Climategate: A Case Study in the Intersection of Facticity and Conspiracy Theory     

Brett Jacob Bricker 《Communication Studies》2013,64(2):218-239

In 2009, the Climate Research Unit had over 1,000 private e-mails stolen and made publicly available. Quickly, several of the e-mails were widely reported in the media: supposedly providing proof of conspiracy among scientists supporting the Anthropogenic Climate Change hypothesis. Despite the inaccuracy of the accusations, the charge of conspiracy stuck. In this essay, I argue that a set of interrelated variables (existing anti-elitism, the consistency of the charge with existing ideology, the perceived accuracy of the narrative, and the poor rhetorical response by the accused) caused the Climategate conspiracy to resonate even after the charge was proven false. This essay adds to contemporary rhetorical theory about conspiracy theory by considering variables beyond paranoid style and accuracy of the charge.  相似文献   

Correction to: School climate in Mongolia: Translation and validation of the What’s Happening in This School     

Sattler  David N.  Gruman  Diana H.  Enkhtur  Oyundelger  Muskavage  Brett  Bishkhorloo  Boldsuren 《Learning Environments Research》2022,25(2):341-341

Learning Environments Research -  相似文献   

Introduction to special issue on writing     

Brett Miller  Victoria Molfese  Virginia Berninger 《Reading and writing》2011,24(2):117-119

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Factors for Personal Counseling Among Counseling Trainees          下载免费PDF全文

J. Stephen Byrne  Brett Shufelt 《Counselor Education & Supervision》2014,53(3):178-189

The present study explored the use of counseling among counselor trainees and the characteristics of consumers and nonconsumers. Approximately 61% of those surveyed (n = 85) reported that they had received counseling, with the majority being mental health counseling trainees. Nonconsumers (n = 54) indicated that they coped with problems in other ways but would consider counseling if they experienced trauma.  相似文献   

Activity Structures and the Unfolding of Problem-Solving Actions in High-School Chemistry Classrooms     

Brett A. Criswell  Greg T. Rushton 《Research in Science Education》2014,44(1):155-188

In this paper, we argue for a more systematic approach for studying the relationship between classroom practices and scientific practices—an approach that will likely better support the systemic reforms being promoted in the Next Generation Science Standards in the USA and similar efforts in other countries. One component of that approach is looking at how the nature of the activity structure may influence the relative alignment between classroom and scientific practices. To that end, we build on previously published research related to the practices utilized by five high-school chemistry teachers as they enacted problem-solving activities in which students were likely to generate proposals that were not aligned with normative scientific understandings. In that prior work, our analysis had emphasized micro-level features of the talk interactions and how they related to the way students’ ideas were explored; in the current paper, the analysis zooms out to consider the macro-level nature of the enactments associated with the activity structure of each lesson examined. Our data show that there were two general patterns to the activity structure across the 14 lessons scrutinized, and that each pattern had associated with it a constellation of features that impinged on the way the problem space was navigated. A key finding is that both activity structures (the expansive and the open) had features that aligned with scientific practices espoused in the Next Generation Science Standards—and both had features that were not aligned with those practices. We discuss the nature of these two structures, evidence of the relationship of each structure to key features of how the lessons unfolded, and the implications of these findings for both future research and the training of teachers.  相似文献   

Experience,knowledge and attitudes: Are paramedic students prepared to care for older patients?     

Linda Ross  Paul Jennings  Brett Williams 《Educational gerontology》2013,39(4):241-252

ABSTRACT

As the population ages, so does the number of older patients encountered by paramedics. It is vital that paramedics are adequately prepared to meet the unique and growing needs of these patients. Experience and education play key roles in the formation of attitudes that impact behavior, and ultimately patient care. The aim of this study was to determine the level of student paramedic experience with knowledge of, and attitudes toward, older adults and to examine the relationship between these factors. This was a cross-sectional study utilizing three paper-based questionnaires; Experience with Older Adults Questionnaire, Australian Facts on Aging Quiz 2 (FAQ2), and Aging Semantic Differential (ASD). Of the 871 paramedic student participants, 79% had an oldest living grandparent 65 years old or above, and 63% had encountered older adults on clinical placement. The mean (SD) score for the FAQ2 was 12.7 (3.0) out of a possible 25, indicating a low level of knowledge about older people. The mean (SD) score for the ASD was 120.3 (17.77), indicating slightly positive attitudes toward older adults. Knowledge (β = ?0.06; p = .058) and experience (β = ?0.06; p = .058) had weak associations with attitudes. Student paramedics have some prior experience with older adults, relatively low knowledge and generally positive attitudes. There is some association between these factors; however, the impact on patient care requires further investigation. Paramedic educators should strive to provide students with broad quality experiences and education that increases awareness and understanding of older people.  相似文献   

Attitudes and self‐efficacy of pre‐service teachers towards inclusion in Pakistan          下载免费PDF全文

Umesh Sharma  Sadia Shaukat  Brett Furlonger 《Journal of Research in Special Educational Needs》2015,15(2):97-105

This study sought to determine the attitudes and teaching self‐efficacy of pre‐service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre‐service Pakistani teachers (male 73, female 121) enrolled in a 1‐year teacher education programme at a government university in Pakistan. Overall, male pre‐service teachers expressed more positive attitudes than their female counterparts regarding the inclusion of students with disabilities in regular classrooms. Surprisingly, those pre‐service teachers majoring in special education did not express more positive attitudes towards inclusion than their counterparts who were preparing to teach in mainstream schools. However, participants with training in special education, knowledge of disability legislation, teaching experience and personal experience with a disability reported higher levels of self‐efficacy towards teaching within inclusive settings. The findings of the study are discussed with possible implications for policy‐makers and teacher educators in Pakistan and other countries in the South Asian region.  相似文献   

A validation study of the Dutch Childhood Trauma Questionnaire-Short Form: Factor structure,reliability, and known-groups validity     

Brett D. Thombs  David P. Bernstein  Jill Lobbestael  Arnoud Arntz 《Child abuse & neglect》2009,33(8):518-523

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A PLACE FOR PERSONS WITH DISABILITIES OF MIND & BODY     

Brett Webb‐Mitchell 《Religious education (Chicago, Ill.)》2013,108(4):522-543

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Do baseball pitchers improve mechanics after biomechanical evaluations?     

Glenn S. Fleisig  Alek Z. Diffendaffer  Brett Ivey  Kyle T. Aune 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):314-321

The purpose of this study was to determine how often flaws in pitching mechanics identified from biomechanical analysis are corrected. The biomechanics of 46 baseball pitchers were evaluated twice, with an average of 12 months (range 2–48 months) between evaluations. Pitchers were healthy at the time of both evaluations, competing at the high school, college, minor league or Major League level. After warming up, each participant pitched 10 full-effort fastballs. Automated three-dimensional motion analysis was used to compute eight kinematic parameters which were compared with a database of elite professional pitchers. Flaws—defined as deviations from the elite range—were explained to each participant or coach after his initial evaluation. Data from the second evaluation revealed that 44% of all flaws had been corrected. Flaws at the instant of foot contact (stride length, front foot position, shoulder external rotation, shoulder abduction, elbow flexion) or slightly after foot contact (time between pelvis rotation and upper trunk rotation) seemed to be corrected more often than flaws near the time of ball release (knee extension and shoulder abduction). Future research may determine which level athletes or which training methods are most effective for correcting flaws.  相似文献