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991.
Nancy Worthington 《The Communication Review》2020,23(1):46-65
ABSTRACTIn January 2018, a feminist blog, babe, detailed an anonymous woman’s date with comedian Aziz Ansari, ending with her accusation that he had sexually assaulted her by escalating his sexual advances despite her verbal and nonverbal objections. Online reaction to the babe article was swift and plentiful, including a New York Times editorial written by conservative provocateur Bari Weiss entitled, “Aziz Ansari is Guilty. Of Not Being a Mind Reader.” Weiss’ piece drew 2953 online responses before the comment section closed the next day, with wide-ranging views addressing the respective behaviors and motivations of Ansari, “Grace,” and Weiss. The responses provide an opportunity to explore how commenters negotiate the boundaries of the #MeToo movement in the venue that had ignited the movement’s resurgence with the story of movie mogul Harvey Weinstein’s longstanding sexual abuse of women working in the film industry. This study applies quantitative and qualitative analysis to comment discourse and elicits three major themes: (1) expectations for seeking or conveying consent, (2) criteria for publicizing the private, and (3) demarcations between insensitivity and abuse. Justifications frequently offered for the positions articulated were based on references to personal experience, cultural expectations, the #MeToo movement, and feminism. 相似文献
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Heather J. Carmack Zoey Bouchelle Yasmin Rawlins Jennifer Bennet Caterina Hill Nancy E. Oriol 《Communication quarterly》2017,65(4):419-435
Mobile health clinics address the health needs of underserved populations by bringing healthcare to patients’ communities. Mobile health clinics find unique ways to treat patients and empower them to take control of their health. In this article, we examine how patients who use an urban mobile health clinic narrate their experiences on the clinic and what they see as the impact of the clinic on the community. A narrative of generosity emerged from the interviews, where patients believe the mobile health clinic creates a sense of welcome, encourages patients to become active participants in their health, and fosters a “pay it forward” attitude among community members. 相似文献
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Jessika C. Boles Denise L. Winsor Belinda Mandrell Jami Gattuso Nancy West Laurie Leigh 《Educational studies》2017,43(5):549-566
Childhood cancer incidence is rising, affecting a growing proportion of elementary school students. For most of these children, school attendance can be limited by hospitalisations, treatments and side effects. However, little is yet known about the educational needs and experiences of this population. This phenomenological study explored the school experiences of 10 6- to 12-year-old children with cancer as they underwent chemotherapy. Results revealed perceptions that attending school in the hospital or home during cancer treatment is essentially lonely, confusing and “different”. These perceptions intertwined to illuminate five themes: (1) school should involve fun activities; (2) group educational formats are preferable; (3) old school is the “best school”; (4) being a “good student” is important during treatment; and (5) attending school is complicated during treatment. Therefore, hospital-based and homebound schooling programmes should integrate socially interactive and cognitively engaging curriculum to best support the learning needs of this population. 相似文献
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Examining the Impact and School‐Level Predictors of Impact Variability of an 8th Grade Reading Intervention on At‐Risk Students’ Reading Achievement 
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下载免费PDF全文 Hank Fien Daniel Anderson Nancy J. Nelson Patrick Kennedy Scott K. Baker Michael Stoolmiller 《Learning disabilities research & practice》2018,33(1):37-50
The purpose of the present article is to report on a large‐scale investigation of six school districts’ implementation of an initiative aimed at reducing dropout rates by improving reading achievement in the middle grades. Data for the Middle School Intervention Project (MSIP) were collected in 25 middle schools across the state of Oregon. We examined (a) the degree to which the schools improved reading achievement for struggling readers in 8th grade, and (b) whether we could account for school differences in the treatment effect through measured explicit and intensive intervention factors. At the end of 8th grade there was no evidence of significant or positive effects on the two primary reading outcome measures. 相似文献
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