Media messages on their own terms - an update     

Danny G. Langdon 《Performance Improvement》1985,24(5):16-23

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A Unified Measure of Media Brand Personality: Developing A Media Brand Personality Scale for Multiple Media     

Danny D. E. Kim 《媒体管理杂志》2017,19(3):197-221

The macro versus micro debate in the brand personality literature has yielded a variety of micro approach brand personality scales for different media, with both differences and parallels in personality dimensions uncovered. The observed parallels in media brand personality dimensions and the varying media contexts under which empirical tests of selective exposure theories have been conducted suggest some common ground in the way that media product brands of different formats are perceived by individuals prior to selection and that the optimal method of measuring brand personality for media products may be neither broad macro inventories nor highly context-specific micro measures but somewhere in between. This article discusses the construction of a unified scale of media brand personality that can measure the personality of movie, TV show, pop song, news, and video game brands. The results of a two-step study consisting of free-association task (N = 1,440) and factor structure formation survey of selected items (N = 4,967) suggest a three-factor structure consisting of aggression, heroism, and warmth. Communication, media management, and marketing ramifications of this scale and potential directions of future research are discussed.  相似文献   

寻觅知音     

Danny Lagher 《海外英语》2008,(7):43-43

从前,有一位老师和他的一个学生。一天,他们躺在一大片草地旁的一棵大树下。忽然,学生问老师:"老师,我很困惑,我们怎样才能找到知音?您能告诉我吗?"老师沉默了片刻,然后回答:"嗯,这是个既难又简单的问题。"  相似文献   

A study of student participation and nonparticipation in prelecture electronic surveys     

Vincent C. H. Tong  Danny S. L. Chow 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):869-880

Student nonparticipation in electronic surveys represents a challenge to educators as it may impact significantly on the implementation or evaluation of the associated teaching activities. We here study the student evaluation of a pedagogical project consisting of prelecture online polling followed by linked revision lectures. This investigation involves studying the responses from 43 undergraduate students following a course in accounting at a British university. With regard to the students' views on the use of prelecture polling, our study shows that there are no statistically significant differences between those who did not participate in the online polling and those who did. Both groups of students were generally positive about the use of (1) polling results in structuring the revision lecture, (2) online survey in helping them prepare for the examination and (3) online polling as a teaching platform in other courses. Our findings therefore suggest that prelecture electronic surveys can help engage students with follow‐up lectures, including those who did not participate in the prelecture survey.  相似文献   

Adult education and critical identity development: from a deficiency orientation towards a competency orientation     

Theo Jansen  Danny Wildemeersch 《International Journal of Lifelong Education》2013,32(5):325-340

The translation of this paper has been made possible with the financial help of the Koninklijke Nederlandse Akademie van Wetenschappen (the Royal Dutch Academy of Sciences)

In this paper the authors criticise the growing tendency to conceive of adult education as a qualification oriented field of practice. Especially with respect to disadvantaged groups in society this orientation could have a stigmatizing effect. Various agents of education consider them as deficient and hence describe their identity in negative terms. Contrary to this, the authors develop a more positive orientation towards identity development and outline a new understanding of adult education. Their approach is inspired by insights developed in an area of cultural studies.  相似文献   

Mind the performance     

Danny G. Langdon 《Performance Improvement》2010,49(8):7-13

To become both a science and a profession of scientists of human performance technology, it is time to settle on a formula (i.e., model) that defines the cornerstone of our technology, that is, performance. This article presents the need for a commonly understood and applied model of performance and proposes a dialogue towards a common performance model that works with management and workers in any organization.  相似文献   

The effects of sodium bicarbonate ingestion on cycling performance and acid base balance recovery in acute normobaric hypoxia     

Lewis A. Gough  Sanjoy K. Deb  Danny Brown  S. Andy Sparks  Lars R. McNaughton 《Journal of sports sciences》2019,37(13):1464-1471

This study investigated the effects of two separate doses of sodium bicarbonate (NaHCO₃) on 4 km time trial (TT) cycling performance and post-exercise acid base balance recovery in hypoxia. Fourteen club-level cyclists completed four cycling TT’s, followed by a 40 min passive recovery in normobaric hypoxic conditions (FiO₂ = 14.5%) following one of either: two doses of NaHCO₃ (0.2 g.kg^?1 BM; SBC2, or 0.3 g.kg^?1 BM; SBC3), a taste-matched placebo (0.07 g.kg^?1 BM sodium chloride; PLA), or a control trial in a double-blind, randomized, repeated-measures and crossover design study. Compared to PLA, TT performance was improved following SBC2 (p = 0.04, g = 0.16, very likely beneficial), but was improved to a greater extent following SBC3 (p = 0.01, g = 0.24, very likely beneficial). Furthermore, a likely benefit of ingesting SBC3 over SBC2 was observed (p = 0.13, g = 0.10), although there was a large inter-individual variation. Both SBC treatments achieved full recovery within 40 min, which was not observed in either PLA or CON following the TT. In conclusion, NaHCO₃ improves 4 km TT performance and acid base balance recovery in acute moderate hypoxic conditions, however the optimal dose warrants an individual approach.  相似文献   

Bringing sense to competency definition and attainment     

Danny Langdon  Kathleen Whiteside 《Performance Improvement》2004,43(7):10-15

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Call for Papers     

David Crookall  Danny Saunders 《Educational technology research and development : ETR & D》1983,31(4):200-200

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Testing the validity of value‐added measures of educational progress with genetic data          下载免费PDF全文

Tim T. Morris  Neil M. Davies  Danny Dorling  Rebecca C. Richmond  George Davey Smith 《British Educational Research Journal》2018,44(5):725-747

Value‐added measures of educational progress have been used by education researchers and policy‐makers to assess the performance of teachers and schools, contributing to performance‐related pay and position in school league tables. They are designed to control for all underlying differences between pupils and should therefore provide unbiased measures of school and teacher influence on pupil progress, however, their effectiveness has been questioned. We exploit genetic data from a UK birth cohort to investigate how successfully value‐added measures control for genetic differences between pupils. We use raw value‐added, contextual value‐added (which additionally controls for background characteristics) and teacher‐reported value‐added measures built from data at ages 11, 14 and 16. Sample sizes for analyses range from 4,600 to 6,518. Our findings demonstrate that genetic differences between pupils explain little variation in raw value‐added measures but explain up to 20% of the variation in contextual value‐added measures (95% CI = 6.06% to 35.71%). Value‐added measures built from teacher‐rated ability have a greater proportion of variance explained by genetic differences between pupils, with 36.3% of their cross‐sectional variation being statistically accounted for by genetics (95% CI = 22.8% to 49.8%). By contrast, a far greater proportion of variance is explained by genetic differences for raw test scores at each age of at least 47.3% (95% CI: 35.9 to 58.7). These findings provide evidence that value‐added measures of educational progress can be influenced by genetic differences between pupils, and therefore may provide a biased measure of school and teacher performance. We include a glossary of genetic terms for educational researchers interested in the use of genetic data in educational research.  相似文献