Soft-Core in TV Time: The Political Economy of a “Cultural Trend”     

Vicki Mayer 《Critical Studies in Media Communication》2013,30(4):302-320

This essay deconstructs popular notions that “sex sells” in an increasingly sexualized U.S. popular culture by examining the specific political, social, and economic forces behind the creation and expansion of Girls Gone Wild, a home video series marketed through television infomercials. The crackdown on hard-core pornography, followed by the opening of television infomercial markets, paved the way for the series’ creator to bring together the structural organization of a new soft-core video industry with the marketing aims of a cable industry eager to sell young, male ratings.  相似文献   

Travellers' Tales: Reflections on the way to learner autonomy     

Pat Rickwood  Vicki Goodwin 《Open Learning》2013,28(1):47-55

Student opinion is an important source of information in any quality audit. This paper reports on the views of a small group of 11 part-time UK Open University students taking their first course with the university. The paper reports their views on their experience in the 'phoney' period between application and the start of their course, as well as their views on what the Level 1 (entry-level) courses demanded of them, and of the support they received; the demands on their time and the extent to which they learnt how to study is brought out. The paper then looks at the students' response to assessment-and the extent to which the assignments kept them going, with success as measured by good marks increasing their motivation. Finally, the paper reports on the students' feelings about their developing ability to study, and their awareness of their increasing confidence, fluency, and self-worth.  相似文献   

Volunteers as Products of a Zoo Conservation Education Program     

Robert D. Bixler  Stephanie L. Joseph  Vicki M. Searles 《The Journal of environmental education》2013,44(1):57-73

Zoos embrace docents/volunteers as a means of interpreting the threats to wildlife and biodiversity to visitors. To accomplish this, zoos provide docents’ education, training, and work experience. Docents themselves also engage in solitary and social wildlife experiences outside of their volunteer obligations. This study examined what motivates docents and how they change as part of their experience. Results from a mailback questionnaire (91% response rate, n = 365) documented that both altruistic (interpreting wildlife to visitors) and egoistic (learning about wildlife themselves; socializing with like-minded others) motivations were predictive of continuing satisfaction with their volunteer experiences. Docents also reported starting or increasing many conservation behaviors after beginning to volunteer at the Cleveland Metroparks Zoo. Docents with more years of experience tended to report more involvement with conservation behaviors. Results support an environmental socialization framework to explain the impacts of an environmental training program. Implications for future research and practice are presented.  相似文献   

Negotiating Competing Goals in the Development of an Urban Ecology Practitioner Inquiry Community     

Peter Piazza  Katherine L. McNeill 《Journal of Science Teacher Education》2013,24(7):1157-1176

Teacher learning communities are hailed by many as vehicles for reforming and elevating the professional status of teaching. While much research explores teacher community as a venue for measurable gains, our research examines the orientation of practitioner inquiry toward critical debate about effective instruction. Specifically, our study focuses on a group of middle and high school teachers who worked with a nonprofit organization to engage students in urban environmental field investigations. Teachers met regularly as a community with the common goal of teaching urban ecology in an outdoor setting. We collected interview data from members of the teacher community, and we observed teacher interaction during a meeting of the practitioner inquiry group. Interview results indicated that while the nonprofit aimed to support collaborative dialogue and self-critique, participants saw the community mainly as a venue for pursuing short-term goals, such as receiving new resources or socializing with colleagues. Observation data, however, suggested that the community was taking early steps toward building an environment oriented toward critical discussion. Juxtaposing results from our interviews and observations, we discuss the challenges communities face when they seek to develop shared beliefs and deal openly with conflict. Ultimately, we suggest that organizers of collaborative learning environments should work to actively develop structures for building the organizational trust necessary to support civil critique.  相似文献   

IMPROVING STUDENT AND ORGANIZATIONAL LEARNING THROUGH INNOVATIVE STRATEGIC PLANNING PROCESSES     

Vicki Martin 《Community College Journal of Research & Practice》2013,37(1):79-80

Public two - year colleges in the United States were founded historically from the bottom up or from the top down. The former were two - year extensions of high schools maintained in public school districts or in separate districts consisting of multiple contiguous public school districts. In 1928, Ohio Attorney General Edward C. Turner, apparently unaware that over 200 public junior colleges had already been established in a number of Midwest states and California, responded to a request about the legality of a junior college as part of a public school district in Ohio. He said in part, ''The term 'junior college' has no special significance so far as our statutory law is concerned; nor is it in current use as a designation of any particular class of schools'' (Turner, 1928, p. 1014). This opinion ended the possibility of local bottom - up development of two - year colleges supported by common school districts. Bills allowing for the establishment of public two - year colleges failed to pass the Ohio General Assembly in 1929, 1931, 1949, 1951, and 1953. Conversely, by 1954, 26 states had already passed legislation enabling establishment of public junior colleges. Ohio's history of failed legislation during the first six decades of the 1900s gave the state a relatively late start in establishing public two - year colleges. This article identifies some of the key events that influenced the development of community colleges in Ohio. By including distinct time periods, synopsizing the historical and contemporary issues facing community colleges in the state, and identifying key individuals involved in the establishment of community colleges the reader should better understand the community college landscape in Ohio.  相似文献   

Mentoring: A Typology of Costs for Higher Education Faculty     

Laura G. Lunsford  Vicki Baker  Kimberly A. Griffin  W. Brad Johnson 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):126-149

In this theoretical paper, we apply a social exchange framework to understand mentors’ negative experiences. We propose a typology of costs, categorized according to psychosocial and career mentoring functions. Our typology generates testable research propositions. Psychosocial costs of mentoring are burnout, anger, and grief or loss. Career costs of mentoring include diminished reputation, decrease in productivity, and risk of ethical transgressions. The typology focuses on faculty in higher education because of the prevalence and importance of mentoring in that work setting. However, the typology may be extended to career arenas such as law, medicine, and the military. The theory presents a framework for acknowledging negative experiences and the costs associated with mentorship.  相似文献   

Pathways to student engagement: beyond triggers and mechanisms at the engagement interface     

Trowler  Vicki  Allan  Robert L.  Bryk  Jaroslaw  Din  Rukhsana R. 《Higher Education》2022,84(4):761-777

Higher Education - This paper, while conceptual in nature, is informed by both research and practice. Exploring the “engagement interface” as the site for student engagement (SE), we...  相似文献   

Short-Term Influence of Revised Provincial Accreditation Standards on Physical Activity,Sedentary Behavior,and Weight Status in Alberta,Canada Child Care Centers     

Valerie Carson  Dawne Clark  Nancy Ogden  Vicki Harber  Nicholas Kuzik 《Early Childhood Education Journal》2015,43(6):459-465

  相似文献   

College Students' Experiences of Childhood Developmental Traumatic Stress: Resilience,First‐Year Academic Performance,and Substance Use          下载免费PDF全文

Allison K. Arnekrans  Stephanie A. Calmes  John M. Laux  Christopher P. Roseman  Nick J. Piazza  Jennifer L. Reynolds  Debra Harmening  Holly L. Scott 《Journal of College Counseling》2018,21(1):2-14

Developmental trauma—distressing childhood experiences that include mistreatment, interpersonal violence, abuse, assault, and neglect—is associated with substance use and poor academic performance. The authors investigated the links between developmental trauma, grade point average, substance use, and resilience among first‐year college students (N = 169). The results indicate there is a significant relationship between cumulative trauma and self‐reported substance use.  相似文献   

Design at work: Cooperative design of computer systems,Greenbaum, J. and Kyng,M. (Eds.). The book,Design at Work: Cooperative design of computer systems,Lawrence Erlbaum Associates, 1991, (ISBN 0-8058-611-3) is available in hardback ($49.95) and paperback ($29.95)     

Vicki S. Napper 《Educational technology research and development : ETR & D》1994,42(1):97-99

  相似文献