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1. Annual Proceedings of Selected Research and Development Papers Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 1

Author

Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah

Abstract

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]

Published
2021

2. Coaching for Leaders: Why Executives Need Support, Especially in Times of Disruption. White Paper

Author

Center for Creative Leadership and Keil, Andrew

Abstract

Even in good times, when business is booming and employee engagement is high, executive leaders and senior-level managers face a high level of pressure. Not only are they charged with setting the direction for their organizations, but they must also foster alignment and commitment with their teams so the organization moves forward successfully. But in times of rapid change or disruption to existing business models, the responsibilities of a leader become all the more challenging. It's through these volatile, uncertain, complex, and ambiguous times that inspiring leaders are needed more than ever. Our research suggests that a behavior-based approach to coaching helps leaders find opportunity in the face of great challenge, and integrate key skills into their daily interactions. In turn, executive coaching has a ripple effect, positively impacting the entire organization. This white paper explores why, even in challenging business environments, executive coaching remains important. It explains the benefits of coaching during times of disruption, both for leaders and their teams. And it looks at the reasons why businesses prioritize coaching and rely on it as a tool to carry their organizations into the future.

Published
2020

3. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)

Author

Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie

Abstract

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)

Published
2016

4. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2016. Monitoring the Future Occasional Paper Series. Paper 88

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Miech, Richard A., Bachman, Jerald G., and Schulenberg, John E.

Abstract

This occasional paper presents national demographic subgroup data for the 1975-2016 Monitoring the Future (MTF) national survey results on 8th , 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2016 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use, 1975-2016: Overview, Key Findings on Adolescent Drug Use" (ED578534) and the "Monitoring the Future National Survey Results on Drug Use, 1975-2016: Volume I, Secondary School Students" (ED578730). The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 367 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those lower grade levels.

Published
2017

5. Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2016. Monitoring the Future Occasional Paper Series. Paper 89

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., Schulenberg, John E., O'Malley, Patrick M., Bachman, Jerald G., Miech, Richard A., and Patrick, Megan E.

Abstract

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2016. Volume II, College Students & Adults Ages 19-55," see ED578605.]

Published
2017

6. 3 Crucial Behaviors for Successfully Leading Innovation. White Paper

Author

Center for Creative Leadership and Mitchell, Michael T.

Abstract

Does innovation matter? In a 2015 survey, the authors asked the Center for Creative Leadership (CCL®) clients about innovation. Not surprisingly, nearly all of them--94%--said that innovation is important. People are living in a time when technology is advancing at a blistering pace, creating new possibilities for individuals and organizations that could hardly have been imagined a generation ago. The global political and economic environment is also shifting faster than ever, often moving in unpredictable directions. It seems clear that innovation will be a defining trait--perhaps the defining trait--of those organizations that thrive over the next few decades. In this white paper, the authors lay out the essential leadership behaviors that are required to successfully lead innovation. To better understand those behaviors, the authors interviewed people on the front lines of innovation work and interviewed their bosses. The authors looked closely at the interactions between bosses and those responsible for driving innovation, investigating which boss behaviors encouraged their direct reports and which discouraged them. The interview subjects came from various industries, and all had been involved in multiple, successful initiative projects. From those interviews, the authors identified the critical leadership behaviors exhibited during successful innovation efforts, as well as behaviors that worked against innovation. The lessons from these interviews are broadly applicable to managers at multiple levels. But the authors are especially focused on the leaders charged with overseeing innovation projects--often in addition to other responsibilities--and those working on and directing innovation projects on a day-to-day basis. The actual job titles these individuals hold vary widely from one organization to the next, so for simplicity the authors are calling leaders who oversee innovation projects "leaders." Those working in and directing that innovation work on a day-to-day basis and reporting to those leaders are labeled as "innovation managers."

Published
2017

7. Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2015. Monitoring the Future Occasional Paper Series. Paper 87

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.

Abstract

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2015. Volume 2, College Students & Adults Ages 19-55," see ED578731.]

Published
2016

8. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2015. Monitoring the Future Occasional Paper Series. Paper 86

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Miech, Richard A., Bachman, Jerald G., and Schulenberg, John E.

Abstract

This occasional paper presents national demographic subgroup data for the 1975-2015 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants to the University of Michigan. The study covers all major classes of illicit and licit psychoactive drugs for an array of population subgroups. The 2015 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use: 1975-2015: Overview, Key Findings on Adolescent Drug Use" (ED578539) and the "Monitoring the Future National Survey Results on Drug Use, 1975-2015: Volume I, Secondary School Students" (ED578604). The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) Gender; (2) College plans; (3) Region of the country; (4) Population density; (5) Education level of the parents (a proxy for socioeconomic level); and (6) Racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section starting on page 367 of this paper. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents separately. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those grade levels.

Published
2016

9. Two Concepts of Domain-Specific Languages for Therapists to Control a Humanoid Robot

Author

Forbrig, Peter, Umlauft, Alexandru, Kühn, Mathias, Dittmar, Anke, Goos, Gerhard, Series Editor, Hartmanis, Juris, Founding Editor, van Leeuwen, Jan, Series Editor, Hutchison, David, Editorial Board Member, Kanade, Takeo, Editorial Board Member, Kittler, Josef, Editorial Board Member, Kleinberg, Jon M., Editorial Board Member, Kobsa, Alfred, Series Editor, Mattern, Friedemann, Editorial Board Member, Mitchell, John C., Editorial Board Member, Naor, Moni, Editorial Board Member, Nierstrasz, Oscar, Series Editor, Pandu Rangan, C., Editorial Board Member, Sudan, Madhu, Series Editor, Terzopoulos, Demetri, Editorial Board Member, Tygar, Doug, Editorial Board Member, Deshpande, R.D., Series Editor, Vardi, Moshe Y, Series Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Harrison, Michael, editor, Martinie, Célia, editor, Micallef, Nicholas, editor, Palanque, Philippe, editor, Schmidt, Albrecht, editor, Winckler, Marco, editor, Yigitbas, Enes, editor, and Zaina, Luciana, editor

Published
2024
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10. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2014. Monitoring the Future Occasional Paper Series. Paper 83

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Miech, Richard A., Bachman, Jerald G., and Schulenberg, John E.

Abstract

This occasional paper presents national demographic subgroup data for the 1975-2014 Monitoring the Future (MTF) national survey results on 8th, 10th, and 12th graders' use of drugs, alcohol, and tobacco. MTF is funded by the National Institute on Drug Abuse at the National Institutes of Health under a series of investigator-initiated, competitive research grants. The study covers all major classes of illicit and licit drugs for an array of population subgroups. The 2014 subgroup data presented here accompany the "Monitoring the Future National Survey Results on Drug Use: 1975-2014: Overview, Key Findings on Adolescent Drug Use" and the "Monitoring the Future National Survey Results on Drug Use, 1975-2014: Volume I, Secondary School Students." Since 2013, the MTF subgroup definitions and data have been presented in a series of occasional paper, such as this, as tables and figures to facilitate the examination and interpretation of trend data. "Volume I" contains a description of MTF's design and purposes, as well as extended reporting on substance use of all kinds--licit and illicit--and a number of related factors, such as attitudes and beliefs about drugs, age of initiation, noncontinuation of drug use, perceived availability, relevant conditions in the social environment, history of daily marijuana use, use of drugs for the treatment of ADHD, and sources of prescription drugs used outside of medical supervision. The trends offered here in tabular and graphic forms cover demographic subgroups based on: (1) gender; (2) college plans; (3) region of the country; (4) population density; (5) education level of the parents (a proxy for socioeconomic level); and (6) racial/ethnic identification. Detailed descriptions of the demographic categories are provided in the section below. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's nationally representative annual surveys were expanded to include those grade levels. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 1, Secondary School Students," see ED578369. For "Monitoring the Future National Survey Results on Drug Use, 1975-2014: Overview, Key Findings on Adolescent Drug Use," see ED578603.]

Published
2015

11. Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2014. Monitoring the Future Occasional Paper Series. Paper 85

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.

Abstract

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of and trends in the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8-15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are contained in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of urbanicity. The Table of Contents and List of Figures in this occasional paper contain clickable links to the content and figures. Following each figure is a table giving the numerical values associated with each trend line in that figure. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2014. Volume 2, College Students & Adults Ages 19-55," see ED578455.]

Published
2015

13. Demographic Subgroup Trends among Adolescents in the Use of Various Licit and Illicit Drugs, 1975-2013. Monitoring the Future Occasional Paper Series. Paper 81

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.

Abstract

This occasional paper presents national demographic subgroup trends for U.S. secondary school students in a series of figures and tables. It supplements two of four annual monographs from the Monitoring the Future (MTF) study, namely the "Overview of Key Findings" and "Volume I: Secondary School Students." MTF is funded by the National Institute on Drug Abuse under a series of investigator-initiated, competitive research grants. The full 2013 survey results are reported in "Monitoring the Future National Survey Results on Drug Use, 1975-2013: Volume I, Secondary School Students." That monograph contains a description of MTF's design and purposes, as well as extended reporting on substance use of all kinds, licit and illicit, and a number of related factors such as attitudes and beliefs about drugs, age of initiation, non-continuation of drug use, perceived availability, relevant conditions in the social environment, history of daily marijuana use, use of drugs for the treatment of ADHD, and sources of prescription drugs used outside of medical supervision. Until 2012, "Volume I" contained the tabular data on trends in drug use for various demographic subgroups that are now presented in the present occasional paper. The trends offered here in tabular form and graphic form--the latter for ease of comprehension--cover demographic subgroups based on: (1) gender; (2) college plans; (3) region of the country; (4) population density; (5) education level of the parents (a proxy for socioeconomic level); and (6) racial/ethnic identification. Detailed descriptions of the demographic categories are provided in a separate chapter. The graphs and tables in this occasional paper present trend data for 8th-, 10th-, and 12th-grade respondents. Data for 12th grade begins with 1975, the first year in which a nationally representative sample of high school seniors was surveyed. Data for 8th and 10th grades begin with 1991, when the study's annual surveys were expanded to include those grade levels. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2013. Volume 1, Secondary School Students," see ED578546. For "Monitoring the Future National Survey Results on Drug Use, 1975-2013: Overview, Key Findings on Adolescent Drug Use," see ED578545.]

Published
2014

14. Demographic Subgroup Trends among Young Adults in the Use of the Various Licit and Illicit Drugs, 1988-2013. Monitoring the Future Occasional Paper Series. Paper 80

Author

University of Michigan, Institute for Social Research, Johnston, Lloyd D., O'Malley, Patrick M., Bachman, Jerald G., Schulenberg, John E., and Miech, Richard A.

Abstract

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of and trends in the use of a number of substances for nationally representative samples of high school graduates ages 19-30. The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 9-15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are contained in "Volume II" of the annual monograph series. The subgroup trends shown in the current occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided here for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females, region describes trends for each of the four major regions defined by the U.S. Census, and population density differentiates trends for five levels of urbanicity. The Table of Contents and List of Figures are actively linked to the content and figures in this occasional paper. Following each figure is a table giving the numerical values associated with each trend line in that figure. [For "Monitoring the Future National Survey Results on Drug Use, 1975-2013. Volume 2, College Students & Adults Ages 19-55," see ED578547.]

Published
2014

15. Injuries in Mechanical Technology Workshops at South African Public Schools

Author

Coenraad Jurgens

Abstract

Ensuring the safety of learners is paramount in schools, particularly in workshops where hands-on learning takes place. Mechanical Technology teachers bear the responsibility for ensuring learners safe participation in activities, guided by specific safety management elements that dictate their duty of care and legal obligations. This paper presents findings from a comprehensive investigation conducted in 220 technical schools across South Africa, offering Mechanical Technology as a subject. Combining quantitative and qualitative methods, the investigation aimed to assess the frequency, severity, and management of accidents and injuries occurring in these workshops, while also examining the underlying reasons for such incidents. Results indicated that a significant number of accidents were attributed to unsafe behavior, including failure to wear or correctly use personal protective equipment. Furthermore, the study revealed a notable lack of awareness among participating teachers regarding injury reporting procedures and record-keeping practices. In response to these findings, it is recommended that Mechanical Technology teachers enhance their understanding of their legal obligations and responsibilities concerning learner safety. This entails strict adherence to safety policies and regulations to ensure a secure environment for all learners involved in workshop activities. Moreover, school governing bodies are urged to fulfill their legal mandate by developing and implementing effective safety policies for workshop environments. Such policies serve as crucial tools in reducing and preventing injuries, thereby mitigating legal liabilities for the department, teachers, and schools alike. [For the complete Volume 22 proceedings, see ED656158.]

Published
2024

16. Assigning Deviant Youths to Minimize Total Harm. Working Papers Series. SAN05-04

Author

Duke Univ., Durham, NC. Terry Sanford Inst. of Public Policy., Cook, Philip J., and Ludwig, Jens

Abstract

A common practice in the fields of education, mental health, and juvenile justice is to segregate problem youths in groups with deviant peers. Assignments of this sort, which concentrate deviant youths, may facilitate deviant peer influence and lead to perverse outcomes. This possibility adds to the list of arguments in support of "mainstreaming" when ever possible. But there are other concerns that help justify segregated-group assignments, including efficiency of service delivery and protection of the public. Our analysis organizes the discussion about the relevant tradeoffs. First, the number of deviant youths (relative to the size of the relevant population, or to the number of assignment locations) affects whether the harm-minimizing assignment calls for diffusion or segregation. Second, the nature of the problematic behavior is relevant; behavior that has a direct, detrimental effect on others who share the assignment makes a stronger case for segregation. Third, the capacity for behavior control matters, and may make the difference in a choice between segregation and integration. We briefly discuss the empirical literature, which with some exceptions is inadequate to the task of providing clear guidance about harm-minimizing assignment strategies. Finally, we reflect briefly on the medical-practice principle "first do no harm," and contrast it with the claims of potential victims of deviants. (Contains 6 footnotes.)

Published
2005

17. The Relationship of Student Loan Default to Individual and Campus Characteristics. AIR 1994 Annual Forum Paper.

Author

Volkwein, J. Fredericks and Szelest, Bruce P.

Abstract

This study addressed the question of whether student loan repayment and default behaviors are more highly related to the characteristics of the college attended or to the characteristics of the aid recipient. The model for the study was based on theories of human capital and public subsidy, ability to pay perspectives, organizational structural/functional approaches, and student-institution fit models. Data from three national databases were merged: the 1987 National Post-secondary Student Aid Study of individual recipients of federal financial aid, the Integrated Post-secondary Education Database System data containing campus financial and enrollment characteristics, and a third containing College Board Survey data. Analysis found no support for the hypothesis that institutional characteristics have an impact on student loan default. Default behavior could, however, be substantially predicted by borrower characteristics. These included race, marital status, college major, grade point average, highest earned degree, and taxable income. These results erode the basis for current national policy and practice, which holds institutions accountable for the default behavior of those who have left the institution. (Contains 37 references.) (JB)

Published
1994

18. Military Propensity and Enlistment: Cross-Sectional and Panel Analyses of Correlates and Predictors. Monitoring the Future Occasional Paper No. 41.

Author

Michigan Univ., Ann Arbor. Inst. for Social Research., Bachman, Jerald G., Segal, David R., Freedman-Doan, Peter, and O'Malley, Patrick M.

Abstract

This study examines why some young men and women choose military service as well as what factors lead to successful enlisting among those who choose military service. It examines these questions using cross-sectional and longitudinal panel survey data from large nationwide samples of high school seniors, many of whom were followed into young adulthood. Potential correlates of military propensity and predictors of enlistment are considered under three broad categories: family and demographic background; educational background and aspirations; and a wide range of values, attitudes, and behaviors. Generally, results show that for men high grades, college plans, and the college preparatory curriculum are negatively associated with propensity. The data also show lower than average propensity among women with good grades and college plans. Results also show their views about the military in general, and particularly about employment conditions in the armed forces, are strongly associated with propensity and thus also with enlistment. Appendix I: Measures is divided into four sections: "Measures Used as Background Controls"; "Family Background and Demographics"; "Educational Attainment and Plans"; and "Indexes." Appendix II is made up of five parts: "Reporting the Results of MCA"; "Grand Mean"; "Variables"; "Factor Summary"; "Explained Variance"; and "Samples Used for Tables." Appendix III contains four parts: "Racial/Ethnic Differences"; "The Changing Racial/Ethnic Composition of the MTF Samples"; "Racial/Ethnic Differences in the Impacts of Family, Demographic, and Educational Background"; and "Number of Parents in the Home." (Contains 49 tables, 13 figures, and 18 references.) (MKA)

Published
1998

19. Using Paper Nest Pucks to Prevent Barbering in C57BL/6 Mice.

Author

Moody, Carly M, Paterson, Emilie A, Leroux-Petersen, David, and Turner, Patricia V

Subjects
Zoology, Biological Sciences, Prevention, Animal Welfare, Animals, Behavior, Animal, Female, Housing, Animal, Male, Mice, Mice, Inbred C57BL, Nesting Behavior, Random Allocation, Time Factors, Agricultural and Veterinary Sciences, Medical and Health Sciences, Veterinary Sciences, Agricultural, veterinary and food sciences, Biological sciences, Biomedical and clinical sciences
Abstract

Little research has been conducted to examine the influence of various methods of providing nest materials-such as dispersing them, providing them as single units, or clustering them-on the behavior and welfare of group-housed mice. In this study, 6 wk-old C57BL/6NCrl mice were housed 3 per cage and randomized into 1 of 3 nest-material groups: 1) one facial tissue per cage (control; female mice, 3 cages; male mice, 3 cages); 2) an 8-g 'puck' of compressed nesting material and a facial tissue (females, 3 cages; males, 3 cages); or 3) 8 g of dispersed paper strips and a facial tissue (females, 3 cages; males, 3 cages). Mouse behavior (agonistic, stereotypic, nesting), physical examination data, and nest scores were evaluated over 16 d. The results showed that mice in the puck and control groups spent more time manipulating nest materials after cage changes than did mice in the paper-strip group. Average nest scores were highest in the paper-strip group compared with controls and puck cages. Female cages with pucks showed no barbering, whereas all other female mice cages demonstrated barbering. Overall, nest pucks may provide a time-consuming activity for mice and may help protect female C57BL/6 mice from barbering. However, more research is needed to replicate and expand these study results.

Published
2021

23. Specificity and sensitivity of the fixed-point test for binary mixture distributions.

Author

Couto J, Lebreton M, and van Maanen L

Subjects
Behavior Rating Scale standards, Time, Humans, Male, Female, Adolescent, Young Adult, Behavioral Sciences methods, Cognitive Science methods, Models, Biological, Behavior
Abstract

When two cognitive processes contribute to a behavioral output-each process producing a specific distribution of the behavioral variable of interest-and when the mixture proportion of these two processes varies as a function of an experimental condition, a common density point should be present in the observed distributions of the data across said conditions. In principle, one can statistically test for the presence (or absence) of a fixed point in experimental data to provide evidence in favor of (or against) the presence of a mixture of processes, whose proportions are affected by an experimental manipulation. In this paper, we provide an empirical diagnostic of this test to detect a mixture of processes. We do so using resampling of real experimental data under different scenarios, which mimic variations in the experimental design suspected to affect the sensitivity and specificity of the fixed-point test (i.e., mixture proportion, time on task, and sample size). Resampling such scenarios with real data allows us to preserve important features of data which are typically observed in real experiments while maintaining tight control over the properties of the resampled scenarios. This is of particular relevance considering such stringent assumptions underlying the fixed-point test. With this paper, we ultimately aim at validating the fixed-point property of binary mixture data and at providing some performance metrics to researchers aiming at testing the fixed-point property on their experimental data., (© 2023. The Author(s).)

Published
2024
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24. Assessing Restricted and Repetitive Behaviours in Online-Sampled Autistic and Non-Autistic Individuals: Factor Structure of the Repetitive Behaviours Questionnaire for Adults (RBQ-2A)

Author

Jack D. Brett, Brooke Peden, David A. Preece, Andrew Whitehouse, Rodrigo Becerra, and Murray T. Maybery

Abstract

The Repetitive Behaviours Questionnaire for Adults (RBQ-2A) measures two factors of restricted and repetitive behaviours (RRBs) associated with autism. However, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) provides four criteria for RRBs: repetitive motor behaviours, insistence on sameness, restricted interests, and interest in sensory aspects of the environment (or atypical sensitivity). The current paper aimed to examine whether the RBQ-2A is a psychometrically sound measure of these four factors. Study 1 had university students (N = 368) complete the RBQ-2A and other related measures online and revealed that the RBQ-2A can assess the factors highlighted in the DSM-5 and that these four factors comprise a general RRB construct. Study 2 had individuals disclosing a diagnosis of autism (N = 283) complete the RBQ-2A and other related measures online and supported that this four-factor structure provided good psychometric properties. While the current paper provides findings for an online autistic population, further research is needed to generalize these findings to autistic individuals less likely to partake in online studies (e.g., those with intellectual or language disabilities). Overall, the results suggest that the RBQ-2A reliably and validly assesses RRBs.

Published
2024
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25. Metaphoric Perceptions of Anatolian High School and Vocational High School Students towards School

Author

Kantos, Züleyha Ertan

Abstract

This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students' schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to reflect the views of students from different sampling areas and purposeful sampling methods. The study group consisted of students from an Anatolian High School and a Vocational High School in Ankara in the 2016-2017 academic year. The research was conducted with a total of two hundred students, one hundred from each high school. It was found that the students in both groups perceived the school with supervision and rules. [This study was presented as a paper at the 8th International Forum of Educational Administration.]

Published
2023

29. Behavioral features in Prader-Willi syndrome (PWS): consensus paper from the International PWS Clinical Trial Consortium

Author

Lauren Schwartz, Assumpta Caixàs, Anastasia Dimitropoulos, Elisabeth Dykens, Jessica Duis, Stewart Einfeld, Louise Gallagher, Anthony Holland, Lauren Rice, Elizabeth Roof, Parisa Salehi, Theresa Strong, Bonnie Taylor, and Kate Woodcock

Subjects
Prader-Willi syndrome, Behavior, Hyperphagia, Temper outbursts, Anxiety, Obsessive–compulsive, Neurosciences. Biological psychiatry. Neuropsychiatry, RC321-571
Abstract

Abstract Prader-Willi syndrome (PWS) is a rare neurodevelopmental genetic disorder associated with a characteristic behavioral phenotype that includes severe hyperphagia and a variety of other behavioral challenges such as temper outbursts and anxiety. These behaviors have a significant and dramatic impact on the daily functioning and quality of life for the person with PWS and their families. To date, effective therapies addressing these behavioral challenges have proven elusive, but several potential treatments are on the horizon. However, a limiting factor for treatment studies in PWS is the lack of consensus in the field regarding how to best define and measure the complex and interrelated behavioral features of this syndrome. The International PWS Clinical Trials Consortium (PWS-CTC, www.pwsctc.org ) includes expert PWS scientists, clinicians, and patient advocacy organization representatives focused on facilitating clinical trials in this rare disease. To address the above gap in the field, members of the PWS-CTC “Behavior Outcomes Working Group” sought to develop a unified understanding of the key behavioral features in PWS and build a consensus regarding their definition and description. The primary focus of this paper is to present consensus definitions and descriptions of key phenotypic PWS behaviors including hyperphagia, temper outbursts, anxiety, obsessive–compulsive behaviors, rigidity, and social cognition deficits. Patient vignettes are provided to illustrate the interrelatedness and impact of these behaviors. We also review some available assessment tools as well as new instruments in development which may be useful in measuring these behavioral features in PWS.

Published
2021
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30. Institutional Control of Faculty Research: Issues Emerging in the Academic Environment. ASHE Annual Meeting Paper.

Author

Anderson, Melissa S. and Louis, Karen Seashore

Abstract

Changes in the institutional control of faculty behavior are examined, stressing that such control includes not only control by a faculty member's own university, but also, increasingly, regulation and other influences exerted by institutions outside the university. The review of the literature focuses on ways in which changes in the external environments of universities have affected professors' research. These changes are considered from three perspectives: (1) complications associated with different types of external organizations--academic associations, the federal government, private industry, and the organized public; (2) issues related to different disciplinary sectors internal to the university; and (3) aspects of the relationship between external and internal parties based on two types of theories of organization-environment interaction--resource dependence and institutional theories. It is concluded that: significant changes in the faculty-institution relationship are occurring; increasingly complex arrangements with external groups make control of faculty behavior more problematic; and as research relationships come to have the character of governmental or corporate contracts, the special norms of autonomy and self-regulation which have distinguished academic work in the past tend to have less certain status. Contains about 100 references. (SM)

Published
1989

31. A System of Individually Guided Motivation. Practical Paper Number 9.

Author

Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. and Klausmeier, Herbert J.

Abstract

The purpose of this paper is to describe a system of individually guided motivation which is directly tied to a total system of individually guided education. In the system of motivation, the child's entering characteristics are assessed, motivational objectives in the form of desired behaviors are set for each child, a program designed to generate and maintain a desired level of motivation for each child is carried out, and finally the child's motivational progress is assessed. The components of the system of individually guided motivation described in this paper include a statement of behaviors indicative of motivation, a list of motivational principles based on theory and research and instructional guides based on these principles, descriptions of procedures for assessing motivation, and finally descriptions of student and teacher activities which can be carried out to implement the principles of motivation. The motivational activities are usually directly tied to the instructional program in various curriculum areas and include large group class size group, small group, and one to one activities. (Author)

Published
1970

32. Student Behaviour Outcomes: Choosing Appropriate Paths. Selected Papers from the National Conference on Behaviour Management and Behaviour Change of Children and Youth with Emotional and/or Behaviour Problems (7th, Newcastle, New South Wales, Australia, 1995).

Author

Australian Council for Educational Research, Hawthorn., Conway, Robert, Izard, John, Conway, Robert, Izard, John, and Australian Council for Educational Research, Hawthorn.

Abstract

Twelve papers produced at an annual convention were selected for inclusion in this work on behavior management and behavior change in Australian children and youth with emotional and/or behavior problems. The papers are: (1) Developing Personal Strengths, Choosing More Effective Behaviours: Control Theory, Reality Therapy and Quality Management (Judy Hatswell); (2) Conferencing: A Restorative Approach to Interventions for Serious Incidents of Harm in the School Setting (Terry O'Connell and Margaret Thorsborne); (3) Classroom Management/Discipline Models in Review and Action (Bob Cope); (4) The Wind of Change: Flatulence or a Breath of Fresh Air? (Ray Handley); (5) Seamless Support: Integrating Support to Schools (Bryan Humphrey); (6) A Bad Reputation Gets the Boot: A Bad Reputation Throws Down the Gauntlet (John Morrison and Loretta Inverardi); (7) Students with Conduct Disorder (Gail Holt); (8) Student Behaviour Management: Addressing the Issues for Teachers of Languages Other than English (LOTE) (Marlene Kingdon); (9) Framing Our Work with Young People (Bruce Muirhead); (10) The Gossen Restitution Model: Making Things Right, Or How Can We Fix Things? (Margaret Pearson, Louise Pattimore, and Anne Matthews); (11) Kid Konciliation (Gabrielle Elich); and (12) Children and Youth with Emotional and Behaviour Problems: ANSUA's Approach (Jean Rigby and Maureen Hawke). (RB)

Published
1995

33. Television and Alcohol Consumption and Abuse. Rand Paper Series No. P-562l.

Author

Rand Corp., Santa Monica, CA. and Comstock, George

Abstract

This article examines the contribution of television and other mass media to alcohol consumption and its abuse. The author notes that there is no scientific evidence available that addresses this point directly, and the importance of such an issue is not recognized in the scientific literature. The absence of this information interferes with the ability to act wisely in regard to portrayals of alcohol in entertainment and advertising on television. The author delineates four issues that are of central importance in examining the portrayals of alcohol consumption on television. (1) the pattern and character of such portrayals; (2) the contribution of such portrayals to the concepts held by young people about alcohol; (3) the contribution of portrayals to maintaining or altering patterns of alcohol consumption among adults; and (4) the potential role of television in altering patterns of alcohol consumption and abuse. (Author/YRJ)

Published
1976

34. Preparation of Personnel. Papers Presented at the Annual International Convention of the Council for Exceptional Children (48th, Chicago, Illinois, April 19-25, 1970).

Author

Council for Exceptional Children, Arlington, VA.

Abstract

The report of the 1970 convention of the Council for Exceptional Children includes a workshop on the need for teacher training in the behavioral and learning disability areas. The workshop proceedings discuss innovations in teacher training by James T. Tompkins and George T. Donahue, a prescriptive teaching system by Laurence J. Peter and Keith H. Sharpe, and a crisis model of teacher training by Nicholas Long. Topics also concern the future of training administrators by Daniel D. Sage, the movement of nonprofessional personnel to teaching positions by Marlys M. Mitchell, and the training of professionals and paraprofessionals in early intervention with atypical infants by Mary Ann Newcomb. (JM)

Published
1970

35. Operant Audiometry Manual for Difficult-to-Test Children. Institute on Mental Retardation and Intellectual Development; Papers and Reports, Volume V, Number 19.

Author

George Peabody Coll. for Teachers, Nashville, TN. Inst. on Mental Retardation and Intellectual Development. and Bricker, Diane D.

Abstract

To facilitate the use of operant audiometry with low functioning children (psychotic, severely retarded, or multiply handicapped), a procedures manual was developed containing definitions of terms, instructions for determining reinforcers, physical facilities and equipment needs, diagrams, component lists, and technical descriptions. Development of the method began with the child brought into the testing room by the trainer who assisted the child in pushing a button when a tone was presented. Reinforcements were presented after each push until the child was responding appropriately; conditioning occurred at different frequencies and with changing reinforcement schedules, and the child was conditioned to wear earphones. The final hearing test was then conducted. Instructions are provided for the trainer who attempted to consider possible reactions by the subjects and provided for fading out assistance; directions for the examiner, who operated the equipment, are also included. An auxiliary program using a tone-light combination is included for children who did not respond to the above procedures. (JB)

Published
1968

37. Broadcasting Steganography in the Blockchain

Author

Xu, Mengtian, Wu, Hanzhou, Feng, Guorui, Zhang, Xinpeng, Ding, Feng, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Wang, Hongxia, editor, Zhao, Xianfeng, editor, Shi, Yunqing, editor, Kim, Hyoung Joong, editor, and Piva, Alessandro, editor

Published
2020
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40. Exploring Potential of Traditionally Crafted Textiles to Transform into e-Wearables for Use in Socio-cultural Space

Author

Yammiyavar, Pradeep, Deepshikha, Rannenberg, Kai, Editor-in-Chief, Sakarovitch, Jacques, Series Editor, Goedicke, Michael, Series Editor, Tatnall, Arthur, Series Editor, Neuhold, Erich J., Series Editor, Pras, Aiko, Series Editor, Tröltzsch, Fredi, Series Editor, Pries-Heje, Jan, Series Editor, Whitehouse, Diane, Series Editor, Reis, Ricardo, Series Editor, Furnell, Steven, Series Editor, Furbach, Ulrich, Series Editor, Winckler, Marco, Series Editor, Rauterberg, Matthias, Series Editor, Barricelli, Barbara Rita, editor, Roto, Virpi, editor, Clemmensen, Torkil, editor, Campos, Pedro, editor, Lopes, Arminda, editor, Gonçalves, Frederica, editor, and Abdelnour-Nocera, José, editor

Published
2019
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42. Measurement and Modelling of the Behavior of Military Pilots

Author

Kacer, Jiri, Kutilek, Patrik, Krivanek, Vaclav, Doskocil, Radek, Smrcka, Pavel, Krupka, Zdenek, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, and Mazal, Jan, editor

Published
2018
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43. Attitudes and Conditions for Cooperation in a Paper Recycling Program

Author

Humphrey, Craig R.

Abstract

In examining conditions influencing correspondence between attitude and behavior, an experiment concerning paper recycling in office buildings is described. Varied were methods of informing people about the experiment and techniques used for separating paper. Results revealed employee receptivity to any technique of separation and that receptivity varied according to information method. (CS)

Published
1977

44. Contrarian Investment on Paper Gold in Digital Economy Platform - A Behavioral Study on Indian Market amidst COVID-19 Pandemic.

Author

Suresh, Anli and R., Keerthika

Subjects
SPECIAL drawing rights, COVID-19 pandemic, ELECTRONIC paper, DIGITAL technology, INDIVIDUAL investors, GOLD coins
Abstract

Contrarian investment behavior on paper or Demat gold by private investors, India as a country cherishes the status of holding a large number of private investors in gold. Gold as a common term usually takes to the picture of multiple shaped ornaments made up of shiny yellow metal carrying huge value in society since ages to explore the search bit wider gives the option of Gold available in paper or Demat format. The concept of paper gold which has value without physical existence is quite a new concept to the current existing trend. The study focuses on such contrarian investment and their behavioral science on financial investment in the Indian Market amidst COVID-19 Pandemic. The objective of the study is to identify independent factors influence on contrarian investment on paper gold and investor's psychological behavior on decision making when rejecting the current trends over new instrument or investment pattern. This paper also identifies the role of gender in gold investment pattern and knowledge on gold being private investors who care higher rate of risk. The study has been conducted with the sample of 110 individuals through structured questionnaire and with the help of statistical tools "two way anova and correlation" has been carried. The study concluded how the contrarian investment was not based on the age of a private investor but qualification makes much difference on their behaviorin the Indian Market amidst COVID-19 Pandemic and the same type of influence on gender over preference of gold is limited. [ABSTRACT FROM AUTHOR]

Published
2021

45. Ethical Behaviour with Avoiding Text Mining in Digital Education

Author

Selvan, Tamil and Kalaiyarasan, G.

Abstract

Behavioural psychology is to connect our minds and activities. Our intentions and actions must be such that they do not affect others. Education is changing to digital education so we force to act with good behaviour. Nowadays, text mining is to be challenged for educationists. This paper addresses the ethical behaviour of avoiding text mining in digital education in the twenty-first century such as have explained how to act with ethical behaviour in others' text data in the current situation. This article advises following ethical behaviour in an educational text message, information, materials, etc. Further, this article explains what text mining is and how to use it with ethical behaviour. We will hope that text mining protection will get to everyone in future. Beginning with an overview of text data mining, this paper concludes with how to play with good behaviour.

Published
2022

46. Leveraging Kindness in Canadian Post-Secondary Education: A Conceptual Paper.

Author

Shillington, Katie J., Morrow, Don, Meadows, Ken, Labadie, Carmen T., Tran, Benjamin, Raza, Zoha, Qi, Catherine, Vranckx, Dale J., Bhalla, Manvi, Bluth, Karen, Cousineau, Tara M., Cunningham, David E., Estrada, Mica, Massey, Jennifer, Ncube, Nokuzola, and Irwin, Jennifer D.

Abstract

Abstract Positive academic climates are critical to helping students thrive, and kindness innovations might enhance these climates. This conceptual paper’s purpose is to share insights from a consensus building event focused on fostering relationships and knowledge-sharing among an international group of multidisciplinary students, faculty, and staff who explored ways to bring a kindness framework into post-secondary education. Participants underscored kindness as critical for students’ experiences and university culture, and identified several levels of influence requiring intervention focus. Ideas and strategies emerging from the event might serve to encourage student-led kindness initiatives and prompt university personnel to integrate kindness into post-secondary institutions. [ABSTRACT FROM AUTHOR]

Published
2023
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47. Comparative avoidance behaviour of the earthworm Eisenia fetida towards chloride, nitrate and sulphate salts of Cd, Cu and Zn using filter paper and extruded water agar gels as exposure media.

Author

Demuynck, Sylvain, Lebel, Aurélie, Grumiaux, Fabien, Pernin, Céline, Leprêtre, Alain, and Lemière, Sébastien

Subjects
EISENIA foetida, PHYSIOLOGICAL effects of salts, BIOCHEMICAL substrates, ANIMAL species, FILTER paper, COMPARATIVE biology, BEHAVIOR
Abstract

We studied the avoidance behaviour of the earthworm Eisenia fetida towards Cd, Cu, and Zn, trace elements (TEs) tested as chloride, nitrate and sulphate salts. Sub adults were exposed individually using dual-cell chambers at 20 + 2 °C in the dark. Recordings were realised at different dates from 2 h to 32 h. We used filter paper and extruded water agar gel as exposure media to evaluate the contribution of the dermal and the digestive exposure routes on the avoidance reactions. Exposures to Cu or Cd (10 mg metal ion L −1 ) resulted in highly significant avoidance reactions through the exposure duration. Worms avoided Zn poorly and reactions towards Zn salts varied along the exposure. Worm sensitivity towards TEs differed between salts and this could result from differential toxicity or accessibility of these TE salts to earthworms. The anion in itself was not the determinant of the avoidance reactions since exposures to similar concentrations of these anions using calcium salts did not result in significant avoidance worm behaviour. Avoidance responses towards TEs were higher in the case of water agar exposures than in filter paper exposures. Thus, dermal contacts with TE solutions would elicit worm avoidance but signals from receptors located inside the digestive tract could reinforce this behaviour. The use of extruded water agar gels as the substrate allows checking the real sensitivity of earthworm species towards TEs since the TE concentrations leading to significant avoidance reactions were below those reported in the literature when using TE-spiked soils. [ABSTRACT FROM AUTHOR]

Published
2016
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48. The Impact of the Presence of Intellectual Disabilities on Sensory Processing and Behavioral Outcomes among Individuals with Autism Spectrum Disorders: A Systematic Review

Author

M. F. Werkman, J. A. Landsman, A. S. Fokkens, Y. M. Dijkxhoorn, I. A. van Berckelaer-Onnes, S. Begeer, and S. A. Reijneveld

Abstract

Autism spectrum disorder and intellectual disability (ID) are linked to atypical sensory processing, but consensus lacks on the impact of their co-occurrence. We studied the impact of the presence of ID in autistic individuals on (1) sensory processing and (2) the relation between sensory processing and behavioral outcomes. A systematic review was performed on English-language peer-reviewed studies. Eleven papers were included. Papers based on overall and sensory subscales reported no impact of the presence of ID. Papers based on subtypes reported hyporesponsiveness and sensory seeking related to the presence of ID; hyporesponsiveness showed the poorest behavioral outcomes. Findings regarding the impact of the presence of ID are contradictory. More research regarding sensory subtypes is needed to investigate the needs of autistic individuals with ID.

Published
2023
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49. Genetic Interactions with Prenatal Social Environment: Effects on Academic and Behavioral Outcomes. NBER Working Paper No. 16026

Author

National Bureau of Economic Research, Conley, Dalton, and Rauscher, Emily

Abstract

Caspi et al. (2002, 2003), Guo et al. (2008a), and Pescosolido et al. (2008) all claim to have demonstrated allele-by-environment interactions, but in all cases environmental influences are potentially endogenous to the unmeasured genetic characteristics of the subjects and their families. Thus, gene-gene interactions cannot be ruled out as an alternative explanation. Second, these studies have not deployed adjustments for multiple hypothesis testing--always an issue, but particularly so for GE studies with multiple alleles and outcomes. Using data from the National Longitudinal Survey of Adolescent Health (Add Health), we address these limitations of previous studies by taking advantage of a natural experiment that randomizes a particular environmental influence--fetal position, resulting in birth weight discordance within monozygotic twin pairs (validated with dizygotic twins as well). Whether or not we use corrections for multiple statistical tests, we find no support for the GE interactions (or for main effects of genes or birth weight) found in past research and, in fact, the only significant allele-birth weight interaction we reveal works in the opposite direction of Caspi et al.'s classic finding on 5-HTT and maltreatment.

Published
2010

50. Willingness to participate in in-the-moment surveys triggered by online behaviors.

Author

Ochoa C and Revilla M

Subjects
Spain, Educational Status, Family Characteristics, Privacy, Humans, Time Factors, Software, Reproducibility of Results, Male, Female, Middle Aged, Personality, Attitude, Internet, Surveys and Questionnaires, Behavior, Volunteers psychology, Motivation, Citizen Science methods
Abstract

Surveys are a fundamental tool of empirical research, but they suffer from errors: in particular, respondents can have difficulties recalling information of interest to researchers. Recent technological developments offer new opportunities to collect data passively (i.e., without participant's intervention), avoiding recall errors. One of these opportunities is registering online behaviors (e.g., visited URLs) through tracking software ("meter") voluntarily installed by a sample of individuals on their browsing devices. Nevertheless, metered data are also affected by errors and only cover part of the objective information, while subjective information is not directly observable. Asking participants about such missing information by means of web surveys conducted in the moment an event of interest is detected by the meter has the potential to fill the gap. However, this method requires participants to be willing to participate. This paper explores the willingness to participate in in-the-moment web surveys triggered by online activities recorded by a participant-installed meter. A conjoint experiment implemented in an opt-in metered panel in Spain reveals overall high levels of willingness to participate among panelists already sharing metered data, ranging from 69% to 95%. The main aspects affecting this willingness are related to the incentive levels offered. Limited differences across participants are observed, except for household size and education. Answers to open questions also confirm that the incentive is the key driver of the decision to participate, whereas other potential problematic aspects such as the limited time to participate, privacy concerns, and discomfort caused by being interrupted play a limited role., (© 2022. The Author(s).)

Published
2023
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