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Crombie, Aaron P, et al. "The freshman weight gain phenomenon revisited." Nutrition Reviews 67.2 (2009), 83-94. The "freshman 15" is something every college student worries about. This article is reviewing the studies that have been done on this topic and seeing possible factors of it. They list that possible factors could be alcohol, change in physical activity, and many more. It also researches the differences between men and women in this subject. They come to conclude that freshman normally do not actually gain 15, but it appears more like it because it is less likely to be in lean weight.

Delinsky, Sherrie S. and G. Terence Wilson. "Weight gain, dietary restraint, and disordered eating in the freshman year of college." Eating Behaviors 9.1 (2008), 82-90. Eating disorders, lack in proper dietary intake, and skipping meals is an ongoing trend in the college freshman women. This article wants to find the link between these and the disorders that are coming cross these women. This experiment was conducted through questionnaires and by weighing the participants. By measuring the BMI from when they first met in beginning of the year and the end of the year the expirementer was able to come up with several conclusions and theories.

Rosen, Larry D., et al. "The Relationship Between "Textisms" and Formal and Informal Writing Among Young Adults." Communication Research 37.3 (2010): 420-440. Academic Search Complete. EBSCO. Web. 19 Nov. 2010. This article is about whether or not there is a connection between textisms and the quality of writing. There has been an overwhelming increase in the use of text messaging, and in some cases young adults use messages more than talking. Two studies were performed trying to determine if there is a relationship, because not much research has been completed. On top of that most of the research has yielded different results. These two studies did not see a connection between the use of textisms and formal writing, but it did between the use of textisms and informal writing.

Hartz, Deborah. "Literacy Leaps as Blind Students Embrace Technology." The English Journal 90.2 (2000): 52-59. JSTOR. Web. 16 Nov. 2010. Deborah Hartz is a teacher, who has taught high school English at The Arizona School for the Blind in Tuscan. Hartz uses a variety of technologies to help teach her students how to read. She gives detailed descriptions on the various types of machines and tells the usefulness of each machine. Some of the technology used in the class room include Braille n' Speak, Zoom Text Extra enlargement and speaking dictionaries. Hartz gives suggestions as to classroom design, and having a library in the classroom that also aid in teaching students who are visually impaired. Hartz explains how important technology is when teaching blind students because it motivates them to want to learn to read, edit and write. She says that the invention of more technology has made it easier for people with visual impairments to access Braille books and has made Braille even more popular among students.

Sherry, Mark. "International students: a vulnerable student population." Higher Education 60.1 (2010), 33-46. This study is about International students at the University of Toledo, they represent 10% of the total number of students (16,000 students). the university made an online survey for international students, because the university wanted help them overcome those barriers and make them feel home. this study cover a lot of issues that student face everyday English language problems, financial and readjustment with the campus life and the whole academic life. it also gives us an idea about how the university helped them with those problem and guided them through the process.

Kicklighter, Jana Regina, et al. "College Freshmen Perceptions of Effective and Ineffective Aspects of Nutrition Education." Journal of American College Health 59.2 (2010): 98-104. Academic Search Complete. EBSCO. Web. 19 Nov. 2010. Research was done to see how college freshman viewed their eating habbits while they have been at college. They did they by having 5 focus groups. They came to find that most of all the nutritional needs per day, based on the food pyramid, were not met. They realized that freshman have a high rate of going for food that is fast, affordable, and therefore tend to not be very healthy.

Earlier studies associated the first year of college with a dramatic increase in body weight, termed the "freshman 15". However, recent studies showed that weight gain might be smaller. The purpose of this review was to evaluate the extent of observed weight/body composition changes, including factors associated with them, among students entering university. Searches were conducted for studies examining weight/body composition changes during freshman semesters. Most studies were not comprehensive in assessing numerous potential causative factors for weight gain. Methods for assessing diet, physical activity, and behavioral factors varied among studies. Weight changes were often not quantified by measures of body composition (lean/fat) to ascertain that changes were limited just to gains in fat mass. Overall, weight changes ranged from 0.7-3.1 kg, but among individuals who gained weight, the range was narrower, 3.1-3.4 kg. There may be specific groups of students with a greater predisposition for weight gain and future research should focus on identifying those groups.

Objective: The aims of the study were to assess whether women during the first year of college experience (1) significant weight gain; (2) a prospective relation between dietary restraint and weight gain; (3) an increase in disordered eating; and (4) a prospective relation between dietary restraint or concern about the Freshmen 15 (i.e., weight gain of 15 lbs during the freshman year of college) and disordered eating.\n\nMethod\nParticipants were 336 female students in their first year of college who completed questionnaire measures of Body Mass Index (BMI), eating disorder pathology, dietary restraint, body image, and self-esteem.\n\nResults\nParticipants' mean weight gain was approximately 3 lbs (1.5 kg), and among those who gained weight, the mean gain was 7.32 lbs (3.3 kg). Dietary restraint in September did not predict weight change in April, but participants who lost weight reported significantly greater dietary restraint than those participants who gained weight. Eating disorder symptoms increased significantly from September to April. Dietary restraint, concern about the "Freshman 15", and self-esteem in September uniquely predicted EDE-Q Weight and Shape Concern subscale scores in April.\n\nDiscussion\nFemale students in their first year of college gain a small but significant amount of weight, and weight gain was mostly unrelated to dietary restraint. Disordered eating increases during the first year of college and, is predicted by prospective dietary restraint and concerns about weight gain.

Juan Zhang. Middlestadt, Susan E.Cheng-Ye Ji."Psychosocial factors underlying physical activity." International Journal of Behavioral Nutrition & Physical Activity; 2007, Vol. 4, p38-10, 10p, 8 Charts. Academic Search Complete. Web. November 18, 2010. The increase in obesity in China. Trying to prevent this by encouraging middle schooler in China the importance of being physicaly fit and excersising.

Cassell, J. and Ryokai K. "Making Space for Voice: Technologies to Support Children's Fantasy and Storytelling." Personal and Ubiquitous Computing 5.3 (2001):169-190. Ohiolink. Web. 18 Nov. 2010. This article talks about hoe technology today does not allow children to use their imaginations to the fullest. Children need to use their imaginations and they can do that through storytelling. When they make up stories and act out their favorite fantasy scenes, their imaginations grow.

Landt, Susan M. "Multicultural literature and young adolescents: A kaleidoscope of opportunity." Journal of Adolescent & Adult Literacy 49.8 (2006): 690-697. Academic Search Complete. EBSCO. Web. 17 Nov. 2010. In this article, Susan Landt focuses on the importance of integrating multicultural literature into studies, especially at the adolescent level. Introducing multicultural literature into the classroom is necessary in providing a wider view that opens students to insights of other cultures. Landt claims that if multicultural literature were an integrated part of education teachers wouldn't be struggling to incorporate diversity and multicultural education in their classes. Several important reasons for this assimilation is to acknowledge the many cultures and their contributions to the world. It also helps to bring children into contact with other cultures and helps them to develop awareness at an early age, which will encourage respect for all peoples.

Cropley, David, and Arthur Cropley. "Recognizing and Fostering Creativity in Technological Design Education." International Journal of Technology & Design Education 20.3 (2010): 345-58. Academic Search Complete. Web. This article deals with the pros and cons witht the idea of introducing techonolog into the classroom at younger ages. People are hesitant to do so; however, it may be for the best interest to expose kids at an early age. You will be able to hear different arguements from different point of views (students, teachers, parents, etc.)

Smith, William L., and Pidi Zhang. "STUDENTS' PERCEPTIONS AND EXPERIENCES WITH KEY FACTORS DURING THE TRANSITION FROM HIGH SCHOOL TO COLLEGE." College Student Journal 43.2 (2009): 643-657. Academic Search Complete. EBSCO. Web. 22 Nov. 2010. The article takes a look at the factors that play a role in the transition from high school to college. The article examines how many times students asked or recieved help. The most important factor of help seemed to people parental encouragement. The number of times one asked for help differed from person to person. Also, how a student determined what help was differed from race to race. The lack of help, however, did not affect one's grade point average.

Abromeit, Kathleen A. "Info Lit and the Diva: Integrating Information Literacy into the Oberlin Conservatory of Music Opera Theater Department." OhioLINK. Web. 20 November 2010. This article reads like a play and discusses integrating literacy in opera.

Waller, David. "Literacy and Music Literacy: Language A Pedagogical Asymmetry." OhioLINK. Web. 19 November 2010 Music education discourse is marked by frequent comparisons of music to language, and of music notation to written language. However, the role played by writing, as opposed to reading, is often overlooked in that discourse, as well as in classroom practices and workbooks. Consequently, far too many students can read music notation but not write it. Failing to achieve full literacy in their field, they develop a habit of deference toward printed music. Plato argues in the Phaedrus that we should not take that which is written too seriously. Letting students write music will help them to achieve the perspective of Plato-himself a writer.

Barker Reinecke, Marguerite. "Teaching music literacy in the townships: building partnerships and a culture of accountability." OhioLINK. Web. 19 November 2010 The learning of music can transform the lives of young school children and youths in a Johannesburg township. This article describes the background to the pioneering work of the South African Music Education Trust (SAMET) in its attempts to kindle interest in musical literacy, to fund its projects, and to create a culture of trust and partnership between donors and recipients, some of whom are learning about fund management and accountability for the first time.

Piro, Joseph M. "The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students." Psychology of Music, Volume 37, issue 3 (July 2009), p. 325-347. OhioLINK. Web. 20 November 2010. A number of studies have reported positive associations between music experience and increased abilities in non-musical (e.g., linguistic, mathematical, and spatial) domains in children. These transfer effects continue to be probed using a variety of experimental designs. The major aim of this quasi-experimental study was to examine the effects of a scaffolded music instruction program on the vocabulary and verbal sequencing skills of two cohorts of second-grade students. One group (n = 46) studied piano formally for a period of three consecutive years as part of a comprehensive instructional intervention program.

Walsh, Maureen. "Worlds have collided and modes have merged: classroom evidence of changed literacy practices." Literacy, Volume 42, issue 2 (July 2008), p. 101-108. OhioLINK. Web. 20 November 2010 Debates continue in public and in educational policy forums about the 'basics' of literacy while many have not recognised that these basics may never be the same again. Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of music, photography and film. At the same time, educational policy and national testing requirements are still principally focused on the reading and writing of print-based texts. This paper examines evidence from classroom research to analyse the nature of multimodal literacy, the literacy that is needed in contemporary times for reading, viewing, responding to and producing multimodal and digital texts. Examples of students' engagement in multimodal literacy are presented to demonstrate how classroom literacy practices can incorporate the practices of talking, listening, reading and writing together with processing the modes of written text, image, sound and movement in print and digital texts.

Gould, Elizabeth. "Music Education Desire(ing): Language, Literacy, and Lieder." Philosophy of Music Education Review, Volume 17, issue 1 (June 04, 2009), p. 41-55. OhioLINK. Web. 20 November 2010. Issues of desire in music education are integral and anathema to the profession. Constituted of and by desire, we bodily engage music emotionally and cognitively; yet references to the body are limited to how it may be better managed in order to produce more satisfactory (desired) sounds, thus disciplining desire as we focus on the content of teaching (music) to the virtual exclusion of its subjects (students)-and our selves.