Accountability and the Framing Power of Visual Technologies: How Do Visualized Reconstructions of Incidents Influence Public and Political Accountability Discussions?     

Victor Bekkers  Rebecca Moody 《The Information Society》2014,30(2):144-158

In this article visual technologies and their use in three reconstructions after an incident are linked with accountability issues. Conclusions are drawn on the relation between administration, the choice of technology to create and distribute visual occurrences, and society and how visualizations are used to frame accountability issues.  相似文献   

Effective ranking and search techniques for Web resources considering semantic relationships     

Jihyun Lee  Jun-Ki Min  Alice Oh  Chin-Wan Chung 《Information processing & management》2014

On the Semantic Web, the types of resources and the semantic relationships between resources are defined in an ontology. By using that information, the accuracy of information retrieval can be improved.  相似文献   

The Relationship Between Psychopathology and Shame in Secondary School Students     

Rebecca P. Ang  Angeline Khoo 《Pastoral Care in Education》2004,22(1):25-33

This study investigated the relationship between psychopathology and shame. Three hundred and thirty-one Secondary 2 students from Singapore participated in the study. All students completed a self-report questionnaire consisting of the Anxiety and Depression scales of the Behavior Assessment System for Children (BASC), the short version of the Aggression Questionnaire (AQ), and the Internalized Shame Scale (ISS). As predicted, students in the comorbid group at-risk for anxiety, depression and aggression, had significantly higher shame scores compared with at-risk students in all the other three single-disordered groups (anxiety-only, depression-only, or aggression-only) as well as students in the control group. Also, as expected, the control group scored significantly lower compared to all other single-disorder groups and the comorbid group. Implications of these findings with regard to comorbidity of psychopathology and its relationship to shame, classroom interventions, as well as implications pertaining to teachers' and counsellors' work with at-risk students will be discussed.  相似文献   

Survey of reader preferences concerning the format of NASA langley-authored technical reports     

Thomas E. Pinelli  Rebecca O. Barclay  John M. Kennedy 《Publishing Research Quarterly》1997,13(2):48-68

The U.S. government technical report is a primary means by which the results of federally funded research and development (R&D) are transferred to the U.S. aerospace industry. However, little is known about this information product in terms of its actual use, importance, and value in the transfer of federally funded R&D. Little is also known about the intermediary-based system that is used to transfer the results of federally funded R&D to the U.S. aerospace industry. To help establish a body of knowledge, the U.S. government technical report is being investigated as part of the NASA/DoD Aerospace Knowledge Diffusion Research Project. In this article, we summarize the literature on the U.S. government technical report and present the results of a survey of U.S. aerospace engineers and scientists that solicited their opinions concerning the format of NASA Langley Research Center (LaRC)-authored technical reports. To learn more about the preferences of U.S. aerospace engineers and scientists concerning the format of NASA LaRC-authored technical reports, we surveyed 133 report producers (i.e., authors) and 137 report users in March–April 1996. Questions covered such topics as: (a) the order in which report components are read; (b) components used to determine if a report would be read; (c) those components that could be deleted; (d) the placement of such components as the symbols list; (e) the desirability of a table of contents; (f) the format of reference citations; (g) column layout and right margin treatment; and (h) writing style in terms of person and voice. Mail (self-reported) surveys were used to collect the data. The response rates for report producers (i.e., authors) was 68% and for users, was 62%.  相似文献   

VI. General Discussion     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):96-104

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Introduction to a Special Section of Developmental Social Cognitive Neuroscience     

Rebecca R. Saxe  Kevin A. Pelphrey 《Child development》2009,80(4):946-951

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Balancing Cultural Diversity and Social Cohesion in Education: The Potential of Shared Education in Divided Contexts     

Rebecca Loader  Joanne Hughes 《British Journal of Educational Studies》2017,65(1):3-25

This article considers how the education systems of divided societies have been shaped in response to the experience of ethnic and religious conflict. The analysis identifies two competing priorities in such contexts – the development of social cohesion and the protection of cultural, ethnic and religious identities – and explores how these may be reconciled through a model of ‘shared education’. Drawing on research evidence and recent experience of shared education in Northern Ireland, the Former Yugoslav Republic of Macedonia and Cyprus, we reflect on the advantages and challenges of this model in areas experiencing conflict and division.  相似文献   

The emergence of the quantified child     

Rebecca Smith 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):701-712

Using document analysis, this paper examines the historical emergence of the quantified child, revealing how the collection and use of data has become normalized through legitimizing discourses. First, following in the traditions of Foucault's genealogy and studies examining the sociology of numbers, this paper traces the evolution of data collection in a range of significant education policy documents. Second, a word count analysis was used to further substantiate the claim that data collection and use has been increasingly normalized through legitimizing discourses and routine actions in educational settings. These analyses provide evidence that the need to quantify educational practices has been justified over long periods of time through a variety of documents and that the extent to which data governs educators’ thoughts, discourses, and actions has dramatically increased during the past century.  相似文献   

Learning a practice through practise: presenting knowledge in doctoral spoken presentations     

Marie Manidis  Rebecca Addo 《Studies in Continuing Education》2017,39(3):235-250

Learning to ‘become doctor’ requires PhD candidates to undertake progressive public displays – material and social – of knowledge. Knowledge in doctoral pedagogy is primarily realised textually, with speaking and writing remaining as the primary assessment rubrics of progress and of the qualification. Participating textually begins, in a public sense, with the Confirmation of Candidature presentation/paper and culminates in a Viva Voce/dissertation. Drawing on linguistic ethnographic observations and analyses, this paper uses practice-based perspectives to examine a doctoral candidate practising to present knowledge publicly in a university research centre. The paper focuses on sociomaterial shifts in the trial run and final delivery of the two presentations examining how the candidate is initiated into new actions in response to these changes. Findings reveal how the candidate engages with collective understandings of the practice of presenting knowledge provided by feedback from her doctoral ‘friends’. Learning a practice through practise highlights the importance of participating as learning and learning as participating. This is particularly so in a time of change for doctoral pedagogy, when honing a practice collectively is argued to be advantageous in a localised setting that recognises and fosters the benefits of participation.  相似文献   

Evaluating the impact of an academic teacher development program: practical realities of an evidence-based study     

Gail A. Rathbun  Jane Leatherman  Rebecca Jensen 《Assessment & Evaluation in Higher Education》2017,42(4):548-563

This study aimed to assess the impact of an entire academic teacher development programme at a Midwestern masters comprehensive university in the United States over a period of five years by examining changes in teaching and student outcomes of nine randomly selected programme participants. Researchers analysed syllabi, course evaluations, grade distributions, programme activity reports, interviews and vita, and concluded that the centre’s impact was greatest on tenure-track faculty who struggled with their teaching. Far more useful to future improvement, however, were the insights gained from reflection on study methods, the researchers’ emotional responses to their findings, their struggle to make sense of the data and grappling with the definition of ‘impact’. In this paper, the researchers share useful lessons learned and illustrate the difficulties inherent in evaluating academic development programmes, with a view to qualifying recommendations currently prevailing in the literature.  相似文献