The Changing Role of the Local News Media in Enabling Citizens to Engage in Local Democracies     

Julie Firmstone 《Journalism Practice》2014,8(5):596-606

Using Leeds City Council in the United Kingdom as a case study, we analyse comparatively the changing role of local journalism in the public communications and engagement strategies of local government. Drawing on over 20 semi-structured interviews with elected politicians, Council strategists, mainstream journalists, and citizen journalists, the article explores perceptions of the mainstream news media's role versus new modes of communication in engaging and communicating with citizens. We evaluate the Council's perceptions of its online and offline practices of engagement with different publics, and focus in particular on their interactions with journalists, the news media, and citizen journalists. The article considers how moves towards digital modes of engagement are changing perceptions of the professional role orientations of journalists in mediating between the Council and the general public.  相似文献   

Tomorrow's academic health sciences library today     

McGowan JJ 《Journal of the Medical Library Association : JMLA》2012,100(1):43-46

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Adolescent boys' and girls' block constructions differ in structural balance: A block-building characteristic related to math achievement     

Beth M. Casey  Elizabeth E. Pezaris  Julie Bassi 《Learning and individual differences》2012,22(1):25-36

Two studies were conducted on block building in adolescents, assessing middle school (Study 1) and high school students (Study 2). Students were asked to build something interesting with blocks. In both samples, the same pattern of gender differences were found; boys built taller structures than girls, and balanced a larger number of blocks on a small base of upright blocks (a new measure developed for this study). Gender differences in the height of structures were fully mediated by this measure of structural balance. These findings suggest that balance elements are key to understanding gender differences in block building. In Study 2, high-school students were given a second task, requiring them to apply structural balance principles (only four upright blocks were provided on which to build), and instructing them to build a tall, complex, well-balanced structure. Gender differences again were found, suggesting that gender differences in block building may be skill-based as well as stylistic. A separate question was whether block-building characteristics at this age have any relevance to math achievement. In both studies, the measure of structural balance was the only block-building characteristic that predicted math achievement. Additional research is needed to understand the cognitive underpinnings of this new spatial measure, how malleable it is, and its further practical significance for adolescent learners.  相似文献   

How performance improves     

Jerry L. Harbour  Julie L. Marble 《Performance Improvement》2005,44(8):14-19

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Enhancing Family Learning Through Exhibits     

Minda Borun  Margaret B. Chambers  Jennifer Dritsas  Julie I. Johnson 《Curator: The Museum Journal》1997,40(4):279-295

Can enhanced exhibits produce measurable increases in active family learning? Four Philadelphia area science institutions—The Franklin Institute Science Museum, the Academy of Natural Sciences, the New Jersey State Aquarium at Camden, and the Philadelphia Zoo—have investigated the answer to this question as part of the PISEC (Philadelphia-Camden Informal Science Education Collaborative) Family Learning Project. PISEC is conducting research and exhibit development aimed at increasing the understanding of family learning in science museums and identifying the characteristics of successful family learning exhibits. The PISEC project is organized into three phases: (1) a research study to establish behavioral indicators for family science learning (Borun et al., 1996); (2) the development and evaluation of four exhibit enhancements aimed at achieving family science learning goals (Borun and Dritsas, 1997); (3) a research study comparing the frequency of learning behaviors for treatment families that have used enhanced test exhibits to control-group families that have used only the test exhibits. The results of the first two phases of this project have been discussed previously. This article describes the research study conducted during Phase 3 of the project. Results of the study show that all four modified exhibits produced significant increases in performance indicators. Using seven characteristics of successful family exhibits—multi-sided, multi-user, accessible, multi-outcome, multi-modal, readable, and relevant—as a guide to exhibit development proved to be an effective strategy for increasing active family learning.  相似文献   

An Analysis of the Competencies Needed by Trainers to Use Computer-Based Technologies and Distance Learning Systems     

Julie A. Furst-Bowe 《Performance Improvement Quarterly》1996,9(4):57-78

The purpose of this study was to describe computer-based technologies and distance learning systems currently used in employee training and to determine which technologies will be used in future training processes. The competencies needed by trainers to use the various types of technologies were also examined, including preferred sources of competency development. Barriers trainers face when implementing new technologies were also determined. A questionnaire was developed and used to collect the data from 381 ISPI members. The results indicate that organizations are using a wide range of technologies in training, and that the major types of technologies will not change significantly in the next three years. However, there are several newer, more sophisticated technologies that will be used with greater frequency in the future. The respondents indicated that it was more important for trainers to be able to use or assist trainees in the use of a system than to be able to develop new systems or programs. Vendor training and self-study methods were identified as the two most common resources for developing competencies in instructional technology.  相似文献   

Assessing dietetics students’ change in perceived knowledge and perceived codence in feeding tube insertion using patient simulation     

Julie Raeder Schumacher  Amy M. Bardwell  Jamey A. Baietto 《Journal of Food Science Education》2020,19(3):133-140

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Teaching science to students with developmental disabilities using the Early Science curriculum     

Magdalena M. Apanasionok  Julie Neil  Richard C. Watkins  Corinna F. Grindle  Richard P. Hastings 《Support for Learning》2020,35(4):493-505

There is a large science attainment gap between students with and without special educational needs, and many students with developmental disabilities (DD) struggle to access the mainstream science programmes of study. The purpose of the present project was to pilot the use of the Early Science (ES) curriculum over a six week period with nine students with moderate to severe DD in a special education setting in the UK. Staff members indicated positive experiences of using the curriculum, especially the use of the structured teaching methodology as a helpful tool. Evaluation data suggested that all nine pupils improved their science knowledge over the course of the intervention. Some suggestions are made to improve the delivery of the ES curriculum in UK special education settings, and the need for larger scale evaluation research.  相似文献   

Report of ALCTS pre-order and pre-catalog search discussion group meeting     

Julie Tao Su   《Library Collections, Acquisitions, and Technical Services》2000,24(4):487-490

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Infants of Depressed Mothers Exhibit Atypical Frontal Electrical Brain Activity during Interactions with Mother and with a Familiar, Nondepressed Adult     

Geraldine Dawson  Karin Frey  Heracles Panagiotides  Emily Yamada  David Hessl  & Julie Osterling 《Child development》1999,70(5):1058-1066

Previous studies have shown that infants of depressed mothers exhibit atypical frontal brain electrical activity when they are interacting with their mothers. Whereas typically developing infants exhibit greater left versus right frontal brain activity, infants of depressed mothers have been found to exhibit reduced relative left frontal activity. The left frontal brain region has been associated with the expression of positive emotions. In the present study, the question of whether the atypical pattern of brain activity found in infants of depressed mothers generalizes to situations not involving mother was addressed. Brain electrical activity was recorded from 13- to 15-month-old infants of depressed (N = 59) versus nondepressed (N = 40) mothers during a baseline condition, and during several social conditions that included a playful social interaction with a familiar experiments. Infants of depressed mothers exhibited reduced left relative to right frontal activity during the baseline condition, and during interactions with their mothers and with the familiar experimenter. The present results suggest that the atypical pattern of electrical brain activity found in infants of depressed mothers generalizes to a variety of situations, including positive interactions with nondepressed adults.  相似文献