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Megan K. Schraedley Hamilton Bean Sarah E. Dempsey Mohan J. Dutta Kathleen P. Hunt Sonia R. Ivancic 《Journal of Applied Communication Research》2020,48(2):166-185
ABSTRACTThis forum brings together food, (in)security, and communication. The authors participating in this forum center communication as both process and tool for understanding, mitigating, and making meaning of food (in)security. The nine authors together discuss the role of communication in food (in)security, the central challenges for scholars and practitioners working on food (in)security, and the creative possibilities and impacts influencing the future of food (in)security. The forum produces a call for applied scholars to re-imagine communication frameworks in order to make meaningful differences in their communities. 相似文献
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Abstract This paper provides a methodology to study the characteristics of the research output from a university department. The faculty publications and their cited references over a 10-year period were used as the basis for this study to identify their publishing patterns and the types of material they are publishing; a core set of journals and other resources they are publishing in and citing over this period; the characteristics of the journals in which they publish and cite; the degree of openness of their publications and their citation advantage; and the age of resources that are referenced. 相似文献
4.
AbstractIn an economic climate when colleges can no longer presume that legislators see institutions of higher learning as tacit public goods, institutions around the country are facing budget cuts. This article presents a case study of the experience of a mid-sized public state university and its Library in a budget crisis undergoing a university-wide program prioritization process. The authors review the process of writing three reports on the Library’s value, along with the approach to engaging staff in the process including a retreat. This article raises questions about what every library should consider assessing and provide tools for libraries navigating similar terrain. 相似文献
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Dan J. Miller Garry Kidd Peter T. F. Raggatt Kerry Anne McBain Wendy Li 《Communication Research Reports》2020,37(3):110-121
ABSTRACT The idea that pornography promotes sexism is a commonly purported one. This study employed an online sample of heterosexual men (N = 323) to investigate the relationship between pornography use (in terms of both overall level of pornography use and use of violent and/or humiliating pornography) and old-fashioned and modern sexism. The moderating effects of agreeableness and perceived realism of pornography were also assessed. Level of general pornography use and use of violent and/or humiliating pornography was not predictive of either sexism measure. Agreeableness was negatively predictive of both sexism measures, whereas perceived realism was positively predictive of sexism. Agreeableness and perceived realism did not moderate the relationship between level of pornography use and any of the outcome measures. 相似文献
6.
The aim of the study was to deepen our understanding of how related multiscreening affects audience memory and persuasion. A survey was administered after a live television show. The results showed that the higher the perceived relatedness of the multi-screen activity, the more persuasive the message. This effect was mediated by subsequent attention to television content, program involvement, and attention to the commercial break. The model was replicated for three different multiscreen activities: social media use, chatting, and information search. Furthermore, it was found that related multiscreening increased the likelihood of respondents staying tuned to the television after the show. 相似文献
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Samuel J. Callaghan Robert G. Lockie Warren A. Andrews Robert F. Chipchase Sophia Nimphius 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(3):307-321
AbstractThis study assessed the reliability and validity of segment measured accelerations in comparison to front foot contact (FFC) ground reaction force (GRF) during the delivery stride for cricket pace bowlers. Eleven recreational bowlers completed a 30-delivery bowling spell. Trunk- and tibia-mounted inertial measurement units (IMUs) were used to measure accelerations, converted to force, for comparisons to force plate GRF discrete measures. These measures included peak force, impulse and the continuous force–time curve in the vertical and braking (horizontal) planes. Reliability and validity was determined by intra-class correlation coefficients (ICC), coefficient of variation (CV), Bland–Altman plots, paired sample t-tests, Pearson’s correlation and one-dimensional (1D) statistical parametrical mapping (SPM). All ICC (0.90–0.98) and CV (4.23–7.41%) were acceptable, except for tibia-mounted IMU braking peak force (CV = 12.44%) and impulse (CV = 18.17%) and trunk vertical impulse (CV = 17.93%). Bland–Altman plots revealed wide limits of agreement between discrete IMU force signatures and force plate GRF. The 1D SPM outlined numerous significant (p < 0.01) differences between trunk- and tibia-located IMU-derived measures and force plate GRF traces in vertical and braking (horizontal) planes. The trunk- and tibia-mounted IMUs appeared to not represent the GRF experienced during pace bowling FFC when compared to a gold-standard force plate. 相似文献
8.
K. Andrew R. Richards Jennifer M. Jacobs Victoria Nicole Ivy Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200
ABSTRACTBackground: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur. 相似文献
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Garrett F. Beatty Christopher M. Janelle 《International review of sport and exercise psychology》2020,13(1):266-296
ABSTRACT Adaptive regulation of emotions is imperative for successful sport performance. However, the lion’s share of mainstream emotion regulation (ER) literature is founded on perspectives prioritising mental health, not performance. Consequently, ER strategies are predominantly classified as adaptive or maladaptive based on effectiveness in achieving targeted mental health outcomes. These conventional mental health classifications can catalyse misapplication of ER strategies within sport and other motor performance contexts when (1) ER motives are instrumentally directed towards performance enhancement and (2) Minimal consideration is given to the consequences of ER on the coordination and execution of motor actions. Herein, we review the current state of relevant ER research within and outside of sport contexts. We also present a novel conceptual framework, the Temporal Influence Model of Emotion Regulation (TIMER). TIMER proposes that ER strategies exert distinct, temporally dependent demands upon perceptual-cognitive and motoric resources. These unique regulatory profiles influence subsequent motor performance outcomes. Critically, the degree to which regulatory strategies are appropriate or ideal varies given environmental constraints along with performers’ affective and performance goals. The model includes testable hypotheses to guide theoretical and applied research in the domain of ER within sport and other motor performance contexts. 相似文献