Media Coverage of Public Health Epidemics: Linking Framing and Issue Attention Cycle Toward an Integrated Theory of Print News Coverage of Epidemics     

Tsung-Jen Shih  Rosalyna Wijaya  Dominique Brossard 《Mass Communication and Society》2013,16(2):141-160

Using framing and issue attention cycle as theoretical frameworks, this study examined how print media frame public health epidemics, such as mad cow disease, West Nile virus, and avian flu. We found that “action” and “consequence” were the two frames journalists employed consistently to construct stories about epidemics in the New York Times, the newspaper used for this case study. The prominence of other frames varied with diseases. We also found different attention cycle patterns for each disease. Coverage of public health epidemics was highly event based, with increased news coverage corresponding to important events such as newly identified cases and governmental actions. We found that media concerns and journalists' narrative considerations regarding epidemics did change across different phases of development and across diseases. This suggests that journalists emphasize different narrative considerations at different stages of the issue development cycle, based on the specificity of each disease.  相似文献   

Inclusive and exclusive education in Sweden: principals' opinions and experiences     

Eva Heimdahl Mattson  Audrey Malmgren Hansen 《欧洲特需教育杂志》2013,28(4):465-472

To support the national and international aims of inclusion, special teacher training in Sweden was replaced in 1990 by special educator training. These special educators would supervise the teachers in their school and would not exclusively teach students. The aim of this study was to investigate what the principals of 14 municipal compulsory schools in Stockholm County thought about the organisation and realisation of special education in 1996 and 2006 respectively. According to the results, there were fewer segregated groups in these schools in 2006, but an increasing number of students were placed in segregated groups that were common to several schools or municipalities. Principals at schools with teaching teams usually saw the special educator as a coordinating and supervising resource while others preferred the special teacher function. The former approach led to a more inclusive school and the latter in the direction of exclusion.  相似文献   

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001     

Kajsa Yang Hansen  Monica Rosén  Jan‐Eric Gustafsson 《Scandinavian Journal of Educational Research》2013,57(2):197-211

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.  相似文献   

Presidential debate questions and the public agenda   总被引：1，自引：1，他引：0  

William L. Benoit  Glenn J. Hansen 《Communication quarterly》2013,61(2):130-141

Presidential debates have become an institutionalized component of presidential campaigns. Debates have been shown to create learning in voters and are capable of influencing vote choices. Although candidates have some control over their utterances, questions, usually asked by journalists, have a strong influence on the topics candidates can address. It is fashionable to criticize the questions posed by journalists in these “joint press conferences.” This study adds a new twist to media agenda‐setting, providing empirical evidence on the question of whether voters’ issue interests influence the topics of journalists’ questions. Results show that the questions asked by journalists in debates do not reflect the public interest. We recommend that future debates eschew the use of journalists as sources of questions for presidential debates.  相似文献   

Understanding the effects of training programs for vulnerable adults on social inclusion as part of continuing education     

Maurice de Greef  Mien Segers  Dominique Verté 《Studies in Continuing Education》2013,35(3):357-380

According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection.  相似文献   

And madly they teach     

J. Merrell Hansen 《Peabody Journal of Education》2013,88(3):217-223

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Integrative Anthropological Method in History of Culture and Education     

Allen Oscar Hansen 《The Educational forum》2013,77(3):361-378

This is the story of three professors who found collective success in certain old-time approaches to teaching. Using three different first-person perspectives from Professors Burg, Piedmont, and Kamke, we examine some of the key components of such teaching orientation that may be helpful for professors navigating increased enrollments, while trying to engage students to learn not only the subject matter, but also, perhaps more importantly, about themselves as human beings.

The relevance of this classic approach is reflected in the fact that all of us, typically unawares, continue to apply, and expand on, the way of education to which we were introduced a long time ago. In essence, that old-time teaching showed us how to be, in the words of Angyal, simultaneously autonomous (i.e., being oneself, standing alone) and homonomous (belonging/surrendering to something greater than oneself).  相似文献   

Reflections on the Manner in Teaching Project     

David T. Hansen 《课程研究杂志》2013,45(6):729-735

In reflections on the Manner in Teaching Project, I focus on four themes: why teaching is an intellectual and moral endeavour; the significance of the school context for understanding the moral dimensions of teaching; the uses and limitations of moral theory in research on teaching; and the centrality of the person in the role of teacher. The 'Manner in Teaching Project' sheds useful light on these themes, including how to examine them systematically.  相似文献   

Incest as child abuse: Research and applications: Brenda J. Vander Mey and Ronald L. Neff, Praeger, London. 1986. 229 pp. $29.95     

Dominique Girodet M.D. 《Child abuse & neglect》1988,12(4)

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Pathways to Political Participation? Religion, Communication Contexts, and Mass Media   总被引：2，自引：0，他引：2  

Scheufele  Dietram A.; Nisbet  Matthew C.; Brossard  Dominique 《Int. Journal of Public Opinion Research》2003,15(3):300-324

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