Owning Your Emotions: Reactions to Expressions of Self- versus Other-Attributed Positive and Negative Emotions     

Amy M. Bippus  Stacy L. Young 《Journal of Applied Communication Research》2005,33(1):26-45

This investigation tested the notion that speakers should own their emotions by using I-messages rather than You-messages when conveying their feelings. In Study 1, hypothetical self-attributed (I) emotion messages were compared to other-attributed (You) messages, with an I-You message added in Study 2. In both studies, the effect of both positive and negative emotion statements on perceived politeness, effectiveness, and emotional reactions were assessed. No differences were found in reactions to the message forms for negative emotions, but both studies provided evidence for differences in respondents' reaction to positive emotional expressions. These results suggest a self-serving bias; recipients do not distinguish between ways of phrasing negative emotions expressed to them, but apparently appreciate being given credit for speakers' positive emotions. Implications for therapists, communication consultants, and practitioners are discussed.  相似文献   

Total communication shuffles off to Buffalo.     

N Letourneau  V Young 《American annals of the deaf》1975,120(5):493-496

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A learning place: Ten years in the life of a new kind of campus center     

Karen E. Misencik  John S. O'Connor  James Young 《About Campus》2005,10(3):8-16

When George Mason University's Johnson Center opened a decade ago, it was on the leading edge of architectural design and innovative thinking about spaces for learning. Over time, the building has retained many of its revolutionary aspects even as it has accepted encroachments of conventionality.  相似文献   

Pioneering a web-based science museum in Taiwan: Design and implementation of lifelong distance learning of science education     

Shelley Shwu-Ching Young  Yi-Long Huang  Jyh-Shing Roger Jang 《Educational technology research and development : ETR & D》2000,48(1):112-123

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Copyright and You     

Dr. Terry L. Holocomb  Dr. Jon I. Young 《TechTrends》1998,43(3):10-13

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XML: Why Bother?     

David Young  Philip Madans 《Publishing Research Quarterly》2009,25(3):147-153

An XML-first workflow provides a framework that will empower publishers to move from a print-centric to a content-centric creation process, freeing them to find new and creative ways to present content to the world, to connect with readers in new ways. XML is far more than a production workflow—it is the medium that will allow publishers to deliver their message most effectively, and will enable a rapid and necessary evolution in the way publishers manage and disseminate an author’s content.  相似文献   

Impact analysis for national R&D funding in science and technology using quantification method II     

Jin Young Choi  Jong Ha Lee  So Young Sohn 《Research Policy》2009,38(10):1534-1544

As the influences of science and technology on its national economy have increased, each country has devised various funding programs for research and development (R&D) projects. Numerous studies have been conducted to evaluate the performance of such R&D projects. In most studies, the performances were measured in terms of an ordinal Likert scale, but they were treated as continuous variables. Much important information can be buried when a categorical Likert scale is treated as continuous variable. In this paper, we treat Likert scales as categorical and apply quantification method II to analyze the relationship between short- to mid-term performance factors and long-term impact factor of R&D projects. We apply the proposed approach to the survey data obtained from the Science and Technology Promotion Fund in Korea. The results of this paper are expected to contribute to a better understanding of the impact of R&D funding.  相似文献   

User acceptance of a digital library system in developing countries: An application of the Technology Acceptance Model   总被引：1，自引：0，他引：1  

Namkee Park  Raul Roman  Seungyoon Lee  Jae Eun Chung 《International Journal of Information Management》2009

This study examines the factors that influence people's adoption and use of a digital library system and tests the applicability of the Technology Acceptance Model (TAM) in the context of developing countries. Using data from a survey of 16 institutions in Africa, Asia, and Central/Latin America (N = 1082), a path analysis revealed that perceived ease of use of the library system had a significant impact on perceived usefulness, which ultimately led to behavioral intention to use. In addition, the study examined the similarities and differences in the significant predictors of the digital library acceptance across countries and continents. Further, the current study suggests that external variables that affect perceived ease of use and usefulness need to be considered as important factors in the process of designing, implementing, and operating digital library systems. Such consideration will help decrease the mismatch between system design and local users’ realities, and further facilitate the successful adoption of digital library systems in developing countries.  相似文献   

Reconsidering human performance technology     

Hwan Young Jang 《Performance Improvement》2008,47(6):25-33

This article discusses three perceived challenges in the field of human performance technology: a missing link from training to performance, limitations in gap analysis and cause analysis, and a lack of attention to business and organization performance. It then provides possible alternatives for each issue, such as instructional system development frameworks for organizational learning, a soft performance technology framework, and a proposed framework for four levels of performance.  相似文献   

Creative teaching in STEM     

Vikki Pollard  Rachael Hains-Wesson  Karen Young 《Teaching in Higher Education》2018,23(2):178-193

If Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education are to retain students, there needs to be a shift towards teaching in more enriching and interesting ways. Creative teaching needs to become more prominent in STEM. This article presents a study that defines creative teaching in the STEM context and investigates attempts to teach creatively as experienced by nine STEM educators in an Australian university. The results highlighted that achieving creative teaching is difficult and that the element of surprise is essential. Despite the struggle required, creative teaching afforded fulfilment for teachers. We examine the characteristics of those interviewed and suggest strategies for fostering creative teaching. The findings extend beyond the STEM discipline.  相似文献