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81.
Lisa Glebatis Perks 《Communication Studies》2019,70(1):19-35
This study uses Grounded Theory to analyze interviews with a dozen individuals who media marathoned while going through a health struggle. The analysis addresses five major themes: engaging in escapism that enables emotional and avoidance coping, regulating cognitive expenditure by embracing challenging or comforting content, being still to heal the body, reducing emotional and cognitive strain by engaging a continuous narrative, and tapering from the marathon when feeling better. Findings suggest that media marathoning can offer beneficial cognitive, emotional, and physical regulatory opportunities for those dealing with health struggles. Furthermore, media marathoning when dealing with a health concern is a strategic and active coping strategy that has potential health benefits. 相似文献
82.
Lisa A. Daily 《传播与批判/文化研究》2019,16(2):140-158
Discourses of female empowerment are increasingly prominent within ethical capitalism, which seeks to remedy global crises with private-sector solutions and their commodities. This article examines the intersecting manifestations of female empowerment, commodity activism, and ethical capitalism with case studies on Born Free Africa, a fashion collection combatting mother-to-child HIV transmission, and THINX, which sells “period-proof” panties. Each company articulates empowerment through a binary between the Western feminist savior and “in-need” woman of the global south. This article argues that this iteration of empowerment not only reinforces logics of neo-colonial capitalism, but also masks disciplinary regimes for individual feminine subjects. 相似文献
83.
Lisa Gilbert 《Curator: The Museum Journal》2016,59(2):125-140
In this essay, I suggest that Mariana Ortega's concept of “loving, knowing ignorance” (2006) provides a useful conceptual tool for museum practitioners who seek to advance a progressive mission. This form of ignorance assumes authority in describing and acting on behalf of a subject, even as it fails to take seriously the subject's self‐knowledge and agency. While Ortega initially coined this term to describe the stance of white feminists toward women of color, here I extend the concept to describe a wider range of knowers—in this case, the institutional museum. Using a case study at the Museum of Fine Arts, Boston to illustrate this problem, I will suggest that becoming aware of instances of loving, knowing ignorance and learning to avoid it is a key skill for museum professionals who hope for their institutions to fulfill their educational mission in a diverse and democratic society. 相似文献
84.
85.
Carol McDonald Connor Ralph Radach Christian Vorstius Stephanie L. Day Leigh McLean Frederick J. Morrison 《Scientific Studies of Reading》2015,19(2):114-134
In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies. 相似文献
86.
Andersson Annica Ryan Ulrika Herbel-Eisenmann Beth Huru Hilja Lisa Wagner David 《Educational Studies in Mathematics》2022,111(2):323-343
Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for... 相似文献
87.
Samantha Plate Lisa Yankowitz Leslie Resorla Meghan R. Swanson Shoba Sreenath Meera Annette Estes Natasha Marrus Meredith Cola Victoria Petrulla Aubrey Faggen Juhi Pandey Sarah Paterson John R. Pruett Jr. Heather Hazlett Stephen Dager Tanya St. John Kelly Botteron Lonnie Zwaigenbaum Joseph Piven Robert T. Schultz Julia Parish-Morris IBIS Network 《Child development》2022,93(2):468-483
Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD. 相似文献
88.
Higher Education - A Correction to this paper has been published: https://doi.org/10.1007/s10734-021-00691-x 相似文献
89.
Demeter Elise Dorodchi Mohsen Al-Hossami Erfan Benedict Aileen Slattery Walker Lisa Smail John 《Higher Education》2022,84(3):589-609
Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at... 相似文献
90.
Christian Walsh 《Decision Sciences Journal of Innovative Education》2023,21(1):37-46
Failure has an important role to play in learning how to navigate highly uncertain organizational environments. But “failing fast” just for its own sake may in fact undermine learning if not set up or handled correctly. Using failure-based pedagogy, including generative failure, whole-person learning, and entrepreneurial thinking, an MBA course was designed and experienced by 48 students in three instances. Structured around a novel guiding framework of “brains, bravery, and belief,” the course has resulted in highly impactful learning for students. Student experiments are typically based around either exploring an entrepreneurial idea, developing or enhancing a particular skill, or applying skills and knowledge to help improve a societal problem. In each case, students are supported but also challenged to go beyond their comfort zones and encounter some intelligent failure in the journey. Regular reflection on their experiences, both from a cognitive and an affective perspective, is an essential element built into the course experience. The course, which itself was an experiment and not without its own instructive failures, is now an essential part of the MBA experience. 相似文献