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Descriptors:
Liberal Arts; Class Activities; Student Attitudes; Undergraduate Study; Service Learning; Undergraduate Students; Community Needs; Course Content; Criminals; Barriers; Time; Economic Factors; Family Relationship; Law Enforcement

Abstract:
In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will explore the attitudes and perceptions that Criminal Justice students have toward service learning. A sample of 54 undergraduate students from a liberal arts university in the Pacific Northwest were asked to reflect on their service learning classes, out of class activities, and discuss any barriers that made service learning classes more difficult. The results indicate that while students found service learning experiences beneficial to their undergraduate education, the barriers of time, money, and family obligations prevent many students from participating. Educators can utilize this insight when deciding if and when to utilize service learning in their courses. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Job Performance; Intervention; Persistence; Goal Orientation; Context Effect; Performance Factors; Productivity; Keyboarding (Data Entry); Time

Abstract:
The authors of this study sought to quantify the beneficial effect of goal setting on work performance, and to characterize the persistence or deterioration of goal-directed behavior over time. Twenty-six participants completed a computer-based data entry task. Performance was measured during an initial baseline, a goal setting intervention that consisted of either a high, unattainable goal (high goal condition) or a low, attainable goal (low goal condition), followed by a return to baseline, and a second goal setting intervention (the alternate goal to the first goal). In the fifth condition, each participant was given the choice to work in either the high or low goal condition. Greater performance increases were reliably observed during the high goal condition than during the low goal condition, but patterns of persistence or deterioration varied across participants. The implications of the findings for the development and understanding of goal setting interventions in the workplace are explored. (Contains 5 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Patients; Psychomotor Skills; Neurological Impairments; Motor Reactions; Time; Expectation; Prediction; Human Body; Motion; Short Term Memory

Abstract:
Patients with writer's cramp present sensory and representational abnormalities relevant to motor control, such as impairment in the temporal discrimination between tactile stimuli and in pure motor imagery tasks, like the mental rotation of corporeal and inanimate objects. However, only limited information is available on the ability of patients with dystonia to process the time-dependent features (e.g. speed) of movement in real time. The processing of time-dependent features of movement has a crucial role in predicting whether the outcome of a complex motor sequence, such as handwriting or playing a musical passage, will be consistent with its ultimate goal, or results instead in an execution error. In this study, we sought to evaluate the implicit ability to perceive the temporal outcome of different movements in a group of patients with writer's cramp. Fourteen patients affected by writer's cramp in the right hand and 17 age- and gender-matched healthy subjects were recruited for the study. Subjects were asked to perform a temporal expectation task by predicting the end of visually perceived human body motion (handwriting, i.e. the action performed by the human body segment specifically affected by writer's cramp) or inanimate object motion (a moving circle reaching a spatial target). Videos representing movements were shown in full before experimental trials; the actual tasks consisted of watching the same videos, but interrupted after a variable interval ("pre-dark") from its onset by a dark interval of variable duration. During the "dark" interval, subjects were asked to indicate when the movement represented in the video reached its end by clicking on the space bar of the keyboard. We also included a visual working memory task. Performance on the timing task was analysed measuring the absolute value of timing error, the coefficient of variability and the percentage of anticipation responses. Patients with writer's cramp exhibited greater absolute timing error compared with control subjects in the human body motion task (whereas no difference was observed in the inanimate object motion task). No effect of group was documented on the visual working memory tasks. Absolute timing error on the human body motion task did not significantly correlate with symptom severity, disease duration or writing speed. Our findings suggest an alteration of the writing movement representation at a central level and are consistent with the view that dystonia is not a purely motor disorder, but it also involves non-motor (sensory, cognitive) aspects related to movement processing and planning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Personal Narratives; Qualitative Research; Time; Experience; Migration; Immigrants; Sociolinguistics; Discourse Analysis

Abstract:
This article investigates when and how narratives of personal experience and displacement reference and characterize dimensions of time and space, with a focus on how temporal elasticity might serve as an interactional resource. Examining the dynamic, situated, and intertwined nature of such narratives, the analysis looks at how past-present-future/there-here experiences are described and characterized in the qualitative research interview. By illuminating the ways in which temporal elasticity and temporal border crossing are dynamic, emergent, and dialogic resources for the narrator, the analysis demonstrates a powerful way to investigate the experiences of simultaneity (Levitt & Glick Schiller, 2008) that accompany movement (of people, ideas, and practices) across spatial and temporal borders. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Earth Science; Misconceptions; Plate Tectonics; Oceanography; Mineralogy; Geology; Scientific Concepts; Climate; Internet; Time; Weather; Seismology; Elementary Secondary Education; Data Collection; Classification

Abstract:
This paper organizes and analyses over 500 geoscience misconceptions relating to earthquakes, earth structure, geologic resources, glaciers, historical geology, karst (limestone terrains), plate tectonics, rivers, rocks and minerals, soils, volcanoes, and weathering and erosion. Journal and reliable web resources were reviewed to discover (1) the frequency of misconceptions by subject matter, group (primary, middle-school, high-school, middle-/high-school, college, pre-service teachers, in-service teachers, and undefined) and source (journal versus web); and (2) the pattern of misconceptions across age groups and (3) directions for future research. A total of 502 misconceptions were discovered, with over 40% targeting a middle- and high-school audience. Plate tectonics comprised 19% of all misconceptions, with another 14% and 13% associated with weathering/erosion and historical geology, respectively. Over 80% of all the misconceptions were derived from peer-reviewed journals or web sources, the rest originated from reliable sources on the World Wide Web. The supernatural origin for many of the geoscience phenomena listed here is abandoned by middle school, but in other cases, some misconceptions seem robust through adulthood. Examples of such misconceptions include the origin/pattern of earthquakes, thickness of the earth's crust, oil's origin, movement mechanisms for glaciers, co-existence of humans and dinosaurs, water movement within karst terrains, the nature of plate boundaries, the power of water as an agent of geomorphic change, what constitutes a mineral and a rock, thickness of the soil layer, the distribution of volcanoes, and the difference between weathering and erosion. (Contains 12 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Hmong People; Immigrants; Generational Differences; Cultural Differences; Educational Attainment; Time; Differences; Acculturation; Social Work; Social Integration; Marriage; Family Planning; Language Minorities; Ethnicity; Socioeconomic Status

Abstract:
Few studies have looked at the differences in culture, language, and educational attainments among generations of Hmong in the United States since the beginning of their immigration to the United States. This study of 195 Hmong participants examines the effects of generational status on Hmong immigrants across several factors including marriage and family planning practices, cultural identity, and educational attainment. Cultural identity and family practices of immigrants lean toward increased adaptation to American culture with each successive generation; however, educational attainment was lower among second-generation immigrants when compared to their first-generation counterparts. Explanations for lower educational attainment may be due to confounding factors such as time effect. This study informs social work practice by exploring the variations in acculturation trajectories among the Hmong in the United States. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Schedules; Spatial Ability; Family Environment; Cultural Influences; Family Programs; Natural Resources; Social Influences; Foreign Countries; Context Effect; Interviews; Rural Areas; Semi Structured Interviews; Time

Abstract:
The object of this article is to present a categorisation of the ways in which time and space are conceived in the rationale of Mapuche family education. This approach considers knowledge of natural, social, and cultural elements that characterise the classification of time and space by "kimches" (sages) in the education of children and adolescents in the family environment. This knowledge, which is not covered in the school curriculum, would place school learning in context and provide a better quality education. A contextual analysis is made of the interviews in order to speak to the text in search of hidden meanings. Based on the results, the following categories are distinguished: seasonal cycles, periods of the day, and spatial conceptions present in Mapuche family education. (Contains 3 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing (Composition); Freshman Composition; College Freshmen; English (Second Language); Classification; Time; Immigrants; Writing Assignments; Data Collection; Language Usage; Pattern Recognition; Native Language; Writing Achievement; Developmental Stages; Context Effect; English Language Learners; Definitions

Abstract:
Recently, scholars have suggested that "second-language writers" are made up of two distinct groups: Generation 1.5 (long-term U.S.-resident language learners) and more traditional L2 students (e.g., international or recently arrived immigrants). To investigate that claim, this study compares the first-year composition writing of Generation 1.5 students to the writing of their classmates to determine whether textual markers distinguish demographically identified groups. Results indicate no significant textual differences between Generation 1.5 and L1 (English as a first language) students but do indicate significant differences between Generation 1.5 and L2 students, suggesting that Generation 1.5 writers (broadly defined) may not be second-language writers. (Contains 7 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Prediction; Group Behavior; Collectivism; Individualism; Behavioral Science Research; Research Methodology; Interpersonal Relationship; Group Dynamics; Self Evaluation (Groups); Time; Comparative Analysis; Data; Longitudinal Studies

Abstract:
We illustrate the idiographic/nomothetic debate by comparing 3 approaches to using daily self-report data on affect for predicting relationship quality and breakup. The 3 approaches included (a) the first day in the series of daily data; (b) the mean and variability of the daily series; and (c) parameters from dynamic factor analysis, a statistical model that uses all measurement occasions to estimate the structure and dynamics of the data. Our results indicated that data from the first measurement occasion does not provide information about the couples' relationship quality or breakup 1 to 2 years later. The mean and variability of the time series, however, were more informative: females' average positive and negative affect across time was related to relationship quality, whereas males' variability in negative affect across time was predictive of breakup. The dynamic factor analysis, in turn, allowed us to extract information central to the dyadic dynamics. This information proved useful to predict relationship quality but not breakup. The importance of examining intraindividual variability and couple dynamics is highlighted. (Contains 6 tables, 2 figures, and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Education; Community Schools; Parent Participation; Age Differences; Indigenous Knowledge; Expertise; Elementary Schools; Creativity; Listening; Transformative Learning; Change Agents; Constructivism (Learning); Proximity; Time

Abstract:
Family-focused community education implies a relational pedagogy, whereby people of different ages and experiences, including children, engage interdependently in the education of selves and others. Educational projects grow out of lived experiences and relationships, evolving in dynamic conditions of community self-organisation and self-expression, however partial and approximate, as opposed to habitual and repetitive actions. In developing educational activities through radical listening, community educators aim to reflect the character of the neighbourhood and build on local knowledge and expertise. The paper reports on ways in which one community school invited, encouraged and supported children as co-educators through projects that promoted collaborative leadership and unfolded, rather than being delivered through planned and scripted lessons. These were creative projects of cultural significance, characterised by attentive listening and aiming to promote intergenerational conversation. Through such transformative projects children emerged as educators by acting as catalysts of change, as cultural producers and as conversationalists, as did their parents and other members of the school community. The paper concludes that community co-education ideas should be re-visited to breathe new life into educational and social actions today. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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