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Flávia Gomes-Franco e Silva Juliana Colussi Paula Melani Rocha 《Journal of Radio & Audio Media》2018,25(1):77-91
This study was conducted in an environment of widespread use of social media and mobile applications in the mass media. The general goal of the study was to analyze the use of WhatsApp in cybermedia, specifically in radio. A case study was proposed to examine the use of WhatsApp on the program Las mañanas de RNE, broadcast by Spanish National Radio. It was found that the public was very accepting of the program’s initiative to solicit WhatsApp voice messages, beginning in November 2015. The case study used audio files of a direct broadcast that included specific times for audience participation. The use of WhatsApp was accepted by the audience, in addition to the use of the conventional telephone, as a tool well-suited to listener participation in radio programming. Finally, the study highlights the importance of interactive, participatory spaces in broadcasts through the creation of synergies with new forms of online participation. 相似文献
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This paper provides evidence of the effects of adult literacy on individuals’ income and employability in Brazil based on information obtained from the monthly employment survey (PME). The OLS results indicate that after controlling for observable characteristics, there is a 21.25% increase in wages for individuals who become literate; however, there is no significant impact on employability. Moreover, the findings show an 8.1% increase in the probability of being employed in the formal sector. We also explore the longitudinal structure of the dataset to control for unobservable fixed characteristics of individuals. The fixed-effects estimators show smaller effects compared to the OLS estimators. We find that literacy has a 4.4% effect on wages and a 4.3% impact on the probability of being formally employed. The effects are significantly different from zero. 相似文献
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João Pedro Correia das Neves Rute Cristina Rocha Monteiro 《Environmental Education Research》2014,20(3):291-312
For the general population, sharks have a reputation that does not really fit with their biological and ecological nature. Informal surveys often classify sharks as dangerous, aggressive and/or man-eaters. This apparent common knowledge seems difficult to detach from the conscience of many worldwide zoo visitors, even with the help of shark-focused educational programmes. As so, how can zoos and aquariums contribute to a change in this paradigm? Are the education and conservation strategies effective to the average zoo visitor? In this study, young visitors’ perceptions regarding sharks were assessed with the goal of identifying a valid Learning Progression, thus helping to update and develop different and more effective educational strategies and methodologies. The study took place at Zoomarine, an oceanographic park located in southern Portugal, with visitors aged between 8 and 16. A case study was conducted using a qualitative research approach (drawings and interviews) resulting in a Learning Progression Hypothesis. The proposed Learning Progression is composed of three knowledge levels for the participants’ biological perceptions regarding sharks. The results of this study showed a clear predominance of anthropomorphic and anthropocentric visions, as well as a utilitarian view of sharks and ecosystem, thus conditioning the visitors’ epistemological knowledge. 相似文献
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Spatial skills are important for student success in STEM disciplines at the K‐12 educational level. Teachers' spatial skills and feelings about completing spatial tasks influence their teaching as well as their students' spatial learning. However, the relation between teachers' spatial skills and their spatial anxiety is not well understood. Here we investigated if teachers' spatial skills influence two kinds of small‐scale spatial anxiety: (a) anxiety for tasks involving visual imagery and (b) anxiety for tasks involving mental manipulations. In addition, we investigated if teachers' spatial skills in conjunction with their small‐scale spatial anxiety influence the integration of spatial practices, such as gestures and diagrams, into their teaching. Eighty‐two K‐12 teachers completed two subscales of small‐scale spatial anxiety, a measure of spatial skills, and a teaching activities questionnaire. Results indicate that teachers' spatial skills are negatively associated with their spatial anxiety for mental manipulation tasks, and positively associated with their use of spatial practices. These findings highlight the need to account for teachers' spatial skills when considering how to improve students' spatial learning. 相似文献
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Today’s economics and business students are expected to be our future business people and potentially the economic leaders
and politicians of tomorrow. Thus, their beliefs and practices are liable to affect the definition of acceptable economics
and business ethics. The empirical evaluation of the phenomenon of cheating in academia has almost exclusively focused on
the US context, and non-US studies usually only cover a narrow range of countries. This paper presents a comprehensive, cross-country
study on the magnitude and determinants of cheating among economics and business undergraduates, involving 7,213 students
enrolled in 42 universities located in 21 countries from the American (4), European (14), Africa (2) and Oceania (1) Continents.
We found that the average magnitude of copying among economics and business undergraduates is quite high (62%) but there was
significant cross-country heterogeneity. The probability of cheating is significantly lower in students enrolled in schools
located in the Scandinavian, and the US and British Isles blocks when compared with their Southern European counterparts;
quite surprisingly this probability is also lower for the African block. On a distinctly different level, however, students
enrolled in schools in Western and especially Eastern European countries reveal statistically significant higher propensities
towards committing academic fraud. 相似文献
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Emmanuel S. Da Rocha Marcos R. Kunzler Maarten F. Bobbert Jacques Duysens 《Journal of sports sciences》2018,36(11):1305-1311
Walking is one of the preferred exercises among elderly, but could a prolonged walking increase gait variability, a risk factor for a fall in the elderly? Here we determine whether 30 min of treadmill walking increases coefficient of variation of gait in elderly. Because gait responses to exercise depend on fitness level, we included 15 sedentary and 15 active elderly. Sedentary participants preferred a lower gait speed and made smaller steps than the actives. Step length coefficient of variation decreased ~16.9% by the end of the exercise in both the groups. Stride length coefficient of variation decreased ~9% after 10 minutes of walking, and sedentary elderly showed a slightly larger step width coefficient of variation (~2%) at 10 min than active elderly. Active elderly showed higher walk ratio (step length/cadence) than sedentary in all times of walking, but the times did not differ in both the groups. In conclusion, treadmill gait kinematics differ between sedentary and active elderly, but changes over time are similar in sedentary and active elderly. As a practical implication, 30 min of walking might be a good strategy of exercise for elderly, independently of the fitness level, because it did not increase variability in step and stride kinematics, which is considered a risk of fall in this population. 相似文献
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Jean-Luc Gurtner Alida Gulfi Philippe A. Genoud Bernardo de Rocha Trindade Jér?me Schumacher 《European Journal of Psychology of Education - EJPE》2012,27(2):213-225
In Germany, Austria and Switzerland, the majority of 15?C19-year olds follow vocational education programmes within a dual-track system, spending most of their time in a company and going to school only 1?day each week. With their separate aims, content and sociological organisation, the company and the school can be considered as two distinct contexts within which apprentices have to acquire the various skills and competencies of their future occupation. In this paper, the development of apprentices?? learning intentions and motivation to learn, subjective competence, perceived utility of what is learned and estimated learning place attractiveness (study 1) as well as their readiness to seek help in these different contexts over the year of training (study 2) is analysed using both longitudinal and cross-sectional data. The findings show significant differences in apprentices?? motivation, their beliefs and their readiness to seek help in the different contexts throughout the training. Moderate (cross-different contexts, same time) as well as transcontextual (different contexts, different times) influences can also be seen. These results emphasise the importance of a careful delimitation of contexts when studying the impact of contextual factors on learners?? motivation and behaviours; they also suggest that motivation within one of these contexts can indirectly affect the learner??s motivation within another of these contexts. It is therefore likely that, by using these various dynamics appropriately, educators might temporarily sustain learners?? motivation in an unappreciated context by having recourse to a better accepted one. 相似文献