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2008 - NCA 94th Annual Convention Words: 132 words || 
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1. Harms, Robert. "Communication and the Day to Day Real World" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, <Not Available>. 2019-09-15 <http://citation.allacademic.com/meta/p257124_index.html>
Publication Type: Invited Paper
Abstract: Detective Sergeant Robert A. Harms
Los Angeles County Sheriff’s Department

Police officers must act upon the verbal and nonverbal communication shown by people they interact with every day, whether it is a traffic accident, domestic disturbance, or a homicide investigation. The same principles that apply to criminal situations in which a police officer identifies individuals with bad intentions can apply to terrorism situations where an individual harbors bad intentions. This discussant will describe his over 20 years worth of experience addressing the day to day realities of observing people and making judgments in life or death situations, as well as his experience dealing with scholars and attempting to rectify how and where scholarly work can help or even hinder officers like himself who we, as a society, trust to keep us safe.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 227 words || 
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2. Du, Wei. "Policy and practice in a case study from Buffalo, New York: Is bilingual education effective day-to-day in classrooms?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2019-09-15 <http://citation.allacademic.com/meta/p492928_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper examines the effectiveness of bilingual education in day-to-day classroom practices under Title III of ESEA (Elementary and Secondary Education Act). Notably, when the Bilingual Education Act which was initiated in 1968 has been replaced by Title VII, then Title III of ESEA, many scholars argue that it gives a distinctly English-focused flavor by forcing the “rapid” learning and acquisition of the English language. This paper explicates how bilingual education policies are implemented on the school level in order to discuss the effectiveness of the current school-based bilingual education. This is a qualitative research with the goal of investigating the implementation of bilingual policy and teasing out some factors that contribute to its effectiveness in practice, if any. Research methods include ethnographic interviews with ELL teachers in a school district of Buffalo area; classroom observations and content analysis (e.g., policy documents and student achievement records).
Preliminary findings indicate that 1) Teachers have different understandings towards the implementation of Title III: some of them are keen on dual-ways bilingual instruction, but others adopt an English-focused instruction. 2) Most teachers confirm that it is effective to use students’native languages to explain difficult part of a lesson. 3) Qualified bilingual teacher, active parent involvement, political support from school administrators and leaders are some factors that could facilitate the bilingual education.

2015 - 59th Annual Conference of the Comparative and International Education Society Words: 743 words || 
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3. Remenick, Lauren. "HJA day experiences: examining participant satisfaction at a one-day science education event" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2019-09-15 <http://citation.allacademic.com/meta/p991223_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: For the past several years the Long Term Ecological Research (LTER) Committee has hosted HJA Day, a one-day, non-formal adult science education event, in an effort to educate the attentive public about research and programs taking place at the HJ Andrews Forest in southern Oregon. The series has traditionally been well attended, but simple attendance numbers are not enough to determine whether the event satisfies participant needs and what part of the event positively impacts that satisfaction.

Since adult learning and attendance is voluntary, adult educational programs must meet the needs of the adult learner in order to be successful. The HJA Day event is no exception. Therefore, for adults to be motivated to attend and participate, events need to be tailored to meet their needs. As such, the concepts of andragogy (adult learning) may be helpful to consider when designing effective programs to meet the needs of learners. Malcolm Knowles (1980) asserted that there are six assumptions of adult learning, each of which have implications for practice. I focus on the sixth assumption, that adults are internally motivated to learn, because HJA Day attendance is optional and individuals elected to participate on their own accord. While Knowles provided much information about motivations of the adult learner, he did not provide a more in-depth model for the external factors that affect the learning process. To understand how the learning climate affects students’ learning process, I turn to Biggs’ 3P Model of Teaching and Learning (2003).

The 3P Model categorizes the learning process into three sections: presage, process and product. The presage encompasses student characteristics and the learning environment. The process includes aspects of student learning, and the product includes student learning outcomes. Biggs’ Model can be viewed in two ways: as a bilinear presage-process-product system or a bilinear presage-product system. In this study, I examine the latter, the relationships between the situation (learning environment) and the product (learning outcomes) of Biggs’ 3P Model. Specifically, this study sought to answer three research questions:
1) To what extent does satisfaction with the fieldtrip presenter and fieldtrip characteristics relate to overall satisfaction of participants?
2) To what extent does satisfaction with the fieldtrip presenter and fieldtrip characteristics relate to participants’ change in thinking, overall appreciation, and perceived knowledge gain?
3) To what extent do participants’ change in thinking, overall appreciation, and perceived knowledge gain relate to their overall satisfaction with the event?

This study used data from 76 attendees of HJA Day 2014 to better understand participant experiences. The variables of interest for this study were satisfaction with fieldtrip characteristics and fieldtrip presenter, change in thinking, overall appreciation, perceived knowledge gain, and overall satisfaction from the event. A reliability analysis was conducted to ensure internal consistency with the five factors of interest. Spearman rho correlations were then used to determine relationships and effect sizes between the variables of interest.

Overall, participants were very satisfied with the event. Attendees were also satisfied or had favorable opinions about the fieldtrip characteristics and the fieldtrip presenter. Participants of HJA Day agreed that HJA Day changed the way they think, that the event increased their overall appreciation, and increased their knowledge. The strongest relationships with attendee overall satisfaction were overall appreciation, fieldtrip characteristics, and perceived knowledge gain. Fieldtrip presenter was somewhat significantly correlated with overall satisfaction, and overall change in thinking was not significantly correlated with overall satisfaction.

As adult learners are primarily internally driven to attend educational programs, meeting the needs of attendees is likely to contribute to the success of these events and continued registration of participants each year. Therefore, event planners might find it helpful to consider our findings as they plan and implement adult education programs.

The audience of TETP SIG may also view these findings as helpful in their path towards understanding teacher education. The average age of participants at HJA Day was 41 years and most attendants comprised of the attentive public. I label them “attentive public” because they primarily consist of researchers, professors, forest service employees and university students who already have a base knowledge of science education. Many of them are teachers themselves. Therefore, understanding the preferences and needs of adult learners in a non-formal learning event is imperative for supporting adults in their journey of lifelong learning.

Knowles, M. S. (1980). What is andragogy? In The modern practice of adult education (pp. 40-62). New York, NY: Cabridge.
Biggs, J. (2003). Teaching for quality learning at university (2nd ed. ed.). Berkshire, United Kingdom: University Press.

2016 - SRCD Special Topic Meeting: Technology and Media in Children's Development Words: 397 words || 
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4. Russell, Michael. and Odgers, Candice. "Subjective Social Status Predicts Day-to-Day Mental Health Problems Among Adolescents" Paper presented at the annual meeting of the SRCD Special Topic Meeting: Technology and Media in Children's Development, University of California, Irvine, Irvine, CA, <Not Available>. 2019-09-15 <http://citation.allacademic.com/meta/p1154342_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Adolescents living in socioeconomic disadvantage experience more mental health problems than their more affluent peers. Recent studies have begun to examine whether adolescents’ perceptions of social status, referred to as subjective social status (SSS), are associated with risk for mental health problems (Quon & McGrath, 2014), suggesting that low-income adolescents who perceive their families as less well-off than other families may experience a “double disadvantage” (Odgers, 2015). In the current study, we used ecological momentary assessment (EMA) to assess mental health problems in daily life among socioeconomically disadvantaged adolescents, and tested whether adolescents’ SSS was associated with frequency and severity of day-to-day mental health problems.

Adolescents (N=151, ages 11-15) ranked the social status of their families (relative to other families in the United States) on a five-rung ladder, with the most affluent families at the top rung and the most disadvantaged families at the bottom rung (see Figure 1). Adolescent mental health problems (depression, anxiety, attention-deficit/hyperactivity [ADH], and conduct problems) were then intensively assessed via mobile phones over the course of a 30-day EMA study (response rate >90%, ~4300 person-days).

SSS was normally distributed in the sample (Figure 1), and was significantly correlated with parent reports of socioeconomic status (SES), including parent education (r=.28), economic hardship (r=-.37), and food insecurity (r=-.22, all ps<.05). Multilevel models showed dose-response relationships between SSS and mental health in adolescents’ daily lives (see Figure 2). With each step “up” the SSS ladder, adolescents experienced a lower frequency of day-to-day symptoms for depression (OR=0.59, p=.015), anxiety (OR=0.65, p=.042), and ADH (OR=0.57, p=.008), as well as lower overall symptom levels across days (depression IRR=0.64, p=.009; anxiety IRR=0.73, p=.052; ADH IRR=0.65, p=.009). Associations remained significant after adjusting for objective SES indicators (parent education, parent-reported economic hardship and food insecurity). SSS was not associated with frequency or severity of conduct problems.

This study provides evidence consistent with the idea that low-income youth experience a “double disadvantage” related to their SSS. Our findings are novel in that they (a) use mobile technology to assess adolescent mental health problems in their day-to-day lives, thus enhancing ecological validity; and (b) show that increases in day-to-day symptom frequency and severity are seen with every step down the SSS ladder, suggesting that the association between SSS and daily mental health is not just driven by those adolescents who perceive themselves to be the poorest. Implications for research, theory, and practice will be discussed.

2005 - American Sociological Association Pages: 6 pages || Words: 951 words || 
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5. Yasumoto, Saori. "03. Five-Decade Analysis of Gender Disparities in Japanese Mother's Day and Father's Day Comic Strips" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 Online <PDF>. 2019-09-15 <http://citation.allacademic.com/meta/p20297_index.html>
Publication Type: Poster
Abstract: By performing a content analysis of 246 Japanese comic strips published on Mother’s Day (MD) and Father’s Day (FD) from 1950 to 2004, this study replicated the research of LaRossa, Jaret, Gadgil, and Wynn (2001) who examined gender disparities in American comic strips published on the same holidays from 1945 to 1999. Each comic strip was examined with the following questions in mind: 1) How often were females and males portrayed? 2) How often were fathers and mothers portrayed as being outside? 3) How often were fathers and mothers portrayed reading? 4) How often were fathers and mothers portrayed sleeping? 5) How often were fathers and mothers portrayed wearing an apron? 6) How often were fathers and mothers portrayed performing household chores? A combination of the different measures was used to calculate a gender disparity score for each half-decade. Ultimately this study, alongside the work of LaRossa et al., reinforces the values of comparatively examining comic strips in cross-cultural research. By comparing and contrasting the findings between Japan and the United States, this research presents how gender disparities were produced and altered over time in Japan. In addition, it demonstrates the role of comic strips in cross-cultural studies.

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