General Communication     

James A. Anderson  Roger D. Wimmer  Joseph R. Dominick  Jean Ward  Kathleen Hansen  Michael Rogers Rubin 《Communication Booknotes Quarterly》2013,44(11-12):127-129

COMMUNICATION RESEARCH: ISSUES AND METHODS by James A. Anderson (New York: McGraw-Hill, 1987--price not given)

MASS MEDIA RESEARCH: AN INTRODUCTION by Roger D. Wimmer and Joseph R. Dominick (Belmont, CA: Wadsworth, 1987---price not given)

SEARCH STRATEGIES IN MASS COMMUNICATION by Jean Ward and Kathleen Hansen (New York: Longman, 1986---$34.95/15.95)

THE KNOWLEDGE INDUSTRY IN THE UNITED STATES: 1960-1980 by Michael Rogers Rubin and Mary Taylor Huber (Princeton, NJ: Princeton University Press, 1986---$40.00)

KNOWLEDGE GENERATION, EXCHANGE, AND UTILIZATION edited by George M. Beal, et al. (Houlder,CO: Westview Press, 1986---$38.00, paper)

OVERLOAD AND BOREDOM: ESSAYS ON THE QUALITY OF LIFE IN THE INFORMATION SOCIETY by Orrin K. Klapp (Westport, CT: Greenwood Press, 1986---$29.95)

INTERNEDIA: INTERPERSONAL COMMUNICATION IN A MEDIA WORLD edited by Gary Gumpert and Robert Cathcart (New York: Oxford University Press, 1986---$16.95, paper)

MAPPING THE INFORMATION BUSINESS by John McLaughlin and Anne Lousie Antonoff (Cambridge: Harvard University Program on Information Resources Policy, 1986---price not given, paper)  相似文献   

Intergenerational,Community‐Based Learning and Science Education     

James J. Gallagher  Kathleen Hogan 《科学教学研究杂志》2000,37(2):107-108

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Eleven techniques to jump-start performance dialogue     

Kathleen M. Wilburn  H. Ralph Wilburn 《Performance Improvement》1998,37(1):24-26

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A behavior systems view of responding to probe stimuli during an interfood clock     

Kathleen M. Silva  William Timberlake 《Learning & behavior》1998,26(3):313-325

Two experiments used a behavior systems approach to relate the form of responses during an interfood clock to the temporal distance of the individual clock stimuli to food. Stimuli proximate to food should better control a focal search mode and related responses, whereas stimuli temporally distant from food should better control a general search mode and related responses. Experiment 1 conditioned two groups of rats with a sequence of four equal-length 12-sec clock stimuli that terminated with food and then tested for the conditioning of a general search mode by presenting an unconditioned moving probe stimulus (either a rolling ball bearing or a rotating mechanical door) during each of the clock stimuli. Consistent with a behavior systems view, contact with the ball bearing was markedly greater during a clock stimulus distant from food. The absence of similar differential contact of the door across the clock stimuli showed that the effect was specific to the ball bearing rather than a general response to stimulus dimensions of movement and sound. Experiment 2 showed that the general search mode was controlled by the clock stimulus rather than the passage of time.  相似文献   

Conflict Resolution & Recognition of Diversity via an Art Experience     

Kathleen E Connors 《The International Journal of Art & Design Education》1998,17(3):275-282

Most school districts in our world expect teachers and students to behave in a manner that promotes tolerance and peaceful conflict resolution. This is not always easily accomplished, mostly because few have had any formal training in issues of diversity and conflict resolution beyond conventional life situations, and issues and circumstances reach crisis levels before they are addressed. Students and teachers and the communities in which they function need to have an ongoing dialogue that progressively helps all to understand and deal with issues of diversity and conflict. An established means to understanding who we are and why we do what we do is to generate an aesthetic distance to observe for understanding those and that which we call ‘other.’ This workshop was an encounter with ‘others’ (flora, fauna, cultures, social constructs%) whom we created (and whom we implicitly re-presented as metaphors for ourselves and ‘others’ in our world) through the making of a three-dimensional mural of four separate geophysical regions with four distinct cultures that have never encountered one another. How they eventually encounter one another and what occurs because of this encounter is the mirror each group holds up to itself. Subsequent discussion encompasses not only the hypothetical cultures and how their members dealt with the challenges of change, disaster, and forced integration but also how or if the people within the workshop groups co-operated or resolved conflict to create the murals and their cultural representations.  相似文献   

Perceived causes of success and failure: Are women's attributions related to persistence in engineering majors?     

Margaret M. Nauta  Douglas L. Epperson  Kathleen M. Waggoner 《科学教学研究杂志》1999,36(6):663-676

This study explored the influence of attributional style on women's persistence in engineering majors, after controlling for academic ability. Female students (N = 255) previously or currently enrolled in the engineering college of a large midwestern university completed measures assessing their (a) attributions for science, mathematics, and engineering academic events; and (b) thoughts of changing career goals. Results revealed that, after controlling for academic ability, two attributional style dimensions were related to persistence in engineering majors. Among persisters in engineering, those attributional style dimensions were also related to thoughts of changing career goals. Implications for research are discussed, and recommendations for educators and advisors are presented. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 663–676, 1999  相似文献   

What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework     

Kathleen Armour  Mikael Quennerstedt  Kyriaki Makopoulou 《Sport, Education and Society》2017,22(7):799-811

It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about ‘effective’ CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the nature of contemporary PE, and the learning needs of teachers, we argue that a different model of PE-CPD is required to reflect the dynamic nature of contemporary practice. We propose John Dewey's classic concept of ‘education as growth’ to underpin a new conceptual framework for the design, delivery and evaluation of PE-CPD. We argue that ‘effective’ PE-CPD will not be found in formal policies, structures and processes, however, well-intentioned, unless it (i) focuses on the dazzling complexity of the learning process, (ii) prioritises context and contemporary challenges; (iii) bridges research/theory–practice in innovative ways; and (iv) nurtures the career-long growth of PE teachers.  相似文献   

Rethinking the relationship between pedagogy,technology and learning in health and physical education     

Ashley Casey  Victoria A. Goodyear  Kathleen M. Armour 《Sport, Education and Society》2017,22(2):288-304

This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence-base on DigiTech against a three-dimensional categorisation of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context [Armour, K. M. (Ed.). (2011). Sport pedagogy: An introduction for coaching and teaching sport. Harlow: Prentice Hall] – we are able to demonstrate the value of a pedagogically informed debate on this topic. The paper concludes by arguing for a ‘profession-wide’ debate to co-construct, trial and evaluate new ways in which we should – and should not – use DigiTech to optimise young people’s learning in HPE.  相似文献   

Listening to music during sprint interval exercise: The impact on exercise attitudes and intentions     

Matthew J. Stork  Kathleen A. Martin Ginis 《Journal of sports sciences》2017,35(19):1940-1946

This study investigated the impact of listening to music during exercise on perceived enjoyment, attitudes and intentions towards sprint interval training (SIT). Twenty men (24.8 ± 4.5 years) and women (20.1 ± 2.6 years) unfamiliar with SIT exercise completed two acute sessions of SIT, one with and one without music. Perceived enjoyment, attitudes and intentions towards SIT were measured post-exercise for each condition. Attitudes and intentions to engage in SIT were also measured at baseline and follow-up. Post-exercise attitudes mediated the effects of enjoyment on intentions in the music condition (95% confidence interval [CI]: [0.01, 0.07], κ² = 0.36) and in the no music condition (95% CI: [0.01, 0.08], κ² = 0.37). Attitudes towards SIT were significantly more positive following the music than no music condition (P = 0.004), while intentions towards SIT were not (P = 0.29). Further, attitudes and intentions towards SIT did not change from baseline to follow-up (Ps > 0.05). These findings revealed that participants had relatively positive attitudes and intentions towards SIT, which did not become more negative despite experiencing intense SIT protocols. This study highlights the importance of acute affective responses to SIT exercise for influencing one’s attitudes and intentions towards participating in SIT exercise. Such factors could ultimately play a key role in determining whether an individual engages in SIT exercise in the long term.  相似文献   

The Logic of Slavery: Debt,Technology, and Pain in American Literature Tim Armstrong. New York: Cambridge University Press, 2012.     

Kathleen Kennedy 《Journal of American culture (Malden, Mass. : 2003)》2013,36(4):401-402

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