The evolution of the operational earthquake forecasting community of practice: the L’Aquila communication crisis as a triggering event for organizational renewal     

Deanna D. Sellnow  Joel Iverson  Timothy L. Sellnow 《Journal of Applied Communication Research》2017,45(2):121-139

The scientific community of earthquake experts has long grappled with how to communicate earthquake probabilities successfully to non-scientific publics. Perhaps most central to their concern is the widely held belief that scientists can actually predict earthquakes when, in fact, they cannot. The potential consequences of this miscommunication problem were appallingly realized as a result of the 6 April 2009 earthquake in L’Aquila, Italy. Failed risk communication among scientists, a public official, and L’Aquila residents prior to the earthquake resulted in 309 deaths, 1500 injuries, and 65,000 people displaced from their homes, as well as the sentencing of six scientists and one public official to six years in prison for manslaughter. This paper examines how and why the L’Aquila Earthquake communication crisis ultimately redefined the international scientific earthquake community of practice and its discourse beyond that of community resilience to organizational learning and renewal.  相似文献   

The IDEA Model as a Best Practice for Effective Instructional Risk and Crisis Communication     

Deanna D. Sellnow  Derek R. Lane  Timothy L. Sellnow  Robert S. Littlefield 《Communication Studies》2017,68(5):552-567

This study presents the IDEA (internalization, distribution, explanation, action) model as an easy-to-use and situationally generalizable framework for quickly developing effective messages instructing people on how to protect themselves before and during high-risk events, crises, disasters, and other emergencies. The model consists of four elements: helping message recipients internalize the potential impact of the risk or crisis event, identifying appropriate channels and strategies for distributing the risk or crisis event messages, offering a brief and intelligible explanation of the nature of the risk or crisis, and providing specific self-protective action steps for people to take. The model may be used to design messages in any risk, crisis, or emergency context. Through a posttest-only quasi-experimental cross-sectional research experiment, this study measured the perceived message effectiveness, cognitive understanding, and behavioral intentions of those viewing a television news story about a crisis situation employing the IDEA model compared to those viewing a similar story replicating typical crisis event news stories delivered to general publics. This comparative examination revealed that the message designed according to the IDEA model was significantly more effective than the status quo message and resulted in greater behavioral intentions to engage in appropriate self-protective actions in the event of an acute risk or crisis situation. Strategies for implementing the model are also provided.  相似文献   

Educators as Authors: Teaching Beyond the Classroom     

Deanna Marie Pecaski McLennan 《Early Childhood Education Journal》2013,41(1):1-4

This article discusses why educators might consider writing and submitting papers for consideration of publication in professional journals and magazines. A general overview of teachers’ challenges to the writing process and corresponding responses is provided.  相似文献   

Family portfolios: Involving families in portfolio documentation     

Deanna Gilkerson  Michelle Fryer Hanson 《Early Childhood Education Journal》2000,27(3):197-201

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The fast‐paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices?     

Deanna C. C. Peluso 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):E125-E127

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“Ready,Set, Grow!” Nurturing Young Children Through Gardening     

Deanna Marie Pecaski McLennan 《Early Childhood Education Journal》2010,37(5):329-333

This editorial describes one class’ experience of participating in a community-funded gardening project entitled “Ready, Set, Grow!” Children at risk who lived in an urban setting were encouraged to plant fruits, vegetables, and flowers in order to learn about healthy eating and active living. Numerous easy to implement strategies for how educators can replicate this program and engage young children in a container gardening program in their own classrooms are included throughout the text.  相似文献   

Contextual influences on Latino adolescent ethnic identity and academic outcomes     

Supple AJ  Ghazarian SR  Frabutt JM  Plunkett SW  Sands T 《Child development》2006,77(5):1427-1433

This study examined the association between 3 components of ethnic identity (exploration, resolution, and affirmation) and factors related to family, neighborhood, and individual characteristics. The purpose was to identity factors that are positively associated with adolescent ethnic identity among a sample of 187 Latino adolescents with a mean age of 14.61. The findings suggested that family ethnic socialization was directly associated with exploration and resolution, but not ethnic affirmation. Analyses with moderator variables suggested that associations between family ethnic socialization and ethnic affirmation varied based on parental behaviors and neighborhood characteristics. The results also suggested that ethnic affirmation, but not exploration or resolution, was positively associated with teacher reports of school performance.  相似文献   

Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties     

Denton CA  Wexler J  Vaughn S  Bryan D 《Learning disabilities research & practice》2008,23(2):79-89

This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed.  相似文献   

图书馆馆际间的合作：全球性的进展   总被引：7，自引：0，他引：7  

马迪娜著  曾程双修译 《中国图书馆学报》2008,34(1)

作者鼓励图书馆专业人员,不单要为自己的图书馆尽心尽力,也要走出自己的图书馆,贡献才智与全世界数字图书馆链接。为了达到提供更快的服务,把好的资源信息送到更边远的地区,作者列举近年来图书馆界馆藏数字化的多项工程的进展,说明图书馆馆际间合作的必要性,因为工程浩大,影响深远,需要靠跨国界、跨行业、跨机构的参与、精诚地合作、克服挑战和经费的大力支持。作者更鼓励图书馆专业人员,贡献一己之力,来完成服务无围墙的世界图书馆的宏愿,做一个真正的世界图书馆人。参考文献43。  相似文献   

Automated opinion detection: Implications of the level of agreement between human raters     

Deanna Osman  John Yearwood  Peter Vamplew 《Information processing & management》2010

The ability to agree with the TREC Blog06 opinion assessments was measured for seven human assessors and compared with the submitted results of the Blog06 participants. The assessors achieved a fair level of agreement between their assessments, although the range between the assessors was large. It is recommended that multiple assessors are used to assess opinion data, or a pre-test of assessors is completed to remove the most dissenting assessors from a pool of assessors prior to the assessment process. The possibility of inconsistent assessments in a corpus also raises concerns about training data for an automated opinion detection system (AODS), so a further recommendation is that AODS training data be assembled from a variety of sources. This paper establishes an aspirational value for an AODS by determining the level of agreement achievable by human assessors when assessing the existence of an opinion on a given topic. Knowing the level of agreement amongst humans is important because it sets an upper bound on the expected performance of AODS. While the AODSs surveyed achieved satisfactory results, none achieved a result close to the upper bound.  相似文献