Television, Public Opinion and the War in Iraq: The Case of Britain     

Lewis  Justin 《Int. Journal of Public Opinion Research》2004,16(3):295-310

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Co-rumination and Immune Inflammatory Response in Healthy Young Adults: Associations with Interleukin-6 and C-Reactive Protein     

Justin P. Boren  Alice E. Veksler 《Communication Research Reports》2018,35(2):152-161

A rich literature exists reinforcing the notion that both perceived and received social support has stress ameliorating and protective benefits both psychologically and physiologically. However, recent literature suggests that excessive dyadic negative problem talk about an issue, a phenomenon labeled co-rumination, may reverse much of the beneficial effects of social support. Healthy young adults participated in a laboratory research study exploring the associations between co-rumination and immune system inflammatory response. Partial correlations indicated a positive association between co-rumination and C-reactive protein and a negative association between co-rumination and interleukin-6 after controlling for stress, anxiety, and temperature. Discussion focuses on the means by which co-rumination may lead to negative health outcomes.  相似文献   

Rise of the Digitized Public Intellectual: Death of the Professor in the Network Neutral Internet Age     

Joshua Lange 《Interchange》2015,46(2):95-112

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A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes     

Justin D. Lewin  Erin L. Vinson  MacKenzie R. Stetzer  Michelle K. Smith 《CBE life sciences education》2016,15(1)

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.  相似文献   

Professional development in adapted physical education with graduate web-based professional learning     

Takahiro Sato  Justin A. Haegele 《Physical Education & Sport Pedagogy》2017,22(6):618-631

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Pulled over: how police stops define race and citizenship     

Justin Nix 《Journal of Criminal Justice Education》2017,28(1):151-153

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Integrating Social Media Into the Workplace: A Study of Shifting Technology Use Repertoires     

Justin A. Walden 《广播与电子媒介杂志》2016,60(2):347-363

Research indicates that people are increasingly spending time with social media and other information communication technology. However, scholars have not fully examined how employees as holistic media consumers utilize social media in multiple contexts. Through in-depth interviews (N = 29), this study demonstrates that even as social media are embedded in organizational media use routines, employees question this technology for 2 reasons: It distracts from tasks and threatens personal privacy. These concerns often, but not exclusively, relate to employee age and the amount of time they have worked for the company. The study concludes by arguing that social media’s arrival in the workplace may exacerbate tensions and problems that are associated with presence-creep and the distortion of the work-life balance.  相似文献   

How We Used to Build the Future: 30 Years of Collection Development Trends     

Betsy Appleton  Justin Clarke  Laurie Kaplan  Dani Roach  Rebecca Kemp Goldfinger 《期刊图书馆员》2016,70(1-4):198-203

This session highlighted trends in continuing resource collections and collection management throughout the 30-year period from 1985 through 2015. Electronic resources became available in the 1990s and grew in prevalence from the 2000s through the present, changing the make-up of library collections and also how libraries measure collections and collection usage. Two librarians and two vendors shared their perspectives on these changes in collection development, describing how library collections now contain a combination of older formats and older ways of collecting data, and new, electronic content and automated ways of collecting and disseminating data about collections.  相似文献   

The key to success in elite athletes? Explicit and implicit motor learning in youth elite and non-elite soccer players     

L. Verburgh  E. J. A. Scherder  P. A. M. van Lange  J. Oosterlaan 《Journal of sports sciences》2016,34(18):1782-1790

In sports, fast and accurate execution of movements is required. It has been shown that implicitly learned movements might be less vulnerable than explicitly learned movements to stressful and fast changing circumstances that exist at the elite sports level. The present study provides insight in explicit and implicit motor learning in youth soccer players with different expertise levels. Twenty-seven youth elite soccer players and 25 non-elite soccer players (aged 10–12) performed a serial reaction time task (SRTT). In the SRTT, one of the sequences must be learned explicitly, the other was implicitly learned. No main effect of group was found for implicit and explicit learning on mean reaction time (MRT) and accuracy. However, for MRT, an interaction was found between learning condition, learning phase and group. Analyses showed no group effects for the explicit learning condition, but youth elite soccer players showed better learning in the implicit learning condition. In particular, during implicit motor learning youth elite soccer showed faster MRTs in the early learning phase and earlier reached asymptote performance in terms of MRT. Present findings may be important for sports because children with superior implicit learning abilities in early learning phases may be able to learn more (durable) motor skills in a shorter time period as compared to other children.  相似文献   

Foreword     

Carl J. Lange 《ASHE Higher Education Report》1972,1(7):iii-iii

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