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51.
Amy K. Way 《Journal of Applied Communication Research》2019,47(2):197-215
A recent focus among communication scholars, the study of contradiction and paradox illuminates the inherent irrationality of organizing. The following case study examines how youth labor – cast as play – functions as a series of tensions and contradictions in the day-to-day construction of work(er) between adults and youth. Mirroring the popular reality TV show, The Apprentice, the program under study communicated contradictory messages about youth work(ers) in terms of: (1) proving/discounting oneself as worker, (2) demanding confidence while orchestrating uncertainty and (3) playing along versus being playful in the organizationally prescribed framework, effectively dismissing work(ers) essential to the functioning of the organization. My analysis demonstrates how the framing of youth’s work as a game delegitimized youth work(ers) resulting in potentially exploitative working conditions, and serves as a call to communication scholars to better account for youth as workers, while pointing to similar implications for other types of provisional and contingent work(ers). 相似文献
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Sarah S. Mire Milena A. Keller-Margulis Amy K. Izuno-Garcia Emily R. Jellinek Elías S. Loría Garro 《Psychology in the schools》2023,60(2):345-363
Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high. 相似文献
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OBJECTIVE: The present study evaluated the association between women's health and physical and sexual abuse suffered before age 18. METHODS: A total of 3,568 randomly sampled insured women ages 18-64 completed a telephone interview to assess history of physical only, sexual only, or both physical and sexual abuse before age 18 (Behavioral Risk Factor Surveillance System); and current health (Short Form-36, Center for Epidemiologic Studies-Depression, Presence of Symptoms surveys). Adjusted analyses compared the health of women with physical abuse only, sexual abuse only, or physical and sexual abuse to the health of women without these abuse histories. RESULTS: Poorest health status was observed in women with a history of both physical and sexual child abuse compared to women without these abuse histories. In models that adjusted for age and income, women with both abuse types had increased prevalence of depression (prevalence ratio, 2.16), severe depression (PR, 2.84), physical symptoms (PR range, 1.33 for joint pain to 2.78 for nausea/vomiting), fair/poor health (PR, 1.84), and lower SF-36 scores (3.15-5.40 points lower). Women with physical abuse only or sexual abuse only also had higher prevalence of symptoms and lower SF-36 scores but the associations were not as strong. CONCLUSIONS: This study adds to the literature showing a graded association between multiple adverse events in childhood and adult health. 相似文献
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This article considers the role of the SENCo during Covid-19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced by SENCos – for example, related to time, workload, status, and their prescribed managerial and strategic role – have been highlighted by pandemic conditions. Pressures resulting specifically from the pandemic are reflected by considering how SENCos will adjust to enact their role during this time. It is concluded that an advocacy role for pupils with special educational needs and disability, who are at risk of becoming increasingly marginalised within school and wider communities during this pandemic, should now be considered a central element of the SENCo’s remit. 相似文献
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Objective. This study investigated how parents’ perceptions of, feelings toward, and anticipated responses to children’s emotions relate to parents’ meta-emotion philosophy and attachment. Design. Parents (112 mothers and 95 fathers) completed an online research study where they viewed photographs of unfamiliar girls and boys (aged 10–14 years) displaying varying intensities of happiness, sadness, fear, anger, and neutral expressions. Parents labeled the emotion, identified the emotion’s intensity, and reported their mirrored emotion and responses. They also completed measures assessing their meta-emotion philosophy and attachment. Results. Meta-emotion philosophy predicted parents’ responses to children’s negative emotion, in that greater emotion-coaching predicted greater accuracy in labeling emotions (boys only), a greater likelihood to interact with children, and for mothers to be further from the mean in either direction in their mirrored emotion. Attachment also predicted parents’ responses to children’s negative emotions: Parents higher in anxiety reported more mirrored emotion, and those higher in avoidance reported less mirrored emotion, lower intensity, and less willingness to interact (boys only). In exploratory models for positive emotion, parents’ meta-emotion philosophy did not predict their responses, but parents higher in attachment avoidance rated girls’ positive emotions as less intense, reported less mirrored emotion, less willingness to interact, and less supportive responses, and those higher in anxiety showed the opposite pattern. Conclusion. Despite methodological limitations, results offer new evidence that parents’ ratings on a standardized emotion perception task as well as their anticipated responses toward children’s emotion displays are predicted by individual differences in their attachment and meta-emotion philosophy. 相似文献
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In response to both problematic and extant gaps in Bachelor??s degree completion rates, this mixed methods study investigated whether a theoretically based undergraduate course intervention measurably contributed to participants?? competence as self-regulated learners. Respective quantitative and qualitative analyses of data collected from two samples showed that intervention participants experienced growth in the targeted self-regulatory constructs. Moreover, differential effects by race/ethnicity and gender were not observed. We conclude with a discussion of this study??s implications for institutions of higher education, pertinent considerations in designing and implementing this self-regulated learning intervention, and a review of the literature on effective practices for doing so. 相似文献
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Bennett S Ward M Moreau K Fortin G King J Mackay M Plint A 《Child abuse & neglect》2011,35(11):930-936