Investigative Reporting in the Networked Media Environment     

Anna Grøndahl Larsen 《Journalism Practice》2017,11(10):1231-1245

The internet and social media sites are used extensively by violent extremist actors, providing new areas of inquiry for journalists reporting violent extremism. Based on 26 in-depth interviews with Norwegian media professionals, the present article describes how journalists monitor, assess, and make use of online information in investigative reporting of violent extremist groups in today’s networked media environment, characterized by complex interaction patterns, a plurality of voices, and blurred boundaries between private and public communication. While existing research on journalists’ use of social media as a source has tended to emphasize breaking news, the present article focuses on longer-term investigative efforts of journalists. The article gives insights into journalistic investigative practices in the networked media environment, in general, and in reporting violent extremism, in particular.  相似文献   

Enjoyment in youth soccer: its portrayals among 12- to 14-year-olds     

Hege E. Tjomsland  Torill Larsen  Ingrid Holsen  Lars T. Ronglan  Oddrun Samdal  Bente Wold 《Soccer & Society》2016,17(6):827-842

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Profiles of reading related skills in dyslexic families     

Torleiv Høien  Ingvar Lundberg  Jan Petter Larsen  Finn Egil Tønnessen 《Reading and writing》1989,1(4):381-392

The aim of the present study was to investigate patterns of similarity in reading related tasks among dyslexic members of the same family. From a sample of 19 well defined dyslexic students in grade 8, three cases were randomly selected for closer examination with a battery of tasks assumed to be causally related to reading. In all selected cases the fathers reported reading disability and in one case the mother was affected as well. The profiles of performance on the various tasks showed a striking similarity within families suggesting similar mechanisms underlying the reading disability. All cases showed remarkable problems in phonological processing, although functional reading skills were almost intact in some cases. Thus, the phonological tasks might be regarded as marker tasks for identifying genetic dyslexia.Requests for reprints should be sent to Torleiv Høien, Center for Reading Research, Stavanger Teacher College, P.B. 2521, Ullandhaug, N-4004 Stavanger, Norway.  相似文献   

A comparison of teacher checklists used over 15 days and a one‐day antecedent analysis to conduct a medication trial     

R. Smith  D. Larsen  K.M. Derby  T.F. McLaughlin  K.P. Weber  K. Brown  M. Herring 《Psychology in the schools》2004,41(2):235-240

A one‐day antecedent analysis and an extended school‐based double‐blind medication trial were used to assess the effects of Ritalin on the disruptive behavior of a child diagnosed with ADHD. The evaluations took place in an outpatient clinic and in the child's general education classroom. The results of both evaluations indicated that the medication had a positive effect on reducing disruptive behaviors. The investigation suggests that the one‐day antecedent analysis procedure could be used as an initial evaluation of the use of Ritalin. More importantly, the one‐day trial provided results similar to the outcomes obtained during the school‐based evaluation. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 235–240, 2004.  相似文献   

The “real value” of field trips in the early weeks of higher education: the student perspective   总被引：1，自引：0，他引：1  

C. Larsen  C. Walsh  N. Almond  C. Myers 《Educational studies》2017,43(1):110-121

The benefits attributed to field trips by science educators are: social development; observation and perception skills; giving meaning to learning; providing first-hand experience and stimulating interest and motivation. Arguably, the “real value” of field work is attributed by students. In this study, 100 first-year students took part in an analysis of the value of a residential field trip. The field trip was a purposeful combination of personal development and academic activities. Pairwise comparison showed that the attributed value score for “Personal and Social Development” was significantly higher than scores for “Provide First-hand Experience” and “Observation and Perception Skills”. The attributed value for “Stimulate Interest and Motivation in the Subject” also scored more highly than “Provide First-hand Experience”, and “Observation and Perception Skills”; “Give meaning to Learning” was significantly higher than that for “Observation and Perception Skills”. In addition, the “educator” was also able to significantly improve students’ scores for “Stimulate Interest and Motivation”. This insight into students’ perceptions of field work recasts our thinking as educators; social capital is a key factor in student persistence and subsequence academic success. Field trips should be considered a valuable addition to retention strategies in a way that is tangible for students themselves.  相似文献   

Patterns of inverted reading and subgroups in dyslexia     

Steen Larsen  Paul Parlenvi 《Annals of dyslexia》1984,34(1):195-203

Reading performance of 46 poor readers was compared with that of 20 normal control readers. All subjects were second grade children. In Experiment 1 two matching word lists were presented under two conditions: one version of the test was read in the upright position and the other inverted. In Experiment 2 the eye movements of all subjects were recorded during reading of two meaningful sentences in the normal and inverted position. While the controls were negatively influenced by inversion of the text, the poor readers showed a variety of responses. Overall, the poor readers showed a slight tendency to be better at reading in the inverted position when the text must be scanned from right to left. An individual analysis of the data revealed that in 28.3% of the poor readers inverted reading improved performance at least 15 %, a phenomenon found in none of the controls.  相似文献   

The Bureaucratisation of Universities   总被引：3，自引：0，他引：3  

Gornitzka  Åse  Kyvik  Svein  Larsen  Ingvild Marheim 《Minerva》1998,36(1):21-47

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iSchools and archival studies     

Richard J. Cox  Ronald L. Larsen 《Archival Science》2008,8(4):307-326

Whispers and rumors about the iSchool movement lead some to fear that this represents yet another shift away from the valued traditions of library schools, threatening something far different than what library science pioneers ever envisioned. Predating the iSchool movement, however, were other programmatic shifts such as those that led to the formalization of graduate archival education. This essay argues that such evolution is essential to our future, as iSchools tackle the increasingly complex issues confronting a digital society. We consider the mission and history of iSchools and of archival studies, the basic elements and concepts of archival studies that are critical to iSchools, and the relationship between iSchools and the changing nature of personal and institutional archives.  相似文献   

Validating a blended teaching readiness instrument for primary/secondary preservice teachers     

Douglas E. Archibald  Charles R. Graham  Ross Larsen 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):536-551

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A GLOBE Collaboration to Develop Land Cover Data Collection and Analysis Protocols     

Becker  Mimi Larsen  Congalton  Russell G.  Budd  Rebecca  Fried  Alan 《Journal of Science Education and Technology》1998,7(1):85-96

Global Learning and Observations to Benefit the Environment (GLOBE) is an international environmental education and science partnership which coordinates the work of students (aged 5 to 18), teachers and scientists from 48 countries on five continents to study and better understand the global environment. Accurate ground reference data is fundamental to the use of remotely sensed data for land cover classification and mapping. Because very little ground reference data has been collected, the accuracy of many land cover maps may be questioned, thus accurate land cover ground reference data is an important need that could be addressed through GLOBE scientist-student collaboration. If earth systems scientists are to use student data, it is important that those data be as accurate as possible to ensure reliability of research results. Thus a key question for this research is whether student collected data are accurate enough to support rigorous scientific investigations. This paper describes results of the GLOBE Science-Education Team on Data Validation and Accuracy Assessment's collaboration with teachers and students to: (1) design and test the pre-protocol learning activities; (2) test the protocols intended to guide the collection and analysis of data; and (3) implement the learning activities and protocols to determine the relative accuracy of student collected versus professionally collected land cover data. To ensure the most accurate classification of land cover possible, a new international hierarchical land cover classification system, the Modified Unesco Classification (MUC) system was developed. GLOBE Data Collection Protocols and methods were designed and implemented to test the accuracy of student collected reference data were designed and implemented. Students who collected land cover reference data using GLOBE protocols, obtained data which are at least as accurate as that collected by professionals.  相似文献