Academic literature on the topic 'New School for Social Research (New York, N.Y.) Economics'

Abstract Objectives A Quarter of all US-based Jamaicans live in New York City (NYC) (N = 178,750). Compared to African Americans, Black Caribbeans experience lower rates of obesity (36% vs. 29%) and hypertension (38% vs 35%), but similar rates of diabetes (13% vs. 15%). Little is known about how diet and acculturation affect risk of chronic disease among Jamaican immigrants of different age groups. The aims of this study were to identify among three generations of Jamaicans living in NYC: a) how food experiences influence food perceptions and dietary behaviors; and b) how acculturation, social norms, socio-economic status and trans-national movements affect diet and risk of chronic disease. Methods Group and individual interviews with youth (n = 10), parents (n = 6) and grandparents (n = 8) used open-ended questions, were recorded and lasted 45 – 90 min. Participants received $20 gift cards as incentives. Recordings were transcribed, and analyzed using Dedoose 7.0. Results Three major themes emerged: Food perceptions and the concept of clean food impelled participants from all generations to consume a healthier diet consisting of more fresh fruits and vegetables and less processed foods. Among youth, remote acculturation to the US culture and global foods made it more acceptable to replace traditional home cooked foods with processed foods. Third, acculturation provided older Jamaican immigrants with easier access to healthcare and health education. The health advice provided by doctors, dietitians and other healthcare professionals was well respected and older Jamaicans reported high levels of compliance. Conclusions Among youth, early exposure to US culture and foods while living in Jamaica may increase future risk of chronic disease by making it more acceptable to replace cultural foods with American foods. Food perceptions and the concept of clean food play an important role in the way that Jamaicans of all ages think about, purchase and eat food. Truly valuing fruits and vegetables made adult Jamaican immigrants more receptive to health education and more likely to lower their risk of chronic disease. Funding Sources CUNY Graduate School of Public Health and Health Policy, Dean's Dissertation Grant (Dissertation research support for author Horlyck-Romanovsky).

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). Perkembangan Media Informasi dan Teknologi Terhadap Anak di Era Globalisasi. International Conferences in Indonesian Studies : “Etnicity and Globalization.” Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Arsyad, N., Rahman, A., & Ahmar, A. S. (2017). Developing a self-learning model based on open-ended questions to increase the students’ creativity in calculus. Global Journal of Engineering Education, 19(2), 143–147. https://doi.org/10.26858/gjeev19i2y2017p143147 Asiye, I., Ahmet, E., & Abdullah, A. (2018). Developing a Test for Geometry and Spatial Perceptions of 5-6 Year-Old. Kastamonu Education Journal, 26(1). Aslan, D., & Yasare, A. (2007). Three to Six Years OldChildren’s Recognition of Geometric Shapes. International Journal of Early Years Education, 15 :1, 83–104. Ben-Yehoshua, D., Yaski, O., & Eilam, D. (2011). Spatial behavior: the impact of global and local geometry. Animal Cognition Journal, 13(3), 341–350. https://doi.org/10.1007/s10071- 010-0368-z Charlesworth, R., & Lind, K. K. (2010). Math and Sciend for Young Children. Canada: Wadsworth/Cengage Learning. Chen, J.-Q., & Chang, C. (2006). using computers in early childhood classrooms teachers’ attitudes,skills and practices. Early Childhood Research. Clements, D. H., & Samara. (2003). Strip mining for gold: Research and policy in educational technology—a response to “Fool’s Gold.” Association for the Advancement of Computing in Education (AACE) Journal, 11(1), 7–69. Cohen, L., & Manion, L. (1994). Research Methods in Education (fourth edi). London: Routledge. Conorldi, C., Mammarela, I. C., & Fine, G. G. (2016). Nonverbal Learning Disability (J. P. Guilford, Ed.). New York. Corey, S. M. (1953). 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J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428 Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither Opportunity?: Rising Inequality, Schools, and Children’s Life Chances, (0322356), 47–69. Edwards, S. (2009). Early Childhood Education and Care: a sociocultural Approach. New South Wales: Pademelon Press. Feliyanah, Norman, S., & Yulidesni. (2014). Meningkatkan Kemampuan Matematika dengan Menggunakan Teknik Mengurutkan dan Membandingkan. Universitas Bengkulu. Gardner, H. (2011). Frame of Mind ; The theory of Multiple Intelegences. New York: Basic Book. Gimbert, B., & Cristol, D. (2004). Teaching Curriculum with Technology: Enhancing Children’s Technological Competence During Early Childhood. Early Childhood Education Journal, 31(1). Gulay, H. (2011a). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252. Gulay, H. (2011b). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252–257. Gunawan, I., & Palupi, A. R. (2012). Taksonomi Bloom-Revisi Ranah Kognitif; Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Penilaian. Jurnal Pendidikan Dasar Dan Pembelajaran, 2 No.2, 100–108. Inan, H. Z., & Dogan-Temur, O. (2010). Understanding kindergarten teachers’ perspectives of teaching basic geometric shapes: A phenomenographic research. ZDM - International Journal on Mathematics Education, 42(5), 457–468. https://doi.org/10.1007/s11858-010- 0241-1 Jackman, H. I., Beaver, N. H., & Wyatt, S. S. (2014). Early Childhood Curriculum: A child’s connection to the world. (sixth edit). Canada: Cengage Learning. Kennedy, L. M., Tipps, S., & Johnson, A. (2008). Guiding Children’s Learning of Mathematic (Eleventh E; Belmot, Ed.). CA: Thomson Wadsworth. Mackintosh, B. B., & McCoy, D. C. (2019). Exploring Social Competence as a Mediator of Head Start’s Impact on Children’s Early Math Skills: Evidence from the Head Start Impact Study. Early Education and Development, 30(5), 655–677. https://doi.org/10.1080/10409289.2019.1576156 Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2011). Results in Science. Mirawati. (2017). Matematika Kreatif; Pembelajaran Matematika bagi Anak Usia Dini Melalui Kegiatan yang Menyenangkan dan Bermakna. Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 3. Mohammad, M., & Mohammad, H. (2012). Computer integration into the early childhood curriculum. Education, 133(1), 97–116. National Research Council. (2009). 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Knowledge about clean and healthy life in children needs to be given early to shape behavior in everyday life. Knowledge about healthy living can be provided at school through various learning programs. This study aims to find the effectiveness of health promotion programs (JUMSIH) to increase children's knowledge about clean and healthy living. The research method is a pre-experimental one-shot case study design. The respondents of this study were 68 students aged 7-8 years. The results showed that the JUMSIH program can help children have knowledge about healthy living. Based on data analysis, n = 15 generally obtained scores above 2.6. It was concluded that healthy living skills are often performed by students such as hand washing, bathing, and toothbrush behavior which are basic skills for children to be able to live healthy lives. Suggestions for further research which is the development of various programs to increase awareness of clean and healthy living from an early age. Keywords: Clean and healthy life Knowledge, Early Childhood, Health Promotion Program (JUMSIH) References: Akçay, N. O. (2016). Implementation of Cooperative Learning Model in Preschool. Journal of Education and Learning, 5(3), 83–93. https://doi.org/10.5539/jel.v5n3p83 Allport, B. S., Johnson, S., Aqil, A., Labrique, A. B., Nelson, T., KC, A., … Marcell, A. V. (2018). Promoting Father Involvement for Child and Family Health. Academic Pediatrics, 18(7), 746–753. https://doi.org/10.1016/j.acap.2018.03.011 Bonuck, K. A., Schwartz, B., & Schechter, C. (2016). Sleep health literacy in head start families and staff: Exploratory study of knowledge, motivation, and competencies to promote healthy sleep. Sleep Health, 2(1), 19–24. https://doi.org/10.1016/j.sleh.2015.12.002 Considerations, P., & Framework, N. Q. (2010). Health , Hygiene and Infection Control Strategies for Policy Implementation :2010(Vic). Conti, G., Heckman, J. J., & Pinto, R. (2016). 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Frankfurt am Main: Peter Lang, 1995. 256 pp.-John Murphy, Hernando Calvo Ospina, Salsa! Havana heat: Bronx Beat. London: Latin America Bureau, 1995. viii + 151 pp.-Donald R. Hill, Stephen Stuempfle, The steelband movement: The forging of a national art in Trinidad and Tobago. Philadelphia: University of Pennsylvania Press, 1995. xx + 289 pp.-Hilary McD. Beckles, Jay R. Mandle ,Caribbean Hoops: The development of West Indian basketball. Langhorne PA: Gordon and Breach, 1994. ix + 121 pp., Joan D. Mandle (eds)-Edmund Burke, III, Lewis R. Gordon ,Fanon: A critical reader. Oxford: Blackwell, 1996. xxi + 344 pp., T. Denean Sharpley-Whiting, Renée T. White (eds)-Keith Alan Sprouse, Ikenna Dieke, The primordial image: African, Afro-American, and Caribbean Mythopoetic text. New York: Peter Lang, 1993. xiv + 434 pp.-Keith Alan Sprouse, Wimal Dissanayake ,Self and colonial desire: Travel writings of V.S. Naipaul. New York : Peter Lang, 1993. vii + 160 pp., Carmen Wickramagamage (eds)-Yannick Tarrieu, Moira Ferguson, Jamaica Kincaid: Where the land meets the body: Charlottesville: University Press of Virginia, 1994. xiii + 205 pp.-Neil L. Whitehead, Vera Lawrence Hyatt ,Race, discourse, and the origin of the Americas: A new world view. Washington DC: Smithsonian Institution Press, 1995. xiii + 302 pp., Rex Nettleford (eds)-Neil L. Whitehead, Patricia Seed, Ceremonies of possession in Europe's conquest of the new world, 1492-1640. Cambridge: Cambridge University Press, 1995. viii + 199 pp.-Livio Sansone, Michiel Baud ,Etnicidad como estrategia en America Latina y en el Caribe. Arij Ouweneel & Patricio Silva. Quito: Ediciones Abya-Yala, 1996. 214 pp., Kees Koonings, Gert Oostindie (eds)-D.C. Griffith, Linda Basch ,Nations unbound: Transnational projects, postcolonial predicaments, and deterritorialized nation-states. Langhorne PA: Gordon and Breach, 1994. vii + 344 pp., Nina Glick Schiller, Cristina Szanton Blanc (eds)-John Stiles, Richard D.E. Burton ,French and West Indian: Martinique, Guadeloupe and French Guiana today. Charlottesville: University Press of Virginia; London: Macmillan Caribbean, 1995. xii + 202 pp., Fred Réno (eds)-Frank F. Taylor, Dennis J. Gayle ,Tourism marketing and management in the Caribbean. New York: Routledge, 1993. xxvi + 270 pp., Jonathan N. Goodrich (eds)-Ivelaw L. Griffith, John La Guerre, Structural adjustment: Public policy and administration in the Caribbean. St. Augustine: School of continuing studies, University of the West Indies, 1994. vii + 258 pp.-Luis Martínez-Fernández, Kelvin A. Santiago-Valles, 'Subject People' and colonial discourses: Economic transformation and social disorder in Puerto Rico, 1898-1947. Albany: State University of New York Press, 1994. xiii + 304 pp.-Alicia Pousada, Bonnie Urciuoli, Exposing prejudice: Puerto Rican experiences of language, race, and class. Boulder: Westview Press, 1996. xiv + 222 pp.-David A.B. Murray, Ian Lumsden, Machos, Maricones, and Gays: Cuba and homosexuality. Philadelphia: Temple University Press, 1996. xxvii + 263 pp.-Robert Fatton, Jr., Georges A. Fauriol, Haitian frustrations: Dilemmas for U.S. policy. Washington DC: Center for strategic & international studies, 1995. xii + 236 pp.-Leni Ashmore Sorensen, David Barry Gaspar ,More than Chattel: Black women and slavery in the Americas. Bloomington: Indiana University Press, 1996. xi + 341 pp., Darlene Clark Hine (eds)-A. Lynn Bolles, Verene Shepherd ,Engendering history: Caribbean women in historical perspective. Kingston: Ian Randle; London: James Currey, 1995. xxii + 406 pp., Bridget Brereton, Barbara Bailey (eds)-Bridget Brereton, Mary Turner, From chattel slaves to wage slaves: The dynamics of labour bargaining in the Americas. Kingston: Ian Randle; Bloomington: Indiana University Press; London: James Currey, 1995. x + 310 pp.-Carl E. Swanson, Duncan Crewe, Yellow Jack and the worm: British Naval administration in the West Indies, 1739-1748. Liverpool: Liverpool University Press, 1993. x + 321 pp.-Jerome Egger, Wim Hoogbergen, Het Kamp van Broos en Kaliko: De geschiedenis van een Afro-Surinaamse familie. Amsterdam: Prometheus, 1996. 213 pp.-Ellen Klinkers, Lila Gobardhan-Rambocus ,De erfenis van de slavernij. Paramaribo: Anton de Kom Universiteit, 1995. 297 pp., Maurits S. Hassankhan, Jerry L. Egger (eds)-Kevin K. Birth, Sylvia Moodie-Kublalsingh, The Cocoa Panyols of Trinidad: An oral record. London & New York: British Academic Press, 1994. xiii + 242 pp.-David R. Watters, C.N. Dubelaar, The Petroglyphs of the Lesser Antilles, the Virgin Islands and Trinidad. Amsterdam: Foundation for scientific research in the Caribbean region, 1995. vii + 492 pp.-Suzannah England, Mitchell W. Marken, Pottery from Spanish shipwrecks, 1500-1800. Gainesville: University Press of Florida, 1994. xvi + 264 pp.

The paper presents results from an international research project looking at Roma children between the ages of 3 and 6 years old. Thirty Roma children from Southwest Bulgaria and 30 Roma children from East Slovakia were tested with a psycholinguistic test in Romani language, measuring the knowledge of different grammatical categories. In most East European countries, the children are tested employing psychological/IQ tests in the official languages of the country and if the child does not understand the test task, because of a lack of knowledge in that language, s/he is deemed to have “light mental retardation”. The knowledge of the children on different grammatical categories in their mother tongue is not taken into account. For the first time in Europe, a psycholinguistic test was developed for measuring the knowledge in Romani (comprehension and production). Categories such as wh-questions, wh-complements, passive verbs, possessiveness, tense and aspect, learning new nouns and verbs are measured with newly developed test. The knowledge of the children is connected with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of the home culture in the development of the children and the theory of García Coll and her collaborators presents the home environment and the SES of the families as an important predictor for language development and school readiness of the minority/migrant children. References Bafekr, S. (1999) Schools and their undocumented Polish and “Romany Gypsy” pupils.International Journal of Educational Research, 31, 295-302. Bakalar, P. (2004) The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV,(3&4), 291-300. Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150-177. Bronfenbrenner U (1979). The ecology of human development: Experiments by nature anddesign. Cambridge, MA: Harvard University Press. Bronfenbrenner U (1986). Ecology of the family as a context for human development:Research perspectives. Developmental Psychology, 22, 723-742. Cvorovic, J. (2014) The Roma: A Balkan Underclass. Ulster: Ulster Institute for SocialResearch. Forget-Dubois, N., Lemelin, J.-P., Perusse, D., Tremblay, R. E. & Boivin, M. (2009). EarlyChild Language Mediates the Relation Between Home Environment and SchoolReadiness. Child Development, 80 (3), 736-749. García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H. andGarcía, H. V. (1996) An Integrative Model for the Study of Developmental Competenciesin Minority Children. Child Development, 67 (5), 1891-1914. Han, W.-J. (2006) Academic Achievements of Children in Immigrant Families.Educational Research and Review. 1 (8), 286-318. Hollo, L. (2006) Equality for Roma in Europe. A Roadmap for Action. Budapest: OSI Kezdi, G. and Kertesi, G. (2011) The Roma/non-Roma test score gap in Hungary.American Economic Review, 101 (3), 519-525. Kyuchukov, H (2006). Desegregation of Roma schools in Bulgaria. Sofia: SEGA Kyuchukov, H. (2014) Acquisition of Romani in a Bilingual Context. Psychology ofLanguage and Communication, 18 (3), 211-225. Kyuchukov, H., Kaleja, M. & Samko, M. (2016) Roma parents as educators of theirchildren. Intecultural education, 26 (5), 444-448. Neuman, S., & Marulis, L. M. (2010). The Effects of Vocabulary Intervention on YoungChildren’s Word Learning: A Meta-Analysis. Review of Educational Research, 80 (3),300-335. Ogbu J. U. (1978). Minority Education and Caste: The American System in Cross-culturalPerspective. New York: Academic Press. Ogbu J. U. (1981). Origins of human competence: A cultural ecological perspective. ChildDevelopment, 52, 413-429. Ogbu, J. U. (1988). Cultural diversity and human development. In: D. Slaughter (Ed.),Black children and poverty: A developmental perspective. San Francisco: Jossey-Bass.11-28. Parsons, Talcott. (1940). An Analytical Approach to the Theory of Social Stratification.American Journal of Sociology, 45 (6), 841-862. Roskos, K., & Neuman, S. (2005). The state of pre-kindergartens standard. EarlyChildhood Research Quarterly, 20, 125-145. Rushton, J. P. Cvorovic, J. and Bons, T. A. (2007). General mental ability in South Asians:Data from three Roma (Gypsy) communities in Serbia. Intelligence, 35(1), 1-12. Rydland, V. (2009). “Whow-when I was going to pretend drinking it tasted coke for real!”Second-language learners’ out-of-frame talk in peer pretend play: A developmental studyfrom preschool to first grade. European Journal of Developmental Psychology, 6 (2), 190-222. Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of LanguageAcquisition. Cambridge, MA: Harvard University Press.

We are grateful for comments made by participants at the Symposium on the “Measurement of Profit and Productivity: Theory and Practice,” on December 16, 1988, in the University of Florida, cosponsored by the Vincent C. Ross Institute of Accounting Research, Leonard N. Stern School of Business, New York University, the Public Policy Research Center, Graduate School of Business, University of Florida, and The Kruger Center of Finance, Jerusalem School of Business Administration, Hebrew University; at workshops at the Leonard M. Stern School of Business, New York University; at the Accounting Research and Education Center of McMaster University; at the European Accounting Association meeting in Stuttgart, Germany; at workshops at Wharton School University of Pennsylvania; University of California at Berkeley; Northwestern University; French Finance Association Meeting.

Objective: Although the fastest growing mi­nority group, Asian Americans receive little attention in mental health research. More­over, aggregated data mask further diversity within Asian Americans. This study aimed to examine depression risk by detailed Asian American subgroup, and further assess de­terminants within and between three Asian ethnic subgroups.Methods: Needs assessment surveys were collected in 16 Asian American subgroups (six Southeast Asian, six South Asian, and four East Asian) in New York City from 2013-2016 using community-based sampling strategies. A final sample of N=1,532 com­pleted the PHQ-2. Bivariate comparisons and multivariable logistic models explored differences in depression risk by subgroup.Results: Southeast Asians had the greatest depression risk (19%), followed by South Asians (11%) and East Asians (9%). Among Southeast Asians, depression risk was associ­ated with lacking health insurance (OR=.2, 95% CI: 0-.6), not having a provider who speaks the same language (OR=3.2, 95% CI: 1.3-8.0), and lower neighborhood social cohesion (OR= .94, 95% CI: .71-.99). Among South Asians, depression risk was associated with greater English proficiency (OR=3.9, 95% CI: 1.6-9.2); and among East Asians, depression risk was associated with ≤ high school education (OR=4.2, 95% CI: 1.2-14.3). Additionally, among Southeast Asians and South Asians, the high­est depression risk was associated with high levels of discrimination (Southeast Asian: OR=9.9, 95% CI: 1.8-56.2; South Asian: OR=7.3, 95% CI: 3.3-16.2).Conclusions: Depression risk and deter­minants differed by Asian American ethnic subgroup. Identifying factors associated with depression risk among these groups is key to targeting limited public health resources for these underserved communities. Ethn Dis. 2020;30(4):553-562; doi:10.18865/ed.30.4.553

Purpose – The literature was reviewed to locate the most relevant social-psychology theories, factors, and instruments in order to measure New York State resident attitudes and social norms (SNs) concerning their intent to evacuate Hurricane Irene in the summer of 2011. The purpose of this paper is to develop a model which could be generalized to improve social policy determination for natural disaster preparation. Design/methodology/approach – A post-positivist ideology was employed, quantitative data were collected from an online survey (nominal, binary, interval, and ratio), and inferential statistical techniques were applied to test theory-deductive hypotheses (Strang, 2013b). Since the questions for each hypothesized factor were customized using a pilot for this study, exploratory factor analysis were conducted to ensure the item validity and reliabilities were compared to a priori benchmarks (Gill et al., 2010). Correlation analysis along with logistic and multiple regression were applied to test the hypothesis at the 95 percent confidence level. Findings – A statistically significant model was developed using correlation, stepwise regression, ordinary least squares regression, and logistic regression. Only two composite factors were needed to capture 55.4 percent of the variance for behavioral intent (BI) to evacuate. The model predicted 43.9 percent of the evacuation decisions, with 13.3 percent undecided, leaving 42.8 incorrectly classified), using logistic regression (n=401 surveyed participants). Research limitations/implications – Municipal planners can use this information by creating surveys and collecting BI indicators from citizens, during risk planning, in advance of a natural disaster. The concepts could also apply to man-made disasters. Planners can use the results from these surveys to predict the overall likelihood that residents with home equity (e.g. home owners) intend to leave when given a public evacuation order. Practical implications – Once municipal planners know the indicators for personal attitudes (PAs) (in particular) and SNs, they could sort these by region, to identify areas where the PAs were too low. Then additional evacuation preparation efforts can be focussed on those regions. According to these findings, the emphasis must be focussed on a PA basis, describing the extreme negative impacts of previous disasters, rather than using credible spokespersons, to persuade individuals to leave. Originality/value – A new model was created with a “near miss disaster” severity factor as an extension to the theory of reasoned action.

This study aims to increase children English vocabulary aged 5-6 years old by playing CABE or searching and whispering. This research is classroom action research that was conducted in Marsudirini Sang Timur Kindergarten, Salatiga. The Subjects of the study were 20 B1 kindergarten children. Data was collected by teaching English vocabulary by playing CABE in some cycles which includes four stages in the form of cycles, there are (1) planning; (2) implementation; (3) observation; and (4) reflection. Research instruments used in this research was in sheets observation checklist. The results of a percentage of pre-cycle was 13 %, cycle I was 31 % in first meeting and was 66 % in the second meeting, cycle II was 75 % performed in only one meeting. There is an improvement in pre-action and any action on each meeting until it reaches 75 %. Keywords: Early childhood, English vocabulary, “CABE” method, Learning English References Bawono, Y. (2017). Kemampuan berbahasa pada anak prasekolah : Sebuah kajian pustaka. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia. Chamot, A. U. (1987). Toward a Functional ESL Curriculum in the Elementary School, in Long, Michael H. & Richards, Jack C. (eds.) Methodology in TESOL. New York: Newburry House Publishers. Fromkin, V., Rodman, R., & H., & N. (1990). An Intoduction to Language. New York, NY: Avon Books. İlin, G., Kutlu, Ö., & Kutluay, A. (2013). An Action Research: Using Videos for Teaching Grammar in an ESP Class. Procedia - Social and Behavioral Sciences. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.01.065 Imam, I. (2016). Meningkatkan Kemampuan Menyimak Siswa Kelas I Melalui Teknik Permainan Pesan Berantai Pada Pembalajaran Bahasa Indonesia. PEDAGOGIA: Jurnal Pendidikan. https://doi.org/https://doi.org/10.21070/pedagogia.v3i2.62 Khairani, A. I. (2016). Pendidikan Bahasa Inggris Untuk Anak Usia Dini. Digilib.Unimed.Ac.Id. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Matondang, E. M. (2005). Menumbuhkan Minat Belajar Bahasa Inggris Anak Usia Dini melalui Lagu dan Gerak. Jakarta: Jurnal Pendidikan Penabur. Montessori, M. (1991). The discovery of the Child. New York: Ballatine Book. Muflihah, M. (2019). Pentingnya Peran BAhasa dalam Pendidikan Usia DIni (PAUD). ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4642 Mustafa, B. (2007). Pendidikan Anak Usia Dini. Musthafa, B. (2010). Teaching English to Young Learners in Indonesia : Essential Requirements. Educationist. Nugrahani, D., Egar, N., Sumardiyani, L., & Wardoyo, S. L. (2017). PENDIDIKAN ANAK USIA DINI BERBASIS LIFE SKILLS. E-DIMAS. https://doi.org/https://doi.org/10.26877/e-dimas.v2i1.102 Nurjanah, N, Dwiastuty, Nina, Susilawati, S. (2015). Mengenalkan Model Pengajaran Edutainment Mengajarkan Bahasa Inggris Pada Anak–Anak Usia Dini. Faktor. Jurnal Ilmiah Kependidikan. Nurmadiah, N. (2018). Strategi Pembelajaran Anak Usia Dini. Al-Afkar : Jurnal Keislaman & Peradaban. https://doi.org/https://doi.org/10.28944/afkar.v3i1.101 Nurvitasari, M. D. (2016). Penerapan Aspek Perkembangan Anak Usia Dini Dalam Media Macca (Balok Susun Interaktif). O’Grady, W. (2008). Innateness, universal grammar, and emergentism. Lingua. https://doi.org/https://doi.org/10.1016/j.lingua.2007.03.005 Santrock, J. (n.d.). Adolesence (Fifth Edit). New York, NY: McGrawHill Company Inc. Sophya, I. V. (2019). Desain Pembelajaran BAhasa Inggris untuk Pendidikan Anak Usia Dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4639 Tomlinson, B. (2012). Materials development for language learning and languange teaching. https://doi.org/https://doi.org/10.1017/S0261444811000528 Vygotsky, L. S. (1986). Thought and Language. Cambridge, M.A.: The MIT Press Wiratno, T., & Santosa, R. (2003). Bahasa, Fungsi Bahasa, dan Konteks Sosial. Bahasa, Fungsi Bahasa, Dan Konteks Sosial Yamin, M. (2010). Panduan Pendidikan Anak Usia Dini. Jakarta: Gaung Persada Pers Zaini, A. (2015). Bermain sebagai metode pembelajaran bagi anak usia dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal

IntroductionObesity is a major public health challenge and exacerbates economic disparities through employment discrimination and increased personal health expenditures. Financial incentives for weight management may intensify individuals’ utilisation of evidence-based behavioural strategies while addressing obesity-related economic disparities in low-income populations. Trials have focused on testing incentives contingent on achieving weight loss outcomes. However, based on social cognitive and self-determination theories, providing incentives for achieving intermediate behavioural goals may be more sustainable than incentivising outcomes if they enhance an individual’s skills and self-efficacy for maintaining long-term weight loss. The objective of this paper is to describe the rationale and design of the Financial Incentives foR Weight Reduction study, a randomised controlled trial to test the comparative effectiveness and cost-effectiveness of two financial incentive strategies for weight loss (goal directed vs outcome based) among low-income adults with obesity, as well as compared with the provision of health behaviour change resources alone.Methods and analysisWe are recruiting 795 adults, aged 18–70 years with a body mass index ≥30 kg/m2, from three primary care clinics serving residents of socioeconomically disadvantaged neighbourhoods in New York City and Los Angeles. All participants receive a 1-year commercial weight loss programme membership, self-monitoring tools (bathroom scale, food journal and Fitbit Alta HR), health education and monthly check-in visits. In addition to these resources, those in the two intervention groups can earn up to $750 over 6 months for: (1) participating in an intensive weight management programme, self-monitoring weight and diet and meeting physical activity guidelines (goal-directed arm); or (2) a ≥1.5% to ≥5% reduction in baseline weight (outcome-based arm). To maximise incentive efficacy, we incorporate concepts from behavioural economics, including immediacy of payments and framing feedback to elicit regret aversion. We will use generalised mixed effect models for repeated measures to examine intervention effects on weight at 6, 9 and 12 months.Ethics and disseminationHuman research protection committees at New York University School of Medicine, University of California Los Angeles (UCLA) David Geffen School of Medicine and Olive-View–UCLA Medical Center granted ethics approval. We will disseminate the results of this research via peer-reviewed publications, conference presentations and meetings with stakeholders.Trial registration numberNCT03157713.

Thesis (Ph. D.)--New School for Social Research, 2003.
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Thesis (Ph. D.)--New School for Social Research, 2003.
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Thesis (Ph. D.)--New School for Social Research, 1997.
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Thesis (Ph. D.)--New School for Social Research, 2003.
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Thesis (Ph. D.)--New School for Social Research, 2003.
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Thesis (Ph. D.)--New School for Social Research, 2002.
Typescript. Includes bibliographical references (leaves 393-409). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School for Social Research, 2003.
Typescript. Includes bibliographical references (leaves 167-178). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.

Thesis (Ph. D.)--New School for Social Research, 2002.
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