Notes from the: Classroom and laboratory     

Glenn Newton Merry 《Quarterly Journal of Speech》2013,99(3):292-297

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Presidential debate questions and the public agenda   总被引：1，自引：1，他引：0  

William L. Benoit  Glenn J. Hansen 《Communication quarterly》2013,61(2):130-141

Presidential debates have become an institutionalized component of presidential campaigns. Debates have been shown to create learning in voters and are capable of influencing vote choices. Although candidates have some control over their utterances, questions, usually asked by journalists, have a strong influence on the topics candidates can address. It is fashionable to criticize the questions posed by journalists in these “joint press conferences.” This study adds a new twist to media agenda‐setting, providing empirical evidence on the question of whether voters’ issue interests influence the topics of journalists’ questions. Results show that the questions asked by journalists in debates do not reflect the public interest. We recommend that future debates eschew the use of journalists as sources of questions for presidential debates.  相似文献   

The role of outcome expectations in the experience of a state of communication apprehension   总被引：2，自引：1，他引：1  

John O. Greene  Glenn G. Sparks 《Communication quarterly》2013,61(3):212-219

Following the trend toward cognitive explanations of social phenomena, an expectation‐based model of the processes leading to a state of communication apprehension is advanced. Further, an initial test of the model is reported. The results of this study indicated that expectations are a significant predictor of communication apprehension as measured by self‐report. In addition, importance of communicative goals and the interaction of expected outcome and goal importance were also significant predictor variables. These relationships were not observed when heart‐rate was used as a measure of anxiety.  相似文献   

Tailored equities in the education market: flexible policies and practices     

Glenn C. Savage 《Discourse: Studies in the Cultural Politics of Education》2013,34(2):185-201

The term equity is ubiquitous in Australian education policy and evolves amidst ongoing debates about what it means to be fair in education. Over the past three decades, meanings and practices associated with equity have reflected broader shifts in advanced liberal governance, with equity being reframed as a ‘market-enhancing’ mechanism and melted into economic productivity agendas. In this paper, I argue that an emerging, yet, under-examined policy tension is the view that secondary schools are capable of being equitable, whilst simultaneously acting as adaptive service providers, tailoring education to different students and local markets. A dilemma here is whether or not schools should ‘tailor equity’ or whether tailoring equity is indeed antithetical to equity in so far as it implies unequal provision. To explore this tension, I draw upon fieldwork from ethnographic research in two socially and economically disparate government secondary schools in suburban Melbourne, Australia. In doing so, I explore how equity is enacted and governed by educators, how forms of equity at each school relate to versions of equity in policy and the extent to which each school tailors equity to its local community.  相似文献   

Thornburg,Hershel (Ed.) School learning & instruction: Readings. Monterey,Calif.: Brooks/Cole Publishing Company (Division of Wadsworth), 1973, Pp. ix + 400. $5.95     

Glenn Snelbecker 《Psychology in the schools》1975,12(1):119-121

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E Pluribus Unum: Mohawk Indian Students’ Views Regarding the U.S. Pledge of Allegiance     

Leisa A. Martin  Glenn P. Lauzon  Matthew J. Benus  Pete Livas Jr. 《The Educational forum》2017,81(3):256-266

This study examined 191 high school students’ willingness to recite the Pledge of Allegiance, their reasons for participating or not participating in saying the Pledge, and their thoughts about the Pledge during this daily school ritual. The study was conducted in a rural town next to the Akwesasne Mohawk reservation. The majority of the students chose not to recite the Pledge, and Mohawk students were less likely to recite the Pledge than their classmates.  相似文献   

Academic Journals Plagued by Bogus Impact Factors     

Mehdi Dadkhah  Glenn Borchardt  Mohammad Lagzian  Giorgio Bianciardi 《Publishing Research Quarterly》2017,33(2):183-187

The current status of academic publishing is worrying. Cybercriminals are now targeting academic audiences, making it necessary to inform both editors and authors about such issues. The latest involves bogus impact factors, which are challenging scholarly publishing. Legitimate impact factors are used by authors and editors to get a general idea of the audience, if any, for a particular piece or journal. The bogus metrics only add confusion in support of the cybercrimes of their initiators. In this paper, we discuss bogus impact factors, victim countries, and try to clarify the phenomena for both authors and editors.  相似文献   

An investigation of the use of cellulose-based materials to gap-fill wooden objects†     

Kate Fulcher 《文物保护研究》2017,62(4):210-222

The conservation of wooden objects is complicated by their response to changes in their environment. In particular, filling voids in wooden objects can be difficult when their dimensions might be expected to alter over time. A short survey of conservators showed that a wide variety of materials have been, and are being used for this purpose. Following conservation work undertaken on a wooden coffin, the author wished to investigate the properties of cellulosic materials and their suitability in the conservation of wooden objects. This paper shares the results of experiments that were conducted to determine the way in which hydroxypropyl cellulose (HPC) and paper pulp fills respond in various conditions, as compared to other fill materials used by conservators. The compatibility of the HPC and paper pulp fills with wood is satisfactory enough to be able to recommend their use in the conservation of wooden artefacts, but ideally further experiments would be carried out, and on a wider variety of fill materials.  相似文献   

Differences among fastball,curveball, and change-up pitching biomechanics across various levels of baseball     

Glenn S. Fleisig  Walter A. Laughlin  Kyle T. Aune  E. Lyle Cain  Jeffrey R. Dugas  James R. Andrews 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(2):128-138

Controversy continues whether curveballs are stressful for young baseball pitchers. Furthermore, it is unproven whether professional baseball pitchers have fewer kinematic differences between fastballs and off-speed pitches than lower level pitchers. Kinematic and kinetic data were measured for 111 healthy baseball pitchers (26 youth, 21 high school, 20 collegiate, 26 minor league, and 18 major league level) throwing fastballs, curveballs, and change-ups in an indoor biomechanics laboratory with a high-speed, automated digitising system. Differences between pitch types and between competition levels were analysed with repeated measures ANOVA. Shoulder and elbow kinetics were greater in fastballs than in change-ups, while curveball kinetics were not different from the other two types of pitches. Kinematic angles at the instant of ball release varied between pitch types, while kinematic angles at the instant of lead foot contact varied between competition levels. There were no significant interactions between pitch type and competition level, meaning that kinetic and kinematic differences between pitch types did not vary by competition level. Like previous investigations, this study did not support the theory that curveballs are relatively more stressful for young pitchers. Although pitchers desire consistent kinematics, there were differences between pitch types, independent of competition level.  相似文献   

E-learning commodity or community: Disciplinary differences between online courses   总被引：2，自引：2，他引：0  

Glenn G. Smith  Allen J. Heindel  Ana T. Torres-Ayala   《The Internet and Higher Education》2008,11(3-4):152

Differences in curriculum and teaching styles across disciplines in higher education courses are also evident in online courses. This study used two widely available sources of data, CMS tool usage logs and course evaluations, to analyze differences between online courses in disciplinary quadrants (hard-pure, hard-applied, soft-pure, soft-applied) at a large metropolitan university, over five years (2002 and 2007). For 2007, results revealed significant differences in tool usage between disciplines, particularly for assessment tools. Hard-pure courses used Tests and Pool tools more often than did soft-pure courses. The Document tool was used most extensively in applied courses. Data from course evaluations, for spring 2007 online courses, suggested that applied disciplines had a shorter learner–instructor transactional distance than did pure disciplines. Results suggest that over five years, e-learning in pure disciplines has become more commoditized, while e-learning in applied disciplines has become more diversified and more oriented to community practice.  相似文献