ethanporcaro/eric-fulltext-meta huggingface dataset:
Information and Knowledge: An Evolutionary Framework for Information Science
Author: Bates, Marcia J.
Date: 2005-07-00
Type: Journal Articles
Subjects: Information Science,Definitions,Evolution,Data,Animals,Brain

Background: Many definitions of information, knowledge, and data have been suggested throughout the history of information science. In this article, the objective is to provide definitions that are usable for the physical, biological, and social meanings of the terms, covering the various senses important to our field. Argument: Information 1 is defined as the pattern of organization of matter and energy. Information 2 is defined as some pattern of organization of matter and energy that has been given meaning by a living being. Knowledge is defined as information given meaning and integrated with other contents of understanding. Elaboration: The approach is rooted in an evolutionary framework; that is, modes of information perception, processing, transmission, and storage are seen to have developed as a part of the general evolution of members of the animal kingdom. Brains are expensive for animals to support; consequently, efficient storage, including, particularly, storage at emergent levels--for example, storing the concept of chair, rather than specific memories of all chairs ever seen, is powerful and effective for animals. Conclusion: Thus, rather than being reductionist, the approach taken demonstrates the fundamentally emergent nature of most of what higher animals and human beings, in particular, experience as information.
Domain Knowledge, Search Behaviour, and Search Effectiveness of Engineering and Science Students: An Exploratory Study
Author: Zhang, Xiangmin
Date: 2005-01-00
Type: Journal Articles
Subjects: Knowledge Level,Search Strategies,Online Searching,Engineering Education,Science Education,College Students,Familiarity,Vocabulary,Intellectual Disciplines,Questionnaires,Documentation,Qualitative Research,Statistical Analysis,Scientific Concepts,Thermodynamics,Heat,Physics,Majors (Students)

Introduction: This study sought to answer three questions: 1) Would the level of domain knowledge significantly affect the user's search behaviour? 2) Would the level of domain knowledge significantly affect search effectiveness, and 3) What would be the relationship between search behaviour and search effectiveness? Method: Participants were asked to rate their familiarity with 200 thesaurus terms to measure their level of domain knowledge. They also searched on three assigned topics using the COMPENDEX database. Data were collected through pre- and post-search questionnaires, thesaurus term rating form, computer logs, and search session printouts. Analysis: Twenty-two engineering and science students' data were analysed both quantitatively and qualitatively. Quantitative analysis included both descriptive statistics and statistical testing, while the qualitative analysis was on the use of terms in queries. Results: As the level of domain knowledge increases, the user tends to do more searches and to use more terms in queries. However, the search effectiveness remained the same for all participants. Conclusion: The level of domain knowledge seems to have an effect on search behaviour, but not on search effectiveness, and search behaviour does not seem to be related to search effectiveness. The findings are limited by the small sample size and need to be confirmed in further studies.
Losing the Lake: Simulations to Promote Gains in Student Knowledge and Interest about Climate Change
Author: Nussbaum, E. Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Climate,Water,Natural Resources,Educational Games,Control Groups,Experimental Groups,Comparative Analysis,Pretests Posttests,Science Tests,Knowledge Level,Student Interests,Randomized Controlled Trials,Conservation (Environment),Weather,Computer Simulation,Grade 7,Science Teachers,Secondary School Teachers,Secondary School Students,Urban Schools,Instructional Effectiveness,Student Surveys,Statistical Analysis

Climate change literacy plays a key role in promoting sound political decisions and promoting sustainable consumption patterns. Based on evidence suggesting that student understanding and interest in climate change is best accomplished through studying local effects, we developed a simulation/game exploring the impact of climate change on the declining water levels in Lake Mead. Because there are few evaluations of educational games using true control groups, this study also presents a randomized field trial evaluating the game. We randomly assigned 119 seventh graders to either a game-based condition or control condition. Students in the experimental group played Losing the Lake; those in the control group viewed an earth science website. Students also completed pretest, posttest, and delayed posttest measures of their content understanding and interest in issues embodied in the game. We found that playing the game resulted in a significant increase in content knowledge, as measured by a 22-item assessment, especially on items related to household conservation and some basic concepts related to the greenhouse effect. The control group showed no effect. Playing the game also resulted in some increase in student interest. The Losing the Lake game illustrates how use of a water theme can be used to make climate change content more meaningful and relevant to students. Furthermore, the study shows, through a randomized control trial, that educational games can result in conceptual development, specifically on water flow (i.e., where drinking water comes from and where it goes once used), water conservation, and the difference between weather and climate. The Losing the Lake game can therefore be useful educationally in various locales as a case study in the nature of drought, climate change effects, and water conservation practices.
The Writing Intensive Program at the University of Georgia
Author: Ballif, Michelle
Date: 2006-00-00
Type: Journal Articles
Subjects: College Students,Writing Instruction,Writing (Composition),Writing Skills,Writing Improvement,Writing Processes,Teaching Methods,Instructional Innovation,Student Attitudes,Satisfaction,Writing Attitudes,Program Descriptions,Writing Across the Curriculum

The University of Georgia's Writing Intensive Program began--as do many college-wide writing initiatives--with faculty concern about the quality of student writing at the university. Acknowledging that the responsibility for this quality--or lack thereof--belongs to all faculty, in all disciplines, not just to first-year composition instructors typically housed in the English department, the Writing Intensive Program (WIP) was founded in 1997 to strengthen student writing skills, specifically in the context of disciplinary demands. The Writing Intensive Program does not stipulate what kinds/amounts of writing are to be assigned, and faculty have tried various options. The author likes to argue that the Writing Intensive Program is not &quot;writing exhaustive,&quot; but rather it aims to provide students with an &quot;intense&quot; engagement with writing--its processes and its conventions--and faculty are particularly inventive in their methods of teaching the program. A compelling majority of students enrolled in these courses consistently report that the pedagogical aim of the program has been realized. Student evaluations collected over a nine-year period report that their experience with the Writing Intensive Program introduced them to and gave them experience with writing within their discipline; additionally, as a result of the program's emphasis on revision, students report that their writing processes improve along with their writing. Not surprisingly, they also report that their Writing Intensive Program courses force them to keep up with the readings and to be better prepared for class discussions--in short, to be more engaged in the learning process. Despite its limited and controlled funding, the Writing Intensive Program--with its devoted faculty and teaching assistants--has delivered on its initial challenge to &quot;do something about student writing.&quot; And it has done much, much more: it has created an atmosphere of commitment to student writing in all disciplines.
Conditions of Educational Environment for the Development of Teenagers' Moral Relations
Author: Khuziakhmetov, Anvar N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,Moral Development,Adolescents,Interpersonal Relationship,Interpersonal Competence,Norms,Systems Approach,Prosocial Behavior,Adolescent Development

The relevance of the study is conditioned by the fact that social relations require from a school graduator not only the subject specific competences, but also the ability to build interpersonal interaction based on moral norms. Therefore, this article is aimed to reveal the conditions of the school educational environment organization promoting the formation of moral relations among adolescents. The leading approach to consider this problem is a system-activity approach, allowing present structure of the educational environment and the mechanisms of coordination of its elements in complexity. The article presents the results of a study of teenagers' moral relations to be characterized as stable, active, generalized, differentiated, prosocial directed relations. The main conditions of teenagers' moral relations are subject-subject interaction in the context of academic and extracurricular activities, the humanization of the content and technologies of educational process, the saturation by moral facts the subject and space environment of school, meeting social and psychological needs of educational relations participants. The article submissions are of practical value for school teachers dealing with the problem of pupils' spiritual and moral development in school and extracurricular activities.
Conditions of Formation of Social Successfulness of Students with Disabilities in the System of Continuous Inclusive Education on the Basis of Value Approach
Author: Nasibullov, Ramis R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Interpersonal Competence,Socialization,Inclusion,Mainstreaming,Children,Program Implementation,Special Education,Teacher Education

The thematic justification is due to the fact that the problem of inclusive education implementation in the modern period is very popular and requires close examination. Object of the article is to determine the conditions of formation of social successfulness of students with disabilities in the system of continuous inclusive education on the basis of value approach. Basic methods of research are the study of research and methodological materials and regulatory documentation, analysis and synthesis, interpretation of findings; main research approach is axiological value approach implementable based on the principles of continuity, consistency and purposefulness. The study revealed and tested the conditions of formation of social successfulness of students with disabilities on the basis of value approach: ensuring the continuity of formation of social successfulness of persons with disabilities within the multilevel system of inclusive education &quot;family-preschool education--general education--additional education of children--secondary professional education--higher professional education--further professional education&quot;; creation of the system of continuous inclusive education taking into account the peculiarities of the medical and social models of disability in students; organized work of a teacher with the use of special methods and means of education that correspond to the individual peculiarities of students with disabilities; activities of an educational organization related to the creation of special conditions for training and education of students and ensuring the mutual understanding between the subjects of educational process; focused training of future and practicing teachers for fork with students with disabilities in the mode of inclusion implementation. Materials of the article can be useful for teachers of the system of training and further training of pedagogical personnel and provide the basis for the concepts on implementation of inclusion in multilevel and continuous educational system of Bashkortostan.
A Model of Developing Communication Skills among Adolescents with Behavioral Problems
Author: Novik, Natalia N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Skill Development,Communication Skills,Interpersonal Communication,Adolescents,Behavior Problems,Foreign Countries,Evaluation Criteria,Socialization

The urgency of the problem under investigation is determined by the need to help the adolescents with behavioral problems to develop communication skills in the specific bilingual conditions in such regions as the Republic of Tatarstan where education should consider not only the specific skills of verbal behavior but also take into account the peculiarities of bilingual communication. The objective of the article is to develop a technology of focused and systematic formation of communicative abilities of deviant adolescents. The leading approach to the study of this problem is designing an integrative model of forming communicative abilities among adolescents with behavioral problems. The model includes an objective, the key function, the components of communicative abilities development, the principles, the tasks, the activity area, pedagogical conditions, technology, the criteria for evaluating the development of communicative abilities of adolescents with behavioral disorders. As the criteria for evaluating the development of communicative abilities we have identified the signs and indicators that reflect the structure of basic components:cognitive, emotional and behavioral. The high level of communication skills development can be a guarantee of their full socialization. By communication skills of a successful teenager implying practical application of knowledge and communication skills they mean the automated components of conscious actions facilitating rapid and accurate reflection of the communicative situation and determining the perception and understanding of the objective world and adequate influence on it. The article submissions may be useful for the teachers of educational institutions working with the specified category of students.
The Effect of Individual Differences on Learners' Translation Belief in EFL Learning
Author: Ashouri, Amir Farzad
Date: 2010-12-00
Type: Journal Articles
Subjects: Individual Differences,Beliefs,Translation,English (Second Language),Investigations,Predictor Variables,Risk,Ambiguity (Context),Questionnaires,Likert Scales,Attitude Measures,Second Language Learning,Foreign Countries

This study investigated learners' beliefs about translation and the effect of two variables of individual differences, risk taking and tolerance of ambiguity, on the mentioned variable. The participants of the study were 120 EFL learners homogenized through Oxford Placement Test. They received three questionnaires on translation belief, risk-taking and ambiguity tolerance whose validation was established and they were all in Likert-scale. Chi-square analysis reveals that participants had positive belief about translation. In order to determine the effect of risk taking on translation belief and an independent samples t-test was run which reveals negative effect of risk-taking on translation belief. In other words, risk-averse learners were found to have positive belief about translation. On the other hand, risk-takers were found to have negative belief about translation. Analysis of t-test on the effect of ambiguity tolerance on translation belief reveals that this individual characteristic had no effect on learner's translation belief.
Propensity Score Analysis of an Honors Program's Contribution to Students' Retention and Graduation Outcomes
Author: Keller, Robert R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Probability,Correlation,Graduation Rate,Academic Persistence,Student Characteristics,Academic Achievement,College Students,Student Participation,Predictor Variables,Regression (Statistics)

Honors directors and deans know or presume that retention and graduation rates of honors students substantially exceed those of non-honors students. In our research, we have attempted to better determine what portion of this success is attributable to the academic and other benefits of honors programs as opposed to the background characteristics of the students. Among the former, we would point to innovative and small classes, more individual attention for honors students from faculty and staff, residential learning communities, thesis experiences, and extra-curricular opportunities, all of which might be expected to make the college experience more engaging for honors students and thereby contribute to their success. Among the background characteristics, the superior academic achievement and ability enjoyed by honors students is a primary factor that determines retention and graduation (Cosgrove; Shushok; Slavin et al.), and other influences such as gender, in-state or out-of state residency, and family educational background are linked to both academic success and honors program participation. To better estimate the unique contribution of an honors program to retention and graduation outcomes, we have applied propensity score analysis (Guo and Fraser) to separate the effects of honors students' academic achievement and other background characteristics from the consequences of program participation.
They Come but Do They Finish? Program Completion for Honors Students at a Major Public University, 1998-2010
Author: Goodstein, Lynne
Date: 2013-00-00
Type: Journal Articles
Subjects: Public Colleges,Honors Curriculum,Enrollment Management,Enrollment Influences,Student Recruitment,Academic Achievement,Graduation Rate,Academic Persistence,Performance Factors,Longitudinal Studies,Program Effectiveness,Educational Practices

In recent years, the option of enrolling in honors programs and colleges at major public universities has increasingly become an alternative to elite private and public institutions for some of the brightest and most academically-talented high school graduates. To attract these high-achieving students, universities may offer applicants incentives such as merit scholarships, smaller classes, honors residential options, research experiences, and enrichment programs. The message to prospective students is that, by enrolling in an honors college or program, they will receive an education that rivals what would be obtained at an elite private school and at a much lower price. A consequence of this message is that, in many cases, honors programs and colleges have increasingly become a separate brand, differentiated from the larger institution as more elite and selective while delivering an enhanced educational product. Despite controversy within the honors community about elitism as a good or bad thing for honors programs and their students (Herron; Weiner), honors programs and colleges are increasingly becoming an enrollment tool to recruit high-achieving students to public universities. The argument in favor of honors education at public universities is becoming even more persuasive as the volume of public discourse on the cost of college continues upward in the popular media (Lemann). In their recruitment pitches, universities emphasize that for high-achieving students, educational costs are likely to extend beyond the four undergraduate years to include graduate or professional-school tuitions and expenses. Therefore, enrolling in a public university's honors program enables students to conserve funds for later or share them with other deserving family members.
A Quantitative and Comparative Research on Chinese and English Numerical Phrases
Author: Chen, Peijun
Date: 2010-12-00
Type: Journal Articles
Subjects: Statistical Analysis,Comparative Analysis,Chinese,English,Phrase Structure,Number Systems,Number Concepts,Intercultural Communication,Cross Cultural Studies,Contrastive Linguistics,Cultural Background,Foreign Countries

Numerical phases have rich cultural connotations and connect closely with culture. Along with the extension of China's reform and opening up policy, cross-cultural communication tends to be wider. The comparative research on cross-cultural languages is very important. Because of different cultural backgrounds, the cultural connotations of Chinese and English numerical phases are quite different. This paper tries to make a comparative research on the cultural connotations of numerical phases (include numbers from one to ten), in order to reveal the importance of cultural connotation characteristics in cross-cultural communication.
Integration through a Card-Sort Activity
Author: Green, Kris
Date: 2015-00-00
Type: Journal Articles
Subjects: Calculus,College Mathematics,Mathematics Instruction,Mathematics Activities,Computation,Mathematical Concepts,Classification,College Students,Instructional Effectiveness

Learning to compute integrals via the various techniques of integration (e.g., integration by parts, partial fractions, etc.) is difficult for many students. Here, we look at how students in a college level Calculus II course develop the ability to categorize integrals and the difficulties they encounter using a card sort-resort activity. Analysis of the data required the use of several non-standard techniques which provided interesting insights into the ways students develop categories in mathematics. One finding of note is that students may need a significant amount of time &quot;off topic&quot; to allow sufficient time to fully organize their schema for integration.