The Subtitle Effect: How Subtitle-Facilitated Perceptual Learning Can Make Subtitles (Seem) Less Necessary

In television and film production, speakers whose accents are judged difficult to understand are often subtitled, but viewers may question such judgments if they later perceive the subtitles as unnecessary. Such doubts can be ill founded, however. We report two experiments showing that the presence of bimodal subtitles (subtitles in the same language as the audio) on a given video clip can make subtitles seem less necessary for that clip and can improve comprehension of a second, unsubtitled clip of the same speaker. This, we argue, is because bimodal subtitles provide alternate access to the lexical information in the audio, thus facilitating perceptual learning of the subtitled speaker’s accent. This perceptual learning, through which listeners adjust their sound–phoneme mappings to accommodate the unfamiliar phoneme realizations underlying the speaker’s accent, can quickly make subtitles less necessary, potentially creating the illusion that they were never necessary—a phenomenon we call the “subtitle effect.”     

A Multicomponent Library Resource Model to Enhance Academic Global Health Education Among Residency Programs

Global health is becoming an increasingly important component of medical education. Medical libraries have an opportunity to assist global health residents with their information needs, but first it is important to identify what those needs are and how best they can be addressed. This article reports a collaboration between global health faculty and an academic medical librarian to assess the information needs of global health pathway residents and how assessment data are used to create a multicomponent program designed to enhance global health education.     

Walk-In Triage Systems in University Counseling Centers

To meet the complex mental health needs of students, some university counseling centers (UCCs) have implemented walk-in triage intake systems, which have not yet been empirically investigated. This study compared client and clinician differences (N = 5564) between a traditional scheduled intake system (Year 1) and a walk-in triage system (Year 2) at a large, southeastern UCC. Results showed a significant increase in clients’ attendance rates and clinicians’ caseloads, a significant decrease in no-show rates, and no change in students’ symptom severity at intake between Years 1 and 2. Clinicians’ number of scheduled appointments were unchanged, indicating that clinicians were already at maximum capacity for appointments in Year 1. Results are discussed in terms of the benefits and challenges that walk-in triage systems present to students, universities, and UCCs.     

‘A shock of electricity just sort of goes through my body’: physical activity and embodied reflexive practices in young female ballet dancers

Participation in physical activities, in and out of school, remains heavily influenced by social constructions of gendered behaviour. In addition, the body plays a significant part in the presentation of legitimate performances of physical practice and the construction of a physical ‘identity’. The consequence is that in formalized activities many girls (and boys) are provided little chance to experience the pleasurable aspects of physical activity, as well as the added benefits of bodily confidence and knowledge. We suggest that the association of dance with other artistic forms of expression provides an opportunity to contest taken for granted assumptions about sport and physical education. The material for this paper was drawn from observations and interviews conducted with young, female dancers, aged between 9‐ and 11‐years‐old, at an internationally renowned ballet school in London.     

In conclusion: Questions of culture and education

Professor of Education in Developing Countries, and Head of Education and International Development, at the Institute of Education, University of London. She has worked and researched extensively in Africa and Asia. As a social psychologist, she has a special interest in learning, and as an ‘agent of development’, a sensitivity to the diversity of cultural contexts, the significance of context for effective learning and the quality and relevance of educational exports from one setting to another.     

The Role of ICT in Science Education

The role of ICT in education is not homogeneous; ICT currently provides a growing range of tools to manipulate digital data, as well as access to the vast range and variety of content which underpins the information age, only some of which is designed to support learning. In order to harness the power of these technologies to serve science education it is necessary first to identify the precise objectives of that education and then to match appropriate use of the technologies to the achievement of those objectives. The role of ICT in two models of a science curriculum are considered here, one based on empirical science and one on a model of scientific reasoning.     

Challenging Assumptions Underlying the Metamorphosis Phase: Ethnographic Analysis of Metamorphosis Within an Unemployment Organization

Organizational communication scholars have grappled with assimilation processes and expanded the theoretical conceptualization of each phase. This article joins in conversation with organizational communication scholars by identifying and problematizing the assumption that reaching metamorphosis is always a positive experience. Through the ethnographic analysis of empirical data collected from an unemployment support organization, the author argues that being an established organizational member is sometimes counter to organizational objectives. While traditional organizations attempt to maintain and grow their membership, some alternative organizational formats aim to minimize membership. This premise challenges the assumption that achieving metamorphosis is always a desirable state of organizational membership. Furthermore, this study reveals how communication changes when it is undesirable for service recipients to reach metamorphosis.     

Teaching engaged research literacy: A description and assessment of the Research Ripped from the Headlines project

Courses: This assignment can be implemented in wide-range of courses that have research-related goals at the undergraduate or master's degree level. Applicable courses include Research Methods, Capstone, Interpersonal Communication, Organizational Communication, Intercultural Communication, Health Communication, Gender, and Family Communication.

Objectives: This assignment serves to increase students’ information literacy related to research gathering, critique, analysis, and implementation. For this assignment, students will: (a) identify and examine a news article that uses research; (b) trace the origins and conduct an analysis of the research study cited in the news article or a related research study; and (c) deliver an informative discussion that explains the news article, selected research study, and connect their analysis to research and research methodology principles. In all, this assignment improves students' media literacy related to social media and technology, and increases student affect for research practices. Finally, this assignment describes one model of using curriculum assessment to generate innovative pedagogical opportunities.     

Collegiate athletes and career identity

Given the unique experiences of collegiate athletes and the need to facilitate their transition as they complete postsecondary education and join the workforce, the present study sought to evaluate a group-administered career development program at a US university focused on preparing students for the transition into professional life upon graduation. Utilizing the quantitative portion of the Life After Sport Scale, we surveyed National Collegiate Athletic Association Division I student athletes to examine the relationship between attending the career intervention sessions and career-athlete identity. Results suggested that attending one or more program session workshops was not significantly related to career-athlete identity, while student gender had the strongest association with this potentially important construct in student athlete career development. Research and practice implications of these findings are discussed.