Arts and Economic Prosperity III: a review     

Sian Everitt 《Cultural Trends》2009,18(4):315-321

Americans for the Arts published Arts & Economic Prosperity III: The Economic Impact of Nonprofit Arts and Culture Organizations and Their Audiences in May 2007. Americans for the Arts is a non-profit organization in the USA that aims to advance the arts by creating opportunities for all Americans to participate in and appreciate the arts. This is the third economic impact study of the sector undertaken by Americans for the Arts, the first two studied activity in 1992 and 2000 respectively. This review examines the wealth of data made available and the claims made for the economic impact of the non-profit arts and culture sector in the USA. The Arts & Economic Prosperity study concluded that the non-profit arts and culture industry generated $166.2 billion of economic activity and supported 5.7 million full-time equivalent jobs in the USA. The review raises concerns about the methodologies employed to both capture and interpret the data, in particular the reliance on gross figures rather than net flows and the lack of consideration of opportunity cost. In conclusion, it questions the degree of utility of the study given its heavy promotion as a tool for advocacy by Americans for the Arts.  相似文献   

DYNAMICS OF ENGAGEMENT AND DISAFFECTION IN A SOCIAL STUDIES CLASSROOM CONTEXT          下载免费PDF全文

Ana M. Taboada Barber  Michelle M. Buehl  Jori S. Beck 《Psychology in the schools》2017,54(7):736-755

In this investigation, we replicated Skinner et al.’s study of the dynamics of engagement with a more diverse sample of Grades 6 and 7 students from a middle school with a large English learner (primarily Spanish‐speaking) student population. We tested dimensions of the self‐system model of motivational development in a specific academic domain (i.e., social studies). Some relationships found by Skinner and colleagues were supported, whereas others were not. Emotional engagement predicted changes in behavioral engagement and disaffection. The classroom context and students’ self‐perceptions predicted changes in engagement and disaffection. Students’ self‐perceptions also mediated the relation between teacher support and engagement and disaffection. None of these relations were moderated by language status.  相似文献   

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students     

Brit Toven-Lindsey  Marc Levis-Fitzgerald  Paul H. Barber  Tama Hasson 《CBE life sciences education》2015,14(2)

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap.  相似文献   

Varsity athletes have lower 2D:4D ratios than other university students     

Giffin NA  Kennedy RM  Jones ME  Barber CA 《Journal of sports sciences》2012,30(2):135-138

The second to fourth digit ratio (2D:4D) is a sexually dimorphic trait with lower finger ratios considered more masculine. These digit ratios are believed to reflect the prenatal hormonal environment with higher exposure to androgens in utero leading to more masculine digit ratios. The 2D:4D ratio has been negatively correlated with many factors, including aggression, physical fitness, and athleticism. We compared 2D:4D finger ratios of (1) male and female varsity athletes (n = 99) versus male and female student non-athletes (n = 122), and (2) males (n = 104) versus females (n = 117). Our results confirmed that both male (mean ± s(x) : 0.97 ± 0.004) and female (0.98 ± 0.005) varsity athletes had significantly lower ratios than their non-varsity peers (males: 0.99 ± 0.004; females: 1.00 ± 0.006), and that male athletes had significantly lower 2D:4D ratios than female athletes. Overall, males had significantly lower 2D:4D ratios than females (0.98 ± 0.003 vs. 0.99 ± 0.004). A smaller 2D:4D ratio appears to be consistent with participation in varsity sports among both males and females.  相似文献   

Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation     

Costas N. Tsouloupas  Russell L. Carson  Russell Matthews  Matthew J. Grawitch  Larissa K. Barber 《教育心理学》2010,30(2):173-189

The purpose of this study is to examine the relationship between teachers’ perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional exhaustion. Data were collected from 610 elementary, middle‐ and high‐school teachers using an online survey. Results indicate that despite the significant direct effect between the two emotion regulation strategies (cognitive reappraisal, expressive suppression) on emotional exhaustion, both strategies failed to show a mediating effect between perceived student misbehaviour and emotional exhaustion. However, teacher efficacy in handling student misbehaviour was found to mediate the relationship between perceived student misbehaviour and emotional exhaustion. In turn, a significant relationship was found between emotional exhaustion and turnover intentions. Furthermore, teacher perception of student misbehaviour was found to have a considerable indirect effect on teacher turnover intentions. Findings signify the importance of developing strategies that enhance teachers’ situation‐specific efficacy beliefs.  相似文献   

The elimination of combustion knock     

E.M. Barber  J.B. Malin  J.J. Mikita 《Journal of The Franklin Institute》1946,241(4):275-298

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On the origin of the vegetation of our coal fields and wealdens     

J.T. Barber Beaumont 《Journal of The Franklin Institute》1840,29(3):205-207

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BIG CHANGE QUESTIONS. "SHOULD LARGE-SCALE ASSESSMENT BE USED FOR ACCOUNTABILITY?" -- The Fusion of Pressure and Support     

Michael Barber  Vicki Phillips 《Journal of Educational Change》2000,1(3):277-281

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The partnership between project management and organizational change: Integrating change management with change leadership     

Barber Griffith‐Cooper  Karyl King 《Performance Improvement》2007,46(1):14-20

The nature of project management is change. Even though all knowledge areas in the Project Management Body of Knowledge (PMBOK) are rooted in controlling change, none of these areas specifically addresses the human elements of change. There is a significant distinction between directly controlling change relative to the nonhuman aspects of a project ( change control) and effecting change in the human dimensions of a project through leadership ( change leadership). This article characterizes the distinctive activities of change leadership and change control and their interrelationship throughout the project life cycle. Although distinct, change control and change leadership are interdependent and mutually supporting—both are needed to support project success.  相似文献   

Reasons and mediators in the development and communication of personal digital stories     

Rodríguez-Illera  José Luis  Barberà Gregori  Elena  Molas-Castells  Núria 《Education and Information Technologies》2021,26(4):4093-4109

The expansion of access to devices, as well as the production and publication options in social networks requires a broader definition of the traditional notion of personal digital storytelling. To get a deeper understanding of these practices in the group of adolescents, the objective of this article is to analyze what are the reasons that direct the publications of personal stories and what kind of filters, agents and consequences are articulated in these stories. To do this, the most qualitative part of an investigation on teenagers’ internet publication guidelines is synthesized. Specifically, the results of a semi-structured interview with 12 adolescents between 12 and 20 years are shown. The answers show that the interviewees’ perspective on what a digital story is goes beyond the format and varies depending on the network where it is published and the type of content. Thus, the emphasis and motivation of the publication has shifted from the digital - which has been incorporated with something normal and not differential - towards the personal, focusing the publications on the daily life of young people. An extension and refinement of the public-private dichotomy has been identified, maintaining general privacy guidelines above the dissemination of publications. As for filters, publications are preceded by the widespread use of image modification tools. Finally, the answers show the influence of personal agents, mostly friends and brothers, and technology agents, which determine the relationship between the type of story and the network where it is published.

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