This Little Piggy Went to Press: The American News Media's Construction of Animals in Agriculture     

Carrie Packwood Freeman 《The Communication Review》2013,16(1):78-103

This textual analysis examines the representations of farmed animals in national print and broadcast news discourse in over 100 stories published from 2000 to 2003. Findings show these American news media largely support the speciesist status quo by favoring elite viewpoints and failing to provide balance. Although exceptions are provided, news media often objectify nonhuman animals discursively through: 1) commodification, 2) failure to acknowledge their emotional perspectives, and 3) failure to describe them as inherently valuable individuals.  相似文献   

An Investigation of Student Response to a Potential Tuition Cap Increase at Casper College     

Elizabeth Davis  Thomas Aitchison  Eric Allen  Carrie Gomez  Sheree Laird  Kaja Raczyńska 《Community College Journal of Research & Practice》2013,37(2):192-198

Wyoming Community College Commission policy currently states any student enrolled for more than 12 credit hours will be charged tuition for only 12 credit hours. This policy is referred to as the tuition cap. In November 2010, the commission discussed increasing the tuition cap to 15 credits. An increase from 12 to 15 credits would have represented a 25% increase in tuition for students enrolled for 15 or more credits. Casper College president Dr. Walter Nolte commissioned a study to examine the impact such an increase would have on Casper College and its students. A survey instrument was designed to determine if students carrying more than 12 credit hours would reduce their enrollment credits and what sources of funding they would seek to defray the increased cost. Using a multistage sampling design, a sample of 67 Casper College course sections was selected to respond to the survey. The data were analyzed with logistic regression models, and the estimates were adjusted using sampling weights and a finite population correction. Analysis indicated that 42% of Casper College students would reduce their credit hours by an average of 3.3 credits. Approximately 58% of students would seek additional scholarships and 63% would seek increased work hours. The results of the study were presented to the Wyoming Community College Commission on October 28, 2011. In December 2011, the Commission announced a decision not to increase the tuition cap.  相似文献   

Educational Attainment Skewed in California Community Colleges?     

John S. Levin  Josh M. Beach  Carrie B. Kisker 《Community College Journal of Research & Practice》2013,37(3-4):256-269

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Aggression in Soccer     

Alan Traclet  Olivier Rascle  Nicolas Souchon  Geneviève Coulomb-Cabagno  Carrie Petrucci  Ken-Ichi Ohbuchi 《Research quarterly for exercise and sport》2013,84(2):398-402

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Social Work and Law Interdisciplinary Service Learning: Increasing Future Lawyers’ Interpersonal Skills     

Stephanie K. Boys  Stephanie Q. Quiring  Evan Harris  Carrie A. Hagan 《Journal of Teaching in Social Work》2013,33(4):410-424

Social workers and attorneys both interact with persons from diverse backgrounds every day, yet although interpersonal skills are an essential focus of social work education, these skills are not addressed in legal education. Interdisciplinary courses in which social workers and lawyers learn interpersonal skills together and have an opportunity to practice them through service learning opportunities are a way to remedy a gap in legal education. The authors describe a project recently piloted at a large midwestern university in which law and graduate social work students participated in an interdisciplinary course with a service learning component requiring students to work together on cases. As one component of the clinic’s assessment, all students were pre- and posttested via an interpersonal skills survey. The law students showed statistically significant improvement in interpersonal skills at the end of the course. The results indicate a need for increased support for interdisciplinary education, specifically partnerships between the professions of law and social work.  相似文献   

Training and mentoring: Family child care providers’ use of linguistic inputs in conversations with children     

Carrie L. Ota  Ann M. Berghout Austin 《Early childhood research quarterly》2013

The purpose of this study was to examine the effectiveness of two professional development models in increasing family child care providers’ frequency of linguistic inputs in conversations with young children. The first professional development model consisted of a 10-h in-service training focused on supporting early language development. The second included the same 10-h in-service training program and mentoring. Providers and children at 48 family child care programs participated in this study. The family child care programs were randomly assigned to one of the two professional development models (i.e., training or training with mentoring) or to a control group. Audio recordings of the language environment were collected prior to the in-service training, at the completion of the in-service training, and at the completion of the mentoring. Hierarchical linear modeling was used to examine the average increase in the frequency of providers’ use of linguistic inputs over three observations, conducted before training, immediately at the end of training, and 6 weeks after training. Results indicate that both forms of professional development increased linguistically stimulating inputs as compared to the control group. The professional development model including mentoring support was related to greater increases in providers’ use of informational talk and teaching utterances over in-service training without mentoring.  相似文献   

Associations Among Pubertal Development,Empathic Ability,and Neural Responses While Witnessing Peer Rejection in Adolescence     

Carrie L. Masten  Naomi I. Eisenberger  Jennifer H. Pfeifer  Natalie L. Colich  Mirella Dapretto 《Child development》2013,84(4):1338-1354

Links among concurrent and longitudinal changes in pubertal development and empathic ability from ages 10 to 13 and neural responses while witnessing peer rejection at age 13 were examined in 16 participants. More advanced pubertal development at age 13, and greater longitudinal increases in pubertal development, related to increased activity in regions underlying cognitive aspects of empathy. Likewise, at age 13 greater perspective taking related to activity in cognitive empathy‐related regions; however, affective components of empathy (empathic concern and personal distress) were associated with activity in both cognitive and affective pain‐related regions. Longitudinal increases in empathic ability related to cognitive and affective empathy‐related circuitry. Findings provide preliminary evidence that physical and cognitive‐emotional development relate to adolescents' neural responses when witnessing peer rejection.  相似文献   

Responses to Jealousy Situations That Evoke Uncertainty in Married and Dating Relationships     

Carrie Kennedy-Lightsey  Melanie Booth-Butterfield 《Communication quarterly》2013,61(2):255-275

This study examined jealousy situations among married versus dating relationships, the uncertainty jealousy induced, and communicative responses. Participants (N = 155) described situations, and analytic inductive procedures identified 9 jealousy situations. Comparisons indicate the Presence of Attractive Romantic Alternative and Choice of a Non-Romantic Other situations are most common among dating partners, whereas Choice of a Non-Romantic Other and Never Experienced Jealousy are most common among married couples. Dating partners experienced greater partner uncertainty following jealous situations. Situations differed in production of partner and relational uncertainty, satisfaction, and impact on other aspects of life.  相似文献   

The Educational Attainment Process Among Adolescents with Disabilities And Children of Parents with Disabilities     

Carrie L. Shandra  Dennis P. Hogan 《International Journal of Disability, Development & Education》2009,56(4):363-379

This article uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to examine the relationship between disability, parental and youth university expectations in 1997, and youth high school completion and university enrolment by 2003. Results indicate that educational attainment is not equal for young adults with and without disabilities in the United States. Parents—but not adolescents—are likely to reduce their educational expectations when adolescents have a mild or serious disability, net of school performance. These parental—but not adolescent—expectations are significantly associated with high school completion. Finally, even after controlling for educational expectations and school performance, youth with serious disabilities are much less likely to graduate from high school than youth without disabilities. Despite the considerable strides made in the implementation of the Individuals with Disabilities Education Act, students with disabilities are not achieving educational parity in graded schooling.  相似文献   

A case example of assessment and evaluation: Building capability in a corporate university     

Shawn Overcast  Therese Schmidt  Kimfong Lei  Carrie Rodgers  Nigel A. Chung 《Performance Improvement》2009,48(6):5-15

One corporate university makes measurement a priority by dedicating resources and assigning responsibilities to a centralized analytics function: the assessment, measurement, and evaluation team. As more measurement became a focus for learning and business leaders alike, the more the team became motivated to take a critical look at how it was approaching assessment, measurement, and evaluation activities and how it could leverage its capabilities, technology, and processes to have a greater reach across the organization.  相似文献