Regulation of professional sport in a changing broadcasting environment: Australian club and sport broadcaster perspectives     

Paul Turner 《Sport Management Review》2012,15(1):43-59

Broadcasting is undergoing massive changes with technology introducing new delivery opportunities and thereby more broadcasters into the equation. Emerging technology in the sport broadcasting environment is complicated by the existing league and broadcasting regulations. League-based regulations impact on income distribution and product distribution, while broadcasting regulations, largely imposed by the elected Federal Government of the day, are enacted to ensure that commercial and public interests are being supported. Introducing a stakeholder interest-based approach, the regulation affecting professional sport clubs and broadcasters was examined in order to identify how they would respond to the regulation imposed on them in the emerging broadcasting environment.In depth interviewing of senior managers of Australian Football League (AFL) and National Rugby League (NRL) clubs as well as sport broadcasters was undertaken with the data analysed, and emergent themes recorded. Results indicate that league, broadcaster and government regulations impact on the clubs and broadcasters in a variety of ways, with clubs facing regulation from the league and the broadcasters, while the broadcasters and league face regulation from the government legislation enacted. The results indicate that these organisations need to be aware of the conditions that arise from the existing and emerging broadcast regulatory environment in order to better understand and respond to it.  相似文献   

Compassion fatigue, burnout, and compassion satisfaction among Colorado child protection workers     

Conrad D  Kellar-Guenther Y 《Child abuse & neglect》2006,30(10):1071-1080

OBJECTIVE: The goal of this study was to understand better the risk of compassion fatigue (the trauma suffered by the helping professional) and burnout (emotional exhaustion, depersonalization, and reduced sense of personal accomplishment), and the potential for compassion satisfaction (the fulfillment from helping others and positive collegial relationships) among Colorado county child protection staff using the Compassion Satisfaction/Fatigue Self-Test [Figley, C. R., & Stamm, B. H. (1996). Psychometric review of Compassion Fatigue Self-Test. In B. H. Stamm (Ed.), Measurement of stress, trauma, and adaptation (pp. 127-130). Lutherville, MD: Sidran Press]. An additional goal was to test the relationship of these three constructs to each other. METHOD: A self-report instrument developed by Stamm and Figley was used to measure the risk of compassion fatigue and burnout and the potential for compassion satisfaction among 363 child protection staff participating in a secondary trauma training seminar. RESULTS: Participants were significantly more likely to have high risk of compassion fatigue, extremely low risk of burnout, and good potential for compassion satisfaction. Participants with high compassion satisfaction had lower levels of compassion fatigue (p=.000; mean=35.73 high compassion satisfaction group, mean=43.56 low group) and lower levels of burnout (p=.000; mean=32.99 high compassion satisfaction group, mean=41.69 low group). CONCLUSION: Approximately 50% of Colorado county child protection staff suffered from "high" or "very high" levels of compassion fatigue. The risk of burnout was considerably lower. More than 70% of staff expressed a "high" or "good" potential for compassion satisfaction. We believe compassion satisfaction may help mitigate the effects of burnout.  相似文献   

International perspectives on student awareness,experiences and perceptions of research: implications for academic developers in implementing research‐based teaching and learning     

Nancy Turner  Brad Wuetherick  Mick Healey 《International Journal for Academic Development》2013,18(3):199-211

This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multi‐institutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final‐year undergraduate students across three institutions in the UK and Canada, represents a spectrum of research and teaching intensive universities and is one of the largest exploring undergraduate student perceptions of research in the linking teaching and research literature. The results indicate a complex relationship between student perceptions and experiences of research and the type of institution, as well as the individual, institutional and national context. They also inform the discussion of particular issues that academic developers face and the strategies they use to improve the integration of research and teaching to benefit the undergraduate learning experience in their institution.

Cet article explore les implications, pour le développement pédagogique, de l’intégration effective de la recherche, de l’enseignement et de l’apprentissage à l’aide de la lentille d’une comparaison internationale multi institutionnelle des perceptions étudiantes à l’égard de la recherche et de leur impact sur l’environnement d’apprentissage. L’étude, reposant sur un échantillon de plus de 500 étudiants en dernière année de 1^er cycle, provenant de trois institutions au Royaume‐Uni et au Canada, représente un spectre d’universités centrées sur l’enseignement ou sur la recherche. L’étude constitue une des recherches les plus importantes au sujet des perceptions étudiantes à l’égard de la recherche dans la littérature portant sur le lien entre l’enseignement et la recherche. Les résultats indiquent une relation complexe entre les perceptions et les expériences des étudiants, et le type d’institution, de même qu’avec les contextes individuel, institutionnel et national. Les résultats contribuent aussi à la discussion de questions particulières auxquelles les conseillers pédagogiques font face ainsi que les stratégies que ceux‐ci utilisent en vue d’améliorer l’intégration de la recherche et de l’enseignement de façon à en faire bénéficier l’expérience d’apprentissage au 1^er cycle au sein de leur institution.  相似文献   

Development of self-belief for employability in higher education: ability,efficacy and control in context     

Nancy K. Turner 《Teaching in Higher Education》2013,18(6):592-602

Self-belief is argued here to be a key aspect of employability development that has been largely under conceptualisation in terms of what the construct may mean and how it may be developed through higher education (HE) study. This paper proposes three fundamental beliefs that need to be fostered in order to develop student self-belief: (1) that ability can be improved; (2) that one has the ability to achieve one's goals; and (3) that the environment will allow for goal attainment. Self-belief needs to be developed within the HE curriculum in the context of disciplinary knowledge and skills. The factors that may influence the development of these beliefs within the curriculum will be explored along with implications for practice that may support the development of self-belief and contribute to the production of employable graduates from HE.  相似文献   

Analysing the Role of the Subject Head of Department in Secondary Schools in England and Wales: Towards a theoretical framework     

Chris Turner  Ray Bolam 《School Leadership & Management》2013,33(3):373-388

This paper argues that contingency theory offers a useful basis on which to consider the work of subject heads of department (HoDs) in secondary schools, particularly if they are pro-active in attempting to influence the quality of teaching and learning in their curriculum area. We have developed a provisional model which may shed more light on how HoDs actually work with other departmental staff.  相似文献   

Perceptions of the Community College of High School Counselors and Advisors     

Yvonne M. Mitkos  Debra D. Bragg 《Community College Journal of Research & Practice》2013,37(4-6):375-390

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Lexical Quality and Reading Comprehension in Primary School Children     

Tobias Richter  Maj-Britt Isberner  Johannes Naumann  Yvonne Neeb 《Scientific Studies of Reading》2013,17(6):415-434

In a cross-sectional study, we examined the relationship between the quality of lexical representations and text comprehension skill in German primary school children (Grades 1–4). We measured the efficiency and accuracy of orthographical, phonological, and meaning representations by means of computerized tests. Text comprehension skill was assessed with a standardized reading test with questions requiring recognition of text information and inferencing. Both the accuracy of and the efficiency of access to the three types of lexical representations contributed to explaining interindividual variation in text comprehension skill. Results from a path-analytic model suggest a specific causal order of the three components of lexical quality with the quality of meaning representations partly mediating the effects of form representations.  相似文献   

Beyond the ‘good teacher’: guiding pre-service teacher reflections on culturally diverse students     

Marianne Turner 《Teachers and Teaching》2013,19(1):78-92

This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity.  相似文献   

Analyzing Cataloging Job Descriptions: Are Cataloging Jobs Disappearing,Changing, or Merging?     

Rachel Turner 《Cataloging & classification quarterly》2020,58(6):591-602

Abstract

To determine the state of the cataloging job market, this study compares job advertisements from August 2016-August 2018 advertising for jobs with cataloging in the title, metadata in the title, and cataloging and metadata in the title. Given ongoing concerns about the impact of metadata jobs on the cataloging job market, this study asks the questions: Are cataloging jobs in fact “disappearing” and becoming metadata jobs? Are entry-level jobs disappearing, perhaps contributing to the idea that there is a lack of qualified catalogers? Is there a difference in position level between cataloging and metadata job advertisements that can account for a lack or perceived lack of available cataloging jobs? Are there more entry-level or mid/supervisory positions advertised? Are cataloging and metadata jobs really separate, or should they be considered one position called cataloging and metadata?  相似文献   

Center Stage: Performing a Needs Assessment of Campus Research Centers and Institutes     

Andrea Malone  Lisa Martin  Christie Peters  Cherie Turner  Porcia Vaughn 《图书馆管理杂志》2017,57(4):406-419

Outreach to research centers and institutes is often overlooked in academic libraries. This article discusses a needs assessment conducted by the Liaison Services Department at the University of Houston Libraries that reviewed library services to centers and institutes at the University of Houston's main campus. The assessment was conducted for two purposes: to build collaborations with centers and to determine how the libraries might create new services and/or market existing services to meet the centers and institutes' growing research needs.  相似文献