Rogues of the Racecourse     

Heather Shore 《Media History》2014,20(4):352-367

This article focuses on the reporting of racecourse crime, exploring the shifting cultural contexts in which the press constructed outbreaks of metropolitan gang-related crime. The first part of the article looks at the extended coverage of what became known as the ‘racecourse wars’, concentrating on three key themes which permeate the accounts of racecourse crime between 1920 and 1925: the organisation of crime, the use of firearms and the mobility of criminals. The coverage of these events, which can be traced across a number of different newspapers, was often described in ways that reflected concerns about the organisation and professionalisation of crime. After 1925, despite continuing outbreaks of violence and racecourse-related crime, the press coverage subsided. However, in 1936 the racing men once again became ‘folk devils’, and the final part of the article explores the re-emergence of press reportage by considering the responses to the Lewes Racecourse Affray in June 1936. In this latter period, the rising influence of the American gangster film (as well as coverage of events in American cities such as New York and Chicago) meant that a newer language of gangsterdom would become increasingly embedded in British cultural forms.  相似文献   

The new Medical Library Association research agenda: final results from a three-phase delphi study     

JD Eldredge  MT Ascher  HN Holmes  MR Harris 《Journal of the Medical Library Association : JMLA》2012,100(3):214-218

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Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning     

Diane F. Halpern  Keith Millis  Arthur C. Graesser  Heather Butler  Carol Forsyth  Zhiqiang Cai 《Thinking Skills and Creativity》2012,7(2):93-100

Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games. Students learn the skills of scientific reasoning by engaging in interactive dialogs with avatars. They are tutored by avatars with tutoring sessions that vary depending on how well students have responded to questions about the material they are learning. Students also play a jeopardy-like game against a feisty avatar to identify flaws in research and then generate their own questions to determine the quality of different types of research. The research examples are taken from psychology, biology, and chemistry to help students transfer the thinking skills across domains of knowledge. Early results show encouraging learning gains.  相似文献   

Using targeted active-learning exercises and diagnostic question clusters to improve students' understanding of carbon cycling in ecosystems     

Maskiewicz AC  Griscom HP  Welch NT 《CBE life sciences education》2012,11(1):58-67

In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and organic carbon-containing compounds in biological systems. These results helped us identify specific active-learning exercises that would be responsive to students' existing knowledge. The effects of the active-learning interventions were then examined through analysis of students' pre- and postinstruction responses on the DQCs. The biology and non-biology majors participating in this study attended a range of institutions and the instructors varied in their use of active learning; one lecture-only comparison class was included. Changes in pre- to postinstruction scores on the DQCs showed that an instructor's teaching method had a highly significant effect on student reasoning following course instruction, especially for questions pertaining to cellular-level, carbon-transforming processes. We conclude that using targeted in-class activities had a beneficial effect on student learning regardless of major or class size, and argue that using diagnostic questions to identify effective learning activities is a valuable strategy for promoting learning, as gains from lecture-only classes were minimal.  相似文献   

Correlates of problem recognition and intentions to change among caregivers of abused and neglected children     

Littell JH  Girvin H 《Child abuse & neglect》2006,30(12):1381-1399

OBJECTIVE: To identify individual, family, and caseworker characteristics associated with problem recognition (PR) and intentions to change (ITC) in a sample of caregivers who received in-home child welfare services following substantiated reports of child abuse or neglect. METHODS: Caregivers were interviewed at 4 weeks, 16 weeks, and 1 year after referral for in-home services. In these interviews, the University of Rhode Island Change Assessment scale assessed PR and ITC in relation to caregiving practices. Additional data were obtained from administrative records and surveys of in-home services caseworkers. We used growth models to identify caregiver, family, and caseworker characteristics associated with initial levels of PR and ITC, and with changes in PR and ITC over time. RESULTS: Contrary to expectations, there were no overall increases in PR and ITC during the first 4 months of in-home services. PR and ITC scores fluctuated over time, in relation to some external events, case characteristics, and caseworker characteristics; however, we were able to account for small portions of the variance in PR and ITC. Controlling for social desirability bias and other variables in the analysis, negative life events, lack of network support, and the severity of caregiver depression were associated with greater PR; housing problems were associated with lower PR. Caregiver depression and age were associated with ITC. Caregivers whose children had been removed from their homes showed significant increases in ITC in the first few months of in-home services. The duration of caseworkers' child welfare experience predicted increases in their clients' PR in the first 4 months and more frequent contacts with an experienced caseworker predicted small, but significant increases in ITC over time. CONCLUSIONS: PR and ITC are associated with somewhat different case characteristics and may be affected by caseworkers' experience.  相似文献   

Creating the KM mindset: why is it so difficult?     

Smith  Heather  McKeen  James  Singh  Satyendra 《知识管理研究与实践》2010,8(2):112-120

Knowledge Management Research & Practice - The knowledge management (KM) mindset is a precursor to a knowledge-sharing culture. It is often assumed that developing a KM mindset is somewhat...  相似文献   

3D printing as an educational technology: theoretical perspectives,learning outcomes,and recommendations for practice     

Pearson  Heather Ann  Dub&#;  Adam Kenneth 《Education and Information Technologies》2022,27(3):3037-3064

Education and Information Technologies - 3D printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. In this review, 3D printing...  相似文献   

‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England     

Kate Greer  Heather King  Melissa Glackin 《British Educational Research Journal》2023,49(5):1088-1107

This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy.  相似文献   

Screen media exposure and young children's vocabulary learning and development: A meta-analysis     

Mengguo Jing  Ting Ye  Heather L. Kirkorian  Marie-Louise Mares 《Child development》2023,94(5):1398-1418

This meta-analysis synthesizes research on media use in early childhood (0–6 years), word-learning, and vocabulary size. Multi-level analyses included 266 effect sizes from 63 studies (N_total = 11,413) published between 1988–2022. Among samples with information about race/ethnicity (51%) and sex/gender (73%), most were majority White/Non-Hispanic and between 40%–60% female. Analyses revealed a small overall positive relation between screen media exposure and vocabulary (r = .23). Experimental studies yielded a small-to-medium effect (r = .30), with stronger effects for e-books than TV/video or games/apps, and non-significant effects for video chat. In correlational studies, there was no overall association between vocabulary size and naturalistic media exposure (r = .07), with the exception of naturalistic exposure to educational media (r = .17).  相似文献