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This study explores the communication used by survivors after they have experienced an incident of sexual victimization. Specifically, it examines sexual victimization survivors’ criteria for disclosure through the lens of communication privacy management theory. Participants completed an online questionnaire in which they described their first disclosure incident. Qualitative analysis of these incidents illustrated survivors’ reasons for disclosing, anxieties during disclosure and the power the recipient often has in shaping the outcome of the disclosure event. These findings may be used to aid future survivors and recipients of this high-risk disclosure. 相似文献
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Roseann Runte 《Higher Education in Europe》2001,26(1):39-46
Nations, cultures, languages - all are converging in this globalizing world of the early Twenty-First Century, giving individuals both a feeling of powerlessness and a sense of infinite possibilities. A new ethics of globalization is needed. The best way to create such an ethics is through education. The author proposes several means by which students at all levels of education can achieve global awareness on a personalized basis, in particular, through two university-level courses. These would be required, respectively, of entering university freshmen and of exiting graduating seniors, to be taught simultaneously in networks of higher education institutions all over the world. These courses would focus on global awareness and on the local solution of globally relevant problems. Much of the feasibility of the simultaneous global delivery of such courses would depend on the deft use of the Internet and, in general, of the information and communication technologies. 相似文献
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Roseann Ferrarese Pamela Norton Stephanie Whitmont 《International Journal of Disability, Development & Education》1982,29(2):117-125
During a six‐month program, the effect of signing on speech articulation in an autistic boy was investigated using a three stage probe technique. A list of target words, vocalized with and without accompanying signs, was tape recorded at three points: 1) prior to learning signs 2) following the acquisition of signs alone and 3) following the acquisition of simultaneous signing and sounding. Intelligibility of articulation was subsequently rated blind by a speech pathologist. Articulation improved clinically and statistically both across probes and within probes, where better articulation occurred when sounds were accompanied by signs. 相似文献
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Roseann R. Hogan 《Community College Journal of Research & Practice》2013,37(4):295-306
Reverse transfers, students who transfer from four‐year to two‐year colleges, now make up 20% of the two‐year college enrollment. This paper will describe reverse transfers in terms of demographics, educational goals, and academic performance. Data from thirteen two‐year colleges includes official student records on a 1984 class of newly enrolled students and a survey of this same cohort. Reverse transfers differ significantly from two‐year natives in terms of race and other demographic characteristics. Reverse transfers were older, more likely to be married, employed full‐time, and had higher socioeconomic status indicators. Reverse transfers’ parents were more likely than native students’ to have earned a college degree. Two‐year students who had already earned a college degree had short‐term occupational goals aimed at upgrading job skills or making themselves more employable. Those who had not yet earned a degree were most likely to aspire to the bachelors degree. Reverse transfers earned significantly higher grades than natives. Reverse transfers were less likely to be enrolled in remedial courses or to indicate a need for special help in basic skills in order to succeed at the two‐year college. 相似文献
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Elizabeth A. Richards Meghan H. McDonough Nancy E. Edwards Roseann M. Lyle 《Research quarterly for exercise and sport》2013,84(4):492-502
Purpose Dog owners represent 40% of the population, a promising audience to increase population levels of physical activity. The purpose of this study was to develop and test the psychometric properties of a new instrument to assess social-cognitive theory constructs related to dog walking. Method Dog owners (N = 431) completed the Dogs and WalkinG Survey (DAWGS). Survey items assessed dog-walking behaviors and self-efficacy, social support, outcome expectations, and outcome expectancies for dog walking. Test–retest reliability was assessed among 252 (58%) survey respondents who completed the survey twice. Factorial validity and factorial invariance by age and walking level were tested using confirmatory factor analysis. Results DAWGS items demonstrated moderate test–retest reliability (ρ = .39–.79; k = .41–.89). Acceptable model fit was found for all subscales. All subscales were invariant by age and walking level, except self-efficacy, which showed mixed evidence of invariance. Conclusions The DAWGS is a psychometrically sound instrument for examining individual and interpersonal correlates of dog walking. 相似文献
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Suzanne Blanc Jolley Bruce Christman Roseann Liu Cecily Mitchell Eva Travers Katrina E. Bulkley 《Peabody Journal of Education》2013,88(2):205-225
This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from intensive fieldwork in 10 elementary schools and interviews with district staff and others who worked with the schools, as well as further in-depth case study analysis of 5 schools. This article examines how school leaders and grade groups made sense of data provided through interim assessments and how they were able to use these data to rethink instructional practice. We found substantial evidence that interim assessments have the potential to contribute to instructional coherence and instructional improvement if they are embedded in a robust feedback system. Such feedback systems were not the norm in the schools in our study, and their development requires skill, knowledge, and concerted attention on the part of school leaders. 相似文献
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