540 research outputs found
Partner Facilitation and Partner Interference in Individuals' Weight Loss Goals
No full textDrawing on the logic of the relational turbulence model, this study examined the ways in which romantic partners facilitate and interfere with individuals’ weight loss goals. Participants (N = 122) described the ways in which their romantic partner had recently helped or hindered their weight loss at four times over the course of 2 months. We conducted a content analysis of responses to identify themes of partner facilitation (Research Question 1 [RQ1]) and partner interference (RQ2) in individuals’ weight loss goals. Results revealed seven themes of partner facilitation: (a) partner enabling diet, (b) motivation and encouragement, (c) emotional support and positive reinforcement, (d) exercising together, (e) partner enabling exercise, (f) dieting together, and (g) relationship influence and priorities. Four themes of partner interference emerged in the data: (a) inability to plan for healthy meals, (b) inability to control the food environment, (c) preventing or discouraging exercise, and (d) emotional or relational discouragement.Peer reviewe
The Decision-making Utility and Predictive Power of DIBELS for Students' Reading Achievement in Pennsylvania's Reading First Schools
No full textThe purpose of this study was to examine the predictive strength and decision-making utility of the Dynamic Indicators of Early Literacy Skills (DIBELS). Specifically, the study examined whether DIBELS benchmarks correctly differentiated among students who were at-risk for reading failure and those who were not as measured by end-of-third-grade achievement on the Pennsylvania System of School Assessment (PSSA) in Reading First schools. More broadly, this study addressed the effectiveness of DIBELS for early identification of children considered to be at-risk for reading failure using the author-recommended benchmarks. Additionally, data were analyzed to determine whether first grade cut-points were appropriately sensitive and specific in relation to long-term predictions (end of third grade) of special education status. When comparing within-year achievement trends, results indicated that DIBELS was generally predictive of first through third grade students' Fall to Spring achievement. However, some students did demonstrate erratic achievement. Receiver Operating Characteristic (ROC) analyses revealed that the author-recommended cut-points for the Fall subtests resulted in concerning numbers of false negative and false positive predictions of reading achievement. In fact, the cut-points for the phoneme segmentation fluency (PSF) subtest were found to have a statistically inappropriate balance of sensitivity and specificity. Hierarchical Linear Modeling (HLM) analyses of students' long-term achievement showed that the DIBELS measures administered early in first grade were generally not predictive of third grade reading achievement for students in these Reading First schools. In fact, first grade results explained only 18% of the variability in students' third grade reading scores on the PSSA. Finally, logistic regression results suggest that students' socio-economic status and race were more accurate predictors of end-of-third grade special education status than their first grade reading achievement on the DIBELS. The overall limited predictive value of DIBELS on students' long-term reading achievement raises important concerns about over-reliance on DIBELS in an early intervention framework like Pennsylvania's Reading First initiative and in school-wide educational decision making systems such as Response-to-Intervention (RTI)
Fortification of Foods with Vitamin D
No full textBuyer Beware: Not All Foods are Fortified With Vitamin D as they Should BeSummer 2012Accompanied by video fil
Author Correction: Towards symbiotic approaches between universities, sustainable development, and cities
No full textCorrection to: Scientific Reports https://doi.org/10.1038/s41598-022-15717-2, published online 06 July 2022. The original version of this Article omitted an affiliation for the corresponding author Amanda Lange Salvia. The correct affiliations are listed below: Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Campus I - BR 285, São José, Passo Fundo, RS, 99052-900, Brazil; European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Ulmenliet 20, D-21033, Hamburg, Germany. The original Article has been corrected
Global Pathways: Suwon, South Korea
No full textThis capstone proposes the Global Pathways: Suwon program, a semester-long study abroad initiative developed in partnership between Southern New Hampshire University (SNHU) and Kyonggi University (KGU) in Suwon, South Korea. The program responds to current limitations in study abroad, particularly the prevalence of short-term tourism-oriented experiences and curricula that prioritizes Western perspectives. A needs assessment consisting of student interviews, surveys, and professional consultation demonstrated strong interest in programs that combine language learning, cultural immersion, and career development. Findings also highlighted the importance of financial accessibility, reciprocal host partnerships, and ongoing advising support. Drawing on Freire’s critical pedagogy and Vygotsky’s sociocultural theory, the program emphasizes dialogue, reflection, language acquisition, and community engagement as core components of global learning. The curriculum integrates intensive Korean language study, elective coursework in history and communication grounded in Korean scholarship, and local internships supported by structured reflective practices. The Global Pathways: Suwon program advances a model of international education that is academically rigorous, ethically grounded, and mutually beneficial. It aims to expand intercultural competence, professional readiness, and global awareness while strengthening institutional collaboration and supporting community partners in a meaningful way.
Keywords: international, education, intercultural learning, decolonization, collaboration, reciprocity, South Kore
Infographic Assignment
No full textYou are a part of a collegewide effort to increase access to education and empower students through "open pedagogy." Open pedagogy is a "free access" educational practice that places you - the student - at the center of your own learning process in a more engaging, collaborative learning environment. The ultimate purpose of this effort is to achieve greater social justice in our community in which the work can be freely shared with the broader community. This is a renewable assignment that is designed to enable you to become an agent of change in your community through the framework of the United Nations Sustainable Development Goals (SDGs). For this work, you will integrate the disciplines of Education, and Communications or Journalism to achieve SDG #4: Quality Education 4.2 by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. Or 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.Not peer reviewedAssignment guidelinesUnited Nations Sustainable Development Goals Open Pedagogy Fellowshi
Attention shoppers! Theorizing the mall
No full textForeword : attention shoppers! Theorizing the mall -- Lacanian shopaholics and conspicuous consumption in Madame Bovary : the mirror (stage), a beaver hat, and the desire for desire / Lacey Decker featuring Bradley D. Clissold -- The surreal life : celebrity as image in Martin Amis's Money: A Suicide Note / Chris Button -- Post-modernist nostalgia and constructions of 'authentic' community : an inquiry into the recent popularity of lifestyle centres / Nick Muntean -- Not being at home : shopping malls, Being and Time / Kascha Semonovitch -- Review of Fueling the Future: How the Battle over Energy is Changing Everything, eds. Andrew Heintzman and Evan Solomon / Gina Granter -- Review of Feeding the Future : From Fat to Famine. How to Solve the World's Food Crises, eds. Andrew Heintzman and Evan Solomon / Amanda George -- Review of Gender and Consumption : Domestic Cultures and the Commercialisation of Everyday Life, eds. Emma Casey and Lydia Martens / Kelly Doyle -- Review of How Canadians Communicate II : Media, Globalization and Identity, eds. David Taras, Maria Bakardijieva and Frits Pannekoek / Mike Greening -- Review of Lots of Parking : Land Use in a Car Culture by John A. Jakle and Keith A. Sculle / Kate Scarth -- Review of Yesno by Dennis Lee / Kyle Carpenter -- Review of Red Ledger by Mary Dalton / Paul Chafe -- Review Anatomy of Keys by Steven Price / Gregory Brown -- Note on contributors.Published by the graduate students of the Department of English at Memorial University of Newfoundland. Frequency: semiannual, 1993-2000; irregular, 2003-present. Note: vol. 2 has one issue only
Your Choice Presentation
No full textYou are a part of a collegewide effort to increase access to education and empower students through "open pedagogy." Open pedagogy is a "free access" educational practice that places you - the student - at the center of your own learning process in a more engaging, collaborative learning environment. The ultimate purpose of this effort is to achieve greater social justice in our community in which the work can be freely shared with the broader community. This is a renewable assignment that is designed to enable you to become an agent of change in your community through the framework of the United Nations Sustainable Development Goals (SDGs). For this work, you will integrate the disciplines of Early Childhood STEAM and Communication or Journalism to achieve SDG #4: Quality Education. Focusing on Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship and Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.Not peer reviewedAssignment GuidelinesUN Sustainable Development Goals Open Pedagogy Faculty Fellowshi
Storyboard
No full textYou are a part of a collegewide effort to increase access to education and empower students through "open pedagogy." Open pedagogy is a "free access" educational practice that places you - the student - at the center of your own learning process in a more engaging, collaborative learning environment. The ultimate purpose of this effort is to achieve greater social justice in our community in which the work can be freely shared with the broader community. This is a renewable assignment that is designed to enable you to become an agent of change in your community through the framework of the United Nations Sustainable Development Goals (SDGs). For this work, you will integrate the disciplines of Education, and Communications or Journalism to achieve SDG #4: Quality Education 4.2 by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. Or 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.Not peer reviewedAssignment guidelinesUnited Nations Sustainable Development Goals Open Pedagogy Fellowshi
Quality Education Proactive Videos
No full textYou are a part of a collegewide effort to increase access to education and empower students through "open pedagogy." Open pedagogy is a "free access" educational practice that places you - the student - at the center of your own learning process in a more engaging, collaborative learning environment. The ultimate purpose of this effort is to achieve greater social justice in our community in which the work can be freely shared with the broader community. This is a renewable assignment that is designed to enable you to become an agent of change in your community through the framework of the United Nations Sustainable Development Goals (SDGs). For this work, you will integrate the disciplines of Early Childhood STEAM and Communication or Journalism to achieve SDG #4: Quality Education. Focusing on Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education and Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.Assignment GuidelinesUN Sustainable Development Goals Open Pedagogy Faculty Fellowshi
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