Food (in)security communication: a Journal of Applied Communication Research forum addressing current challenges and future possibilities     

Megan K. Schraedley  Hamilton Bean  Sarah E. Dempsey  Mohan J. Dutta  Kathleen P. Hunt  Sonia R. Ivancic 《Journal of Applied Communication Research》2020,48(2):166-185

ABSTRACT

This forum brings together food, (in)security, and communication. The authors participating in this forum center communication as both process and tool for understanding, mitigating, and making meaning of food (in)security. The nine authors together discuss the role of communication in food (in)security, the central challenges for scholars and practitioners working on food (in)security, and the creative possibilities and impacts influencing the future of food (in)security. The forum produces a call for applied scholars to re-imagine communication frameworks in order to make meaningful differences in their communities.  相似文献   

Application of network meta-analysis in the field of physical activity and health promotion     

Xiwen Su  Daniel J. McDonough  Haitao Chu  Minghui Quan  Zan Gao 《运动与健康科学(英文)》2020,9(6):511-520

Continued advancement in the field of physical activity and health promotion relies heavily on the synthesis of rigorous scientific evidence. As such, systematic reviews and meta-analyses of randomized controlled trials have led to a better understanding of which intervention strategies are superior (i.e., produce the greatest effects) in physical activity-based health behavior change interventions. Indeed, standard meta-analytic approaches have allowed researchers in the field to synthesize relevant experimental evidence using pairwise procedures that produce reliable estimates of the homogeneity, magnitude, and potential biases in the observed effects. However, pairwise meta-analytic procedures are only capable to discerning differences in effects between a select intervention strategy and a select comparison or control condition. In order to maximize the impact of physical activity interventions on health-related outcomes, it is necessary to establish evidence concerning the comparative efficacy of all relevant physical activity intervention strategies. The development of network meta-analysis (NMA)—most commonly used in medical-based clinical trials—has allowed for the quantification of indirect comparisons, even in the absence of direct, head-to-head trials. Thus, it stands to reason that NMA can be applied in physical activity and health promotion research to identify the best intervention strategies. Given that this analysis technique is novel and largely unexplored in the field of physical activity and health promotion, care must be taken in its application to ensure reliable estimates and discernment of the effect sizes among interventions. Therefore, the purpose of this review is to comment on the potential application and importance of NMA in the field of physical activity and health promotion, describe how to properly and effectively apply this technique, and suggest important considerations for its appropriate application in this field. In this paper, overviews of the foundations of NMA and commonly used approaches for conducting NMA are provided, followed by assumptions related to NMA, opportunities and challenges in NMA, and a step-by-step example of developing and conducting an NMA.  相似文献   

Organizational justice and management trustworthiness during organizational Change: Interactions of Benevolence,Integrity, and managerial approaches     

Yu Cui  Hao Jiao 《Information processing & management》2019,56(4):1526-1542

Trust and justice play an important role in the process of organizational change to build dynamic capabilities for sustainable competitive advantage. This study investigated the interaction effects of management's benevolence trustworthiness and integrity trustworthiness on employees’ perception of procedural justice during innovation or organizational change. Both the scenario and the field study showed that the patterns of the interaction effects of these two components of trustworthiness are further influenced in a complementary manner by different innovation approaches. The study indicated that the relationships between benevolence trustworthiness and integrity trustworthiness are far more complex than expected and thus need more research efforts.  相似文献   

生态文明：城市休闲体育发展的必然选择     

单凤霞  郭修金 《南京体育学院学报(社会科学版)》2019,2(1):60-68

“美丽中国”战略目标的实现离不开“美丽城市”的建设。生态文明是实现美丽城市更新建设的保证者，而美丽城市的建设是落实生态文明的重要举措，两者互动发展、共同促进。城市休闲体育的蓬勃开展离不开生态文明的推动与滋养，生态文明建设是休闲体育发展的至高境界，为城市休闲体育发展提供了外在环境和内部动力。城市休闲体育通过亲近自然、绿色消费、健身怡情、协调“三生”等实际行动，起到了推动人居环境改善、拉动低碳经济增长、实现生命价值延展和促进城市休闲功能提升的作用，是生态文明建设的最佳践行手段。  相似文献   

A meta-analytic review of interventions to improve children’s attitudes toward their peers with intellectual disabilities     

《Contemporary educational psychology》2021

Children’s biases toward their peers with intellectual disabilities tend to have negative developmental and social consequences for those with intellectual disabilities. As a result, researchers developed intervention programs to reduce biases toward children with intellectual disabilities. This meta-analysis is a quantitative summary of 59 studies and 144 hypothesis tests involving intervention programs to change children’s attitudes toward their peers with intellectual disabilities. Results revealed an overall significant effect (d = 0.44): following intervention programs, children’s attitudes toward their peers with intellectual disabilities increased. Moderators indicate that the most effective interventions were those that occurred over multiple sessions, involved active engagement in multiple strategies and social interactions, emphasized equal status contact that was unstructured or indirect, and had little adult guidance. Interventions had no effect on changing children’s perceptions of competence and participants in junior high had more negative attitudes following the interventions. Findings provide guidance for researchers, educators, and counselors who seek methodologies to reduce biases toward children with intellectual disabilities.  相似文献   

Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students     

Bhaskar Upadhyay  Erin Atwood  Baliram Tharu 《科学教学研究杂志》2020,57(7):1119-1147

This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students’ SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning.  相似文献   

The catcher in the lie: The role of emotions and epistemic judgments in changing students’ misconceptions and attitudes in a post-truth era     

《Contemporary educational psychology》2020

We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed.  相似文献   

The impact of student misconceptions on student persistence in a MOOC     

Chen Chen  Gerhard Sonnert  Philip M. Sadler  Dimitar Sasselov  Colin Fredericks 《科学教学研究杂志》2020,57(6):879-910

Massive Online Open Courses (MOOCs) provide opportunities to learn a vast range of subjects. Because MOOCs are open to anyone with computer access and rarely have prerequisite requirements, the range of student backgrounds can be far more varied than in conventional classroom-based courses. Prior studies have shown that misconceptions have a huge impact on students' learning performance; however, no study has empirically examined the relationship between misconceptions and learning persistence. This study of 12,913 MOOC-takers examines how students' misconceptions about the upcoming course material affect course completion. Using a survival analysis approach, we found that, controlling for the score in a pre-course test, students holding more misconceptions had a higher dropout rate at the start of the course, an effect that diminished over time. Other student variables were found to have a positive impact on survival that persisted throughout the entire course: U.S. location, higher age, an intention to complete, better English skills, prior familiarity with the subject, motivation to earn a certificate, and score and time spent on the previous problem set (homework). By contrast, student gender, education level, number of previous MOOCs completed, and motivation to participate in online discussion forums did not affect survival.  相似文献   

Efficacy of using non-linear pedagogy to support attacking players’ individual learning objectives in elite-youth football: A randomised cross-over trial     

Simon J. Roberts  James R. Rudd  Matthew J. Reeves 《Journal of sports sciences》2020,38(11-12):1454-1464

ABSTRACT

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players’ individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.  相似文献   

Building student-teacher relationships and improving behaviour-management for classroom teachers     

Jordan Yassine  Leigh Ann Tipton-Fisler  Barbara Katic 《Support for Learning》2020,35(3):389-407

Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.  相似文献