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David Halberstam Salme Harju Steinberg John C. Merrill Ralph L. Lowenstein Frederick Shook Dan Lattimore 《Communication Booknotes Quarterly》2013,44(9):170-172
David Halberstam The Powers That Be (New York: Knopf, 1979—$15.00) Salme Harju Steinberg Reformer in the Marketplace: Edward W. Bok and The Ladies' Home Journal (Baton Rouge, La.: Lousiana State University Press, 1979—$12.95) John C. Merrill and Ralph L. Lowenstein Media, messages, and Men (New York: Longman, 1979—$7.95, paper) Frederick Shook and Dan Lattimore The Broadcast News Process (Morton Publishing Co., 2700 East Bates Ave., Denver, Colorado 802l0—price not given, paper) Donald Kirsch Financial and Economic Journalism: Analysis, Interpretation and Reporting (New York: New York University Press, 1979—$15.00 for the hardback text; $7.95 for the paperback documentary supplement) Charles Brooks, ed. Best Editorial Cartoons of the Year: 1979 Edition (Gretna, La.: Pelican Publishing Co., 1979—$11.95/5.95) 相似文献
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Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students 总被引：1，自引：0，他引：1
This study extended Dweck's model of achievement motivation to the collegiate level, and it is the first to apply this model to nontraditional students. We examined the relationship between goal orientations and academic performance in 262 undergraduate students grouped by nontraditional vs. traditional status. Although both groups rated themselves higher on learning goals than on performance goals, non-traditional students endorsed learning goals even more strongly than their traditional peers. Goal orientations were a better predictor of academic success than student status. Consistent with Dweck's model, a learning goal orientation was positively related to successful academic performance for both groups. The relationship between performance goals and academic success was less straightforward, but students who rated both goal orientations as relatively weak had the lowest cumulative GPAs. Traditional and nontraditional students differed on variables that were inversely related to academic performance. Less successful traditional students endorsed irrational beliefs (a possible index of learned helplessness), while less successful nontraditional students worked more hours at a paid job. 相似文献
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This article explores posthumanism as a philosophy that emphasizes human relationships with the natural world by examining representations of animality, both in children’s literature (e.g. titles such as Where the Wild Things Are, Wild, Virginia Wolf, and No Fits, Nilson!) and in children’s play in order to better understand the significance of philosophy in children’s literature and lives. By fostering a feeling of “necessary wilderness,” or connection to nature (Almond, 2011, p. 110), and by practicing a sense of being in nature, “keeping some wildness always alive” (Lerman, 2012, p. 311) through literary engagement and animal play, the authors suggest that children and adults can maintain an interconnectedness with the natural world, even when they cannot be in it themselves. Through a mixed methods approach that combines educational theory, ecocriticism, and qualitative research, we discuss links between children’s stories and bodies, identifying how becoming animals through narrative engagement and play reflects posthumanist theory in practice, and encourages a child’s embodied knowledge of nature. The authors also speak to the ways that embodied education approaches that encourage animal play and “expressive literary engagement” [Sipe, 2002, pp. 476–483]) can support a shifting and necessary worldview informed by posthumanism, suggesting that philosophical change is necessary if humanity aims to survive the ecological and technological changes to come. 相似文献
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Vilhelmiina Harju Leila Pehkonen Hannele Niemi 《International Journal of Lifelong Education》2016,35(1):2-17
The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning—viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization—occurs in the processes of blogging. The data for this small-scale study were collected by qualitative email interviews. In all, 11 Finnish bloggers participated. The findings show that active participation, promoted and enabled by blogging, was actualized in both online and offline environments. It was embedded within six functions of their blogs that the bloggers mentioned: (1) learning and studying, (2) guidance and tutoring, (3) bringing new perspectives to public discussions, (4) applying expertise, (5) creating in one’s own space and at one’s own pace and (6) being part of a digital media culture. The findings indicate that blogging can promote nonformal, lifelong learning in many ways. Blogs and blogging constitute a learning environment that promotes active participation by making interesting, meaningful and enjoyable activities possible, and consequently the enthusiasm to actively learn and develop. 相似文献
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