative, and directed at the micro-level than the macro-level. Unless prevention programs are accompanied by social policies that have an agenda of social justice, poverty reduction, and community capacity-building, their potential to prevent child abuse will be seriously challenged.
Supporting Parents as Teachers: Foundations of Family Education at the Children&apos;s Museum of Houston
Author: Bishop, Shannon
Date: 2014-00-00
Type: Journal Articles
Subjects: Parents as Teachers,Museums,Cognitive Development,Child Development,Learning Activities,Elementary School Students,Children,Play,Self Esteem,Parenting Skills,Educational Resources,Learner Engagement,Parent Participation,Family Literacy,Spanish Speaking,Bilingualism,Outreach Programs

This article presents an overview of family learning at the Children's Museum of Houston. Based on educational theory, and designed to support learning literacy and success in school, Museum programs provide parents with tools to help them nurture children's intellectual development. The goal of this work is for parents to become better prepared to confidently engage their children in fun and meaningful learning experiences. The long-term benefits include strengthening family relationships and preparing children for success in secondary school and in the workplace.