Framing responsibility for depression: how U.S. news media attribute causal and problem-solving responsibilities when covering a major public health problem     

Yuan Zhang  Yan Jin  Sean Stewart  Jeannette Porter 《Journal of Applied Communication Research》2016,44(2):118-135

This paper analyzes how major U.S. print and broadcast news media framed depression causal and problem-solving responsibilities at individual and societal levels over the past three decades. Results from the content analysis showed that the media placed more causal and problem-solving responsibilities on individuals than the society. However, references to societal solutions increased moderately over time. Organizational differences emerged in news attribution of responsibilities, as print media presented more individual-level causes while broadcast media focused more on solutions at both individual and societal levels. Additionally, local newspapers put more problem-solving responsibilities on individuals than national newspapers, while a cable news channel allocated more time to the discussion of overall depression responsibilities than network TV. Findings are discussed in the context of cultural orientations, organizational constraints, changing practice and trends in health news reporting, and the broader political/social environment in which the news media operate. Practical implications for health journalism, mental health communication and advocacy, and public health policy-making are discussed.  相似文献   

Designing the New American University     

Sean Sturm 《高等教育研究与发展》2017,36(1):223-225

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The new academic: a strategic handbook     

Sean Sturm 《高等教育研究与发展》2015,34(5):1063-1065

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Interesting times: a short introduction from the new editorial team of Gender and Education     

Carol Taylor  Susanne Gannon  Jayne Osgood  Kathryn Scantlebury 《Gender and education》2016,28(7):821-822

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Catholic‐nationalist attitudes to education in northern Ireland, 1921–1947     

Sean N. Farren 《Irish Educational Studies》2013,32(1):56-73

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Public Libraries: Measuring Their Value     

Gayle Broad  Sean Meades 《Public Library Quarterly》2013,32(3):309-319

Funding cuts and greater emphasis on expenditure justification in the public sector have sparked studies which attempt to demonstrate the financial return on investment of public libraries, with most of these conducted in larger urban centers. Northern Ontario, a vast region with a population less than one million, primarily Anglophone and francophone settlers and numerous Indigenous communities, served by tiny libraries, required a unique approach. A literature review and community input identified seven key sectors together with indicators for measurement. The Toolkit¹ designed by this research illustrates how to calculate an SROI that may better serve communities and improve funders’ decision-making.  相似文献   

BOOK REVIEWS     

Michael A. Vickers  Elaine Shaw  Sean Cameron  Lindsay Towns  Hanna Hancock  Rachel Woodford 《Educational Psychology in Practice》2007,23(3):283-297

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The relative contribution of training intensity and duration to daily measures of training load in professional rugby league and union     

Dan Weaving  Nicholas Dalton-Barron  Shaun McLaren  Sean Scantlebury  Cloe Cummins  Gregory Roe 《Journal of sports sciences》2020,38(14):1674-1681

ABSTRACT

This study examined the relative contribution of exercise duration and intensity to team-sport athlete’s training load. Male, professional rugby league (n = 10) and union (n = 22) players were monitored over 6- and 52-week training periods, respectively. Whole-session (load) and per-minute (intensity) metrics were monitored (league: session rating of perceived exertion training load [sRPE-TL], individualised training impulse, total distance, BodyLoad?; union: sRPE-TL, total distance, high-speed running distance, PlayerLoad?). Separate principal component analyses were conducted on the load and intensity measures to consolidate raw data into principal components (PC, k = 4). The first load PC captured 70% and 74% of the total variance in the rugby league and rugby union datasets, respectively. Multiple linear regression subsequently revealed that session duration explained 73% and 57% of the variance in first load PC, respectively, while the four intensity PCs explained an additional 24% and 34%, respectively. Across two professional rugby training programmes, the majority of the variability in training load measures was explained by session duration (~60–70%), while a smaller proportion was explained by session intensity (~30%). When modelling the training load, training intensity and duration should be disaggregated to better account for their between-session variability.  相似文献   

Family Turbulence and Child Internalizing and Externalizing Behaviors: Moderation of Effects by Race     

Sean R. Womack  Lindsay Taraban  Daniel S. Shaw  Melvin N. Wilson  Thomas J. Dishion 《Child development》2019,90(6):e729-e744

This study examined the impact of residential instability and family structure transitions on the development of internalizing and externalizing problems from age 2 through 10.5. Child's race was examined as a moderator. Caregiver reports of internalizing and externalizing behaviors were obtained on 665 children at ages 5 and 10.5. Early-childhood residential and family structure transitions predicted elevated internalizing and externalizing problems at ages 5 and 10.5, but only for Caucasian children. These findings suggest that residential and family structure instability during early childhood independently contribute to children's later emotional and behavioral development, but vary as a function of the child's race. Community organizations (e.g., Women, Infant, and Children) can connect turbulent families with resources to attenuate effects of residential and family structure instability.  相似文献   

La Transición: parent perspectives on transition for Latino youth with intellectual and developmental disabilities     

Sean Skillern  Erik W. Carter 《Journal of Research in Special Educational Needs》2021,21(4):323-333

The transition to adulthood can be a challenging time for adolescents with intellectual and developmental disabilities. Its complexity, however, may be magnified for families who have immigrated to the United States. This study examined the transition expectations and experiences of six first-generation, Latino parents and their transition-aged (14–22) children with intellectual disability, autism, and/or multiple disabilities. Through individual interviews held in Spanish or English, parents offered insights into (1) their visions of success for their child, (2) the distinct barriers they face as immigrant families, and (3) their suggestions for schools and adult agencies related to supporting strong transitions. Their portraits of desired outcomes were quite individualized and reflected high expectations. Factors identified as inhibiting successful transitions included persistent language barriers, the views of certain professionals and community members, and exclusion from typical school experiences. Parents encouraged schools to support family advocacy, foster greater student independence, expand adult programming, and reduce segregated educational placements. We present implications for educators on working with Latino families, as well as offer recommendations for future research.  相似文献