ethanporcaro/eric-fulltext-meta huggingface dataset:
Relieving Consumer Overindebtedness in South Africa: Policy Reviews and Recommendations
Author: Ssebagala, Ralph Abbey
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Debt (Financial),Consumer Economics,Legislation,Credit (Finance)

A large fraction of South African consumers are highly leveraged, inadequately insured, and/or own little to no assets of value, which increases their exposure not only to idiosyncratic risk but also to severe indebtedness and/or default. This scenario can present negative ramifications that lead well beyond the confines of individual households. Thankfully, it can also be remedied by well-tailored legal debt relief mechanisms. This article reflects on the uncertainties surrounding the consumer debt relief framework of the National Credit Act in an attempt to show why it is not up to the challenge of providing meaningful relief to debt-distressed consumers. Ultimately, a comprehensive review of the current framework in favor of a discharge mechanism on simple, stated terms is proposed.
Protecting the Teaching and Learning Environment: A Hybrid Model for Human Subject Research Public Policy Implementation
Author: Hottenstein, Kristi N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Policy,Research Administration,Undergraduate Students,Student Research,Federal Regulation,Program Implementation,Case Studies,Semi Structured Interviews

Regulations for research involving human subjects have long been a critical issue in higher education. Federal public policy for research involving human subjects impacts institutions of higher education by requiring all federally funded research to be passed by an Institutional Review Board (IRB). Undergraduate research is no exception. Given the literature on the benefits of undergraduate research to students, faculty, and institutions, how human subject research public policy is being implemented at the undergraduate level was a significant gap in the literature because how these public policies are implemented impacts undergraduate research. This qualitative, single-case study examined the human subject research policies and practices of a selective, Mid-western, Council on Undergraduate Research institution. The purpose of the study was to determine how this institution implemented human subject research public policy to benefit its students. This institution used a hybrid approach of public policy implementation that met federal requirements while capitalizing on the role local actors can play in the implementation process. This model resulted in a student-friendly implementation emphasizing various learning outcomes and student mentoring. Although there is considerable research and public discussion on the negative aspects of IRBs, if approached in a manner that embraces student learning, the IRB experience can be an extremely beneficial aspect of the institution's learning environment.
Ethical Behaviors and Wealth: Generation Y&apos;s Experience
Author: Zagorsky, Jay L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethics,Money Management,Behavior Patterns,Correlation,Longitudinal Studies,National Surveys,Comparative Analysis,Crime,Young Adults,Adults,Age Differences,Moral Values,Income,Regression (Statistics)

This research investigates if ethical behaviors and personal finances are related using a large scale U.S. random survey called the National Longitudinal Survey of Youth 1997 (NLSY97). Fifteen indicators covering both ethical and unethical behaviors are compared to net worth for people in their 20s and 30s, who are called Generation Y. Breaking rules, stealing, and being arrested are associated with less wealth in this generation. Results suggest that among people in their early 20s, there is little or no relationship between ethical behaviors and wealth. However, as this cohort ages, a positive relationship between acting more ethically and wealth emerges.
Poverty Levels and Debt Indicators among Low-Income Households before and after the Great Recession
Author: Kim, Kyoung Tae
Date: 2017-00-00
Type: Journal Articles
Subjects: Poverty,Debt (Financial),Low Income Groups,Economic Climate,Income,Loan Default,Probability,Statistical Analysis,Statistical Surveys

This study analyzed the debt profile of low-income households before and after the Great Recession using the 2007, 2010, and 2013 Survey of Consumer Finances (SCF). We used Heckman selection models to investigate three debt characteristics: (a) the amount of debt, (b) debt-to-income ratio, and (c) debt delinquency. Before and after the Great Recession, results from the selection stage showed the probability of holding debt for households increased as their income level increased (moving into less severe poverty categories); results from the outcome stage indicated households in the most severe poverty category (below 100% of poverty threshold) were less likely to meet debt-to-income ratio guidelines. Following the Great Recession, these lowest income households were more likely to have higher debt and debt delinquency problems.
Financial Literacy and the Use of Interest-Only Mortgages
Author: Seay, Martin C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Money Management,Debt (Financial),Real Estate,Correlation,Credit (Finance),Ownership,Mathematics Skills,Literacy,Statistical Analysis,Online Surveys,Adults

This study explored the relationship between financial literacy and the use of interest-only mortgages using data from the 2009 National Financial Capability Study (NFCS). A series of analyses were conducted to investigate characteristics associated with the use of an interest-only mortgage as a primary mortgage, as compared to fixed-rate mortgage and adjustable-rate mortgage (ARM) options. Consistent results indicate the individuals who incorrectly answered questions related to compound interest, mortgages, and diversification were more likely to be using an interest-only mortgage. Respondents with higher reported math skills were less likely to use an interest-only mortgage, whereas individuals with higher levels of financial confidence were more likely to be using one. These results reinforce concerns about a household's ability to understand and evaluate complex mortgage products.
Using Field Experiments to Evaluate the Impact of Financial Planning and Counseling Interventions
Author: Collins, J. Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Field Studies,Money Management,Counseling Services,Intervention,Financial Services,Best Practices,Research Design,Experiments

Field experiments, which are a powerful research technique, are common in some fields, but they have not been widely used in studying the effect of financial and counseling planning interventions. Financial services can benefit from the expanded use of field experiments to explore potential causal mechanisms for the effects of financial planning and counseling interventions. This article describes the value of field experiments as well as the potential problems with the approach, in this context. Researchers and practitioners in financial planning and counseling should explore opportunities to conduct field experiments, especially in situations where studies can be carefully designed and implemented in a standardized way with a sufficient number of people and where valid measures are available.
Learning Styles of Physical Therapy and Physical Therapy Assistant Students in Accredited Physical Therapy Programs
Author: Lowdermilk, Margaret
Date: 2017-00-00
Type: Journal Articles
Subjects: Occupational Therapy,Allied Health Occupations Education,Cognitive Style,Graduate Students,Two Year College Students,Gender Differences,Age Differences,Statistical Analysis

The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant (PTA) students and identify any association between their learning styles and examine the association between gender and age by learning style. Participants included 337 DPT and PTA students attending CAPTE accredited institutions with doctoral DPT or associate PTA programs in Tennessee and southwest Virginia. The Felder (1996) and Soloman Index of Learning Styles (ILS) was used to determine learning style preferences within 4 learning style dimensions (active-reflective, sensing-intuitive, visual-verbal, and sequential global). Demographics included program of study, gender, age, ethnicity, and highest level of education. Participants were 18-63 years (mean age 25.87, standard deviation 5.62, median age 24); 205 (60.8%) DPT students, 132 (39.2%) PTA students; 205 (60.8%) female, 132 (39.2%) male. Five research questions with 20 null hypotheses were evaluated using Cross-tabulated tables with frequency counts, percentages, and chi square tests. Statistical significance was established using a 0.05 alpha. Only one null hypothesis was rejected (Ho51: There is no difference in the active- reflective learning style among PTA students by age). There was no significant difference between the learning styles of DPT and PTA students. Participants were found to be balanced on the active-reflective dimension, sensing on the sensing-intuitive dimension, visual on the visual- verbal dimension, and balanced on the sequential-global dimension; preferences were toward the active, sensing, visual, and sequential learning styles. This study demonstrated that DPT and PTA students have a balanced learning style with a strong preference toward active, sensing, visual, and sequential. Therefore, teaching methods should provide an instructional environment that addresses these learning style preferences. The student's awareness of his or her learning style will enable the learner to capitalize on strengths and develop areas of weakness. This ability to employ effective learning strategies will equip an individual for the challenges of his or her chosen profession and lifelong learning.
Reducing the Time for IRB Reviews: A Case Study
Author: Liberale, Andrea Pescina
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Administration,Research Universities,Compliance (Legal),Operations Research,Ethics,Civil Rights,Federal Regulation,Program Improvement,Performance Technology,Case Studies,Volunteers,Risk Assessment,Participation,Action Research

Research activities often involve enrolling human subjects as volunteers to participate in research studies. Federal regulations mandate that research institutions are responsible for protecting the ethical rights and welfare of human subjects from research risks. This is usually accomplished by requiring approval of research protocols by an institutional review board (IRB) through a review process that is often complicated and time-consuming. The aim of this research was to reduce the time to obtain IRB approval/denial decisions for research protocols. Through a case study, this research addressed this issue within a leading public research university using the Lean Six Sigma methodology, a structured, problem-solving approach for improving process performance. Analyzing the IRB review process and implementing solutions to address the root cause(s) of lengthy processing times helped to streamline this process, which enhanced investigators' ability to conduct their research in a timely manner, while also ensuring compliance with federal regulations for human subject research.
Using Competencies to Transform Clinical Research Job Classifications
Author: Brouwer, Rebecca Namenek
Date: 2017-00-00
Type: Journal Articles
Subjects: Competence,Medical Research,Patients,Health Services,Employees,Occupational Information,Medical Education,Medical Schools,Clinical Teaching (Health Professions),Labor Force Development,Administrators,Leadership

The field of clinical research has changed considerably in the past 20 years. As the work in this realm has come to embody far more than the pursuit of improved patient care, this has meant that staff supporting the research are asked to take on additional responsibilities, learn new processes, and be continuously educated on modernized policies and procedures. To address the increased responsibilities and complexities of work, Duke University School of Medicine leadership agreed that an overhaul of job descriptions for clinical research professionals was needed. A working group was created, assembling administrative leaders, human resources professionals, and clinical research subject matter experts. The Clinical Research Professionals Working Group (CRPWG) aimed to simplify the number of job classifications at Duke from approximately 80 to 12 and utilize a competency-based approach to professionalize the clinical research professionals working environment. The Joint Task Force for Clinical Trials Competency (JTFCTC) developed draft competencies that were used as the foundation to develop a tool that helped define job descriptions and map incumbent employees into the new jobs. Almost 600 employees were mapped using the competency-based tool. This paper describes the processes used to develop the competency-based tool and map incumbents, and provides the results and lessons learned of the mapping. A strong workforce of clinical research professionals will enable higher quality research and ultimately lead to better patient care and health outcomes.
Emotional and Meta-Emotional Intelligence as Predictors of Adjustment Problems in Students with Specific Learning Disorders
Author: D'Amico, Antonella
Date: 2017-11-00
Type: Journal Articles
Subjects: Emotional Intelligence,Multiple Intelligences,Learning Disabilities,Adolescents,Severity (of Disability),Behavior Problems,Emotional Response,Beliefs,Self Concept,Student Adjustment,Inclusion,Foreign Countries,Check Lists,Child Behavior,Questionnaires,Predictor Variables

The purpose of this study was to analyse adjustment problems in a group of adolescents with a Specific Learning Disorder (SLD), examining to what extent they depend on the severity level of the learning disorder and/or on the individual's level of emotional intelligence. Adjustment problems,, perceived severity levels of SLD, and emotional and meta-emotional intelligence were examined in 34 adolescents with SLD. Results demonstrated that emotional beliefs, emotional self-concept and emotional intelligence are very important factors in the psychological adjustment of adolescents with SLD. These results provide evidence for the importance of considering meta-emotional intelligence in both diagnostic and intervention protocols, as well as in the inclusive education of students with SLD.
Does Diversity in Society Inevitably Lead to a Rise in Xenophobia among Children and Young People?
Author: Cowie, Helen
Date: 2017-11-00
Type: Journal Articles
Subjects: Stranger Reactions,Children,Adolescents,Foreign Countries,Crime,Social Bias,Bullying,Moral Issues,Cultural Differences,Refugees,Social Environment

Across Europe, and in the context of a post-BREXIT situation, society is having to accommodate to large numbers of people from diverse cultures. There is a reported increase in xenophobic incidents, bullying and social exclusion, indicating that diversity runs the risk of intolerance and prejudice. This is played out in all manner of social situations in schools and universities, in the community and in the workplace. This discussion paper, written by three U.K. Social Scientists representing the disciplines of psychology, criminology, education and sociology, focuses on the legal and moral aspects of the issue as well as on interventions that promote tolerance and xenophilia in a range of social contexts. It concludes with recommendations to social scientists in all European countries to enter the debate and carry out research in this challenging and highly topical field.
Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion
Author: Cavioni, Valeria
Date: 2017-11-00
Type: Journal Articles
Subjects: Children,Learning Disabilities,Inclusion,Socialization,Emotional Development,Peer Acceptance,Peer Groups,Intervention,At Risk Students,Behavior Problems,Friendship,Social Isolation,Self Efficacy,Self Esteem

This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD). The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and self-esteem, and externalized and internalized behavior problems. The relationship between social and emotional learning programmes and learning disability is then discussed, underlining the benefits of social and emotional learning for students with LD. The paper concludes by highlighting the need for universal social and emotional learning as a vehicle for the academic and social inclusion of students with LD.
Resilience in Preschool Children--The Perspectives of Teachers, Parents and Children
Author: Miljevic-Ridicki, Renata
Date: 2017-11-00
Type: Journal Articles
Subjects: Resilience (Psychology),Teacher Attitudes,Parent Attitudes,Childhood Attitudes,Kindergarten,Foreign Countries,Curriculum Implementation,Mixed Methods Research,Focus Groups,Young Children,Preschool Children,Well Being

The aim of this paper is to explore how parents, teachers and children in early years' education understand the concept of resilience. The paper analyses the understanding of the concept of resilience in a Croatian kindergarten using qualitative and quantitative research methods. The qualitative research consists of a thematic analysis of data collected through 3 focus groups with 10 parents, 9 teachers and 11 children respectively. The quantitative research includes an analysis of data collected through the Scale of Socio-emotional Wellbeing and Resilience in Preschool Children which teachers and parents completed to assess the resilience of 116 children from a public kindergarten in a city of northern Croatia. The qualitative data indicates that parents and teachers have a different understanding of the resilience concept, while the quantitative data shows that parents, in comparison with teachers, assess all aspects of children?s resilience more positively.
The Aspire Principles and Pedagogy for the Implementation of Social and Emotional Learning and the Development of Whole School Well-Being
Author: Roffey, Sue
Date: 2017-11-00
Type: Journal Articles
Subjects: Socialization,Emotional Development,Foreign Countries,Program Implementation,Well Being,Intervention,Holistic Approach

Implementation is the process by which interventions are put into practice and is critical to outcomes. Issues related to implementation for social and emotional learning (SEL) have largely focused on fidelity to the programme, dosage, clarity of guidance and the characteristics of the facilitator, although attention has also been paid to multi-level factors within an ecological system. The primary emphasis, however, has been on &quot;what? should happen, rather than &quot;how.? Both content and process matter for both access and addressing difference. This paper details the ASPIRE principles and pedagogy for SEL and shows how incorporating these may help address diversity across needs and cultures. ASPIRE is the acronym for Agency, Safety, Positivity, Inclusion, Respect and Equity. These principles apply not only to the classroom but to relational well-being at all levels of the system and as such are aspirational. Many are based in the positive psychology literature, and are applicable to both individualistic and collectivist cultures as the intention is not to impose a set of values and behaviours but to structure activities that enable young people to explore what works for themselves and their communities. They have been put into practice within the Circle Solutions framework for SEL across Australia with both Aboriginal and Anglo communities and further afield in the UK, South-East Asia and Africa.
Students&apos; Emotional and Behavioral Difficulties: The Role of Teachers&apos; Social and Emotional Learning and Teacher-Student Relationships
Author: Poulou, Maria S.
Date: 2017-11-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Emotional Problems,Behavior Problems,Emotional Intelligence,Cognitive Style,Teacher Attitudes,Student Attitudes,Foreign Countries,Measures (Individuals),Rating Scales,Questionnaires,Child Behavior,Screening Tests,Regression (Statistics),Children,Preadolescents,Elementary School Teachers,Elementary School Students

This study investigates how teachers? perceptions of Emotional Intelligence (EI), Social and Emotional Learning (SEL) skills, and teacher-student relationships relate to students? emotional and behavioral difficulties. We examined teachers and students? perceptions of students? emotional and behavioral difficulties and the degree of agreement between them. Ninety-eight elementary teachers from state schools in central Greece completed the Self-Rated Emotional Intelligence Scale (SREIS), the Teacher SEL Beliefs Scale, the Student-Teacher Relationships Scale - Short Form (STRS-SF), and the Strengths and Difficulties Questionnaire (SDQ, teacher version) for 617 students, aged between 6 and 11 years. Three hundred and eight 11 year old students completed the Strengths and Difficulties Questionnaire (SDQ, student version). Regression analysis revealed that teachers? perceptions of EI and SEL skills were not related to students? emotional and behavioral difficulties, while teacher-student conflictual relationships were mainly linked to these difficulties. This finding was common both to teachers and students? perceptions. We found low agreement between teachers and students? perceptions of these difficulties. We discuss these findings and their implications for research and practice.
Social Perception Training: Improving Social Competence by Reducing Cognitive Distortions
Author: Finne, Johannes N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 6,Grade 9,Elementary School Students,Secondary School Students,Social Cognition,Training,Foreign Countries,Peer Relationship,Intervention,Classroom Environment,Interpersonal Competence,Socialization,Emotional Development,Pretests Posttests,Program Implementation,Behavior Problems,Measures (Individuals)

Social Perception Training (SPT) is a program focused on changing the perceptual and cognitive processes involved in suboptimal social interactions. It is administered with whole class of pupils over ten weeks. No previous studies have evaluated its efficacy. The present study investigated the outcome benefit of the program in 18 primary and secondary classes in a Norwegian municipality (aggregated N = 332), using multiinformant instruments administered in a pre-post research design. Pupils reported on cognitive distortions and the learning environment, parents on social skills and problem behaviour, and teachers on classroom performance. Results indicate overall positive differences, especially for pupils? cognitive distortions. Increased social skills and reduced problem behaviours were also reported, as well as improved peer relations and perceived emotional support from teachers. Overall SPT appears to be a promising and cost-effective intervention program.