Formulæ, rules and examples of computation for some of the most useful cases of earthwork under warped and plane surfaces     

John Warner 《Journal of The Franklin Institute》1871,92(3):188-191

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“What Do You Say to Your Mother When Your Mother's Standing Beside You?” Birth and Adoptive Family Contributions to Adoptive Identity via Relational Identity and Relational–Relational Identity Gaps     

Colleen Warner Colaner  Danielle Halliwell  Phillip Guignon 《Communication monographs》2014,81(4):469-494

Grounded in the communication theory of identity, the present study explores how adoptive identity—an individual's understanding of what it means to be an adopted person—is influenced by the relational layer of his or her adoptive and birth family relationships. Seven focus group interviews were conducted in which participants were prompted to engage in a dialog about their experiences as an adopted individual. Analyses revealed that adoptees' relational identity with both their adoptive and birth families contributed in meaningful ways to their adoptive identity, but these relationships at times come into conflict with one another and with the adoptees' personal layer of identity, generating relational–relational and personal–relational identity gaps.  相似文献   

PRESERVICE TEACHERS INTEGRATE THE PROJECT APPROACH IN THEIR READING/LANGUAGE ARTS COURSES     

Linda Reiten  Penny Warner 《Journal of Early Childhood Teacher Education》2013,34(2):269-272

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Exploring the Communication of Evangelical Families: The Association Between Evangelical Gender Role Ideology and Family Communication Patterns     

Colleen Warner Colaner 《Communication Studies》2013,64(2):97-113

This study examines the relationship between the Evangelical gender role ideologies termed Complementarianism and Egalitarianism and conversation- and conformity-orientation communication patterns stemming from the general theory of family communication. A nonrandom group (N = 124) of Evangelical parents were surveyed using a cross-sectional, self-report survey design. Specific differences were discovered in the perceptions of communication in families for individuals holding conservative Complementarian and progressive Egalitarian gender role ideologies. Evangelical parents who endorsed a more Egalitarian family gender role ideology reported greater use of conversation-oriented communication patterns in their families whereas respondents holding a more Complementarian family gender role ideology reported more use of conformity-oriented communication patterns in their families.  相似文献   

The transformation of scholarly communication     

Simeon Warner 《Learned Publishing》2005,18(3):177-185

Recent debate on the reform of scholarly communication has focused on access issues. Although important, access is only one dimension in which the scholarly process can be transformed. Scholars are embracing highly collaborative and data‐intensive standards of practice influenced by powerful computing and network technologies. This dramatic transformation of scholarship demands a natively digital, network‐based scholarly communication system that is able to capture the scholarly record, make it accessible, and preserve it over time. I will offer a technological perspective on how these demands might be met.  相似文献   

The Brokenness of Broken Windows: An Introductory Statistics Project on Race,Policing, and Criminal Justice     

Jared Warner 《PRIMUS》2019,29(3-4):281-299

Abstract

We describe a semester-long project for an introductory statistics class that studies the broken windows theory of policing and the related issues of race, policing, and criminal justice. The most impactful feature of the project is the data-collection phase, in which students attend and observe a public arraignment court session. This “Court Monitoring Project” was completed in partnership with the Police Reform Organizing Project, a New York City non-profit organization. The mathematical student learning outcomes of the project emphasize the construction and interpretation of various graphical representations of data (contingency tables, bar charts, histograms, box plots, and scatter plots).  相似文献   

A test of imagined contact as a means to improve cross-partisan feelings and reduce attribution of malevolence and acceptance of political violence     

Benjamin R. Warner  Astrid Villamil 《Communication monographs》2017,84(4):447-465

In this study, we test the depolarizing potential of intrapersonal communication through imagined intergroup political contact. A randomized experiment was embedded into a quota-stratified online survey distributed to 583 U.S. adults drawn from an online panel proportioned to match the U.S. population. Structural equation modeling was used to test the direct, indirect, and conditional effects of imagined contact. We found that imagined contact with a political outgroup directly reduced negative affect toward the political outgroup regardless of the primed valence of the imagined interaction. Furthermore, we found that imagined contact indirectly reduced attribution of malevolence to the political outgroup as well as the acceptance of political violence. Implications for intergroup theory and political polarization are discussed.  相似文献   

WIST — A science and technology access programme for rural women: The determinants of success     

Lesley Warner 《Distance Education》1993,14(1):85-96

The University of Central Queensland access programme, Women Into Science and Technology (WIST), has successfully attracted and retained a large number of rural women as students. Careful analysis of the needs of rural women has resulted in a distance education mode programme which is community based, has a consultative approach to programme development and monitoring and strong student support systems. These systems include elements of both peer and institutional support. Strong feelings of ownership and belonging, which WIST women have, have contributed to the low drop‐out rate and continuing programme growth.  相似文献   

Big books: How to make them and use them     

Laverne Warner 《Early Childhood Education Journal》1990,18(1):16-19

Big — bold — beautiful — they're called big books, and preschool teachers are regularly discovering their exciting educational potential. Traditionally, using books with children is a practice that adults have used since they were first developed in the sixteenth century. Indeed, most preschool classrooms include centers which are called by a variety of names — book nook, book corner, book center, storytime center, reading center, or some other title. It's rare to find a child who does not respond to book reading or storytelling, and teachers of young children routinely plan time each day to read a book to their youngsters. Educationally, their use is acceptable practice for children of all ages. Laverne Warner is a professor of early childhood education at Sam Houston State University, Huntsville, TX. This article draws on material published by the author in Texas Child Care Quarterly,(Summer, 1990), 13:4, 3–8.  相似文献   

Reducing political polarization through narrative writing     

Benjamin R. Warner  Haley Kranstuber Horstman  Cassandra C. Kearney 《Journal of Applied Communication Research》2020,48(4):459-477

ABSTRACT

This study proposes two complementary writing activities designed to reduce affective polarization and malevolent outgroup attributions. The strategies draw on narrative theorizing and intergroup contact theory. Our intervention is low cost and can be effectively administrated in educational settings to combat the deleterious effects of political polarization. In this four-group between-subjects randomized experiment (n?=?179), we found that a first-person perspective taking narrative writing exercise and a common ingroup cooperative narrative writing exercise both reduced political polarization and, thereby, reduced malevolent outgroup attributions. Our results revealed that both activities improved affect toward and perceived similarity with a noxious member of the political outgroup and, as a result, reduced affective political polarization. We discuss the theoretical and applied implications of our findings and encourage educators to adopt activities modeled after our interventions in their classrooms.  相似文献