Advancing prediction of foster placement disruption using Brief Behavioral Screening     

Hurlburt MS  Chamberlain P  DeGarmo D  Zhang J  Price JM 《Child abuse & neglect》2010,34(12):917-926

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Process gain and process loss: comparing interpersonal processes and performance of culturally diverse and non-diverse teams across time     

Warren E. Watson  Lynn Johnson  Kamalesh Kumar  Joe Critelli 《Int J Intercult Relat》1998,22(4):193

Members of 82 student groups involved in a Team Learning instructional format were surveyed with the Group Style Instrument (GSI) to examine the possible dimensions of team oriented behaviors and individualistically oriented behaviors. Exploratory factor models and confirmatory factor models were compared to find the best factor structure fit. The GSI was found to have dimensions that were team and individualistically oriented. From a second sample data was collected across four months on the group process and group performance of culturally non-diverse and culturally diverse groups. Data were evaluated in two significant ways. First, the team orientation and individual orientation dimensions were used to define interpersonal processing. Second, the team process dimensions were used to define interpersonal processing. Second, the team process dimensions were examined further to evaluate their relation to group performance. Early on the diverse teams showed less team orientation and more individual orientation than non-diverse teams, but through frequent feedback on task and interpersonal processing, the diverse teams caught up by the third time period. By the end, diverse teams maintained high team orientation but also allowed a reasonable extent of individual orientation. The diverse teams were beginning to utilize diversity to their advantage. Team and Individualistic orientations showed significant relations to team performance across time. Suggestions are given for future research.  相似文献   

The Cultural Politics of Horror Film Criticism     

Joe Tompkins 《Popular Communication》2014,12(1):32-47

This article examines film criticism as a social practice. Specifically, it explores the institutional politics of horror film criticism and the various ways critics of the genre justify their own readings and interpretive discourse. It does so by way of positing a horror film “reading formation,” which serves a critical-institutional function within the film academy, namely, securing academic legitimacy for the genre while shoring up cultural and political distinctions specific to elite modes of analysis. Accordingly, the article argues that three intertextual mechanisms (canonical recycling, political auteurism, and symptomatic interpretation) both condition the appropriation of horror film texts as legitimate objects-to-be-read and work to sustain discursive power relations between scholastically credentialed and “nonexpert” reading subjects.  相似文献   

The physical demands of elite English rugby union   总被引：1，自引：1，他引：0  

Roberts SP  Trewartha G  Higgitt RJ  El-Abd J  Stokes KA 《Journal of sports sciences》2008,26(8):825-833

The aim of this study was to assess the physical demands of elite English rugby union match-play. Player movements were captured by five distributed video cameras and then reconstructed on a two-dimensional plane representing the pitch. Movements based on speeds were categorized as standing, walking, jogging, and medium-intensity running (low-intensity activity), and high-intensity running, sprinting, and static exertion (scrummaging, rucking, mauling, and tackling) (high-intensity activity). Position groups were defined as forwards (tight and loose) and backs (inside and outside). Backs travelled more total distance than forwards (6127 m, s=724 vs. 5581 m, s=692; P<0.05) and greater distances in walking (2351 m, s=287 vs. 1928 m, s=2342; P<0.001) and high-intensity running (448 m, s=149 vs. 298 m, s=107; P<0.05). Forwards performed more high-intensity activity than backs (9:09 min:s, s=1:39 vs. 3:04 min:s, s=1:01; P<0.001), which was attributable to more time spent in static exertion (7:56 min:s, s=1:56 vs. 1:18 min:s, s=0:30; P<0.001), although backs spent more time in high-intensity running (0:52 min:s, s=0:19 vs. 1:19 min:s, s=0:26; P=0.004). Players travelled a greater distance in the first 10 min compared with 50-60 and 70-80 min, but there was no difference in the amount of high-intensity activity performed during consecutive 10-min periods during match-play. These results show the differing physical demands between forwards and backs with no evident deterioration in high-intensity activity performed during match-play.  相似文献   

Comments on Meaghan and Casas' “On the testing of standards and standardized achievement testing”     

Joe Freedman 《Interchange》1995,26(1):59-71

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Editorial     

Deepak Kumar  Joe Turner 《Education and Information Technologies》2007,12(3):109-110

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E- Learning by design     

Joe Landsberger 《TechTrends》2004,48(5):7-12

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E-Learning by design an interview with Elizabeth Stapel     

Joe Landsberger 《TechTrends》2004,48(2):8-9

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The departmental web site: gateway or dead-end?     

Joe Landsberger 《TechTrends》2002,46(4):65-66

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E-Learning by design     

Joe Landsberger 《TechTrends》2002,46(6):69-71

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