Olfaction and emotion: The quest for olfactory restoration in two speech communities     

Sally O. Hastings  Trudy Milburn 《Journal of International and Intercultural Communication》2019,12(2):190-207

ABSTRACT

Olfaction has been described as one of the least studied of the senses. This has certainly proven true in Communication. This project applies Ethnography of Communication and Cultural Discourse Analysis to examine the role that olfaction plays in the cultural meaning systems of two speech communities: residents surrounding the Gowanus Canal and bereaved parents. The cultural hub used to explore the cultural significance of olfaction in both speech communities is feeling. The analyses illustrate how emotions are tied to associated sensations and further become activated through radiants of dwelling, relating and acting. The analysis also shows how olfaction may serve to unify and separate members of a community. The significance of this research encourages stretching the boundaries of communication studies by examining the less studied physical senses and the boundaries of Cultural Discourse Analysis by providing distinctions that others can incorporate when examining feelings.  相似文献   

Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta‐Analytic Review     

J. Ron Nelson  Gregory J. Benner  Jorge Gonzalez 《Learning disabilities research & practice》2003,18(4):255-267

The purpose of this article was to systematically review the available research on learner characteristics that influence the treatment effectiveness of early literacy interventions. Meta‐analytic procedures were applied to a total of 30 studies that met the inclusionary and exclusionary criteria. Mean average effect sizes were computed for seven primary learner characteristic categories: (1) rapid naming, (2) alphabetic principle, (3) phonological awareness, (4) problem behavior, (5) memory, (6) IQ, and (7) demographic. The primary learner characteristics that influenced the treatment responsiveness of early literacy interventions were, in order of magnitude, rapid naming, problem behavior, phonological awareness, alphabetic principle, memory, IQ, and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. The demographic primary learner characteristic (i.e., disability, ethnicity, grade‐level status) of children was not statistically (p < 0.05) distinct from zero. The findings, limitations, and future research needs are discussed.  相似文献   

Testing for Learning: A Remonstrance     

Gregory J. Cizek 《Educational Measurement》1993,12(4):40-42

  相似文献   

More Unintended Consequences of High-Stakes Testing     

Gregory J. Cizek 《Educational Measurement》2001,20(4):19-27

This article explores the basis of negative sentiments toward and current critiques of high-stakes student testing from within the education profession. To promote some balance for current policy debates, evidence for 10 unintended, unrecognized, or unarticulated positive consequences is provided. The article concludes with an examination of the relationship between high-stakes testing and accountability systems.  相似文献   

Interlibrary loan and commercial document supply: Finding the right fit     

Wayne Pedersen  David Gregory 《The Journal of Academic Librarianship》1994,20(5-6)

This study examined the cost and performance of six commercial document suppliers accessible via OCLC, and comapared their service to that of traditional interlibrary loan (ILL). Results indicated that, while commercial firms cannot be recommended as a wholesale replacement for ILL, they can add much-needed flexibility to a library's overall plan for document delivery.  相似文献   

Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making     

Nicole S. Ofiesh  Charles Hughes  Sally S. Scott 《Learning disabilities research & practice》2004,19(1):57-70

The most frequently requested accommodation among students with learning disabilities (LD) in postsecondary settings is extended test time. The frequency with which this accommodation is requested and granted compels disability service providers to become knowledgeable about the factors that influence the need for, and appropriateness of, the accommodation. Moreover, the synthesis of these factors becomes the basis for determining if the accommodation is reasonable under federal law. The purpose of this article is to present a step‐by‐step model to be used as a decision‐making process when considering the accommodation of extended test time for postsecondary students with LD. The model is designed to assist disability service providers in the analysis and synthesis of information collected from (1) the student's diagnostic evaluation, (2) the course or classroom test to be accommodated, and (3) student interviews. A list of diagnostic tests from the four most frequently administered test batteries used with adults is provided, along with a concise explanation of how characteristics of LD impact reading, writing, and math, and relate to the need for extended time. This information can be used to determine if extended test time is a reasonable accommodation and to estimate how much additional time to provide.  相似文献   

Elfrida K. Berzins: world record holder, olympic athlete, concert soloist, author, and pioneer physical educator     

Gregory CJ 《Canadian journal of history of sport and physical education》1979,10(2):1-14

  相似文献   

Voices in Education: Technology     

Gregory J. Marchant 《The Teacher Educator》2014,49(4):225-231

  相似文献   

Fantasy,Pragmatism and Journalistic Socialisation: UK Journalism Students’ Aspirations and Motivations     

Daniel Jackson  Einar Thorsen  Sally Reardon 《Journalism Practice》2020,14(1):104-124

ABSTRACT

Despite the sustained growth in journalism as a choice of degree path for young people, our understanding of students’ aspirations and motivations remains relatively underdeveloped. At the same time, journalism careers appear increasingly uncertain, as the industry responds to digitalisation and convergence. In this mixed-methods study – employing 35 interviews and a survey of 837 UK journalism students – we ask what areas of journalism do students aspire towards, how do they feel about their future career prospects, and what is motivating them to study journalism in the first place? We find that intrinsic motivations (calling and talent, dynamic job) prevail over public service ones, with students drawn to soft news beats over hard news. Aspirations are also strikingly gendered, opening up questions of journalism education in this process. We also find that while students articulate an aspirational career in respected media outlets, they are pragmatic about their immediate career prospects. Here, journalism education appears to play a significant role in socialising students towards careers beyond journalism. Findings are discussed in the light of ongoing debates around journalistic socialisation and the future of journalism.  相似文献   

Editorial     

Reneée McCauley  Sally Finches 《Computer Science Education》2013,23(1-2)

  相似文献