Content analysis of shyness portrayals in television advertising     

Melanie Booth‐Butterfield  Rhonda D. Duppstadt 《Communication Research Reports》2013,30(1):33-39

This study tested the hypotheses that shyness is under‐represented in television advertising and that among shy characters, women and children are over‐represented. Network commercials were content‐analyzed for their characterizations of inhibited behaviors. Results indicated that shyness was rarely exhibited and, within the shy portrayals, men and children were more likely to be depicted as shy.  相似文献   

Editor's message     

Melanie Booth‐Butterfield Editor 《Communication Research Reports》2013,30(2)

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Public and Academic Library Cataloging Collaboration in Ohio's NACO Funnel Project     

Melanie McGurr  Catherine Mason  Michael Monaco 《Cataloging & classification quarterly》2013,51(1-3):72-81

Catalogers at The Ohio State University (OSU) Libraries, Columbus Metropolitan Library (CML), and Cleveland Public Library (CPL) are collaborating through the Ohio Name Authority Cooperative (NACO) funnel to create personal name authority records that directly benefit library patrons. Although OSU provides training and review, all three libraries receive value from the collaboration. There have been obstacles, however, such as cataloging training and workflow differences between public and academic libraries. This article will discuss the challenges and benefits of this inter-library cataloger collaboration from the point of view of all three libraries, plans for the future, and best practices for other libraries that are interested in public/academic library collaborations of this kind.  相似文献   

Synthetic Ethos: The Believability of Collections at the Intersection of Classification and Curation     

Melanie Feinberg 《The Information Society》2013,29(5):329-339

This article explores the rhetorical notion of ethos, or a believable character, in the context both of classification schemes, or means of organizing documents, and of the resource collections that make use of those schemes. Ethos, the article contends, explains how a particular audience is more or less likely to accept the interpretive frame that classification or collection inscribes on its contents. Two case studies, one of a classification and one of a resource collection that incorporates a classification, show how these communicative artifacts can generate ethos despite their lack of typical textual mechanisms, such as linear narrative. The article concludes by suggesting that properties of collections—their synthesis of multiple, often independent parts, their continuous versioning—stretch the basic idea of ethos itself, and the notion of synthetic ethos is proposed to better encompass these properties.  相似文献   

III. Method     

Melanie Killen  Jennie Lee–Kim  Heidi McGlothlin  & Charles Stangor 《Monographs of the Society for Research in Child Development》2002,67(4):39-44

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Drama, narrative and early learning     

Melanie Peter 《British Journal of Special Education》2003,30(1):21-27

Melanie Peter is a lecturer in early childhood studies and special needs at Suffolk College, Ipswich, and a freelance consultant in arts education and inclusive/special education. Her recent research has focused on the value of pretence, particularly for children with autistic spectrum disorders. In this article, based on a paper given to the conference 'Innovation, Research and Good Practice in the Education of Pupils with Severe, Profound and Multiple Learning Disabilities' at the University of London in April 2002, she presents an approach to developing drama with severely socially challenged children, underpinned by a rationale founded in the importance of early experiences of make–believe and narrative. In drama, children at early stages of learning can begin to explore and understand social narratives from the inside – a vital route to developing social competence. Melanie Peter concludes that while play–drama intervention is aimed especially at children with autistic spectrum disorders, it can also benefit a wider range of children with severe and complex learning needs and help them to participate more effectively in a social world.  相似文献   

Emotion Regulation,Coping, and Decision Making: Three Linked Skills for Preventing Externalizing Problems in Adolescence          下载免费PDF全文

Kathryn L. Modecki  Melanie J. Zimmer‐Gembeck  Nancy Guerra 《Child development》2017,88(2):417-426

Research on executive control during the teenage years points to shortfalls in emotion regulation, coping, and decision making as three linked capabilities associated with youth's externalizing behavior problems. Evidence gleaned from a detailed review of the literature makes clear that improvement of all three capabilities is critical to help young people better navigate challenges and prevent or reduce externalizing and related problems. Moreover, interventions can successfully improve these three capabilities and have been found to produce behavioral improvements with real‐world significance. Examples of how successful interventions remediate more than one of these capabilities are provided. Future directions in research and practice are also proposed to move the field toward the development of more comprehensive programs for adolescents to foster their integration.  相似文献   

Issues and trends in American Annals of the Deaf publication. 2001 to 2007     

Moores D  Anderson K  Ayers K  Krantz K  Lafferty M  Locke A  Smith AM  Vander Weide R 《American annals of the deaf》2008,153(2):99-120

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Framing Social Justice In Education: What Does The 'Capabilities' Approach Offer?     

Melanie Walker 《British Journal of Educational Studies》2003,51(2):168-187

This paper develops a framework for conceptualising social justice in education, drawing particularly on Martha Nussbaum's (2000) capabilities approach. The practical case for consideration is that of widening participation and pedagogical implications in higher (university) education in England. While the paper supports the value and usefulness of Nussbaum's list of ten capabilities for developing a more radical and challenging language and practice for higher education pedagogies, it also argues that her approach is limited. Other ways of conceptualising social justice are also required in order to develop adjudicating theories which enable us to judge which practices take us closer to social justice. An argument is made for 'bivalent' theorising which integrates individual and institutional development and agents and social structures.  相似文献   

Hard to teach: inclusive pedagogy in social science research methods education     

Melanie Nind  Sarah Lewthwaite 《International Journal of Inclusive Education》2018,22(1):74-88

Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may be anxiety-provoking, which has sometimes led to a deficit discourse in which learners are positioned as ill-prepared and fearful. Learners can then be blamed for being hard to teach when an inclusive pedagogical lens would support a more asset-based discourse. Nonetheless, the authors argue that without traditional deficit-based solutions of the remedial class, special needs label or special teacher within the methods learning environment, methods teachers have developed their own responses. These pedagogic responses, elicited from the authors’ research using methods of expert interviews, focus groups and video-stimulated dialogue, address challenges associated with the learner, the learning material and the teacher’s context. The paper differentiates between practical solution-focused strategies and more holistic approaches. The authors illustrate how methods teachers reach out to diverse learners and they conclude that data and standpoints are used in inclusive teaching to make connections and to support learning.  相似文献