Corporate communications and the rise of the network society     

Christopher Lueg 《媒体管理杂志》2013,15(3):161-166

In an integrated media environment where news networks seek synergistic opportunities for their parent companies, news content is increasingly susceptible to promotional influence. A comparative content analysis of new and traditional news spaces on U.S. cable television news networks Cable News Network, MSNBC, and Fox News Channel examined the video screen space and the news crawl, or “ticker,” space. Findings reveal that, proportionally, more promotional content occurs within the traditional video content space when compared to the ticker space. However, it was also shown that the ticker acts as a general branding agent for 2 of the 3 networks. Content dispersion also suggests a unique “content identity” for each news brand. The study found no evidence of “covert” promotion for synergistic gain—a positive result for news consumers.  相似文献   

Three Myths of Internet Governance: Making Sense of Networks,Governance and Regulation by Richard Collins     

Christopher T. Marsden 《媒体管理杂志》2013,15(2):153-155

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“News with an Accent”: Hispanic Television and the Re-negotiation of US Latino Speech     

Christopher A. Chávez 《传播与批判/文化研究》2013,10(3):252-270

Using Bourdieu's concept of “linguistic capital” as an analytical concept, I examine the value of language as both a means of comprehension and a product that has currency in the television marketplace. Focusing on Fusion, an upstart cable network designed to engage Latinos civically and in English, I examine the ways in which television networks employ language as a device through which to create audiences. I argue that Fusion and other networks are attempting to re-constitute the Latino audience in ways that more closely align with the dominant culture, leading to forms of erasure that challenge the legitimacy of Spanish altogether. I further argue that in the process of pursuing the acculturated Latino, the network pivots away from those most isolated from civic discourses.  相似文献   

The ePortfolio: A Tool for Professional Development,Engagement, and Lifelong Learning     

Christopher Guder 《Public Services Quarterly》2013,9(3):238-245

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Strategically aligning a mandala of competencies to advance a transformative vision     

Nunzia B. Giuse  Sheila V. Kusnoor  Taneya Y. Koonce  Christopher R. Ryland  Rachel R. Walden  Helen M. Naylor  Annette M. Williams  Rebecca N. Jerome 《Journal of the Medical Library Association》2013,101(4):261-267

Objective:

This paper offers insight into the processes that have shaped the Eskind Biomedical Library''s (EBL''s) strategic direction and its alignment to the institution''s transformative vision.

Setting:

The academic biomedical library has a notable track record for developing and pioneering roles for information professionals focused on a sophisticated level of information provision that draws from and fuels practice evolutions.

Strategy:

The medical center''s overall transformative vision informs the creation of a fully aligned library strategic plan designed to effectively contribute to the execution of key organizational goals. Annual goals reflect organizational priorities and contain quantifiable and measurable deliverables. Two strategic themes, facilitating genetic literacy and preserving community history, are described in detail to illustrate the concept of goal setting.

Conclusion:

The strategic planning model reflects EBL''s adaptation to the ever-changing needs of its organization. The paper provides a characterization of a workable model that can be replicated by other institutions.  相似文献   

Simplified prototyping of perfusable polystyrene microfluidics     

Reginald Tran  Byungwook Ahn  David R. Myers  Yongzhi Qiu  Yumiko Sakurai  Robert Moot  Emma Mihevc  H. Trent Spencer  Christopher Doering  Wilbur A. Lam 《Biomicrofluidics》2014,8(4)

Cell culture in microfluidic systems has primarily been conducted in devices comprised of polydimethylsiloxane (PDMS) or other elastomers. As polystyrene (PS) is the most characterized and commonly used substrate material for cell culture, microfluidic cell culture would ideally be conducted in PS-based microsystems that also enable tight control of perfusion and hydrodynamic conditions, which are especially important for culture of vascular cell types. Here, we report a simple method to prototype perfusable PS microfluidics for endothelial cell culture under flow that can be fabricated using standard lithography and wet laboratory equipment to enable stable perfusion at shear stresses up to 300 dyn/cm² and pumping pressures up to 26 kPa for at least 100 h. This technique can also be extended to fabricate perfusable hybrid PS-PDMS microfluidics of which one application is for increased efficiency of viral transduction in non-adherent suspension cells by leveraging the high surface area to volume ratio of microfluidics and adhesion molecules that are optimized for PS substrates. These biologically compatible microfluidic devices can be made more accessible to biological-based laboratories through the outsourcing of lithography to various available microfluidic foundries.  相似文献   

Conducting causal effects studies in science education: Considering methodological trade‐offs in the context of policies affecting research in schools     

Joseph Taylor  Susan Kowalski  Christopher Wilson  Stephen Getty  Janet Carlson 《科学教学研究杂志》2013,50(9):1127-1141

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Interpretive validity theory: mapping a methodology for validating educational assessments     

Christopher DeLuca 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):303-320

Background:?Validity theory has evolved significantly over the past 30 years in response to the increased use of assessments across scientific, social and educational settings. The overarching trajectory of this evolution reflects a shift from a purely quantitative, positivistic approach to a conception of validity reliant on the interpretation of multiple evidence sources integrated into validity arguments. Moreover, within contemporary validity, interpretation has been emphasised as a central process; however, despite this emphasis, there have been few explicit articulations of specific interpretive methodologies applicable to the practice of validation.

Purpose:?To link contemporary theoretical foundations in validity to practical methods and structures to help guide the collection and analysis of interpretive validity evidence. By building upon existing validity theory, this paper aims to provide greater clarity on the practice of validation and contribute toward the larger developing framework for the validation of educational assessments.

Source of evidence:?An interdisciplinary, integrative review of over 60 research articles and sources related to the theory and practice of educational validation and interpretive inquiry approaches. Sources include literature from the fields of educational assessment and more broadly social scientific research.

Main argument:?As assessments in education increasingly aim to measure complex constructs that are value-laden and socially dependant, validity theory must keep pace and evolve in ways that address the inherent complexities associated with contemporary educational assessment. Through this paper, I assert that a greater understanding of interpretive methodologies represents one of the most promising areas for development of validation theory and practice. Specifically, I argue that dialectic, hermeneutic and transgressive forms of inquiry can be integrated within current argument-based structures for the collection, analysis and representation of validity evidence in several useful ways.

Conclusions:?Interpretive inquiry processes, namely dialectic, hermeneutic and transgressive forms of interpretation, serve to expand validation practice to include diverse evidences for the generation of multiple-perspective validity arguments. The paper concludes with specific implications for future research and practice within the field of interpretive validity theory.  相似文献   

Optimal Sample Allocation in Group-Randomized Mediation Studies with a Group-Level Mediator     

Kyle Cox  Benjamin Kelcey 《Journal of Experimental Education》2013,81(4):616-640

We derive sample-allocation formulas that maximize the power of several mediation tests in two-level–group-randomized studies under a linear cost structure and fixed budget. The results suggest that the optimal individual sample size is typically smaller than that associated with the detection of a main effect and is frequently less than 10 under parameter values commonly seen in the literature. However, the optimal sample allocation can be heavily influenced by the group-to-individual cost ratio, the ratio of the treatment-mediator to mediator-outcome path coefficients, and the outcome variance structure. We illustrate these findings with a hypothetical group-randomized trial examining a school-discipline reform policy. To encourage utilization of the sample allocation formulas we implement them in the R package PowerUpR and powerupr Shiny application.  相似文献   

Raising the bar: Encouraging high level thinking in online discussion forums     

Mary M. Christopher  Julie A. Thomas  Mary K. Tallent‐Runnels 《Roeper Review》2013,35(3):166-171

More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face‐to‐face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time‐constrained interactions in a face‐to‐face course. Researchers evaluated students’ thinking levels (as per Bloom's Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the level of the prompt and the level of the responses. Higher level prompts did not necessarily generate higher level responses. The research‐developed Rubric for Evaluation of Online Discussions can be used both as an instructional guide and as an evaluation rubric to assess the level of online discussions.  相似文献