Basic communication fidelity: An extension   总被引：1，自引：0，他引：1  

Will Powers  Don Love 《Communication Research Reports》2013,30(2):79-83

The concept of Basic Communication Fidelity represents the degree of congruity between cognitions of two or more individuals following a communication event. Measurement of the concept is expanded beyond source/receiver comparison of cognitions implanted in a communication source in the form of geometric forms to include self‐oriented cognitions generated by an individual communicator in an environment reflecting stability of self‐oriented cognitions over the duration of the interaction. Results increase potential application, precision and explanatory value of the construct.  相似文献   

Books on broadcasting in the library of congress: Scripts,performance, production,writing     

Don C. Smith 《广播与电子媒介杂志》2013,57(4):357-366

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The federal radio commission in federal court: Origins of broadcast regulatory doctrines     

Don R. Le duc  Thomas A. McCain 《广播与电子媒介杂志》2013,57(4):393-410

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Exploring Native American Students’ Perceptions of Scientists     

Timothy A. Laubach  Geary Don Crofford  Edmund A. Marek 《International Journal of Science Education》2013,35(11):1769-1794

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The evaluation of interactive learning modules to reinforce helping skills in a web‐based interview simulation training environment     

Amy B. Adcock  Molly H. Duggan  Terrell Perry 《Educational Media International》2013,50(4):293-310

The research presented in this paper shows the continued evaluation of a web‐based interview simulation designed for human services and counseling students. The system allows students to practice empathetic helping skills in their own time. As a possible means to reinforce acquisition and transfer of these skills, interactive learning modules (ILMs) were developed and implemented. The ILMs act as supplemental instruction presenting scenarios and demonstrating best practices responses to client behaviors. Data were collected to assess the impact of these modules on empathetic helping skill acquisition and to assess the efficacy of repeated interactions with the system. Survey items and comments from users were also collected. Findings show some positive trends in empathetic helping skill acquisition through repeated interactions but no significant effects of the ILMs. Attitudinal survey results and comments from users were collected to assess user perceptions of the system as a whole and of the ILMs.  相似文献   

The Whole Person in Physical Education Scholarship: Toward Integration     

Don Hellison 《Quest (Human Kinetics)》2013,65(3):307-318

This essay focuses on the effects of the recent subdisciplinary research emphasis in physical education scholarship on whole-person issues such as personal and social development in school- and agency-based physical education programs. It is argued, first, that recent social problems have accelerated the need for scholarly attention to the whole person in physical education and, second, that this research emphasis has responded by beginning to clarify and validate various personal and social development approaches in physical education. However, these results are not, for the most part, finding their way into practice; a different approach to scholarship is required to augment current lines of research. This approach, which emphasizes the interplay of theory/research and practice, is more likely to bridge the gap between theory and practice and to encourage integration among the subdisciplines. In the process, pressing social problems that now constitute much of the context for practice will be addressed.  相似文献   

The Challenge of Incompetence and Poverty by J. McVicker Hunt. Champaign,Ill.: University of Illinois Press, 1969. 289 pp. $9.50     

Don C. Charles 《The Educational forum》2013,77(2):262-263

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Insights From an Ethical,Adventurous, Pulitzer Prize-Winning Journalist: An Interview With Sharon LaFraniere     

Don Ambrose 《Roeper Review》2013,35(4):268-272

From observing 26 precocious preschoolers during free play, it was determined that they engaged in high frequencies of associative and dramatic play. The girls engaged in more cooperative and less solitary play than the boys. The older children participated in more solitary, parallel, and less cooperative and less dramatic play than their younger peers. The higher IQ group (median IQ = 160+) undertook less constructive and more dramatic play than the lower IQ group (median IQ = 137).  相似文献   

Helping the Gifted Escape Metaphorical Entrapment     

Jennifer Riedl Cross  Don Ambrose  Tracy L. Cross 《Roeper Review》2013,35(5):37-44

Linguists and philosophers have revealed the powerful shaping influences of metaphor on thought. Metaphorical frameworks have inspired and confined theories of mind, research paradigms, and even conceptions of morality in the larger sociopolitical environment. This paper explores these strong metaphorical influences on thought and action with special attention to sociopolitical and moral dimensions. It reveals profound metaphorical effects on the functioning of minds as well as ideological, liberal and conservative conceptions of aspirations, self-fulfillment, success, and morality. The analysis suggests the need for more attention to metaphorical analysis and the development of moral imagination in the education of the gifted.  相似文献   

Technology Acceptance in Social Work Education: Implications for the Field Practicum     

Alex Don Colvin  Angela N. Bullock 《Journal of Teaching in Social Work》2013,33(5):496-513

The exponential growth and sophistication of new information and computer technology (ICT) have greatly influenced human interactions and provided new metaphors for understanding the world. The acceptance and integration of ICT into social work field education are examined here using the technological acceptance model. This article also explores potential challenges regarding the adoption of ICT into social work field practica. The article concludes with implications for adopting and integrating ICTs in social work field education.  相似文献