The Sorry Tale of Contemporary Authorship: A Study of Scottish Authors     

Melanie Ramdarshan Bold 《Publishing Research Quarterly》2013,29(1):73-92

This paper gives a detailed overview of contemporary authorship in Scotland through the analysis of interviews with and a survey of Scottish authors. These results are compared to previous studies to highlight the changing nature of authorship over the years. Both the survey and interview results paint a pessimistic picture of authorship in the twenty-first century, with the majority of authors earning very little from their writing and depending on alternative avenues to improve their income. Additionally, Scottish authors are not benefiting from the numerous new platforms to exploit their work through, which could help to enhance their income. This is partly because many Scottish authors still have a traditional view of publishing and do not think about their work commercially, and partly because, in many cases, their rights are controlled by their publishers and not widely exploited. This survey also found that Scottish authors with London literary agents earned more income than their counterparts with Scottish agents; however, this was mainly because they were more likely to be published with London publishers. This shows that Scottish publishers are failing their authors by not fostering their rights efficiently and effectively: fostering these rights more effectively could help supplement authors’ income.  相似文献   

Measurement of communication flexibility: Working adults vs. college students     

Melanie Booth‐Butterfield 《Communication Research Reports》2013,30(4):365-369

Earlier work has indicated that certain groups of adults might be disproportionately inflexible in their communicative interactions, but conclusions are uncertain due to the accepted practice of sampling college students to develop and validate measures. This study compared working adults with college student respondents on the Communication Flexibility scale (Martin & Rubin, 1994). Results from two samples of working adults indicate that adults score lower on communication flexibility than do traditional college students. This reinforces researchers’ need to be aware that some measures’ norms may vary depending on the targeted population.  相似文献   

The function of uncertainty reduction in alleviating primary tension in small groups     

Melanie Booth‐Butterfield  Steven Booth‐Butterfield  Jolene Koester 《Communication Research Reports》2013,30(2):146-153

Two studies manipulated levels of uncertainty and employed self report, observer‐ratings, and behavioral coding to assess primary tension in groups. Results indicate that a) participants cannot differentiate levels of primary tension in groups, b) observers can reliably detect differences in primary tension behaviors, and c) these tense group behaviors decrease as uncertainty is effectively reduced.  相似文献   

Editor's message     

Melanie Booth‐Butterfield Editor 《Communication Research Reports》2013,30(1)

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Competency-Based Talent Management: Three Perspectives in an Academic Library     

Lorelei Rutledge  Sarah LeMire  Melanie Hawks  Alfred Mowdood 《图书馆管理杂志》2013,53(3):235-250

ABSTRACT

This article describes how the University of Utah's J. Willard Marriott Library implemented a competency-based talent management system across the organization to address organizational, departmental, and individual needs. Success of the implementation was mixed. Designing human resources systems around core competencies made organizational values and goals concrete but proved unsustainable in the long-term. Using core competencies to shape departmental goals, coach staff and library faculty, and onboard new employees proved beneficial at the middle management level.  相似文献   

What’s in a Name: Differential labelling of plant and animal photographs in two nationally syndicated elementary science textbook series     

Melanie A. Link‐Pérez  Vanessa H. Dollo  Kirk M. Weber  Elisabeth E. Schussler 《International Journal of Science Education》2013,35(9):1227-1242

This study investigated plant and animal photographs in elementary science textbooks to discern whether there were disparities in the number of plant and animal photographs or in how those photographs were labelled. We examined the Life Science sections of two nationally syndicated (USA) textbook series. For each text, we identified the photographs with plant and/or animal content and evaluated them for two features: (1) the subject of the photograph, and (2) the specificity of the label (name) provided. We found that photographs with animal subjects were more numerous than those with plant subjects; they also represented a greater diversity of animals and had a higher instance of repetition than did plant photographs. We also found a significant naming disparity: animal photographs were three times more likely to be provided with a specific label (common name) than were plant photographs. Not only were plant photographs less likely to be provided with a specific name for the plant (e.g. orchid or dandelion), but also they were commonly identified only by the name for a plant part (such as flower or leaf) or life‐form (e.g. tree or shrub). To address the disparity revealed by this study, and to encourage student interest in and knowledge about plants, we recommend that educators go beyond textbooks to expose students to a diversity of named plants, and present plants as distinct organisms rather than as a collection of parts.  相似文献   

Learning difficulties and social class: exploring the intersection through family narratives     

Melanie Nind 《International Studies in Sociology of Education》2013,23(2):87-98

This article is concerned with the intersection between learning difficulties and social class. It also inevitably tells of the gender‐class interface in relation to women’s caring roles. I use the life story narratives of three mothers and a grandmother of a person with learning difficulties, together with concepts from Bourdieu, to explore the ways in which class‐related capital and habitus affect their life experiences and their interactions with educational and other professionals. The data are the stories of (grand)mothers reflecting on life events, particularly in relation to decision making surrounding education, while simultaneously providing subtle, rich pictures of their socio‐economic contexts. I illustrate how privilege and disadvantage are reproduced partly for the families through their institutional interactions, which are differentiated according to economic and social resources. The stories re‐presented in this paper provide powerful examples of how experiences of living with learning difficulties and disabilities are situated in one’s class position and how struggles for inclusion are at once common and particular.  相似文献   

ADOLESCENT GIRLS' COGNITIVE APPRAISALS OF COPING RESPONSES TO SEXUAL HARASSMENT     

Campbell Leaper  Christia Spears Brown  Melanie M. Ayres 《Psychology in the schools》2013,50(10):969-986

Peer sexual harassment is a stressor for many girls in middle and high school. Prior research indicates that approach strategies (seeking support or confronting) are generally more effective than avoidance strategies in alleviating stress. However, the deployment of effective coping behaviors depends partly on how individuals evaluate different options (i.e., cognitive appraisal). The present study tested sociocultural (ethnicity, parents’ education), interpersonal (perceived support from peers, mother, and father), developmental (age, perspective taking), and individual (self‐esteem, feminist self‐identification) factors as predictors of girls’ cognitive appraisals of coping responses to sexual harassment. The sample comprised 304 girls (M age = 15.5 years, range = 14 to 18 years) from diverse socioeconomic and ethnic backgrounds who reported having previously experienced sexual harassment (e.g., unwanted sexual comments or actions). Cognitive appraisals of coping were based on the reported likelihood of confronting, seeking help, or using avoidance in response to sexual harassment. Regression analyses indicated that feminist identity, self‐esteem, perspective taking, perceived support, and parents’ education were variously related to appraisals of different responses.  相似文献   

Holistic Media Education: An Assessment of the Effectiveness of a College Course in Media Literacy     

Robert L. Duran  Bill Yousman  Kaitlin M. Walsh  Melanie A. Longshore 《Communication quarterly》2013,61(1):49-68

The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of media structures, content, and impact, as well as to encourage students to become more critical/informed participants in the media environment. A pre-test, post-test, control group post-test only, quasi-experimental design was employed to assess the effectiveness of this approach to media literacy education. Overall, students' responses produced significant differences between the control group and the experimental groups' post-test scores on most (but not all) dependent measures. The implications of these results and suggestions for future research were discussed.  相似文献   

Integrating health communication pedagogy,social science,and health interventions     

Melanie Booth‐Butterfield 《Communication quarterly》2013,61(3):332-350

Three studies exemplify how health communication research concepts can be integrated pedagogically with health interventions in undergraduate courses. The academic structure for creating and conducting applied community health communication research using current theoretical frameworks is explained. Three empirical projects, increasing community seatbelt use, examining conscientiousness and campus safety behaviors, and increasing cervical cancer screening among college women, are described in detail. Student outcomes for the class demonstrate high learning and satisfaction.

Suggestions for future interventions integrated with general health communication classes are explored. But the overarching outcome is that even with low financial resource significant change can be achieved in health related outcomes, while simultaneously introducing students to health communication and social science procedures.  相似文献