The Influence of Religiosity and Ethnic Identification on Media Use Among Muslims and Non-Muslims in France and Britain     

Stephen M. Croucher  Deepa Oommen  Ian Borton  Samara Anarbaeva  Jacob S. Turner 《Mass Communication and Society》2013,16(3):314-334

This is an examination of the ethnic media use of French and British Muslims. A total of 677 Muslims participated in the study. Analysis reveals being an immigrant or a native of a nation does not significantly influence ethnic media use in France but does in Britain. Ethnic identification was also revealed as an influential predictor of ethnic media use among Muslims in France but not in Britain. Religiosity significantly predicted ethnic media use among British Muslims. The article argues religiosity and ethnic identification should be included in studies examining media use among ethnic groups.  相似文献   

Contemporary Geographies of John Lennon     

Robert J. Kruse II 《Critical Studies in Media Communication》2013,30(5):456-461

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The Relationships between Driver Anger and Aggressive Communication Traits     

Jacob L. Cayanus  Matthew M. Martin  Keith D. Weber 《Communication Research Reports》2013,30(3):189-197

The purpose of this study was to examine the relationships between college students’ level of driver anger and their aggressive communication traits. Driving anger is an individual's tendency to become angry while driving. In 1994 the driving anger scale (DAS) identified six dimensions of driver anger: hostile gestures, illegal driving, police presence, slow driving, discourtesy, and traffic obstructions. Results of Pearson correlations show that police presence, slow driving, discourteous driving, and traffic obstructions were positively related to all of the aggressive communication traits. “Hostile gestures” was related to assertiveness. Illegal driving was related to indirect verbal aggression and assertiveness.  相似文献   

An instructor self‐disclosure scale     

Jacob L. Cayanus  Matthew M. Martin 《Communication Research Reports》2013,30(3):252-263

This ‐paper introduces the Instructor Self‐Disclosure Scale and reports on two initial studies that address the reliability and validity of the scale. The Instructor Self‐Disclosure Scale is an 18‐item measure of the amount of instructor self‐disclosure. In Study One, instructor self‐disclosure was positively related to the student motives of relational, excuse‐making, and sycophancy. In Study Two, instructor self‐disclosure was positively related to out‐of‐class communication, the student interest dimensions of meaningfulness and impact, and cognitive learning. Additionally, the Instructor Self‐Disclosure Scale appears to be a unidimensional, internally reliable measure.  相似文献   

Homogenous Agendas,Disparate Frames: CNN and CNN International Coverage Online     

Jacob Groshek M.A. 《广播与电子媒介杂志》2013,57(1):52-68

Although CNN and CNN International represent just a fraction of global news coverage, the networks are widely viewed, crucial agenda-setting agents the world over. This study found that the online versions of these 2 networks were remarkably consistent in telling audiences in America and abroad what to think about. However, American and non-American online audiences received disparate amounts of coverage and were cued how to think about issues in unique ways. These findings and the high level of news homogenization in this content analysis are evidence of the influence that American news values have in global media culture.  相似文献   

Assessing dyslexia in Finnish high-school students: a pilot study     

Riitta Lehtola II  Juhani E. Lehto 《欧洲特需教育杂志》2013,28(3):255-263

A pilot study concerning Finnish dyslexics at senior high school (lukio), for 16–19-year-olds, is reported. The phonological processing deficit was assumed to underlie dyslexia in these late teenage subjects. The regular nature of Finnish orthography was taken into consideration. Four tasks were introduced to a total of 32 students, of whom 15 were dyslexics and 17 were controls. The controls outperformed the dyslexics on three tasks: text recoding, pseudoword recoding and pseudoword spelling. On the text spelling task, both groups performed equally well. In the correlational analysis of all subjects, both recoding tasks showed high correlations with selfestimated school achievement in language-related subjects. The recoding time appeared to be more important than the number of reading errors. These preliminary results suggest that the three tasks, capable of discriminating dyslexics, might be useful in the development of an adult dyslexia test in Finnish.  相似文献   

Emerging communities of practice: collaboration and communication in action research     

Bertram C. Bruce  John A. Easley Jr 《Educational Action Research》2013,21(2):243-259

This article chronicles the experiences of Dialogues in Methods of Education (DIME), a group of school and university faculty. Over the past 22 years, DIME members have studied together how to improve their own teaching practices through research, the sharing of ideas and mutual support. They have also engaged in critical analysis of the disciplinary and institutional forces shaping their work. The history of DIME shows the importance of accommodating difference as well as providing mutual support for long-term collaborations.  相似文献   

Value Systems of Two Academically Contrasted Groups of College Men     

S. H. Jacob 《Journal of Experimental Education》2013,81(2):40-41

This study investigates the adequacy of predicting differential value systems of college students from their American College Test (ACT) scores. Sixty male college Ss were divided into two groups based on ACT scores: a.) high English-low math group, and b.) high math-low English group. The Allport-Vernon-Lindzey Study of Values, which measures six dominant values in personality, was administered to each of the two groups. Comparison of mean scores on each scale indicated that only the Theoretical scale distinguished between the two groups, scores for Group II being higher than scores for Group I. Stepwise discriminant analysis indicated, however, that scores on the Theoretical scale were highest for Group II, whereas scores on the Political and Social scales were highest for Group I. The Religious, Economic, and Aesthetic scales were not significantly different in the two groups.  相似文献   

On the Limits of Predicting Scholastic Success     

Howard Easley 《Journal of Experimental Education》2013,81(3):272-276

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Rhythm in prose and in poetry∗     

Cary F. Jacob 《Quarterly Journal of Speech》2013,99(4):357-375

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