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Victoria Orrego Dunleavy Ekaterina Malova 《Qualitative Research Reports in Communication》2019,20(1):58-66
This study analyzed how clinically diagnosed women with eating disorders described the hurtful messages from parents, siblings, and peers that triggered eating disorder symptomology as well as the healing messages that assisted with coping and recovery. Three themes overlapping across all groups were revealed for hurtful messages: 1) critical, 2) social modeling, and 3) direct comparison. Our findings show that fathers, siblings, and peers similarly used teasing. Other points of distinction were uncovered for fathers: aggressive messages and denial of eating disorder. Competition with female siblings and friends was also a triggering factor for young females with eating disorders. Four distinct categories of healing messages were identified: 1) emotional, 2) instrumental, 3) informational, and 4) appraisal. Point of distinction for friends’ and siblings’ healing messages was absence of negative comments about weight and appearance. Results were able to encapsulate both helpful/supportive and hurtful/unsupportive messages, and these findings will be helpful for treatment centers who may incorporate them in recovery programs. 相似文献
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Allen M. Gontz Christopher V. Maio Ekaterina K. Wagenknecht Ellen P. Berkland 《Journal of Cultural Heritage》2011,(4):451
Rainsford Island is an 11-acre island located in central Boston Harbor, Massachusetts. The proximity to the City of Boston resulted in the Island being used as a quarantine facility, poorhouse, veteran's hospital and school for wayward boys from 1737 to 1920. The Island consists of two linked topographic highs of glacial origin connected by a spit formed from reworked glacial material. The majority of the southern “high” is only slightly elevated above present-day sea level and was the site of a cemetery that serviced the quarantine facility, poorhouse and veteran's hospital. Historical research indicates that more than 1100 persons were buried on Rainsford during this time. The records for the cemetery have been lost through fire and only four sandstone posts presently mark the cemetery. Our team sought to (1) assess shoreline change on the southern portion of the Island; (2) map the boundaries of the unmarked cemetery using ground-penetrating radar and (3) determine the vulnerability of the cemetery to coastal erosion caused by long-term sea-level rise and episodic flooding. Shoreline change analysis indicates that the southern portion of the island has eroded on the north-facing beach at a rate of 0.2 m/yr while the south-facing beach has been stable. Topographic analysis of the landscape indicates that the central area of the southern portion is less than 1 m above sea level with a slightly elevated rim approximately 2 m above sea level. The ground-penetrating radar surveys indicated that the low-lying central portion exhibited evidence for burials. The results indicate that the cemetery is vulnerable to erosion and coastal flooding. A storm with a coastal storm surge of approximately 1 m will result in flooding of the cemetery. The northern edge of the cemetery is extremely vulnerable to erosion and the first mapped burial on the northern side will be impacted in approximately 10 years. The southern edge of the cemetery is protected by horizontal and vertical accretion. As a result, conservation resources should be concentrated on the northern edge of the cemetery. 相似文献
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Ekaterina Tour 《Technology, Pedagogy and Education》2017,26(2):179-192
It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as meaningful and relevant but little is known about these authentic learning experiences for professional purposes. This article investigates three teachers’ self-initiated professional learning about digital technologies through their Personal Learning Networks. The analysis identified that the participants’ everyday digital literacy practices provided opportunities for a range of professional practices that supported learning about digital technologies: information retrieval and resources aggregation, cooperation, collaboration, reflections and socialising. It also revealed that the teachers considered this form of learning as valuable. The article concludes by discussing how knowledge about self-initiated professional learning might be used to draw out some implications for teachers’ professional development. 相似文献
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The purpose of the study was to investigate the effects of revising goals focused on content and audience awareness on the
persuasive writing of fifth- and eighth-grade students. Students were randomly assigned to three different goal conditions:
a general goal; a goal to improve content; and a goal to improve content and communication with an audience. Final drafts
of essays were scored for elements of persuasive discourse relevant to content and audience and for overall persuasiveness.
Students in the audience goal group were more likely than both other groups to consider opposing positions and rebut them.
Students in both the content and audience goal groups wrote essays that were more persuasive than essays by students in the
general goal group. The results also indicate that eighth-grade students wrote more persuasively than fifth-grade students
and that girls wrote more persuasively than boys. 相似文献
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Professional development for teachers: a world of change 总被引：1，自引：1，他引：0
Vivienne Collinson Ekaterina Kozina Yu‐Hao Kate Lin Lorraine Ling Ian Matheson Liz Newcombe 《欧洲师范教育杂志》2009,32(1):3-19
As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve learning for the children in their care. This article identifies three emerging trends intended to broaden teachers' learning and enhance their practices through continuous professional development: glocalisation, mentoring, and re‐thinking teacher evaluation. The body of the article indicates how these three trends are unfolding in Australia, England, Latvia, the Republic of Ireland, Scotland, Taiwan, and the USA.
However, teachers cannot bring about necessary changes without organisational and systemic change; namely, collaboration with governmental agencies and other institutions. The authors suggest that transforming schooling in the twenty‐first century depends on education policies being supported by expanded teacher participation in education policy‐making, more coherent governmental policies across agencies, and collaborative, differentiated models for career‐long continuing professional development. 相似文献
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Legal aspects of the Internet can be examined from two points of view: the solution of technical problems concerning the security of information, nets and resources; and the solution of global problems of the Internet as a part of media in a democratic society. The second aspect is the topic of this paper. How do we secure the basic democratic values on the Internet as a free and non-ideological communication site? Using the examples of some legislative initiatives concerning the Internet, the following problems are analysed: protection of the right of property, of the right of safety and of the right to freedom of speech. It is concluded that the Internet guarantees the rights and freedom of democratic societies. An analysis of state attempts to control the Internet and of problems linked to ethics among free users is provided. 相似文献