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We interviewed racially/ethnically diverse, early career public relations practitioners. By asking participants to reflect on their collegiate social and educational development, we unearth contributing factors to these individuals’ success both in college and in their professions to date. Respondents desired much more in-school training and technical skill acquisition than they were provided. Respondents also alluded to ways that the female/male composition of the undergraduate classroom affected their educational environment and student learning experiences. Findings are used to address the extent to which the educational/prepare-students-for-industry dialectic should be addressed by communication faculty and administrators. 相似文献
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While working together on tradition-based and contemporary works at the Smithsonian's National Museum of African Art (NMAfA) and in private practice, the authors found that their expertise in ethnographic conservation can be applied to the conservation of contemporary works. The treatment approach to ethnographic works has evolved over decades, shifting from alteration of original surfaces and heavy restoration to an emphasis on preserving the original integrity of the artwork through minimal intervention. This paper describes the evolution of ethnographic object conservation regarding surface alteration, while specifically focusing on African objects, and discusses applications of this approach to the conservation of contemporary art. The historical change in treatment attitudes is presented using examples from NMAfA's collections to underscore why the profession developed a minimal intervention approach and to argue for the relevance of this approach to related contemporary media. 相似文献
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The study investigated if 2.5‐year‐olds are susceptible to suspense and express tension when others' false expectations are about to be disappointed. In two experiments (N = 32 each), children showed more tension when a protagonist approached a box with a false belief about its content than when she was ignorant. In Experiment 2, children also expressed more tension when the protagonist's belief was false than when it was true. The findings reveal that toddlers affectively anticipate the “rude awakening” of an agent who is about to discover unexpected reality. They thus not only understand false beliefs per se but also grasp the affective implications of being mistaken. The results are discussed with recourse to current theories about early understanding of false beliefs. 相似文献
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Page-Reeves Janet Marin Ananda Moffett Maurice DeerInWater Kathy Medin Douglas 《Cultural Studies of Science Education》2019,14(1):177-197
Cultural Studies of Science Education - This paper discusses findings from 40 ethnographically inspired interviews with 21 Native science professionals conducted in two iterative phases (21 in... 相似文献
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University Library at Indiana University-Purdue University Indianapolis is in the process of repurposing space currently occupied by the print collection. To prepare for further reallocation of library space, reliable estimates of stacks space were needed. Two members of the Access Services Team applied systematic random sampling to estimate existing—and anticipated—empty shelf space. Results indicate that more than 30% of the shelf space is empty, while over 25% is occupied by journals, most of which are available in electronic format. These estimates would be used to inform decision making about shifting and/or withdrawal of library materials in preparation for the renovation of additional library spaces. The data-gathering process as well as data analysis and application used during the project may be applicable in other academic libraries. 相似文献
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Lillie R. Albert 《Educational Studies in Mathematics》2000,41(2):109-141
Building on the research of Vygotsky regarding the role of social interaction and the zone of proximal development (ZPD) in learning and development, this paper explored the relation between students' oral thought processes and written thought processes. It is argued that the practice of writing provides a context for a new learning zone: the zone of proximal practice (ZPP). In this new zone, students independently organize their thinking about mathematical concepts and ideas. An interpretative case study of seven middle grade students is presented to support this contention. The case study describes the strategies and procedures students employed while solving mathematical problems and documents students' oral and written thought processes through interview protocols and writing samples. The position that students' mathematical understanding is further developed through writing as a communicative tool, while taking advantage of mediated social practices, is discussed to make clear the rationale for introducing a new learning zone.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献