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This study replicated a previous research project addressing connections between family-of-origin communication and organizational dissent expression. We predicted that family communication patterns (FCPs), specifically conversation and conformity orientations, would predict upward, lateral, and displaced dissent. As in the original study, significant findings emerged for upward dissent and conformity orientation. This replication study indicated family type as an inconsistent predictor of expressed dissent. Contrary to the original study, we found no evidence to support a connection between pluralistic family types and upward dissent. Finally, as an extension of the original study we analyzed effects of FCPs on displaced dissent, finding an inverse association with conversation orientation. Implications for future research are discussed. 相似文献
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Oh and LaRose (2016) contended that problem severity and channel publicness shape support seekers’ goals, time spent composing messages, and the sophistication of those messages. The current study seeks to replicate and extend Oh and LaRose’s study to produce a more accurate understanding of the factors that influence the sophistication of support-seeking messages online. Support seekers’ goals varied according to the severity of a stressor and the publicness of a channel, and the amount of time people spent composing a message influenced its sophistication. We extend the original study by examining associations that were not initially tested. Time spent composing messages mediated the influence of problem severity on the quality of people’s messages, and this effect was moderated by channel publicness. 相似文献
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Andrew S. Pyle 《Communication Teacher》2018,32(4):209-214
Courses: This unit activity is intended for public relations (PR), crisis communication, or journalism courses.
Objectives: The purpose is to equip future PR professionals with critical thinking skills and experience to manage crises. Students demonstrate mastery in two ways: by crafting clear crisis response messages and materials in a narrow time frame, and by applying a crisis communication heuristic to manage a simulated crisis event. 相似文献
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Andrew McTominey 《Cultural and Social History》2019,16(5):561-579
ABSTRACTThis article highlights the benefits of cultural readings of the environment by showing how the reservoirs of the Washburn Valley, built by the Leeds Corporation between 1869 and 1879 and vital sources of potable water for the urban population, altered the area’s cultural landscape. An examination of Leeds-based newspapers and locally published guidebooks will show how the reservoirs positively affected Romantic depictions of the area, whilst the use of the phrase ‘the Leeds Lake District’ fabricated a sense of civic pride between the town and its hinterland, an area positively affected by the implementation of urban engineering. 相似文献
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ABSTRACTThis article explores the experiences of a group of established academic staff in New Zealand and the UK, as they undertake a doctorate in their home institutions. Our interest is in how individuals negotiate this dual status from a cultural-historical activity theory (CHAT) stance that explores how rules, tools, community and divisions of labour, and interacting activity systems, shape doctoral experiences. The focus in this article, having analysed their detailed narrative accounts, is on how academics experience three interdependent activity systems: those surrounding the thesis, the institutional context, and the home-life spheres. Issues related to time, workload and supervision issues, variability in collegial support and impact on personal priorities and time emerged. There is a range of particularities – from easy access to resources/supervisors to inflexible institutional regulations – applicable to this group of doctoral candidates. Negotiating life as an academic with concurrent doctoral candidature provides positive outcomes in terms of teaching, research confidence and general personal and professional development. However, a range of difficulties can also be encountered, particularly in relation to personal and professional relationships, and workload management. 相似文献
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Andrew Stables 《Journal of Philosophy of Education》2014,48(4):591-603
While Peirce is a seminal figure for contemporary semiotic philosophers, it is axiomatic of a fully semiotic perspective that no philosopher or philosophy (semiotics included) can provide any final answer, as signs are always interpreted and the context of interpretation always varies. Semiosis is evolutionary: it may or may not be construed as progressive but it cannot be static. While Peirce offers a way out of the mind‐body divide that both permeates and separates classical rationalism and empiricism, he himself is read in this article as closer to the rationalist tradition exemplified by Kant and Hegel that he critiques than to either thoroughgoing empiricism or post‐Nietzschean relativism. From a contemporary perspective, Peirce thus falls short of qualifying as a fully semiotic thinker, notwithstanding his key role in the development of semiotic philosophy. 相似文献
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A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes
Justin D. Lewin Erin L. Vinson MacKenzie R. Stetzer Michelle K. Smith 《CBE life sciences education》2016,15(1)
At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty. 相似文献
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