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Jena Barchas-Lichtenstein John Fraser Patti Parson Rebecca Joy Norlander Julia Griffin Nsikan Akpan 《Journalism Practice》2020,14(6):643-663
ABSTRACT This article—co-authored by a transdisciplinary team of social scientists and journalists in the United States—traces changes to the news landscape in recent decades, and asks: How are legacy media producers grappling with these new realities? As part of a four-year collaboration on young adult news consumption, we take a participatory action research approach to this question, tacking back and forth between newsroom concepts and anthropological ones in pursuit of a synthesis that strengthens both. Starting from anthropological frameworks of participation, the authors argue that broadcast videos typically position their audiences as overhearers rather than interlocutors, while the reverse is true for social media, and that these tendencies shape audience expectations. We find that many audiences have what we call poetic motivations: they are drawn to stories that exemplify their genre. For example, the participatory nature of social media genres translates well to a more candid style that can incorporate live questions and other direct participation. The study reported here focuses on STEM news, but many of the findings apply to news production in general. Our reflective methods can also be applied more widely in the field of journalism to synthesize perspectives from theory and practice. 相似文献
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石峰 《科技成果管理与研究》2011,(6):53-54
文章简要地分析了电流互感器产生饱和的原因、特性以及对保护产生的影响,并结合工作经验提出了一些实用的对策,为相关工作人员提供参考。 相似文献
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A survey of faculty at a research-oriented public university in the midwest identified four major sources of support for faculty. These are off-campus personal supports including spouse or significant other, family, friends, a former professor, and the religious community; colleagues within the academic unit; professional supports outside the unit such as administrators, colleagues on campus with common research interests, and national and international networks; and a minority network including minority faculty in the unit and on campus and other ethnic or cultural groups off campus. The primary source of support for faculty was a spouse or significant other. Differences in types of career supports were examined for women and men and for faculty at different ranks.This research was partially supported by an Affirmative Action Grant awarded by The Ohio State University, 1987–88. 相似文献
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Ruben L. Parson 《The Journal of environmental education》2013,44(1):25-26
ABSTRACT:An evaluation of four different dissemination modes distributing activities developed through a teaching materials development program was performed. The activities, developed for use in middle schools, focused on Great Lakes topics in science, history, and social studies. It was found that short intensive workshops were more effective than longer workshops both in participant use of materials and in transmission of the materials to other potential users. The difference in usage seems to be related to differences in the professional orientation of teachers attracted into the two different types of workshops. Simply giving activities to prospective users resulted in no usage. Those individuals who took the trouble to mail order the materials used them but at a somewhat lower frequency than those who participated in a workshop. It is concluded that short intensive workshops are the most cost-effective way of ensuring usage of the type of curriculum materials disseminated in this program. 相似文献
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There is an increasing pressure on university staff to provide ever more information and resources to students. This study investigated student opinions on (audio) podcasts and (video) vodcasts and how well they met requirements and aided learning processes. Two experiments within the Aston University looked at student opinion on, and usage of, podcasts and vodcasts for a selection of their psychology lectures. Recordings were produced first using a hand‐held camcorder, and then using the in‐house media department. WebCT was used to distribute the podcasts and vodcasts, attitude questionnaires were then circulated at two time points. Overall students indicated that podcasts and vodcasts were a beneficial addition resource for learning, particularly when used in conjunction with lecturers’ slides and as a tool for revision/assessment. The online material translated into students having increased understanding of the material, which supplemented and enhanced their learning without being a substitute for traditional lectures. There is scope for the provision of portable media files to become standard practice within higher education; integrating distance and online learning with traditional approaches to improve teaching and learning. 相似文献
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本课题组在对临床实训中心的教学功能进行全面分析、研究的基础上，通过使用标准化病人（SP）的对比研究，认为标准化病人（SP）的优点在于可充当不同角色，不但能提供学生查体，有效地与学生进行沟通，而且作为重要评估者，能客观、公正地对学生学习情况进行评价，大大调动了学生学习的积极性。但由于SP缺乏阳性体征，只能作正常体格检查训练。故将临床实训中心模型与SP二者充分结合起来，从正常到异常，从模型到人体，设计不同案例，真假结合，通过训练培养学生的临床思维能力、判断能力以及掌握操作技巧。 相似文献
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Findlater GS Kristmundsdottir F Parson SH Gillingwater TH 《Anatomical sciences education》2012,5(2):114-121
The ability to deliver sufficient core anatomical knowledge and understanding to medical students with limited time and resources remains a major challenge for anatomy educators. Here, we report the results of switching from a primarily didactic method of teaching to supported self-directed learning for students studying anatomy as part of undergraduate medicine at the University of Edinburgh. The supported self-directed approach we have developed makes use of an integrated range of resources, including formal lectures and practical sessions (incorporating gross anatomy specimens, medical imaging technologies, anatomical models, clinical scenarios, and surface anatomy workstations). In practical sessions, students are provided with a custom-made workbook that guides them through each session, with academic staff, postgraduate tutors, and near-peer teaching assistants present to deal with misunderstandings and explain more complicated topics. This approach retains many of the best attributes of didactic teaching but blends them with the advantages associated with self-directed learning approaches. The switch to supported self-directed learning-initially introduced in 2005-resulted in a significant improvement in anatomy examination scores over the subsequent period of five years, manifesting as an increase in the average anatomy practical spot examination mark, less students failing to obtain the pass mark and more students passing with distinction. We conclude that the introduction of supported self-directed learning improved students' engagement, leading to deeper learning and better understanding and knowledge of anatomy. 相似文献
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