Academic literature on the topic 'Children – Research – Texas'
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Journal articles on the topic "Children – Research – Texas"
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Vanchieri, Cori. "Texas Case Raises Questions About Hodgkin Lymphoma Treatment in Children." JNCI: Journal of the National Cancer Institute 98, no. 1 (2006): 6–8. http://dx.doi.org/10.1093/jnci/djj027.
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Hord, Marilew H., Terry L. Smith, Steven J. Culbert, Lawrence S. Frankel, and Donald P. Pinkel. "Ethnicity and cure rates of Texas children with acute lymphoid leukemia." Cancer 77, no. 3 (1996): 563–69. http://dx.doi.org/10.1002/(sici)1097-0142(19960201)77:3<563::aid-cncr20>3.0.co;2-1.
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Spelman, A. R., M. F. Okcu, M. Bondy, and A. Pappo. "Incidence of pediatric melanoma in Texas: A report from the Texas Cancer Registry, 1995–2003." Journal of Clinical Oncology 25, no. 18_suppl (2007): 8564. http://dx.doi.org/10.1200/jco.2007.25.18_suppl.8564.
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8564 Background: Although melanoma is rare in the pediatric population, a sizable increase in the incidence of this disease has been previously reported in the pediatric population (J Clin Oncol 23:4735, 2005). In this study, we describe the incidence of pediatric melanoma in Texas in an effort to determine whether there has been a similar increase in Texas. Methods: Between 1995 and 2003, we identified 197 cases of melanoma (ICD codes 8720–8780) in children < 20 years of age. Baseline characteristics were compared by chi-square analysis and age-adjusted incidence rates were calculated based on the US 2000 standard population. Results: Between 1995 and 2003, the incidence of pediatric melanoma in Texas increased by 57.2% (95% CI 42.4 to 72) per year of age. There was an 18.1% (95% CI 9.8 to 26.4) increased incidence per year for Texas in contrast to the 12% (95% CI 5.2 to 18.8) national increase (SEER). Fifty-three of 254 counties (20.9%) reported cases during this time period. Cases were diagnosed at a median age of 16 years (range 0–19). The majority of cases were non-Hispanic white (91.7%). Over half the cases (54.3%) were diagnosed at Stage I and the lesions were largely distributed between the extremities (39.1%), torso (28.9%) and head, face and neck (27.4%). Older individuals (10–19 years of age) were more likely to be female (p=0.024), non-Hispanic white (p<0.001) and diagnosed at an earlier stage (p=0.023) than younger individuals (<10 years of age). The incidence in older individuals was over 6 times that in the younger individuals (IRR=6.32, 95% CI 4.19–9.87) Conclusions: The incidence of pediatric melanoma in Texas has rapidly increased over that past 10 years. This increase emphasizes the need for public awareness, primary and secondary prevention campaigns and prospective studies to identify risk factors. No significant financial relationships to disclose.
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Phillips, Charles D., Chau Truong, Hye-Chung Kum, Obioma Nwaiwu, and Robert Ohsfeldt. "Post-acute Care for Children and Youth in Texas, 2011-2014." Clinical Medicine Insights: Pediatrics 11 (January 1, 2017): 117955651771144. http://dx.doi.org/10.1177/1179556517711445.
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Little is known about services provided to children and youth (C/Y) discharged from an acute care facility. Recent research has provided a foundation for efforts to supplement or complement that early work. This research investigates post-acute care (PAC) in Texas. It focuses on what differentiates those discharges that receive PAC from those that do not and on what differentiates those C/Y who receive PAC in a health care facility from those who receive home health services. The results show that only 6.4% of discharges involving C/Y receive PAC and that many factors affected the 2 issues under investigation quite differently. These results clearly demonstrate the low prevalence of PAC use for C/Y and the clear preference of using PAC home health in this population.
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Nolan*, Geralyn, and Jayne Zajicek. "Growing Healthy Children: Can Gardening Improve Fruit and Vegetable Attitudes in Minority Children?" HortScience 39, no. 4 (2004): 844B—844. http://dx.doi.org/10.21273/hortsci.39.4.844b.
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Child obesity has become a national concern. Obesity in children ages 6-17 has more than doubled in the past 30 years. Only twenty percent of children today consume the recommended daily servings of fruits and vegetables. This trend is even more pronounced in minority populations. Past studies have reported that horticulture based curriculum, including gardening, can improve children's attitudes toward eating fruits and vegetables. To investigate whether children of a minority population can benefit from gardening supplemented with nutritional curriculum, research was conducted with elementary schools in the Rio Grande Valley of Texas. Elementary school teachers participating in this research agreed to have school gardens and complete all activities in a nutritional curriculum provided to them through the Texas Extension Service. Children in the participating schools completed a pre- and post-test evaluating their attitudes and snack preferences toward fruits and vegetables and their knowledge before and after gardening supplemented with nutritional information. Statistically significant differences were detected between pre- and post-test scores for all three variables. After comparing pre-and post-test scores, it was concluded that gardening with supplemental instruction, had a positive effect on all three variables including students attitudes and snack preferences toward fruits and vegetables and their nutritional knowledge.
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Dean, Ryan, Monisha Narayanan, Evan Nix, Kinsley Stepka, and Raphael Mattamal. "First reported case of Multisystem Inflammatory Syndrome in children in West Texas." Southwest Respiratory and Critical Care Chronicles 9, no. 37 (2021): 66–69. http://dx.doi.org/10.12746/swrccc.v9i37.779.
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Research focusing on COVID-19-associated complications has become a growing area of importance. One such complication is multisystem inflammatory syndrome, a rare immune-mediated condition that most commonly presents with Kawasaki-like symptoms in the pediatric population. Potential complications include myocarditis, renal impairment, and cytokine storm. Here we describe the first reported case of multisystem inflammatory syndrome in the West Texas region, presenting in a Hispanic 5-year-old female with a recent history of COVID-19. The patient arrived to the hospital with a 4 day history of high fever, a 2 day history of diffuse maculopapular rash, and complaints of fatigue, generalized body aches, decreased appetite, headache, and abdominal pain. Further physical exam revealed hepatosplenomegaly and cervical lymphadenopathy, while labs revealed elevated inflammatory markers, lymphopenia, left shift with bandemia and immature cells, thrombocytopenia, hypoalbuminemia, and transaminitis. The patient was admitted to the pediatric intensive care unit with a suspected Kawasaki-like illness and started on high dose aspirin and IV immunoglobulin. She was placed on methylprednisolone, albumin, and acetaminophen on hospital day 3. By hospital day 4, the patient defervesced, inflammatory markers decreased, and clinical symptoms improved. The patient was discharged on hospital day 10 with absent fever and improvement of clinical symptoms for 6 consecutive days. No complications were detected upon follow-up 2 weeks later. A low threshold of suspicion for this illness is required in any child with a history of SARS-CoV-2 infection, as the presentation is vague and early identification is necessary to prevent further complications.
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Nolan, Geralyn A., Amy L. McFarland, Jayne M. Zajicek, and Tina M. Waliczek. "The Effects of Nutrition Education and Gardening on Attitudes, Preferences, and Knowledge of Minority Second to Fifth Graders in the Rio Grande Valley Toward Fruit and Vegetables." HortTechnology 22, no. 3 (2012): 299–304. http://dx.doi.org/10.21273/horttech.22.3.299.
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Child obesity has become a national concern. Obesity in children ages 6–17 years has more than doubled in the past 30 years. Only 20% of children today consume the recommended daily servings of fruit and vegetables. This trend is even more pronounced in minority populations. Past studies have reported a horticulture-based curriculum, including gardening, can improve children’s attitudes toward eating fruit and vegetables. To investigate whether children of a minority population can benefit from gardening combined with a curriculum on nutrition, research was conducted with elementary schools in a primarily Hispanic region of Texas. Elementary school teachers participating in this research agreed to have school gardens and complete all activities in a curriculum on nutrition provided to them through the Texas Agrilife Extension Service. One hundred and forty-one children in the participating schools completed a pre- and posttest evaluating their nutritional knowledge, preference for fruit and vegetables, and snack choices before and after a gardening program supplemented with nutrition education. Differences were detected between pre- and posttest scores for all three variables. After comparing pre- and posttest scores, it was concluded that gardening and nutritional instruction had a positive effect on students’ nutritional knowledge, fruit and vegetable preference (FVP), and snack choices.
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Chanmugam, Amy, and Kimberly Hall. "Safety Planning With Children and Adolescents in Domestic Violence Shelters." Violence and Victims 27, no. 6 (2012): 831–48. http://dx.doi.org/10.1891/0886-6708.27.6.831.
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This exploratory mixed methods survey yielded a comprehensive picture of safety planning practices with children and adolescents in Texas emergency domestic violence shelters. Shelter personnel described safety planning goals, methods, timing, and contents and views of best practices, barriers, and risks. The study’s approach was guided by Proctor’s (2005) recommendations for developing the research base for an understudied intervention. Results indicate that the practice is widespread. Shelters consider developmental differences and use multiple methods and timing strategies. Views on goals and risks varied. Findings are contextualized with information on overall child/youth services. This article discusses implications for shelter practices and future research, such as outcome studies and the feasibility of children/youth implementing commonly recommended safety strategies.
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Hernández-Valero, María A., Angelica P. Herrera, Sheila H. Zahm, and Lovell A. Jones. "Community-Based Participatory Research and Gene-Environment Interaction Methodologies Addressing Environmental Justice among Migrant and Seasonal Farmworker Women and Children in Texas." Californian Journal of Health Promotion 5, SI (2007): 114–27. http://dx.doi.org/10.32398/cjhp.v5isi.1205.
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The “From Mother to Child Project” is a molecular epidemiological study that employs a communitybased participatory research (CBPR) approach and gene-environment interaction research to address environmental justice in migrant and seasonal farmworker (MSF) women and children of Mexican origin home-based in Baytown and La Joya, Texas. This paper presents the background and rationale for the study and describes the study design and methodology. Preliminary data showed that MSF women and children in Texas have measurable levels of pesticides in their blood and urine, some of which were banned in the United States decades ago and are possible human carcinogens. Polymorphisms in genes involved in chemical detoxification and DNA repair have been associated with susceptibility to genetic damage and cancer development in populations exposed to environmental toxins. The “From Mother to Child Project” is testing three hypotheses: (1) MSF women and children who are occupationally exposed to pesticides are at higher risk for DNA damage than are non-exposed women and children. (2) Both, the extent of pesticide exposure and type of polymorphisms in chemical detoxification and DNA repair genes contribute to the extent of DNA damage observed in study participants. (3) The mutagenic potency levels measured in the organic compounds extracted from the urine and serum of study participants will correlate with the total concentrations of pesticides and with the measured DNA damage in study participants. The study will enroll 800 participants: 200 MSF mother-child pairs; 200 children (one per family) whose parents have never worked in agriculture, matched with the MSF children by ethnicity, age ± 2 years, gender, and city of residence; and these children’s mothers. Personal interviews with the mothers are used to gather data for both mothers and children on sociodemographic characteristics; pesticide exposure at work and home; medical and reproductive history; dietary assessment, and lifestyle factors. Blood and urine samples are collected from each participant and analyzed for (1) organochlorine and organophosphate pesticide levels, (2) genetic polymorphisms of chemical detoxification and DNA repair genes, (3) DNA damage (chromosomal aberrations), and (4) the mutagenic potential of pesticides in the serum and urine. Recruitment and data collection in Baytown is near completion, and over one third of the target population for the La Joya study site.
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Finkenberg, Mel E., and James M. Dinucci. "Age, Ethnic and Gender Differences in Physical Fitness of Middle-School Children in East Texas." Perceptual and Motor Skills 80, no. 2 (1995): 387–93. http://dx.doi.org/10.2466/pms.1995.80.2.387.
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This research studied the health-related physical fitness status of boys and girls in Grades 5 and 6 in a rural school district in East Texas in an examination of possible age, ethnic, and gender differences. A three-way multivariate analysis of variance was conducted with gender, ethnicity, and age as the independent variables and nine physical measurements as the dependent variables. Height was the most important discriminating physical measurement, with girls significantly taller than boys at ages 10 and 11 and with boys significantly taller than girls at age 13. Canonical discriminant function separated black children from both Caucasian and Hispanic children in height, weight, mile run, systolic blood pressure, and diastolic blood pressure.
Dissertations / Theses on the topic "Children – Research – Texas"
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Laubitz, Zofia. "Coordinate and subordinate conjunctions in children's texts." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75958.
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This thesis examines the use of conjunctions in texts, and in particular their function as a marker of text type. Children's acquisition of this aspect of conjunction usage is the main focus. An examination of the characteristics of various text types and the nature of coordinate and subordinate conjunctions in English serves as a framework within which the experimental evidence from adults and children (aged three to five) is considered. Three types of texts--conversation, narratives, and game explanations--were collected. It was found that both the types of conjunctions used and the frequency of conjunctions as a class vary according to text type; conjunctions are much more frequent in narratives and explanations than in conversation. It is shown here that pragmatic or cognitive factors cannot account for these findings; they can only be explained as a function of text type. The data from the children provide evidence that their conjunction usage is also constrained by text type, although their patterns of use are not exactly the same as the adults'. The results indicate that by age five children have a definite conception of text as a linguistic entity.
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Little, Regena Ann. "Response to Intervention [RTI] and Promising Practices: What Works at the Secondary Level." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc1248383/.
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The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on RtI at the secondary level. The purpose was to understand how one secondary school addressed the complexity and uniqueness of the secondary environment while sustaining RtI practices. The participants in this study shared several research-based practices that they believed assisted struggling students to become academically successful. The findings regarding RtI practices and implementation were supported by researchers whose works were analyzed in the literature review. The study concluded that understanding the phases of change, the three major forces which influenced change and a clear, well thought out plan are vital components to success.
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Little, Regena Ann. "Response to Intervention (RTI) and Promising Practices: What Works at the Secondary Level." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248383/.
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The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on RtI at the secondary level. The purpose was to understand how one secondary school addressed the complexity and uniqueness of the secondary environment while sustaining RtI practices. The participants in this study shared several research-based practices that they believed assisted struggling students to become academically successful. The findings regarding RtI practices and implementation were supported by researchers whose works were analyzed in the literature review. The study concluded that understanding the phases of change, the three major forces which influenced change and a clear, well thought out plan are vital components to success.
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O'Malley, Ann Siobhan. "Family functioning in children and adolescents with major depressive disorder." 2005. http://edissertations.library.swmed.edu/pdf/OMalleyA081105/OMalleyAnn.pdf.
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Housson, Wells Gibbons. "The use of observational measure to examine family characteristics in children and adolescents with eating disorders." 2005. http://edissertations.library.swmed.edu/pdf/HoussonW081105/HoussonWells.pdf.
Full textBooks on the topic "Children – Research – Texas"
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Shakespeare, William. The Hamlet 3x2 text research toolset. 2nd ed. Triple Anvil Press, 2009.
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Shakespeare, William. The Hamlet 3x2 text research toolset. 2nd ed. Triple Anvil Press, 2009.
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Shakespeare, William. The Hamlet 3x2 text research toolset. 2nd ed. Triple Anvil Press, 2009.
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Shakespeare, William. The Hamlet 3x2 text research toolset. 2nd ed. Triple Anvil Press, 2009.
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Turull i Crexells, Isabel. Carles Riba i la llengua literària durant el franquisme. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-309-0.
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Carles Riba, one of the most relevant personalities in Catalan letters, not only as a poet but also as a linguist, has been considered a difficult writer. This book aims to examine how his theoretical preparation and his ideas in linguistics influenced his work in the particular case of some early stories in which he tries “uns utilíssims exercicis de simplicitat”. Carles Riba did not present his linguistic theories in a single text in a complete and articulated way but we can evaluate them in various papers he wrote and published up until his death in 1959. The first part of this work, after an introduction which sets the author in the context of European linguistics, is a review of the ideas that can be found in the collections of essays: Escolis i altres articles (1921), Els marges (1927), Per comprendre (1937), ... més els poemes (1957), and in a few other particularly interesting papers.This part focuses also on some of the controversies in which Carles Riba is involved as a linguist during the spanish dictatorship: especially his role on the publication of the second edition of Pompeu Fabra’s dictionary in 1954 and the consequences of the prologue he wrote for the volume. Joan Coromines considers an attack on the linguist Pompeu Fabra the negative comparison Riba proposes with the honnête homme: in our research we re-evaluate this consideration and analyse the historical and semantic value of this expression belonging to 17th-century French culture.The second part of this paper is a strictly linguistic analysis of three texts, chosen among Carles Riba’s works for children. The interest of those texts is in the author’s deliberate intent of using the most simple language, which enables us to determine what he considers the basic aspects of linguistic quality. Furthermore, the existence of different editions of those texts permits a philological analysis of those versions showing Carles Riba’s ‘simple’ language in three very representative moments, from the beginning of his career as a writer to the difficult situation during the dictatorship.
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More Words about Pictures: Current Research on Picturebooks and Visual/Verbal Texts for Young People. Taylor & Francis Group, 2017.
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Tools for Matching Readers to Texts: Research-Based Practices (Solving Problems In Teaching Of Literacy). The Guilford Press, 2007.
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Mesmer, Heidi Anne E. Tools for Matching Readers to Texts: Research-Based Practices (Solving Problems In Teaching Of Literacy). The Guilford Press, 2007.
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McKee, Kimberly D. Disrupting Kinship. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042287.001.0001.
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Interacting with Cold War ideology, individuals’ Christian Americanism supported the notion that Korean adoptees would enter “good homes” in a democratic society. Many children felt the brunt of this rhetoric as they were told adoption was in their “best interests” and that if not adoption, they would have fallen through the cracks of economic poverty and degradation in the land of their birth. In doing so, rhetorics of gratitude became cemented in international adoption discourse. This book exposes the growth of the transnational adoption industrial complex (TAIC)—the neo-colonial, multi-million dollar global industry that commodifies children’s bodies—in an examination of South Korean adoptions to the United States. The TAIC accounts for how the South Korean social welfare state, orphanages, adoption agencies, and American immigration legislation facilitated the development of transnational adoption between the two countries. Adoption became a rote process whereby government and non-governmental organizations and actors easily facilitated the exchange of children. Yet, the activism of adoptees and their allies expose the inherent messiness of adoption and reveal that adoption cannot be discussed in black and white terms. Using archival research, media texts, and oral histories, this monograph elucidates greater understanding concerning how the TAIC impacts the lived experiences of adoptees and their families. Notions of adoptees as perpetual children are disabused as I examine adoptees’ efforts to reshape adoption discourse to recognize the inherent rights of birth parents and adoptees. In adulthood, adoptees construct a new type of public personhood, one defined by their autonomy and agency. Cold War, Christian Americanism, Korean adoption, adoption, South Korea, gratitude, industrial complex, orphans, immigration, family, kinship
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Carroll, Maureen. Infancy and Earliest Childhood in the Roman World. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199687633.001.0001.
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The book is a comprehensive study of infancy and earliest childhood in a cultural overview encompassing the entirety of the Roman Empire. It brings together some of the most recent discoveries and presents a fresh perspective on archaeological, historical, and social debates. Despite the developing emphasis in current scholarship on children in Roman culture, there has been little research on the role and significance of the youngest children in the family and society. Because of the very particular historical circumstances that affected the beginning of the life cycle of a Roman child, the book isolates the age group of the under one-year-olds to explore their lives as well as Roman attitudes towards the young and the perception of personhood. It integrates social and cultural history with archaeological evidence, funerary remains, material culture, and the iconography of infancy, an approach for which this subject matter is especially well suited. An examination of the many and varied strands of evidence enables us to contextualize the rhetoric about earliest childhood in Roman texts. The volume refutes the notion that high infant mortality conditioned Roman parents not to engage in the early life of their children or to view them, or their deaths, with indifference, and it concludes that even within the first weeks and months of life Roman children were invested with social and gendered identities.
Book chapters on the topic "Children – Research – Texas"
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Bi, Lijun, and Xiangshu Fang. "Childhoods: Childhoods in Chinese Children’s Texts–Continuous Reconfiguration for Political Needs." In New Frontiers of Educational Research. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36760-1_5.
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Bussert-Webb, Kathy, and Karin Lewis. "Familismo and Nontraditional Educational Possibilities in Third Space." In Handbook of Research on Innovations in Non-Traditional Educational Practices. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4360-3.ch010.
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The authors explore children's and mothers' perceptions and experiences regarding school and an after-school tutorial agency. The latter serves a South Texas colonia, an unincorporated Southwestern settlement lacking basic services. They asked, “What are participants' perceptions and experiences regarding this agency and school?” Latinx participants, who spoke Spanish as a mother tongue, included 19 children, their eight mothers, two agency staff, and 15 teacher candidates (TCs). TCs were Bussert-Webb's university students who tutored the children and used iPads for multimodal, multilingual experiences. Using Third Space and social justice frameworks and qualitative analysis, these themes emerged: power, engagement, and diversity; participants described traditional educational experiences at school and nontraditional ones at the agency. Implications connect to hybridity and power redistributions in and out of schools to affirm and extend the languages, cultures, and modalities of nondominant children and families.
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Uriegas, Brian. "Providing Post-Secondary Options for Low-Income Students in Rural Schools." In Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2787-0.ch017.
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As the number of students living in poverty continues to grow, schools are being tasked with finding ways to provide opportunities for life in the post-secondary world. Financial barriers often restrict these students from entering college or technical schools. In Texas, many schools are using the early college high school model to provide students with college credit at no cost to the student. Additionally, career and technical education programs coupled with the District of Innovation designation are allowing schools to provide students with work related experience and skills that will allow them to enter the skilled labor market upon graduation. This chapter explains the framework of these programs and how they are providing students of poverty with opportunities to be successful after high school, while facing their current financial struggles. Along with the benefits provided to students, the schools and communities are also feeling the benefits of these programs.
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Larrotta, Clarena, and José Luis Moreno. "Educating Adults to Talk about Death and Dying to Assist Grieving Children." In Advances in Human Services and Public Health. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6260-5.ch003.
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This qualitative research study took place in Central Texas and is rooted in the principles of collaborative action research. This research approach was useful to gather facts, define the problem, engage study participants, and come up with a product that fit the community need defined by Compassionate Heart Hospice, the focal study setting. The research questions are: How can we use the pillars of community development to identify needs and assets within the hospice setting? What can bereavement facilitators working at hospice do to educate adults to talk about death and dying to assist grieving children? Data collection sources include: interviews, written reflections, field notes, documents (e.g., hospice fliers, brochures, and written information), and site observations and visits. Study findings are presented through the following three themes: (1) hospice and the pillars of community development, (2) educating adults to assist grieving children, and (3) creating a curricular guide for bereavement facilitators. The chapter includes an introduction, a description of the four pillars of community development (physical capital, intellectual and human capital, social capital, and financial capital) as explained by Ferguson and Dickens (1999), a section addressing why educating adults on death and dying is relevant, and a section on grief as a process. After that, the authors provide all relevant details describing the qualitative methodology for the implementation of the study (e.g., study settings, study participants, data collection sources, data analysis) and conclusion.
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Gough, Laura. "Bridging Community and Ecosystem Ecology at the Arctic Long-Term Ecological Research Site via Collaborations." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0014.
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My research in the Long-Term Ecological Research (LTER) program helped to shape me into the ecologist that I am, working at the interface between communities and ecosystems on a variety of questions. As a university educator and public speaker, I incorporate examples of LTER site-based empirical and theoretical research, as well as cross-site meta-analyses in my teaching and presentations. My awareness of long-term research, in particular the response of North American ecosystems to global change, is heightened by my interactions within the LTER network. Working in the LTER program has provided me with opportunities for collaborations both within the Arctic site and across the network. The LTER program has thus inadvertently provided the framework for all of my current and recently funded research projects. These collaborations assisted in sustaining me through major life events, particularly having children, by helping me maintain my research productivity when my family required more of my time and attention. Currently, I am a professor in the Department of Biology at the University of Texas at Arlington. I teach undergraduate and graduate courses in botany and ecology, and I also supervise MS and PhD students working in the tundra at the Arctic (ARC) LTER site and locally on urban ecology questions. I earned my PhD in plant biology from Louisiana State University and have been affiliated with ARC site since 1996, when I was hired as a postdoctoral scientist by Gus Shaver on a related grant. Since 1999, when I started my first faculty position, I have been an independently funded researcher affiliated with the ARC site, and for the past few years I have served as a member of the ARC Executive Committee. My research at ARC site is at the interface between the community and the ecosystem. My contributions to site-specific understanding have focused on the factors (abiotic and biotic) that control tundra plant species diversity, including the role of consumer species (Figure 7.1). In addition, I have been involved in a cross-site working group in the LTER network (now called PDTNet: Productivity-Diversity-Traits Network) since 1996.
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Rowe, Deborah Wells, Mary E. Miller, and Mark B. Pacheco. "Preschoolers as Digital Designers." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5982-7.ch014.
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This chapter examines how 19 emergent bilingual, 4-year-old students used digital composing skills to create dual language eBooks using touchscreen computer tablets (iPads) and digital photography, drawing, and eBook composing apps. The analyses focus on children's composing processes and products, adult supports, and participants' embodied interactions with the digital tools. Children approached eBook composing through naming, narrating, dramatic play and exploratory play. eBook texts were multimodal and included images, print, and oral recordings. Adult verbal scaffolding and gesture supported children's skills as digital composers. Children became active designers of digital content, independently navigating and experimenting with the multimodal functions of the iPad. Analyses showed how children used their heritage languages and English to compose dual language eBooks and support their emergent writing. The authors argue that children benefit from early opportunities to explore ways of combining print, images, sound, and multiple languages to create digital texts that effectively communicate across modalities and contexts.
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Castañeda, Heide. "Stratification by Immigration Status." In Unequal Coverage. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479897001.003.0002.
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Heide Castañeda’s chapter highlights the fact that immigrant groups in the United States are not monolithic, but instead stratified by many chaotic bureaucratic categories. Using three case studies derived from longitudinal research in Texas, this chapter illustrates the unanticipated and contradictory effects of the Affordable Care Act (ACA) by examining how immigration categories influenced eligibility and participation. The ACA explicitly excluded more than 11 million undocumented immigrants from coverage and distinguished between “qualified” and “non-qualified” immigrants among those who were considered “lawfully present.” This chapter illustrates the impacts of these exclusions and inclusions. We see how these distinctions produced ripple effects on U.S. citizen children in mixed-status families. In addition, the exclusion of youth holding deferred action for childhood arrivals (DACA) status—produced through an unusual case of administrative rollback—created a new pattern of formal disenfranchisement, while a loophole allowed some immigrants to qualify for insurance subsidies that U.S. citizens living in the same state could not.
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"Young children revising their own texts in school settings." In Traditions of Writing Research. Routledge, 2009. http://dx.doi.org/10.4324/9780203892329-18.
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Abubaker, Azza A., and Joan Lu. "Conclusion and Future Work in E-Reading Context." In Examining Information Retrieval and Image Processing Paradigms in Multidisciplinary Contexts. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1884-6.ch014.
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This research is an attempt to examine the effect of reading processes on designing e-texts for children using Arabic script. In addition, it aims to develop a model for designing acceptance that will have the power to demonstrate acceptance and usage behaviour of the e-school text using a schoolbook for primary schools in Libya. Alternatively, dealing with the research problem led to the specification of the following research objectives, which were achieved through four inter- related surveys: to build an e-reading strategy for a schoolbook based on users' cognitive and behaviour processes, to define the typographical variables that affect reading Arabic texts from the screen such as font size, font type, background color, line length and text format from a literature survey, to provide a standard that can help keep children's concentration on the text, to create a guideline that could help designers when designing e-Arabic texts for children, to examine in-depth the challenges of reading Arabic e-texts, to study the efficiency of Arabic text reading and the factors impacting the efficiency of reading and comprehension, to understand children's behaviour when reading from a screen. The aim of this chapter is to discuss the study's contribution to knowledge and provide recommendations for future research.
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Baron, Naomi S. "What Research Tells Us: Single Texts." In How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.003.0005.
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Chapter 4 delves into research comparing reading single printed texts versus digital versions. The beginning section considers what we know about using digital books with young children for different purposes: social interaction, linguistic or cognitive development, or engagement. Most of the chapter focuses on research with school-age readers. The discussion is organized around four issues. First, what kind of measures were used? Variables include user perception studies versus experiments, type of experimental questions, and speed. Second, does the length or genre of the text affect results? Third, what is the role of technology, including digital paging versus scrolling, along with adaptive text display? And fourth, how much are experimental results explained by the mindset (metacognition) we bring to reading in print versus digitally? Among the considerations are students’ ability to correctly predict success when reading in the two media (calibration) and motivation for reading.
Conference papers on the topic "Children – Research – Texas"
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Sobczak, Slawomir. "THE IMPORTANCE OF PARENT READING OF VARIOUS LITERARY TEXTS IN DEVELOPING CHILDREN’S EMOTIONAL AND SOCIAL SCHOOL READINESS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1070.
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Abdul Halim, Hazlina. "Translation Errors in Malaysian Children’s Movie Subtitles." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-3.
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Subtitling Malay movies into English in Malaysia presents particular constrictions and defies subtitlers, as the two languages have little in common and have a number of untranslatability elements. Upin and Ipin is a Malaysian television series produced by Les’ Copaque Production, which features the life of the twin brothers in a fictional Malaysian village. The series was first introduced in 2007 and can be considered as one of the most successful animated television series in Malaysia. However, the series represents significantly unique language, leading to a significant concern in subtitling. Hence, this article aims to investigate the errors utilized in the movie Upin and Ipin Pengembaraan Bermula. The research used Koponen’s (2010) error categories to classify the translation errors, by comparing the subtitles in the source and target texts. The study supports the findings of Rull et al. (2016) on omission and mistranslation as the common errors. It is hoped that this study could serve as a reference for other translation research on subtitling to and from other languages in Malaysia.
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Meijuan, Zhao, Ang Lay Hoon, Florence Toh Haw Ching, and Sabariah Md Rashid. "Translating space from Chinese to English: A Case Study of Cao Wenxuan’s Bronze and Sunflower." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.5-2.
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Translated children’s works from English to Chinese have flooded China unprecedentedly since the end of the 19PthP century. However, there is a discrepancy in the translation of Chinese children’s works into the English language. This is maybe because western scholars are still largely ignoring Asian texts for young readers. Therefore, the research aims to fill the gap in the scholarship by studying the translated Bronze and Sunflower, which is a renowned work written by the Chinese first Hans Christian Anderson winner Cao Wenxuan, from the aspect of narrative space. A qualitative approach is adopted to compare the similarities and differences of narrative space between the source text and the target text. The samples will be taken from Cao Wenxuan’s Bronze and Sunflower and its English translation. The textual analysis is illuminated through the narratological framework, which is based on three-layered space: The topographic level, the chronotopic level and the textual level. The study explores how narrative space is constructed in the process of translating Bronze and Sunflower. It is hoped that the findings of the study will show how space is created in a different languagea, and that the translator prefers to change the narrative space rather than keeping the same spatial structure in the target text.