Comment on commissioner Loevinger's “limits of technology in broadcasting”     

George Huntington 《广播与电子媒介杂志》2013,57(3)

FCC Commissioner Loevinger's article appeared in the Fall, 1966 issue of the Journal of Broadcasting (Vol. X, No. 4, pp. 285–298)  相似文献   

Hardwired for News: Affective Intelligence and Political Attention     

W. Russell Neuman  George E. Marcus  Michael B. MacKuen 《广播与电子媒介杂志》2013,57(4):614-635

Research on citizens’ inattentiveness to political news has built a theoretical base for understanding political judgment in the American electorate. The research, however, has a strong cognitive orientation with surprisingly little attention to the dynamic interaction between emotional and attentional factors. To broaden our understanding of these potential emotional influences, we assessed levels of enthusiasm, anger/aversion, and anxiety in response to brief summaries of 50 news stories of diverse character and provenance selected to be representative of quotidian news. The analysis reveals dramatic variation across news stories and across subjects responding to the same story on all 3 emotional dimensions. We also examine an unexpected inverse correlation between education and level of emotional response to news.  相似文献   

Encountering the Ethics of Engaged Scholarship     

George Cheney 《Journal of Applied Communication Research》2013,41(3):281-288

This commentary offers reflections on the preceding articles and frames ethics of community engagment by (organizational) communication scholars in terms of broader issues about the enterprises of applied research. The brief essay considers how we approach and position ethics (writ large) in our work and then offers the following dialectics for consideration: openness versus protection, privilege versus equality, distance versus empathy, listening versus advising, and representation versus intervention.  相似文献   

Conceptualizing Continuous Coverage: A Strategic Model for Wall-to-Wall Local Television Weather Broadcasts     

George L. Daniels  Ginger Miller Loggins 《Journal of Applied Communication Research》2013,41(1):48-66

The 2005 hurricane season provided unprecedented opportunities for local television stations to serve the public interest in live, often commercial-free, coverage of severe weather. In this examination of four local television stations’ coverage of four Atlantic hurricanes in two Southeastern markets, observed patterns of behavior culminated in the development of the Local Weather Continuous Coverage Model. The study showed that unlike their cable news counterparts, local television news continuous coverage prioritizes weather personnel over live, on-the-scene news reporting. Of all the weather tools used, radar was the most frequently used, followed by watch and warning graphics.  相似文献   

Physical activity and its relationship with COVID-19 cases and deaths: Analysis of U.S. counties     

George B. Cunningham 《运动与健康科学(英文)》2021,10(5):570-576

PurposeThe study was to examine county-level associations of physical activity with coronavirus disease 2019 (COVID-19) cases and deaths, per 100,000 county residents.MethodsData were collected from publicly available data sources for 3142 counties and equivalents, including the District of Columbia. Subjective health ratings, percentage uninsured, percentage unemployed, median household income, percentage female residents, percentage White residents, percentage of residents 65 years of age or older, and rural designation served as controls.ResultsThe two-level random intercept regression showed that physical activity rates at the county level were statistically and negatively associated with COVID-19 cases and deaths. Additional analyses showed that physical activity rates moderated the relationship between cases and deaths, such that the relationship was strongest when physical activity rates were low.ConclusionThe results presented here offer empirical evidence of the benefits of county-level physical activity during a pandemic. Implications for public health and physical activity provision are discussed.  相似文献   

Revitalization of the shared commons: education for sustainability and marginalized cultures     

George E. Glasson 《Cultural Studies of Science Education》2010,5(2):373-381

Education for sustainability provides a vision for revitalizing the environmental commons while preserving cultural traditions and human rights. What happens if the environmental commons is shared by two politically disparate and conflicting cultures? As in many shared common lands, what happens if one culture is dominant and represents a more affluent society with more resources and educational opportunities? In the case of the Tal and Alkaher study (Cult Stud Sci Edu, 2009), asymmetric power differences between the dominant Israeli society and the minority Arab population yielded different environmental narratives and perceptions of students involved in learning about a mediated conflict in national park land. Similarly, marginalized indigenous cultures in Malawi, Africa share common lands with the dominant European landowners but have distinctly different environmental narratives. Although indigenous ways of living with nature contribute to the sustainability of the environment and culture, African funds of knowledge are conspicuously absent from the Eurocentric school science curriculum. In contrast, examples of experiential learning and recent curriculum development efforts in sustainability science in Malawi are inclusive of indigenous knowledge and practices and are essential for revitalizing the shared commons.  相似文献   

Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis     

Sideridis GD  Morgan PL  Botsas G  Padeliadu S  Fuchs D 《Journal of learning disabilities》2006,39(3):215-229

We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors. Classification accuracy using receiver operating characteristic (ROC) curves ranged between 77% and 96%. These rates were much higher than the chance-level (i.e., 50%-55%) rates sometimes yielded by cognitive indices. Linear discriminant function (LDF) analysis substantiated classification accuracy. These results suggest that motivation, metacognition, and psychopathology are strong predictors of LD. Understanding the influence of these characteristics may help researchers and practitioners more accurately screen and treat students with LD.  相似文献   

Education,technology, and the ‘new’ knowledge economy: views from Bongoland     

Amy Stambach  George A. Malekela 《Globalisation, Societies & Education》2006,4(3):321-336

The concept of bridging the digital divide between Africa and the rest of the world draws symbolically on nineteenth century diffusion theories of linear progress and twentieth‐century theories of modernization and development. This paper examines information and communication technology (ICT) policies and public‐access postings on http://www.bongoland.net. Bongoland evokes a quality of life that is hectic, frustrating, and slightly crazy. Where the language of policies envisions that technology will improve life in Bongoland, users’ postings suggest that technology reinforces regional hierarchies. This essay argues that, despite the disarticulation of past and present at narrative levels in policy, the past and the present emerge as related in Bongonians’ online postings.  相似文献   

Rethinking the introduction of particle theory: A substance‐based framework     

Philip Johnson  George Papageorgiou 《科学教学研究杂志》2010,47(2):130-150

In response to extensive research exposing students' poor understanding of the particle theory of matter, this article argues that the conceptual framework within which the theory is introduced could be a limiting factor. The standard school particle model is characterized as operating within a “solids, liquids, and gases” framework. Drawing on an analysis of scientific ideas on matter and research into students' understanding, issues arising from the framework are identified which could contribute towards students' well known difficulties. The analysis leads to the proposal for a particle model based within the framework of the concept of a substance. Results from two exploratory studies using the substance‐based particle model with children (ages 9–10) in two contrasting elementary schools in England are then reported. After a short teaching intervention with a class in each school, individual interviews were held with a sample of 12 students from each class. Data were collected on students' understanding of substances coexisting in different room temperature states and phenomena involving changes of state and mixing. The results gave useful feedback on the specification of the model and its teaching. Overall the students' engagement with the particle ideas was encouraging and suggests a larger scale testing of the substance‐based model is merited. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:130–150, 2010  相似文献   

Self‐determined blended learning: a case study of blended learning design     

Linda De George‐Walker  Mary Keeffe 《高等教育研究与发展》2010,29(1):1-13

Higher education has been actively encouraged to find more effective and flexible delivery models to provide all students with access to quality learning experiences yet also meet institutional imperatives for efficiency and accountability. Blended learning, commonly defined as an integration of traditional face‐to‐face and online approaches to instruction (Garrison & Kanuka, 2004 Garrison, D.R. and Kanuka, H. 2004. Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2): 95–105.  [Google Scholar]; Graham, 2006 Graham, C.R. 2006. “Blended learning systems: Definition, current trends and future directions”. In Handbook of blended learning: Global perspectives, local designs, Edited by: Bonk, C.J. and Graham, C.R. San Francisco, CA: Pfeiffer.  [Google Scholar]; Macdonald, 2008 Macdonald, J. 2008. Blended learning and online tutoring , (2nd ed.), Hampshire, UK: Gower.  [Google Scholar]), is now proposed as one solution that addresses both student learning and higher education organisational needs. Successful blended learning, however, is more than a simple integration of information and communication technologies with face‐to‐face approaches. This paper proposes, describes and evaluates a pedagogical approach to blended learning focused on learners and learning. First, we interrogate the literature related to blended learning to show how various constructions of blended learning may be driven by teacher‐centric or learner‐centric conceptions. Next, planning a learner‐centric blended learning design for a core unit in a first year higher education course is described. The design is then evaluated using a mixed methodology in which the students’ voices illuminate their experiences of blended learning unit design with regards to engagement, learning and self‐determination.  相似文献