Football fandom,ethno-regionalism and rivalry in post-colonial Zimbabwe: case study of Highlanders and Dynamos     

Tafadzwa Choto  Nelson Muparamoto 《Soccer & Society》2019,20(1):153-167

This paper focuses on football fan rivalry in an African context using the case of Highlanders and Dynamos Football Clubs in Zimbabwe. It explores the intertwined historical, political and ethno-regional causes of this rivalry reflecting on how football reproduces underlying fractures that exist in society. Fan rivalries are an integral part of football across the world. Clashes between rival football teams are often highly charged encounters, resulting in cases of violence. As such the worst instances of football hooliganism are usually experienced during matches between rival football teams. Through the use of indepth interviews, internet research, key informant interviews and observation, we highlight the various dimensions and explanations of this rivalry. Often football becomes an outlay of wider societal conflicts. The stadium offers space for the playing out of these rivalries. Football rivalries thus offer a mirror into the socio-political tensions in society. Football in Africa is fraught with ethnic, racial, class and gender identities which often form the basis of rivalries.  相似文献   

Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta‐Analytic Review     

J. Ron Nelson  Gregory J. Benner  Jorge Gonzalez 《Learning disabilities research & practice》2003,18(4):255-267

The purpose of this article was to systematically review the available research on learner characteristics that influence the treatment effectiveness of early literacy interventions. Meta‐analytic procedures were applied to a total of 30 studies that met the inclusionary and exclusionary criteria. Mean average effect sizes were computed for seven primary learner characteristic categories: (1) rapid naming, (2) alphabetic principle, (3) phonological awareness, (4) problem behavior, (5) memory, (6) IQ, and (7) demographic. The primary learner characteristics that influenced the treatment responsiveness of early literacy interventions were, in order of magnitude, rapid naming, problem behavior, phonological awareness, alphabetic principle, memory, IQ, and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. The demographic primary learner characteristic (i.e., disability, ethnicity, grade‐level status) of children was not statistically (p < 0.05) distinct from zero. The findings, limitations, and future research needs are discussed.  相似文献   

The Emergence of the American University: An International Perspective     

Adam R. Nelson 《History of education quarterly》2005,45(3):427-437

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Longitudinal change in throwing performance: gender differences     

K R Nelson  J R Thomas  J K Nelson 《Research quarterly for exercise and sport》1991,62(1):105-108

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Preparing for Practice: Strengthening Third-Year Medical Students’ Awareness of Point-of-Care Resources     

Tamara M. Nelson 《Medical reference services quarterly》2018,37(3):312-318

This column describes the development and implementation of a responsive library course designed to train third-year medical students as they begin their clerkships. The course design consisted of a brief face-to-face introduction during third-year orientation and an online course developed in Canvas, an online learning management system. The objective of the course was to not only introduce students to the resources but also to teach them how to effectively use those resources at the point-of-care. Students evaluated the course to assess the overall effectiveness of the instruction. Course development and content, feedback provided by students, as well as suggestions for improvement are discussed.  相似文献   

Appreciative coaching for student academic and professional development     

Rose Helens-Hart 《Communication Teacher》2018,32(4):220-224

Negative self-talk and appraisals of self-efficacy can damage students’ abilities to do well in college and lead to self-fulfilling prophesies where students fail to meet their academic and professional potentials. This multi-class activity uses appreciative coaching to help students utilize a positive mindset and achieve academic and professional goals. This coaching model, based on the tenets of appreciative inquiry, begins with a topic selection and then progresses through four stages: discover, dream, design, and destiny. The coaching process can assist instructors and students in focusing on the positive aspects of student performance, increase self-confidence, motivation to do well in courses, and proactive career planning, and create a positive learning environment.

Courses: Business Communication, Freshman Seminar, Professional Development, Senior Capstone

Objectives: The objectives of this activity are for students to (1) practice positive reframing, (2) appraise and identify their strengths and skills, (3) select goals, (4) create action plans to reach goals, and (5) be empowered and take responsibility for their academic and professional progress.  相似文献   

A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties     

Qingli Lei  Rose A. Mason  Yan Ping Xin  John L. Davis  Marie David  Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217

This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects.  相似文献   

Two methods of presentation of “meet the press”; compared     

Harold E. Nelson 《广播与电子媒介杂志》2013,57(3):274-277

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Embracing the Opportunities Ahead: An Analysis of Communication Position Announcements for 2013–2014     

Rain Wuyu Liu  Joshua C. Nelson  Di Pei  Yiting Yang 《Communication Research Reports》2016,33(3):259-264

Knowing what the Communication job market is can be helpful and informative when planning how to build a program of study or research. On the other side, those who are looking for a job or are preparing for future job hunting also need knowledge about the current job market to help make decisions and predictions. To facilitate these processes, this article surveys the entirety of job postings posted on NCA’s CRTNET service and Spectra publication over the course of 2013 and 2014. The analyses provide an in-depth look at what kind of positions are being offered, which have tenure-track options, what degrees are required, if and what research methodological experience is needed, what kind of institution is offering the position, whether grant and/or teaching experience is desired, and what kinds of topical specializations are sought after.  相似文献   

A coach’s political use of video-based feedback: a case study in elite-level academy soccer     

Michael Booroff  Lee Nelson  Paul Potrac 《Journal of sports sciences》2016,34(2):116-124

This paper examines the video-based pedagogical practices of Terry (pseudonym), a head coach of a professional junior academy squad. Data were collected through 6 in-depth, semi-structured interviews and 10 field observations of Terry’s video-based coaching in situ. Three embracing categories were generated from the data. These demonstrated that Terry’s video-based coaching was far from apolitical. Rather, Terry strategically used performance analysis technologies to help fulfil various objectives and outcomes that he understood to be expected of him within the club environment. Kelchtermans’ micropolitical perspective, Callero’s work addressing role and Groom et al.’s grounded theory were primarily utilised to make sense of Terry’s perceptions and actions. The findings point to the value of developing contextually grounded understandings of coaches’ uses of video-based performance analysis technology. Doing so could better prepare coaches for this aspect of their coaching practice.  相似文献