In the periodicals     

I. C. Keller 《Quarterly Journal of Speech》2013,99(4):506-510

BACK TO THE ROUGH GROUND: ‘PHRONESIS’ AND ‘TECHNE’ IN MODERN PHILOSOPHY AND IN ARISTOTLE. By Joseph Dunne. Notre Dame, IN: University of Notre Dame Press, 1993; pp. xvi + 492. $63.00.

COMMUNITY OVER CHAOS: AN ECOLOGICAL PERSPECTIVE ON COMMUNICATION ETHICS. By James A. Mackin, Jr. Tuscaloosa, AL: University of Alabama Press, 1997, xii + pp. 276. $34.95 cloth.

RHETORICAL HERMENEUTICS: INVENTION AND INTERPRETATION IN THE AGE OF SCIENCE. Edited by Alan G. Gross and William M. Keith. Albany: State University of New York Press, 1997; pp. viii + 371. $59.50; paper $19.95.

ADDRESSING POSTMODERNITY: KENNETH BURKE, RHETORIC, AND A THEORY OF SOCIAL CHANGE. By Barbara A. Biesecker. Tuscaloosa: University of Alabama Press, 1997; pp. x + 123. $29.95.

THE PROPHETIC TRADITION AND RADICAL RHETORIC IN AMERICA. By James Darsey. New York: New York University Press, 1997; pp. xii + 279. $35.00.

NEGATION, SUBJECTIVITY, AND THE HISTORY OF RHETORIC. By Victor Vitanza. Albany: State University of New York Press, 1997; pp. xii + 428. Paper $21.95.

COMPARATIVE RHETORIC: AN HISTORICAL AND CROSS‐CULTURAL INTRODUCTION. By George A. Kennedy. New York: Oxford University Press, 1998: pp. ix + 238. $19.95.

HUXLEY: FROM DEVIL'S DISCIPLE TO EVOLUTION'S HIGH PRIEST. By Adrian Desmond. Reading, MA: Addison‐Wesley, 1997: pp. xx + 643. $37.50

SHARING THE EARTH: THE RHETORIC OF SUSTAINABLE DEVELOPMENT. By Tarla Rai Peterson. Columbia, SC: University of South Carolina Press, 1997: pp. xii + 238. $29.95.

THE FRAGILE COMMUNITY: UVING TOGETHER WITH AIDS. By Mara B. Adelman and Lawrence R Frey. Mahway, NJ: Lawrence Erlbaum Associates, 1997; pp. xii + 128. $32.50; paper $16.50

THE MEASURE OF REALITY: QUANTIFICATION AND WESTERN SOCIETY, 1250–1600. By Alfred W. Crosby. New York: Cambridge University Press, 1997; pp. xii + 245. $24.95.

KENNETH BURKE IN GREENWICH VILLAGE: CONVERSING WITH MODERNS, 1915–1931. By Jack Selzer. Madison: University of Wisconsin Press, 1996; pp. xx + 284. $50.00; paper 19.95.  相似文献   

An approach to the problem of “chest resonance”     

Clarence T. Simon  Franklin Keller 《Quarterly Journal of Speech》2013,99(4):432-439

RHETORIC IN GRECO‐ROMAN EDUCATION. By Donald Lemen Clark. New York: Columbia University Press, 1957; pp. xiii+ 285. $4.50.

ENGLISH POLITICS IN THE EARLY EIGHTEENTH CENTURY (Harvard Historical Monographs XXVIII). By Robert Walcott, Jr. Cambridge: Harvard University Press, 1956; pp. viii+291. $3.50.

CONGRESSMAN ABRAHAM LINCOLN. By Donald W. Riddle. Urbana: University of Illinois Press, 1957; pp. x+280. $4.50.

REVIVALISM AND SOCIAL REFORM IN MID ‐ NINETEENTH ‐ CENTURY AMERICA. By Timothy L. Smith. New York: Abingdon Press, 1957; pp. 253. $4.00.

TREATISES ON PREACHING. By Harry Caplan and Henry H. King.

LITERATURE AND THE IMAGE OF MAN: SOCIOLOGICAL STUDIES OF THE EUROPEAN DRAMA AND NOVEL, 1600–1900. By Leo Lowenthal. Boston: The Beacon Press; 1957; pp. xiv+242. $4.95.

OEDIPUS AT THEBES. By Bernard Knox. New Haven: Yale University Press, 1957; pp. viii+280. $5.00.

PARIS THEATRE AUDIENCES IN THE SEVENTEENTH AND EIGHTEENTH CENTURIES. By John Lough. London: Oxford University Press, 1957; pp. vii+293. $7.20.

ON THE ART OF THE THEATRE. By Edward Gordon Craig. New York: Theatre Arts Books, 1956; pp. xxiii+296; 7 plates. $4.75.

AMERICAN DRAMA SINCE 1918. By Joseph Wood Krutch. (Revised edition.) New York: George Braziller, 1957; pp. xii+344. $5.00.

ON ACTORS AND THE ART OF ACTING. George Henry Lewes. New York: Grove Press, 1957; pp. 237. Paper, $1.45. Hardbound, $3.50.

THEATRE SCENECRAFT. By Vern Adix. Anchorage, Kentucky: The Children's Theatre Press, 1956; pp. xxii+309. $6.50.

A SWINGER OF BIRCHES: A PORTRAIT OF ROBERT FROST. By Sidney Cox. With an introduction by Robert Frost. New York: New York University Press, 1957; pp. xi+177.

THE MAN IN THE NAME: ESSAYS ON THE EXPERIENCE OF POETRY. By Leonard Unger. Minneapolis: University of Minnesota Press, 1956; pp. xii+249. $4.00.

MACHINE TRANSLATION OF LANGUAGES. Edited by William N. Locke and A. Donald Booth. New York: The Technology Press of the Massachusetts Institute of Technology and John Wiley, 1955; pp. xii+243. $6.00.

PROBLEMS AND PRINCIPLES: STUDIES IN THE TEACHING OF ENGLISH AS A SECOND LANGUAGE. By David Aber‐crombie. London, New York, and Toronto: Longmans, Green, and Company, 1956; pp. v+97. $1.10.

STUDY OF SOUNDS: ARTICLES CONTRIBUTED IN COMMEMORATION OF THE THIRTIETH ANNIVERSARY OF THE FOUNDING OF THE PHONETIC SOCIETY OF JAPAN. Compiled by the Phonetic Society of Japan. Tokyo, 1957; pp. 549.

BRITISH BROADCASTING: RADIO AND TELEVISION IN THE UNITED KINGDOM. By Burton Paulu. Minneapolis: University of Minnesota Press, 1956; pp. xii+457. $6.00.

CERTAIN LANGUAGE SKILLS IN CHILDREN: THEIR DEVELOPMENT AND INTERRELATIONSHIPS. By Mildred C. Templin. Minneapolis: University or Minnesota Press, 1957; pp. xviii+183. $4.00.

YOUR CHILD'S SPEECH. By Flora Rheta Schreiber. New York: G. P. Putnam's Sons, 1956; pp. 256. $3.50.

SPEECH DISORDERS, PRINCIPLES AND PRACTICES OF THERAPY. By Mildred F. Berry and Jon Eisenson. New York: Apple‐ton‐Century‐Crofts, 1956; pp. 573. $6.75.

SPEECH CORRECTION IN THE SCHOOLS. By Jon Eisenson and Mardel Ogilvie. New York: Macmillan, 1957; pp. 294. I4.25.

BASIC VOICE TRAINING FOR SPEECH. By Elise Hahn, Charles W. Lomas, Donald Hargis, and Daniel Vandraegen. (Second edition.) New York: McGraw‐Hill, 1957; pp. 253. $1.75.

THE ART OF PERSUASION. By Wayne C. Minnick. Boston: Houghton Mifflin, 1957; pp. viii+293. $4.00.

FUNDAMENTALS OF COMMUNICATION: AN INTEGRATED APPROACH. By Wayne N. Thompson. New York: McGraw‐Hill, 1957; pp. x+582. $5.00.

MANAGEMENT‐EMPLOYEE COMMUNICATION IN ACTION. By Harold P. Zelko and Harold J. O'Brien. Cleveland: Howard Allen, Inc., 1957; pp. xv+177. $3.50.

LEADERSHIP AND ROLE EXPECTATIONS. By Ralph M. Stogdill, Ellis L. Scott, and William E. Jaynes. Columbus, Ohio: The Bureau of Business Research, College of Commerce and Administration, Ohio State University, 1956; pp. 168. $2.00.

THE MAN BEHIND THE MESSAGE: A STUDY OF SOME PERSONAL CHARACTERISTICS OF PROFESSIONAL COMMUNICATORS. By Dayton E. Heckraan, Franklin H. Knower, and Paul H. Wagner. Columbus, Ohio: Ohio State University, 1956; pp. 132. $1.00.

SPEECH AT WORK. By Audrey M. Bullard and E. Dulce Lindsay. Melbourne: Longmans, Green and Co., 1956; pp. 180. $2.50.

THE ART OF SPEECH. By H. W. Traynor. Melbourne: Whitcombe and Tombs, 1956; pp. go. $0.50.

TELEVISION AND RADIO. By Giraud Chester and Garnet R. Garrison. (Second edition.) New York: Appleton‐Century‐Crofts, 1956; pp. xv+652. $6.50.  相似文献   

The impact of national culture on e‐learning implementation: a comparative study of an Argentinean and a Swedish university     

Christina Keller  Jörgen Lindh  Stefan Hrastinski  Ines Casanovas  Gladys Fernandez 《Educational Media International》2013,50(1):67-80

This paper analyses and suggests possible technological innovation strategies in higher educational institutions in Africa. The paper describes management issues in the implementation of eLearning with particular reference to its usage in higher education abroad and in Africa, and also suggests appropriate approaches for technological innovation of higher education in Africa. The major findings of the paper, which are based on three case studies, suggest that eLearning needs to be implemented within a strategically developed framework based on a clear and unified vision and a central educational rationale. The findings further highlight the importance of using a combination of strategies – top–down, bottom–up and inside–out – during the diffusion process to attain coherence, collegiality and ownership. The process of technological transformation is not a smooth translation process but one of dislocations, dilemmas and uncertainties and it is an art to effect change and sustainable technological transformation since people are central to this transformation process.

L'innovation technologique et les stratégies de management pour l'enseignement supérieur en Afrique: L'Harmonisation du réalisme et du l'idéalisme

Cet article analyse et suggére des stratégies d'innovation dans des établissements d'enseignement supérieur en Afrique. Il décrit les problèmes de management qui pose l'introduction du e‐Learning avec une référence particulière pour son usage dans l'enseignement supérieur à l'étranger et en Afrique et suggére les approches appropriées pour l'innovation technologique dans l'enseignement supérieur en Afrique. Les résultats principaux exposés dans cet article qui sont fondés sur trois études de cas suggérent que le e‐Learning doit être introduit dans un cadre stratégique fondé sur une vision clariment unifiée et une rationalisation centrale de l'éducation. De plus ces résultats mettent en évidence l'importance de l'utilisation combinée de plusieurs stratégies : stratégies autant en bas, de bas en haut, d'intérieur et d'extérieur pendant le processus de diffusion afin d'aboutir à la cohérence, la collégialité et la possession. Le processus de transformation technologique n'est pas un processus de translation sans à compris mais un de dislocation, de dilemmes, d'incertitudes et c'est un art de procéder au changement et à une transformation technologique soutenue puisque les hommes sont au c?ur de ce processus de transformation.

Technologische Innovations‐ und Umsetzungsstrategien für höhere Bildung in Afrika: Realität und Idealismus aufeinander abstimmen

Dieser Beitrag analysiert technologische Innovationstrategien und stellt Vorschläge für deren Einführung in höhereren Bildungsinstitutionen in Afrika zur Diskussion. Das Papier beschreibt Managementangelegenheiten bei der Umsetzung von eLearning unter besonderer Berücksichtigung seiner Anwendung in der höheren Bildung im Ausland und in Afrika und schlägt auch entsprechende Ansätze für die technologische Innovation im Bereich der höheren Bildung in Afrika vor. Das wesentliche Ergebmiss dieser Arbeit, die auf drei Fallstudien beruht, ist, dass eLearning innerhalb eines strategisch entwickelten Rahmens, basierend auf einer klaren und einheitlichen Sichtweise und einer zentralen bildungslogischen Grundlage eingeführt werden muß. Die Befunde heben weiter die Wichtigkeit hervor, eine Kombination von Strategien zu verwenden: Top‐Down, Bottom‐Up und Inside‐Out Strategien während des Ausbreitungsprozesses, um Kohärenz, Kollegialität und Eigentumsrechte zu erlangen. Der Prozeß technologischer Transformation ist nicht etwa eine sanfte Überleitung, sondern von Verfremdung, Dilemmata und Unsicherheit begleitet. Es ist eine Kunst, Änderung und nachhaltige technologische Transformation zu bewirken, da ja die Menschen das zentrale Element dieses Transformation-sprozesses sind.  相似文献   

Validity of the VmaxST portable metabolic measurement system     

C. Matthew Laurent  Michael C. Meyers  Clay A. Robinson  Lorna R. Strong  Charles Chase  Beelee Goodwin 《Journal of sports sciences》2013,31(7):709-716

Abstract

The aim of this study was to assess and compare the validity of the portable VmaxST telemetry metabolic measurement device with that of a standard measurement system (Vmax29). Thirty asymptomatic, moderately active males provided written, informed consent and completed two maximal graded treadmill exercise tests (Bruce) using the VmaxST and the Vmax29 metabolic measurement systems. Tests were performed in random order on separate days to obtain peak values for time to exhaustion, heart rate, systolic and diastolic blood pressure, oxygen consumption ([Vdot]O₂), carbon dioxide production ([Vdot]CO₂), ventilation ([Vdot] _E), and respiratory exchange ratio (RER). Multivariate analysis of variance revealed no significant main effect (P = 0.88) between the two systems across any variable, suggesting similar measurement capabilities between the two systems. Linear regression analyses revealed moderate to high coefficients of determination for [Vdot]O₂ (r ² = 0.99), [Vdot]CO₂ (r ² = 0.99), [Vdot] _E (r ² = 0.99), and RER (r ² = 0.89). Furthermore, Bland-Altman analyses demonstrated that the VmaxST yielded similar values to the Vmax29, suggesting good agreement between the two systems. Agreement was confirmed when the differences between the methods resulted in a small range as identified by the 95% limits of agreement. Findings from the current study confirm that the VmaxST is a valid device for measuring metabolic and physiological variables during exercise within a controlled laboratory setting.  相似文献   

The direct and indirect effects of motor competence on adolescents’ mental health through health-related physical fitness     

Xiangli Gu  Tao Zhang  Tsz Lun Chu  M. Jean Keller  Xiaoxia Zhang 《Journal of sports sciences》2013,31(17):1927-1933

ABSTRACT

Mental health is an important public health issue and up to one in five youth experience mental health problems. The primary purpose of this study was to examine the relationship among motor competence, health-related physical fitness and mental health outcomes in adolescents. A secondary goal was to test the direct and indirect effects of motor competence on adolescents’ mental health through health-related physical fitness. Participants were 279 adolescents (M_age = 12.49, SD = 0.89) recruited in the south-west region of the US Motor competence including volleyball, soccer, and ultimate Frisbee, were assessed using PE Metrics?. FITNESSGRAM® test battery was used to assess health-related physical fitness components. Students completed a survey measuring their depressive symptoms and health-related quality of life. Motor competence was significantly associated with components of health-related physical fitness (r ranged from ?0.15 to 0.38). The robust fit of the model supports the significant indirect effect of motor competence on mental health outcomes through health-related physical fitness (χ²/df = 39.92/25; CFI = 0.97; RMSEA = 0.046; 90% CI [0.02, 0.07]). The hypothesized conceptual model tested in this study provides insights into the potential interaction of motor competence and health-related physical fitness with adolescents’ mental health.  相似文献   

CONSISTENCY AND MAGNITUDE OF DIFFERENCES IN READING CURRICULUM‐BASED MEASUREMENT SLOPES IN BENCHMARK VERSUS STRATEGIC MONITORING     

Sterett H. Mercer  Milena A. Keller‐Margulis 《Psychology in the schools》2015,52(3):316-324

Differences in oral reading curriculum‐based measurement (R‐CBM) slopes based on two commonly used progress monitoring practices in field‐based data were compared in this study. Semester‐specific R‐CBM slopes were calculated for 150 Grade 1 and 2 students who completed benchmark (i.e., 3 R‐CBM probes collected 3 times per year) and strategic (i.e., one R‐CBM probe collected monthly) assessments. Slopes based on two adjacent benchmark assessments were positively correlated with slopes based on three monthly strategic assessments in the spring semester of Grade 1 but not in either Grade 2 semester, and significant differences were found between the slopes in all semesters. Consistent with another study showing that slopes are overestimated when single probes are administered per occasion, slopes were larger when based on strategic versus benchmark data in the current study, and the average discrepancies between slopes were greater‐than‐expected growth rates in all semesters. The current findings, based on field‐based data, illustrate the impact of variations in commonly used progress monitoring procedures on the precision of calculated slope estimates.  相似文献   

How Nonemployer Firms Stage-Manage Ad Hoc Collaboration: An Activity Theory Analysis     

Clay Spinuzzi 《Technical Communication Quarterly》2014,23(2):88-114

Nonemployer firms—firms with no employees—present themselves as larger, more stable firms to take on clients’ projects. They then achieve these projects by recruiting subcontractors, guiding subcontractors’ interactions with clients, and coordinating subcontractors to protect their team performance for the client. Using fourth-generation activity theory, I examine how these firms stage-manage their ad hoc collaborations. I conclude by describing the implications for further developing fourth-generation activity theory to study such instances of knowledge work.  相似文献   

“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures     

Katarzyna Gogol  Martin Brunner  Thomas Goetz  Romain Martin  Sonja Ugen  Ulrich Keller  Antoine Fischbach  Franzis Preckel 《Contemporary educational psychology》2014

Because testing time in educational research is typically scarce, the use of long scales to assess motivational-affective constructs can be problematic. The goal of the present study was to scrutinize the psychometric properties of short scales (with three items) and single-item measures for two core motivational-affective constructs (i.e., academic anxiety and academic self-concept) by conducting systematic comparisons with corresponding long scales across school subjects and within different subject domains (i.e., mathematics, German, French). Statistical analyses were based on representative data from 3879 ninth-grade students. All short forms possessed satisfactory levels of reliability (range: .75–.89) and substantial correlations with the long scales (range: .88–.97); correlational patterns with educational student characteristics (e.g., achievement, school satisfaction, gender, academic track, and socioeconomic status) were comparable to those obtained with the corresponding long scales (all average differences in correlations below .07). The correlational patterns between all single-item measures and the external criteria were similar to those obtained with the corresponding long scales (all average differences in correlations below .08), yet the single-item measures demonstrated low to modest score reliabilities (estimated with the model-based omega coefficient; range: .22–.72) and correlations with full scales (range: .50–.88). When long scales are not applicable, short forms and perhaps even single-item measures may represent psychometrically sound alternatives for assessing academic anxiety and academic self-concept for educational research purposes.  相似文献   

Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains     

Thomas Goetz  Oliver Lüdtke  Ulrike E. Nett  Melanie M. Keller  Anastasiya A. Lipnevich 《Contemporary educational psychology》2013

This study investigated the relations between eight characteristics of teaching and students’ academic emotions (enjoyment, pride, anxiety, anger, helplessness and boredom) across four academic domains (mathematics, physics, German, and English). 121 students (50% female; 8th and 11th graders) were asked about their perceptions of teaching characteristics and their academic emotions using the experience sampling method (real-time approach) for a period of 10 school days, with intraindividual analyses conducted using a multilevel approach. Multilevel exploratory factor analysis revealed that the eight teaching characteristics (understandability, illustration, enthusiasm, fostering attention, lack of clarity, difficulty, pace, level of expectation) represented two factors, labeled supportive presentation style (e.g., comprising understandability) and excessive lesson demands (e.g., comprising difficulty). In line with our hypothesis, we found clear relations on the intraindividual level between the two factors of teaching characteristics and students’ academic emotions in the classroom (e.g., supportive presentation style positively related to students’ enjoyment and negatively related to their boredom). Further, and supporting the universality assumption of teaching characteristics/academic emotions relations, the strength of relations between the two factors of teaching characteristics and academic emotions was very similar across the four academic domains. Implications for future research and educational practice are discussed.  相似文献   

Attitudes among German- and English-Speaking Librarians toward (Automatic) Subject Indexing     

Alice Keller 《Cataloging & classification quarterly》2013,51(8):895-904

The survey described in this article investigates the attitudes of librarians in German- and English-speaking countries toward subject indexing in general, and automatic subject indexing in particular. The results show great similarity between attitudes in both language areas. Respondents agree that the current quality standards should be upheld and dismiss critical voices claiming that subject indexing has lost relevance. With regard to automatic subject indexing, respondents demonstrate considerable skepticism—both with regard to the likely timeframe and the expected quality of such systems. The author considers how this low acceptance poses a difficulty for those involved in change management.  相似文献