How gay and bisexual men compensate for the lack of meaningful sex education in a socially conservative state     

Joseph M. Currin  Randolph D. Hubach  André R. Durham  Katherine E. Kavanaugh  Zachary Vineyard  Julie M. Croff 《Sex education》2017,17(6):667-681

The information shared in schools on sex education in the USA is highly variable depending on the state and sometimes city in which a student lives. Gay and bisexual students living in a socially conservative, primarily rural state such as Oklahoma often receive little information about sexual health information that pertains to their behaviours unless it is discussing the dangers of sex. Using a qualitative approach, 20 gay and bisexual men currently residing in Oklahoma completed semi-structured interviews about their experiences with sex education and alternate ways to compensate for lack of information provided. Participants noted an awareness of the lack of meaningful sex education or if it was offered, a primary focus on abstinence-only until marriage heteronormative curricula. Participants described various ways they compensated for lack of sex education including accessing pornography and information from the internet. With the current socio-political environment of Oklahoma, it is unlikely wholesale changes to the sex education curricula can be made. The importance of public health professionals using the internet and peer educators to deliver inclusive and informative sexual health information remains salient and viable for men who reside in socio-politically conservative areas like Oklahoma.  相似文献   

Anytime,anywhere, anyplace: Articulating the meaning of flexible delivery in built environment education     

Richard Tucker  Gayle Morris 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):904-915

This paper describes a process for negotiating aspects of flexible learning through the consideration of flexibility from student, teacher and institutional perspectives. The process aimed to reconcile, in an Australian school of architecture, the competing demands of learner's increasing flexibility demands, teacher's attributes and pedagogical objectives and the structural limitations that militate against the delivery, resourcing and maintenance of flexibility. Results indicated that the only categories of flexibility (out of time, content, access/entry requirements, pedagogy and delivery) that were demanded by students were pedagogy (but only in the choice of working in groups) and delivery; whereas teachers were merely willing to offer flexibility in delivery. Thus, what students desired of teaching, and what teachers were able to provide, were multiple mediums of knowledge delivery that allowed students flexibility in when and where they could learn. These findings, it is suggested, have relevance for course redesign throughout the creative/visual arts.  相似文献   

Understanding communication among deaf students who sign and speak: a trivial pursuit?     

Marschark M  Convertino CM  Macias G  Monikowski CM  Sapere P  Seewagen R 《American annals of the deaf》2007,152(4):415-424

Classroom communication between deaf students was modeled using a question-and-answer game. Participants consisted of student pairs that relied on spoken language, pairs that relied on American Sign Language (ASL), and mixed pairs in which one student used spoken language and one signed. Although the task encouraged students to request clarification of messages they did not understand, such requests were rare, and did not vary across groups. Face-to-face communication was relatively poor in all groups. Students in the ASL group understood questions more readily than students who relied on oral communication. Although comprehension was low for all groups, those using oral communication provided more correct free responses, although the numbers were low; no significant differences existed for multiple-choice responses. Results are discussed in terms of the possibility that many deaf students have developed lower criteria for comprehension, and related challenges for classroom communication access.  相似文献   

What Does RTI (Response to Intervention) Look Like in Preschool?     

Mojdeh Bayat  Gayle Mindes  Sheryl Covitt 《Early Childhood Education Journal》2010,37(6):493-500

This paper examines the use of Response to Intervention (RTI) in early childhood programs, more specifically in preschool settings. The paper proposes that RTI in preschool could focus on alleviating risk factors as it relates to social emotional competence, and reduction of challenging behaviors during early childhood years. A case-study in which RTI is used for challenging behaviors of a child is examined. Further, recommendations for practice in application of Positive Behavior Support (PBS) in preschool are made.  相似文献   

MEMORY RECALL AND PARTICIPATION LEVELS IN THE ELDERLY: A STUDY OF GOLDEN AGE RADIO     

Pamela R. Durham  Margaret P. Whittemore 《Educational gerontology》2013,39(6):569-575

Institutionalized elderly people often appear to live in the past, or in their long‐term memories. The purpose of this study was to determine the effects of playing tapes of Golden Age radio shows, both musical and comedy, on the residents of a nursing home. In particular, the researchers were interested in memory recall, reactions to the memories, and the effects of this activity on involvement in planned nursing home activities. Trivia questions about the same time period were also utilized to determine if discussion of significant historical events in older persons’ lifetimes might be triggers for increased participation and socialization. The study was conducted in a 30‐bed nursing center located 20 miles west of a large midwestern metropolitan area. The participants included 12 women with a mean age of 90 years and of varying levels of cognitive functioning. The Golden Age radio programs were played on a tape recorder for a length of time not exceeding 20 minutes. Trivia questions were verbally posed by the researchers to the study group. Reactions to the Golden Age musical programs indicated that this type of music may evoke memories and encourage reminiscence in the lives of the elderly. The use of trivia is also recommended as a means of stimulating recall of historical and life events. The comedy programs evoked little response in this study, and the researchers feel that additional study in this area could be valuable.  相似文献   

Vendor‐supplied usage data for electronic resources: a survey of academic libraries     

Gayle BAKER  Eleanor J. READ 《Learned Publishing》2008,21(1):48-57

A survey was sent to research libraries in the United States and Canada to learn about the level of effort involved in working with vendors' usage reports, how the data are used, and which data are most useful to librarians in managing electronic resources. Ninety‐two responses were received and analyzed. Lack of standards and inconsistencies in the usage data were identified as issues in effectively preparing the data for further analysis. In fact, the results showed that more time was spent acquiring, reformatting, and manipulating the data than on actually analyzing them. The number of full‐text downloads was specified as the most useful statistic for assessing the use of electronic resources.  相似文献   

The panoply of preference     

Paul Hollander 《Academic Questions》1999,12(3):8-8

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Subaltern voices and postcolonial schizophrenia: The political tensions of M.I.A.’s Kala     

Meenakshi Gigi Durham 《Journal of International and Intercultural Communication》2020,13(2):151-165

ABSTRACT

Banned from the U.S. during the “war on terror,” the British/Sri Lankan hip-hop artist M.I.A. responded by recording her 2007 album Kala in multiple locations throughout the global South, collating indigenous musical styles and unorthodox recording techniques. Via a critical/cultural analysis, this paper explores M.I.A.’s work on Kala as subaltern resistance mobilized by “differential movement,” particularly in its mode of production, which operated outside of, and in opposition to, institutional mechanisms designed to expunge or neutralize politically subversive art and artists. Yet M.I.A.’s musical sampling also surfaces conflicts between creative freedom and cultural appropriation, emblematizing “postcolonialist/postmodern schizophrenia” (Vályi, 2011. Remixing cultures: Bartók and Kodály in the age of indigenous cultural rights. In K. McLeod & R. Kuenzli (Eds.), Cutting across media: Appropriation art, interventionist collage, and copyright law (pp. 219–236). Durham, NC: Duke University Press.).  相似文献   

Identifying Key Intercultural Urgencies,Issues, and Challenges in Today's World: Connecting Our Scholarship to Dynamic Contexts and Historical Moments     

Lily A. Arasaratnam  Aisha Durham  Lisa Flores  Wendy Leeds-Hurwitz  S. Lily Mendoza 《Journal of International and Intercultural Communication》2014,7(1):38-67

In the next section of the discussion, the participating scholars elaborate on their views of the most pressing intercultural urgencies, issues, and challenges that we face in today's world. The discussants identify both historically persistent and newly emerging challenges and crises that greatly impact our world's communities, their health and well-being, the environment, war and violence, oppression, domination, resistance, and political consequences far into the future. It is clear that the perceived “intercultural urgencies” reach deep within and far beyond specific relational episodes and communicative moments. These scholars delineate the many trajectories for much-needed examination, analysis, critique, and intervention.  相似文献   

Introducing the Discussion and One Another     

Lily A. Arasaratnam  Roberto Avant-Mier  Aisha Durham  Lisa Flores  Wendy Leeds-Hurwitz 《Journal of International and Intercultural Communication》2014,7(1):4-13

Over a month-long period, the Journal of International and Intercultural Communication hosted an online discussion among 11 intercultural scholars across and outside of the discipline in response to four key questions. Editor-in-Chief, Dr. Rona Halualani, facilitated the discussion and introduced the question prompts. The goal was to create a vibrant, interactive dialogue about definitional framings of intercultural scholarship and their views of key urgencies, issues, and challenges in today's intercultural world. This section features the introduction of the discussion and of the scholar discussants themselves.  相似文献