Emergent literacy and learning to write: A predictive model for italian language

The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing abilities in a transparent orthography language. We examined emergent literacy skills in 464 children (mean age 5.5, range: 48–6.1) who were followed longitudinally until entering the 1st grade in primary school. Exploratory and Confirmatory factor analyses were used to address questions on the nature of emergent literacy skills and their possible relationships. Regression analyses were implemented to evaluate the predictive capability of an emergent literacy model on word writing competences. The factor analyses showed three factorial dimensions (phonological, conceptual knowledge on writing system and textual) and their relationship. The regressions showed a significant prediction of conceptual knowledge on writing system and of phonological abilities on early writing abilities.     

A comparison of the agreement,internal consistency,and 2-day test stability of the InBody 720, GE iDXA,and BOD POD® gold standard for assessing body composition

The study compared the agreement, internal consistency, and measurement stability of the GE iDXA, BOD POD, and InBody 720. Body composition of 43 men and 37 women (31.4 ± 10.7 years; 90% Caucasian and 10% other) was assessed in triplicate using each method over two different days. Mean percent body fat (% BF) of the participants was different for all three machines (27.6 ± 10.0% [GE iDXA)] 25.6 ± 10.4% [BOD POD], and 21.3 ± 10.6% [InBody 720]; p < .05). The coefficient of variation for same day repeated measures was 1.06% (GE iDXA), 3.29% (BOD POD), and 2.97% (InBody 720). The coefficient of variation for 2-day repeated measures was 1.81% (GE iDXA), 4.61% (BOD POD), and 4.24% (InBody 720). The difference between the GE iDXA and BOD POD was within acceptable variability, while the InBody 720 significantly underestimated % BF. The internal consistency was highest for the GE iDXA, followed by the InBody 720, and then the BOD POD.     

Differences between motion capture and video analysis systems in calculating knee angles in elite-standard race walking

Race walking is an event where the knee must be straightened from first contact with the ground until midstance. The aim of this study was to compare knee angle measurements between 2D videography and 3D optoelectronic systems. Passive retroreflective markers were placed on the right leg of 12 race walkers and 3D marker coordinate data captured (250 Hz), with 2D video data (100 Hz) recorded simultaneously. Knee angle data were first derived based on the markers’ coordinates, and separately by using a 3D model that also incorporated thigh and shank clusters; the video data were analysed using both automatic tracking and manual digitising, creating four conditions overall. Differences were calculated between conditions for stance (using root mean square values), and at discrete events. There were few differences between systems, although the 3D model produced larger angles at midstance than using automatic tracking and marker coordinates (by 3 – 6°, P < 0.05). These differences might have occurred because of how the 3D model locates the hip joint, and because of the addition of marker clusters. 2D videography gave similar results to the 3D model when using manual digitising, as it allowed for errors caused by skin movement to be corrected.     

Teacher evaluation in Chile: highlights and complexities in 13 years of experience

The paper examines the process of establishing a teacher evaluation system in Chile and its acceptance by teachers over time. The conceptual base upon which the system was established is described. Evidence is also examined from a variety of data sources and research related to the evaluation system as well as teachers’ use of its results. This evidence includes information from an external review of the system noting tensions between the formative versus accountability purposes of the evaluation system and that are being attended to in the new Teacher Professional Development Law (2016).     

Articulating and Utilizing Communication Student Learning Outcomes in Community Colleges

Academia in the United States stands face-to-face with the constant call for greater levels of assessment and accountability. Academics question whether our students are learning what they’re taught? Are they able to secure employment upon completing their education? Are they prepared to be active, productive citizens in society? Community colleges provide education to those who may typically not have the opportunity to attend an institution of higher education. A foundation of any assessment process is the articulation of the core learning outcomes. It is from this foundation, then, that community college faculty can start assessing the effectiveness of teaching and curricular design. The present investigation details a project that focused on creating discipline-specific student learning outcomes and how these outcomes can be utilized to aligning learning outcomes and mapping to curriculum. Communication studies faculty can utilize the learning outcomes to strengthen and clarify curriculum, demonstrate the acquisition of competencies, and improve departmental offerings.     

Weighing in on NBC’s The Biggest Loser

Previous analyses (i.e., Bernstein & St. John, 2006; Sender & Sullivan, 2008) of the television show The Biggest Loser have detailed its negative presentation of the obese body, potential consequences for viewers, and its role as a technology of governmentality. However, there has been little exploration of how audience members conceptualize and enact the messages communicated in the show within these intricate frameworks. The current research used information from semistructured interviews with 40 dedicated viewers to capture the salient meanings they ascribed to The Biggest Loser within the themes of governmentality and self-concept. Overall, the group experienced the program as a transformative, entertaining, and inspirational event that produced little change in their exercise behavior. Thus, the role of reality television in creating healthy behavior change is potentially limited.     

Ethics in the mentoring of gerontologists: rights and responsibilities

This article examines professional codes of ethics as they apply to the mentoring of gerontology students, supervisees, or proteges. Ethics codes from the disciplines represented in professional gerontology were evaluated according to the specificity of their ethical mentoring guidelines. Three levels of specificity were identified. General "do no harm" statements are most common. Clear, explicit guidelines or rules are much less frequent. Where explicit mentoring guidelines exist, they focus on the use or misuse of the power of the professional/mentor in the mentoring relationship. Specific suggestions regarding the rights and responsibilities of both parties in the mentoring relationship, reflecting both formal ethics codes and the authors, experiences, are made.     

Happiness as a Goal of Counseling: Cross-cultural Implications

The article examines the construct of happiness within the context of counseling and holistic health (body, mind and spirit). It discusses happiness as a goal of counseling as reflected in selected counseling theories that focus on humanistic principles, holistic health, positive psychology, personal growth and the client’s intentional choice-making in life. Moreover, the article considers within-cultural and cross-cultural implications of happiness, and presents recommendations for counseling professionals who counsel clients or train future counselors.     

A reexamination of the effect of big-time football and basketball success on graduation rates and alumni giving rates

To determine the impact on the academic mission, the models in this study test whether there is statistical evidence that student graduation rates or alumni giving rates are influenced by pigskin or hoop success for major universities after adjustment for key academic variables. Using a sample of big-time sports universities and models comparable to other research, the evidence presented in this article indicates that having a highly successful football team has a positive impact on both the overall graduation rate and the alumni giving rate. In contrast, a successful basketball team has no significant effect on either of these key measures of academic success.