Expected versus actual responses to disclosure in relationships of HIV‐positive African American adolescent females     

Kathryn Greene  Sandra L. Faulkner 《Communication Studies》2013,64(4):297-317

Ten HIV‐positive African American adolescent females were interviewed regarding disclosure of their HIV infection in various relationships. Communication Boundary Management (Petronio, 1991) provided a framework for understanding disclosure patterns in these relationships. Participants described expected (n = 113) and actual (n = 94) responses to disclosing an HIV diagnosis. The findings indicate that expected response and the target of disclosure affect adolescents’ disclosure decisions. Participants expected targets of disclosure to respond as follows: experience negative emotional reactions, provide support, treat them differently, tell others, or were unsure of a target's response. On the basis of these findings, five themes were identified related to actual responses to disclosure of HIV infection: different treatment, negative emotional reaction, received support, target told others, and treated no differently. Implications, limitations, and directions for future research are discussed.  相似文献   

The View from Above     

Derek Potgieter  Sandra Olën 《International Information and Library Review》2013,45(4):259-271

Abstract

In South Africa the education system for black children is fraught with problems. These problems are the direct result of apartheid and have been compounded by poverty and illiteracy. In this article the problem of poorly qualified or unqualified teachers is discussed especially with regard to the teaching of map skills to children in their fifth school year. The project team needed to develop affordable materials which could be used in large classes by teachers after a very short period of training. Books and other materials which are available commercially were examined, but for various reasons were found to be unsuitable for local conditions. After determining the extent of the problem, the project team followed a grassroots process of developing a flip chart which teachers learnt to use with confidence and which enabled pupils to master the concepts and skills necessary for understanding a map.  相似文献   

Advertising/PR     

Sandra Pesmen  Jack Z. Sissors  William B. Goodrich 《Communication Booknotes Quarterly》2013,44(6)

ADVERTISING AGE YEARBOOK 1983 (Chicago: Crain Books, 1983---$34.95)

WRITING FOR THE MEDIA: PUBLIC RELATIONS AND THE PRESS by Sandra Pesmen (Chicago: Crain Books, 1983---$12.95, paper)

MEDIA PLANNING WORKBOOK by Jack Z. Sissors and William B. Goodrich (Chicago: Crain Books, 1983---$12.95, paper)  相似文献   

A Theory of Media Power and a Theory of Media Use: Different Stories,Questions, and Ways of Thinking     

Sandra J. Ball-Rokeach 《Mass Communication and Society》2013,16(1-2):5-40

In this article, I compare the assumptions, concepts, and propositions of media system dependency (MSD) theory and uses and gratifications (U&G) theory at the microlevel of analysis. The epistemological origins of these theories are situated within the differing social and personal contexts that affected their development. Those MSD assumptions that serve as background to this comparison are specified, and major hypotheses concerning the social ecology of microeffects processes are discussed, particularly as they pertain to public opinion concerns. Following this elaboration of MSD theory, basic differences between MSD and U&G conceptions of the audience, interpersonal networks, the media system, and the nature of media power are addressed. I conclude with a brief comment on the implications of the Internet for theorizing micro media effects.  相似文献   

Measures of health sciences journal use: a comparison of vendor,link-resolver,and local citation statistics     

Sandra L. De Groote  Deborah D. Blecic  Kristin Martin 《Journal of the Medical Library Association》2013,101(2):110-119

  相似文献   

Thanksgiving     

Sandra K. Roe 《Cataloging & classification quarterly》2013,51(2):135-136

  相似文献   

Consortial Cataloging Guidelines for Electronic Resources: I-Share Survey and Recommendations     

Kristin E. Martin  Judith Dzierba  Lynnette Fields  Sandra K. Roe 《Cataloging & classification quarterly》2013,51(5):361-386

In 2009, the Consortium of Academic and Research Libraries in Illinois (CARLI) charged a task force to update and revise recommendations that address cataloging practice and catalog access to electronic resources for libraries participating in the I-Share union catalog. This article presents the results of a survey and recommendations developed by the 2009 Task Force that cover all types of e-resources. Issues covered include: single or separate records for electronic and print versions of a title; the use of aggregator-neutral and provider neutral records; the construction and placement of the Uniform Resource Locator (URL) and notes; and the use of vendor records.  相似文献   

Editorial     

Sandra K. Roe 《Cataloging & classification quarterly》2013,51(6):441-442

  相似文献   

Integrating Video Documentary Into the Classroom: A Community Assessment Assignment     

Samantha G. Levinson  Keith Caldwell  Helen E. Petracchi  Sandra Wexler  Rafael Engel 《Journal of Teaching in Social Work》2013,33(2):160-175

Community assessment is a strategy commonly taught to social work students to identify a community’s strengths and challenges. This article describes the value of using video documentary as part of a community assessment assignment. We identify the advantages of using video documentary in the assessment process and the reporting of findings. We discuss the preproduction, production, and postproduction steps necessary to produce a video documentary and illustrate how such assignments can be incorporated into a social work course. We conclude by identifying the educational benefits accrued to students.  相似文献   

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts     

Kristin L. Sayeski  Michael J. Kennedy  Sandra de Irala  Elias Clinton  Melissa Hamel 《Exceptionality》2013,21(4):237-257

Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N = 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators.  相似文献