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141.
The goals of this study are to describe the motivations and aims of young Israelis for choosing Reform rabbinical studies and to explore how the Israeli and Reform contexts are manifested in students’ motivations and aims. This question was examined by a study of the personal background, the decision-making process, and the motivations of 10 students in the Reform rabbinical program at the Jerusalem campus of Hebrew Union College (HUC). Though most of the students’ exposure to Reform Judaism occurred following an encounter with North American Reform Jewry, the choice of rabbinical studies was described by most of the participants as the result of a sense of incongruity between the personal, cultural, and professional dimensions of their lives. 相似文献
142.
Gabriel Mugny Armand Chatard Alain Quiamzade 《European Journal of Psychology of Education - EJPE》2006,21(4):413-427
It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is
a correspondence between the (authoritarian vs. democratic) style of the authority and students’ perceptions of their relation
to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived
themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian
teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic
dependence towards the epistemic authority. 相似文献
143.
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145.
Manuel Hernández-Pérez José Gabriel Ferreras Rodríguez 《Mass Communication and Society》2014,17(1):26-53
Rather than the simple adaptation of a story across different media, cross-media narrative should be defined as that which is transformed by virtue of use a medium and its different languages (film, comics, video games, etc.). This article extends and updates the dimensions of previous cross-media analysis models by underlining narrative aspects of the different products discussed and examining the influence of generic conventions along the way. To test this methodology, the article focuses on a product from the “adventure” genre— the Indiana Jones franchise—which it argues should be seen as a benchmark in the history of this kind of narrative. Special attention is given to the treatment of the character of Indiana Jones, who is the true focal point of the narrative, and to other underlying thematic features. 相似文献
146.
Gabriel Weimann Nirit Weiss-Blatt Germaw Mengistu Maya Mazor Tregerman Ravid Oren 《Mass Communication and Society》2014,17(6):803-829
It is hard to imagine a more challenging arena for communication research than that presented by new media and their impact on our society. We have witnessed the fastest evolution in communication technology in human history and, along with it, the evolution of communication conceptions and theories used to assess its impact. More than a decade has passed since Chaffee and Metzger first published their intriguing article “The End of Mass Communication?” and suggested that the new media will change the notions of mass communication and, as a result, the theories used in communication research. Today, we know more about new media and its effect on communication, society, and communication theories. The present article, therefore, sets out to reassess Chaffee and Metzger's claim by describing the development of several core theories of communication research, namely the agenda-setting theory and the notions of media audiences and the Digital Divide, in light of the new media. Our review shows that the role played by communication technologies in social, cultural, political, and economic processes is as central and influential in the new media era as it was in traditional media environment and that, although theories may change to accommodate the changes of the new media environment, researchers are still dealing with the “old” issues of power and resistance, and structure and ownership. 相似文献
147.
148.
Gabriel Lima-Oliveira Gian Luca Salvagno Giuseppe Lippi Elisa Danese Matteo Gelati Martina Montagnana Geraldo Picheth Gian Cesare Guidi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(3):343-349
Background:
Presently the necessity of fasting time for coagulation tests is not standardized. Our hypothesis is that this can harm patient safety. This study is aimed at evaluating whether a light meal (i.e. breakfast) can jeopardize laboratory coagulation tests.Materials and methods:
A blood sample was firstly collected from 17 fasting volunteers (12 h). Immediately after blood collection, the volunteers consumed a light meal. Then samples were collected at 1, 2 and 4 h after the meal. Coagulation tests included: activated partial thromboplastin time (APTT), prothrombin time (PT), fibrinogen (Fbg), antithrombin III (AT), protein C (PC) and protein S (PS). Differences between samples were assessed by Wilcoxon ranked-pairs test. The level of statistical significance was set at P < 0.05. Mean % differences were determined and differences between and baseline and 1, 2 and 4h samples were compared with reference change value (RCV).Results:
A significantly higher % activity of AT was observed at 1 h and 4 h after meal vs. baseline specimen [113 (104–117) and 111 (107–120) vs. 109 (102–118), respectively; P = 0.029 and P = 0.016]. APTT at 2 h was found significantly lower than baseline samples [32.0 (29.9–34.8) vs. 34.1 (32.2–35.2), respectively; P = 0.041]. The results of both Fbg and PS tests were not influenced by a light meal. Furthermore, no coagulation tests had significant variation after comparison with RCV.Conclusion:
A light meal does not influence the laboratory coagulation tests we assessed, but we suggest that the laboratory quality managers standardize the fasting time for all blood tests at 12 hours, to completely metabolize the lipids intake. 相似文献149.
150.
Mamchur, C. (1996). A teacher's guide to cognitive type theory and learning style. Alexandria.VA: Association for Supervision and Curriculum Development (132 pp., ISBN‐0871202786) Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development (132 pp., $21.95 pb, ISBN 0–87120–342–1). Reis, Sally M. (1998). Work Left Undone: Choices and Compromises of Talented Females. PO Box 320, Mansfield Center, Conn.: Creative Learning Press (427pp., $19.95 paper, ISBN:0–936386–76–2). Dettmer, P., & Landrum, M. (Eds.). (1998). Staff development: The key to effective gifted education programs. Waco, TX: Prufrock Press (125 pp., $19.95 pb, ISBN‐1–882664–41–8). [A publication of The National Association for Gifted Children, Washington, DC]. 相似文献