Merchant of Mercy, Merchant of Death: How Values Advocacy Messages Influence Jury Deliberations     

Amy O'Connor 《Journal of Applied Communication Research》2006,34(3):263-284

This exploratory study addresses the ability of values advocacy messages to influence target publics' behavior beyond consumer purchase decisions. In doing so, it fills a gap in the research by extending our understanding of the persuasive premises of values advocacy messages beyond rhetorical (de)construction; consumer behavior; and the establishment of typologies, definitions, and methods of inquiry. Using focus group methodology, target audience members (n=37) of a contemporary values advocacy campaign reflect upon the messages presented in the context of jury deliberations. The findings show that focus group participants would likely reduce punitive damage judgments if exposed to values advocacy messages. The social and cultural implications exposed by participants' comments reflect ongoing concern among critical scholars about the ability of corporations to manipulate public behavior and indicate the ethical conundrum between corporate and community speech.  相似文献   

Talent identification and selection in elite youth football: An Australian context     

Donna O'Connor  Paul Larkin  A. Mark Williams 《European Journal of Sport Science》2016,16(7):837-844

We identified the perceptual–cognitive skills and player history variables that differentiate players selected or not selected into an elite youth football (i.e. soccer) programme in Australia. A sample of elite youth male football players (n?=?127) completed an adapted participation history questionnaire and video-based assessments of perceptual–cognitive skills. Following data collection, 22 of these players were offered a full-time scholarship for enrolment at an elite player residential programme. Participants selected for the scholarship programme recorded superior performance on the combined perceptual–cognitive skills tests compared to the non-selected group. There were no significant between group differences on the player history variables. Stepwise discriminant function analysis identified four predictor variables that resulted in the best categorization of selected and non-selected players (i.e. recent match-play performance, region, number of other sports participated, combined perceptual–cognitive performance). The effectiveness of the discriminant function is reflected by 93.7% of players being correctly classified, with the four variables accounting for 57.6% of the variance. Our discriminating model for selection may provide a greater understanding of the factors that influence elite youth talent selection and identification.  相似文献   

Multimedia and Online Video Case Studies for Preservice Teacher Preparation   总被引：2，自引：0，他引：2  

Terence R. Cannings  Sue Talley 《Education and Information Technologies》2002,7(4):359-367

Case studies have been used successfully as a part of teacher education. There are many possibilities in extending the impact of case studies through the use of technology. Video and the Internet could enable demonstration of more examples, dissemination beyond the walls of the classroom, and discussion between geographically dispersed preservice teachers. Several projects are now investigating the possible ways that technology might enhance or extend text case studies. After exploring four existing products, four essential elements for video case studies are proposed. As video case studies move to the Internet, additional issues arise and these are also explored.  相似文献   

New Zealand Maori Stories and Symbols: Family Value Lessons for Western Counsellors     

Michael O'Connor  Angus Macfarlane 《International journal for the advancement of counseling》2002,24(4):223-237

Maori stories and symbols offer Westerns counselors a rich heritageof wisdom. This article provides a summary of key Maori mythologyand worldview highlighting the profound significance of sacredgeography—manifested in the marae (meeting ground) andthe wharenui (meeting house)—and family (whenau) imbedded in genealogy (whakapa). The authors then considerrelated significance for contemporary Maori, offer questions andapplications for western counsellors, and acknowledge essentialconsultation from a Maori staff advisor (te kaiurungi).  相似文献   

A Methylome‐Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap With Attention Deficit Hyperactivity Disorder          下载免费PDF全文

Edward D. Barker  Esther Walton  Charlotte A.M. Cecil  Richard Rowe  Sara R. Jaffee  Barbara Maughan  Thomas G. O'Connor  Argyris Stringaris  Alan J. Meehan  Wendy McArdle  Caroline L. Relton  Tom R. Gaunt 《Child development》2018,89(5):1839-1855

In 671 mother–child (49% male) pairs from an epidemiological birth cohort, we investigated (a) prospective associations between DNA methylation (at birth) and trajectories (ages 7–13) of oppositional defiant disorder (ODD), and the ODD subdimensions of irritable and headstrong; (b) common biological pathways, indexed by DNA methylation, between ODD trajectories and attention deficit hyperactivity disorder (ADHD); (c) genetic influence on DNA methylation; and (d) prenatal risk exposure associations. Methylome‐wide significant associations were identified for the ODD and headstrong, but not for irritable. Overlap analysis indicated biological correlates between ODD, headstrong, and ADHD. DNA methylation in ODD and headstrong was (to a degree) genetically influenced. DNA methylation associated with prenatal risk exposures of maternal anxiety (headstrong) and cigarette smoking (ODD and headstrong).  相似文献   

Reviews     

Vivienne Gross  Louise O'Connor  Sue Smedley  David Thomas 《Pastoral Care in Education》2013,31(3):40-42

Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00

Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99

Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99

David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p.  相似文献   

Activating the curriculum: a socio-ecological action research frame for health and physical education     

Justen O'Connor  Laura Alfrey 《Sport, Education and Society》2015,20(6):691-709

The health and physical education (HPE) profession needs to find alternatives to its individualistic and performative focus if it is to remain relevant and meaningful for all learners. This paper presents a way of framing HPE that helps to shift the focus from the individual as autonomous decision-maker, and goes beyond sport and fitness testing as the main contexts for learning. To do this we present the socio-ecological action research (SEAR) frame for unit development that was co-created and enacted over a six-month period involving dialogue between teachers, students, parents, researchers and community. This paper presents findings from semi-structured interviews, student artefacts and field notes collected as one component of a broader three-phase study which spanned three years. The data describe how generalist primary teachers (n=4) from a small Victorian community and their students (aged 8–10 years) tackled a unit of work that positioned centrally the everyday physical experiences of active school travel (AST). Teachers supported students in exploring barriers to their AST, and developing strategies that would counteract some of the negative perceptions that had limited their AST in the past. The findings suggest that the unit of work evolved from an exploration of AST into a much broader exploration of the whole community. This paper does not provide evidence for an alternative way to view HPE, rather it represents an embryonic exploration of how a SEAR frame might support teachers in applying inquiry-based pedagogies that extend beyond the individual as autonomous decision-maker, and promote opportunities for exploration and understanding of environmental, social and personal factors that influence our health and everyday physically active lives. Despite students being positioned as central actors within the SEAR frame, obtaining genuine student voice throughout the process proved challenging.  相似文献   

Biomedical citing statements: Computer recognition and use to aid full-text retrieval     

John O'Connor 《Information processing & management》1983,19(6)

Citing statements can be used to aid retrieval, to increase the efficiency of citation indexes and for the study of information flow and use. These uses are only feasible on a large scale if computers can identify citing statements within the texts of documents with reasonable accuracy.Computer recognition of multi-sentence citing statements is not easy. Procedures developed for chemistry papers in an earlier experiment were tested on biomedical papers (dealing with various aspects of cancer) and were almost as successful. Specifically, (1) 78% of the words in computer-recognized citing statements were correctly attributable to the corresponding cited papers; and (2) the computer procedures missed 4% of the words in the actual citing statements. When the procedures were modified on the basis of those results and tested on a new sample of cancer papers the results were comparable: 72 and 3% respectively.In an earlier experiment in use of full-text searching to retrieve answer-passages from cancer papers, recall in the “test phase” averaged about 70% and the false retrieval rate was thirteen falsely retrieved sentences per answer-paper retrieved. Unretrieved answer-papers in that experiment's “development phase”, and citing statements referring to them, were studied to develop computer procedures for using citing statements to increase recall. The procedures developed only produced slight recall increases for development phase answer-papers, and similarly for the test phase papers on which they were then tested. Specifically, the test phase results were the following: recall was increased from 70 to 74%, and there was no increase in false retrieval. This contrasts with an earlier experiment in which 50% recall of chemistry papers by search of index terms and abstract words was increased to 70% by the addition of words from citing statements. The difference may be because the average number of citing papers per unretrieved cancer paper was only six while that for chemistry papers was thirteen.  相似文献   

Theo Jansen project in engineering design course and a design example     

Yucheng Liu  Aaron Artigue  Jeremy Sommers  Terence Chambers 《European Journal of Engineering Education》2011,36(2):187-198

Objectives of a project-oriented mechanical engineering course, Engineering Design, were achieved through a design project, where students designed, built and demonstrated an extreme version of a basic Theo Jansen device. Through this project, junior students in the University of Louisiana fully developed the capability of applying mathematic and kinematic knowledge in the analysis and design of mechanisms. Students also developed oral and written communication skills, which would be used in design environments, through the presentation of results in both oral and written forms. An assessment of the design project indicated that effective teaching and learning spread through the semester, with the junior students acting as project managers and experiencing design practices. An example of a student-designed Theo Jansen device is presented in this paper to show the study results achieved by the students.  相似文献   

The relationship between parents' socioeconomic status and education level, and adult occupational and educational achievement of children with learning disabilities     

S C O'Connor  O Spreen 《Journal of learning disabilities》1988,21(3):148-153

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