Disgust,Need for Affect,and Responses to Microbiome Research     

Ye Sun  Sara K. Yeo  Meaghan McKasy  Erika Shugart 《Mass Communication and Society》2019,22(4):508-534

Contributing to the literature on affective processing and attitude formation, this study investigates the effects of a discrete emotion (disgust) and an emotional disposition (need for affect [NFA]) on support for regulation in the context of microbiome research. Data from a web-based experiment (N = 1,005) showed that experienced disgust mediated the effect of disgust-eliciting information on support for regulation. This mediated relationship was moderated by NFA. More specifically, NFA moderated the path between experienced disgust and regulatory attitudes but not that between message exposure and experienced disgust. The two dimensions of NFA played different moderating roles: Emotional approach amplified the relationship between disgust and the attitudinal outcome, whereas emotional avoidance attenuated it. The study furthers understanding about how NFA influences emotional processing and contributes to research on disgust as a relatively understudied discrete emotion.  相似文献   

Children who cannot write     

Helene C. Durbrow 《Annals of dyslexia》1960,10(1):13-15

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Conservation of stained glass windows with protective glazing: Main results from the European VIDRIO research programme     

Adriana Bernardi  Francesca Becherini  Marco Verità  Patrick Ausset  Maura Bellio  Ulrike Brinkmann  Helene Cachier  Anne Chabas  Felix Deutsch  Marie-Pierre Etcheverry  Franco Geotti Bianchini  Ricardo H.M. Godoi  Velichka Kontozova-Deutsch  Roger Lefèvre  Tiziana Lombardo  Peter Mottner  Chiara Nicola  Isabelle Pallot-Frossard  René Van Grieken 《Journal of Cultural Heritage》2013,14(6):527-536

The methodology of protecting the European stained glass windows against environmental risk (e.g. meteorological factors, air pollution, microorganisms) by means of an external glazing is not new. In spite of many scientific studies carried out in the last 20 years, some questions were still up for discussion. The European VIDRIO (2002–2005) project gave an answer to these questions. The research carried out by the different project partners established a new multidisciplinary approach aimed at evaluating the efficiency of the protective glazing systems and their effects on stained glass windows conservation, and finally at assessing the most appropriate strategy to preserve stained glass windows. Scientific results showed that the so-called isothermal glazing (i.e. ventilation by the air coming from the inside of the building) protected efficiently the ancient stained glass window from environmental attack (i.e. rain, pollutants, condensation, thermal shocks) with very limited secondary effects. The scientific research highlighted that its efficiency was strongly related to the technical design of the protective system. In particular, the ventilation and the size of the interspace had to be carefully considered. The research developed within the VIDRIO project was turned into general recommendations to the owners and practitioners on the best practice for the stained glass windows future conservation.  相似文献   

Does childhood victimization increase the risk of early death? A 25-year prospective study     

White HR  Widom CS 《Child abuse & neglect》2003,27(7):841-853

BACKGROUND: Abuse and neglect have been shown to influence the mental and physical health of children; however, few studies have examined whether childhood victimization leads to an increased risk of early death. PURPOSE: This paper compares mortality data and examines cause of death for a sample of 908 abused and/or neglected individuals and 667 matched controls who were followed up into young adulthood. METHODS: Using data from a prospective cohort design study, a large group of children with substantiated cases of abuse (physical and sexual) and/or neglect approximately 25 years ago were matched with a control group of children and both groups were followed up into adulthood. The National Death Index was searched twice and official death certificates were collected for most individuals who had died. RESULTS: Surprisingly, there were no significant differences in rates of mortality for the two groups (abuse and neglect = 3.5%, controls = 3.0%). Furthermore, victims of child abuse and neglect were not more likely to experience a violent death. CONCLUSIONS: Our results do not provide support for a heightened rate of early death in abused and neglected children followed up into young adulthood. Limitations of the study are discussed as well as potential reasons for these unexpected findings.  相似文献   

Teacher–student interaction in contemporary science classrooms: is participation still a question of gender?†     

Nina Eliasson  Helene Sørensen  Karl Göran Karlsson 《International Journal of Science Education》2016,38(10):1655-1672

We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher–student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher–student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls’ attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher–student interaction is more clearly understood.  相似文献   

Holocaust education in Austria: A (hi)story of complexity and ambivalence     

Bastel  Heribert  Matzka  Christian  Miklas  Helene 《Prospects》2010,40(1):57-73

In Austria, activities for teaching about and remembering the Holocaust have concentrated mainly on National Socialism and its atrocities. Austria’s history of political anti-Semitism goes back to the 19th century, however, and has been widely and publicly acknowledged. It has always been linked to nationalistic tendencies that are still present today and rarely reflected upon, including the anti-Slavic and anti-Turkish attitudes that right-wing parties use to gain supporters. Vienna’s special place of remembrance, the Heldenplatz, with its monuments and history, is a useful place to begin examining Austrian identities and the course of collective Austrian ways of thinking. Based on that examination, we then consider Austria’s daily politics and treatment of the past. We next turn to Holocaust education after the war, which has had an impressive impact after a late start, and mention some of its drawbacks and problems. We next discuss the lack of serious research about memorials in Austria, as compared with Germany, and present initial results from a project that started in spring 2009 to examine knowledge gains and attitude changes among students after they visit the Mauthausen concentration camp.  相似文献   

Food,Feminisms, Rhetorics     

Helene A. Shugart 《Quarterly Journal of Speech》2018,104(4):459-462

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Effective practices for creating transformative informal science education programs grounded in Native ways of knowing     

Elizabeth Mack  Helen Augare  Linda Different Cloud-Jones  Dominique Davíd  Helene Quiver Gaddie  Rose E. Honey  Angayuqaq O. Kawagley  Melissa Little Plume-Weatherwax  Lisa Lone Fight  Gene Meier  Tachini Pete  James Rattling Leaf  Elvin Returns From Scout  Bonnie Sachatello-Sawyer  Hi’ilani Shibata  Shelly Valdez  Rachel Wippert 《Cultural Studies of Science Education》2012,7(1):49-70

There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research documenting how these programs are being developed and the ways in which culture and Western science are incorporated into the activities. This study outlines effective practices for using Native ways of knowing to strengthen ISE programs. These effective practices may also be used to promote change in formal education. The authors combine an overview of current research in informal science education with personal interviews with educators engaged in ISE programs offered to youth both on and off tribal reservations as well as experts in Indigenous education. Participating individuals and programs included Native communities across the United States, including Alaska and Hawai??i. Keeping in mind that each community is unique, ISE programs that are grounded in Native ways of knowing will benefit by utilizing the effective practices outlined here as a guide for starting or strengthening existing ISE programs relevant to the needs of their communities.  相似文献   

Introduction to “biography and history: The moral example of Raymond Williams”;     

Helene Keyssar 《The Communication Review》2013,16(2):227-228

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Mediating third-wave feminism: appropriation as postmodern media practice     

Helene Shugart  Catherine Egley Waggoner  D. Lynn O'Brien Hallstein 《Critical Studies in Media Communication》2013,30(2):194-210

In this essay, we explore how sensibilities of third-wave feminism are appropriated by and in the context of postmodern media such that they are commodified, reinscribed, and sold to audiences in an hegemonic fashion. To this end, we analyze gendered representations of women located at various mediated sites of popular culture in whom gender is conspicuous and primary: Alanis Morissette, Kate Moss, and Ally McBeal. We argue that, in each case, the appropriation of third-wave feminist tenets is accomplished via a postmodern aesthetic code of juxtaposition that serves to recontextualize and reinscribe those sensibilities in a way that ultimately functions to reify dominant patriarchal codes and discourses.  相似文献