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1.
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
ABSTRACTThis 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
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Patricia White 《Journal of Philosophy of Education》2002,36(1):57-67
The Primary and Secondary Handbooks on the National Curriculum for England state that children ‘should learn how to forgive themselves and others’. But what is involved in forgiveness? It is suggested that there is a strict view, which is shown to involve some ethically questionable attitudes, and a more relaxed view. Schools, it is suggested, need to introduce their students to an understanding of the complexities of these notions of forgiveness and other possible attitudes to wrongdoers. In the life and organisation of the school, however, it is argued that the more generous‐spirited attitude should prevail. 相似文献
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Franklin J. Boster Rain Wuyu Liu Ying Cheng Wonkyung Kim Sonia Jawaid Shaikh 《Communication Studies》2018,69(1):4-22
Stickiness refers to the set of persuasive message properties: simple, unexpected, concrete, credible, emotional, and stories (SUCCES). Heath and Heath (2007) argue that a sticky message is expected to be more memorable and hence more persuasive than a non-sticky message. A 2 (sticky v. non-sticky message) x 3 (pretest v. posttest v. delayed test) longitudinal experiment is employed to examine the persuasiveness of sticky messages on applying sunscreen. Results of a mixed model analysis of variance show that the sticky message produces attitudes and behaviors more favorable to the message recommendation than the non-sticky message. Specifically, a time × message induction non-additive effect was found, which sustained only in the sticky message condition across time. Despite this interesting effect, its explanation remains elusive. 相似文献
6.
Morgan White 《Journal of Philosophy of Education》2013,47(1):112-127
The purpose of the university should be grounded in the concept of citizenship rather than the promise of increased future earnings and research consultancy work. However, this conception of citizenship should be republican rather than liberal. British higher education institutions have suffered at the hands of mechanisms intended to promote accountability. The concept of accountability has undermined the legitimate authority of the university. As pressures from student fee increases, fiscal austerity and accountability mechanisms further undermine the ethic of scholarship, the idea of the university needs to recover its central purpose to ward off civic privatism. 相似文献
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Pornography use is often associated with less-progressive sex-role attitudes, such as endorsement of a sexual double standard between heterosexual partners, but the process by which this relationship occurs is still largely unexamined. The present study was conducted to examine how perceptions about pornography may play a role in the relationship between pornography use and sex-role attitudes. Perceived general acceptance and perceived influence of pornography on most people partially mediated the relationship between pornography use and sex-role attitudes. The more participants reported using pornography, the more they believed pornography was generally accepted and had a positive influence; however, conversely to what was hypothesized, the more positive they perceived pornography’s influence, the less likely they were to report sex-role attitudes that endorse a sexual double standard. 相似文献
9.
Cristina Cadenas-Sánchez Raúl Arellano Sonia Taladriz Gracia López-Contreras 《Journal of sports sciences》2016,34(3):224-231
The aim of this study was to examine spatiotemporal characteristics and joint angles during forward and backward walking in water at low and high stride frequency. Eight healthy adults (22.1 ± 1.1 years) walked forward and backward underwater at low (50 pulses) and high frequency (80 pulses) at the xiphoid process level with arms crossed at the chest. The main differences observed were that the participants presented a greater speed (0.58 vs. 0.85 m/s) and more asymmetry of the step length (1.24 vs. 1.48) at high frequency whilst the stride and step length (0.84 vs. 0.7 m and 0.43 vs. 0.35 m, respectively) were lower compared to low frequency (P < 0.05). Support phase duration was higher at forward walking than backward walking (61.2 vs. 59.0%). At initial contact, we showed that during forward walking, the ankle and hip presented more flexion than during backward walking (ankle: 84.0 vs. 91.8º and hip: 22.8 vs. 8.0º; P < 0.001). At final stance, the knee and hip were more flexed at low frequency than at high frequency (knee: 150.0 vs. 157.0º and hip: ?12.2 vs. –14.5º; P < 0.001). The knee angle showed more flexion at forward walking (134.0º) than backward walking (173.1º) (P < 0.001). In conclusion, these results show how forward and backward walking in water at different frequencies differ and contribute to a better understanding of this activity in training and rehabilitation. 相似文献
10.
Laura Goodwin Elizabeth Kozleski Rodney Muth Lynn K. Rhodes Kim Kennedy White 《Innovative Higher Education》2005,30(4):251-268
This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty
in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources,
and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level
of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article
concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at
this point in the Center's development, and possibilities for the evolution of the Center.
All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim
Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski,
Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D.,
Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor
of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy
White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for
collecting most of the data included in this study. 相似文献