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Jessy J. Ohl 《Quarterly Journal of Speech》2013,99(4):612-632
This essay theorizes a transformation in twenty-first-century war rhetoric in which obstructions in public sensation insulate war from opposition. In contrast to overt persuasive appeals for the mass mobilization of society characteristic of “total war,” “light war” is a mode of violence that operates more freely by placing fewer demands on public reception, participation, and approval. Through an analysis of U.S. drone imagery between 2008 and 2011, I argue that light war cultivates social acquiescence to violence through boring visual rhetoric that subverts the capacity to sense the material consequences of war. In the process of theorizing the anesthetizing force of boring rhetoric, this essay assesses the prospects of peace and outlines future directions for rhetorical scholarship in a post-9/11 landscape. 相似文献
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Research in Science Education - It has been argued that the establishment of single-sex classes for females can increase their motivation and participation in physics. This paper reports on... 相似文献
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This essay examines Frank Mechau's infamous mural Dangers of the Mail as an opportunity to theorize the force of memories contingent upon immediate sensual encounters that operate largely irrespective of actual historical occurrences. Through an analysis of public documents, archival material from the 1930s and early 2000s, and two separate tours of the William Jefferson Clinton Federal Building in 2015 and 2016, we argue Mechau's Dangers of the Mail triggers a form of traumatic sense memory that positions audiences within a trauma economy in which sensation functions as epistemological grounding for political struggle. 相似文献
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Kristin L. Sayeski Gentry A. Earle R. Paige Eslinger Jessy N. Whitenton 《Annals of dyslexia》2017,67(1):26-41
Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates’ development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n?=?52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed. 相似文献
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