What's in a Name?     

Vicki Mayer 《传播与批判/文化研究》2013,10(2-3):291-294

These words critique the ongoing tendency to create false dichotomies between different approaches in media studies. Delivered as part of a panel on the future of media studies at the 2013 Society for Cinema and Media Studies, I offer a definition of critique that all critical media scholars should share.  相似文献   

Foods for health: Involving organizations in planned change     

Sheila Ninomiya Pohl  Vicki S. Freimuth 《Journal of Applied Communication Research》2013,41(1):17-27

The development of effective strategies for planned change presents a challenge to an organization operating in a modern, complex society. A change agency often faces two barriers to the diffusion of innovations —the lack of direct contact with individual receivers on a daily basis, and limited and perhaps shrinking resources. Two strategies which help a change agency address these barriers are: a) the use of co‐change agencies in innovation development and b) the diffusion of innovations through other organizations at the system‐receiver level. The use and effectiveness of these modifications to the traditional diffusion model are illustrated in the development and diffusion of a health education program called Foods for Health.  相似文献   

Socializing medical students in an era of managed care: The ideological significance of standardized and virtual patients     

Lynn M. Harter Ph.D.  Erika L. Kirby Ph.D. 《Communication Studies》2013,64(1):48-67

Health care practitioners come to understand their professional roles through socialization processes. This project investigates value sets that are constructed through interactions between medical students and two important socializing agents: standardized patients and virtual patients. Through in‐depth interviews with medical students and key administrators at two schools as well as an analysis of rhetorical artifacts about the formal curricula at both schools, we explored the ideological aspects of medical instruction as constituted and reinforced, perhaps subtly, covertly, and even inadvertently, through the pedagogical practices of using standardized and virtual patients. Our results highlight how these medical students perceive standardized and virtual patient interactions as an opportunity to manage uncertainty, and confront a primary tension they will face in enacting their professional rotes—being cost effective and efficient while also treating “patients as people.”  相似文献   

The class politics of rush Limbaugh     

Chad Harris  Vicki Mayer  Catherine Saulino  Dan Schiller 《The Communication Review》2013,16(4):545-564

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Personality Differences Between Navajo and Non‐Indian College Students     

Vicki J. Rosser 《Equity & Excellence in Education》2013,46(1):71-81

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RAN Components and Reading Development From Grade 3 to Grade 5: What Underlies Their Relationship?     

George K. Georgiou  Rauno Parrila  John R. Kirby 《Scientific Studies of Reading》2013,17(6):508-534

We examined (a) how rapid automatized naming (RAN) components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN–reading relationship. Sixty children were followed from Grade 3 to Grade 5 and were administered RAN (Letters and Digits), phonological processing, lexical and sublexical orthographic processing, speed of processing, reading accuracy, and fluency tasks. Pause time was highly correlated with reading fluency and shared more of its predictive variance with lexical orthographic processing and speed of processing than with phonological processing. Articulation time also predicted reading fluency, and its contribution was mostly independent from other cognitive-processing skills. Implications for the relationship between RAN and reading are discussed.  相似文献   

Rapid Naming Components and Their Relationship With Phonological Awareness,Orthographic Knowledge,Speed of Processing,and Different Reading Outcomes     

George K. Georgiou  Rauno Parrila  John R. Kirby  Kathy Stephenson 《Scientific Studies of Reading》2013,17(4):325-350

This study examines (a) how rapid automatized naming (RAN) speed components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 2 and 3, and (b) how RAN components are related to measures of phonological awareness, orthographic knowledge, and speed of processing. Forty-eight children were administered RAN tasks in Grades 1, 2, and 3. Results indicated that pause time was highly correlated with both reading accuracy and reading fluency measures and shared more of its predictive variance with orthographic knowledge than with phonological awareness or speed of processing. In contrast, articulation time was only weakly correlated with the reading measures and was rather independent from any processing skill at any point of measurement.  相似文献   

El uso de una tecnología interactiva de vídeo-disco para la enseñanza en el lenguaje por señas americano y en inglés escrito     

Vicki L. Hanson  Carol A. Padden 《Cultura y Educación》2013,25(13):106-110

La simultaneidad de códigos y lenguajes es una de las potencialidades más sugerentes del ordenador y su uso resulta decisivo en las didácticas de segundos lenguaces o de sistemas de comunicación alternativos.  相似文献   

The ‘worn-out athlete’: A clinical approach to chronic fatigue in athletes     

W. Derman  M. P. Schwellnus  M. I. Lambert  M. Emms  C. Sinclair-Smith  P. Kirby 《Journal of sports sciences》2013,31(3):341-351

Chronic fatigue in the athletic population is a common but difficult diagnostic challenge for the sports physician. While a degree of fatigue may be normal for any athlete during periods of high-volume training, the clinician must be able to differentiate between this physiological fatigue and more prolonged, severe fatigue which may be due to a pathological condition. As chronic fatigue can be the presenting symptom of many curable and harmful diseases, medical conditions which cause chronic fatigue have to be excluded. The clinician must then be able to differentiate between chronic fatigue associated with training or chronic fatigue from other medical causes, and also between the chronic fatigue syndrome and the overtraining syndrome. Once the clinician has excluded all of the above medical conditions which cause chronic fatigue in athletes, a significant proportion of fatigued athletes remain without a diagnosis. Novel data indicate that skeletal muscle disorders may play a role in the development of symptoms experienced by the athlete with chronic fatigue. The histological findings from muscle biopsies of athletes suffering from the ‘fatigued athlete myopathic syndrome’ are presented. We have designed a clinical approach to the diagnosis and work-up of the athlete presenting with chronic fatigue. The strength of this approach is that it hinges on the participation of a multidisciplinary team in the diagnosis and management of the athlete with chronic fatigue. The athlete, coach, dietician, exercise physiologist and sport psychologist all play an important role in enabling the physician to make the correct diagnosis.  相似文献   

Development of a scale to measure lifelong learning     

John R. Kirby 《International Journal of Lifelong Education》2013,32(3):291-302

Primary objective: to develop a scale to measure students’ disposition to engage in lifelong learning. Research design, methods and procedures: using items that reflected the components of lifelong learning, we constructed a 14‐item scale that was completed by 309 university and vocational college students, who also completed a measure of deep and surface learning. Main outcomes and results: the lifelong learning scale had reasonable reliability, and showed some differences between students in different discipline and institutions. As hypothesized, lifelong learning was positively related to the deep approach to learning and negatively to the surface approach. Conclusions: although the factors that contribute to the lifelong‐learning attributes measured here have yet to be investigated, this questionnaire can provide an overall picture of a group’s inclinations towards lifelong learning. It can help evaluate the effectiveness of educational interventions, or allow individual students to understand their learning strengths and weaknesses.  相似文献