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141.
Bridget Reynolds Sheffer 《Journal of Intercultural Communication Research》2014,43(2):134-150
In a networked world, national reputation management is an essential part of mediated public diplomacy and a unique part of intercultural communication. On May 31, 2010, the Free Gaza Flotilla breached the Israeli blockade off the coast of the Gaza strip which resulted in nine casualties. The purpose of this rhetorical analysis is to explore Israel’s attempt to manage its reputation during the incident. A Bakhtinian dialectical analysis was conducted to explore the conceptualization of political dialectics and to enhance the research on political grammars. The findings reveal the failures of public diplomacy when underlying tensions are ignored and when unwilling to negotiate through those tensions. 相似文献
142.
Despite an increase in anterior knee laxity (AKL) during the adolescent growth spurt in girls, it is unknown whether landing biomechanics are affected by this change. This study investigated whether pubescent girls with higher AKL displayed differences in their lower limb strength or landing biomechanics when performing a horizontal leap movement compared to girls with lower AKL. Forty-six pubescent girls (10–13 years) were tested at the time of their peak height velocity (PHV). Passive AKL was quantified and used to classify participants into higher (HAKL; peak displacement > 4 mm) and lower (LAKL; peak displacement < 3 mm) AKL groups (n = 15/group). Three-dimensional kinematics, ground reaction forces (GRF) and muscle activation patterns were assessed during a horizontal leap landing. HAKL participants displayed significantly (P < 0.05) reduced hip abduction, increased hip abduction moments, as well as earlier hamstring muscle and later tibialis anterior activation compared to LAKL participants. Girls with HAKL displayed compensatory landing biomechanics, which are suggested to assist the functional stability of their knees during this dynamic task. Further research is warranted, however, to confirm or refute this notion. 相似文献
143.
Bridget Somekh 《Education and Information Technologies》2000,5(1):19-37
A previous version of this paper was first presented in October 1998 as an inaugural professorial lecture at the University of Huddersfield. It focuses mainly upon issues related to policy and practice in schools, with some cross-referencing to higher education. It is divided into three sections: the politicised nature of policy for new technology in education in the UK; key issues from the author's research on new technology and learning; and speculations on re-organising schooling with the help of new technology. The first section provides an analysis of the aspirations of politicians and how these shaped policy, as well as assessing the successes and weaknesses of policy implementation. The second section surveys the outcomes of a number of research studies, carried out over fifteen years, and from these identifies some generic findings about the impact of new technology on learning and ways of maximising its beneficial effects. The third section suggests an approach to re-structuring schooling to make best use of the lightweight, mobile, new technology tools, which are about to be widely available. 相似文献
144.
Video is one way to promote, and help families understand, the transition to kindergarten. The present study explored the experiences of parents with transition-to-kindergarten videos. Four videos, in English and Spanish with accompanying information sheets in English and Spanish, targeted parents for transitioning to kindergarten. There were a total of 141 parents in the six classrooms that could have received the videos and information sheets. Findings indicate that the quality of the videos was rated positively and that parents had positive experiences viewing the videos. Parents reported that the videos provided general information about the transition to kindergarten, provided examples of activities they could do to help their child transition to kindergarten, and promoted parents’ understanding of child development. Findings are discussed in light of implications for researchers advancing technology tools and family involvement. 相似文献
145.
146.
Rates Christopher A. Mulvey Bridget K. Chiu Jennifer L. Stenger Katelyn 《Instructional Science》2022,50(2):199-221
Instructional Science - Most of humanity’s important and difficult problems such as pandemics, environmental health, and social unrest require recognizing and understanding complex systems.... 相似文献
147.
Walsh Bridget A. Edwards Adrienne L. Cook Gina A. Hughes-Belding Kere Rahn Ellen 《Early Childhood Education Journal》2022,50(7):1143-1155
Early Childhood Education Journal - Research-based professional development opportunities for early childhood home visitors are valuable to the Early Head Start-Home-Based Option (EHS-HBO) and to... 相似文献
148.
Antje von Suchodoletz Anika Fäsche Catherine Gunzenhauser Bridget K. Hamre 《Early childhood research quarterly》2014
The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher–child interactions: Emotional Support, Classroom Organization, and Instructional Support. In the present study, we observed teacher–child interactions in 63 classrooms drawn from 26 different preschools using the CLASS Pre-K. Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality of teacher–child interactions varied widely. Data indicated that the levels of Emotional Support and Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease over the day in classrooms with a higher child–teacher ratio. Results have important implications for policy and practice with regard to the quality of care and education in German preschools. 相似文献
149.
The aim of this study is to examine associations among childhood physical, emotional, or sexual abuse and violence toward self (suicide attempts [SA]) and others (interpersonal aggression [IA]). Data were obtained from the National Epidemiologic Survey on Alcohol and Related Conditions Waves 1 and 2 (n = 34,653). Multinomial logistic regression examined associations between type of childhood abuse and violence categories, adjusting for demographic variables, other childhood adversity, and DSM-IV psychiatric disorders. The prevalence of reported childhood abuse was 4.60% for physical abuse, 7.83% for emotional abuse, and 10.20% for sexual abuse. Approximately 18% of adults reported some form of violent behavior, distributed as follows: IA, 13.37%; SA, 2.64%; and SA with IA, 1.85%. After adjusting for demographic variables, other childhood adversity, and psychiatric disorders, each type of childhood abuse was significantly related to increased risk for each violence category as compared with the no violence category. Furthermore, the odds ratio of childhood physical abuse was significantly higher for SA with IA when compared with IA, and the odds ratio of childhood sexual abuse was significantly higher for SA and SA with IA when compared with IA. Childhood physical, emotional, and sexual abuse is directly related to the risk for violent behaviors to self and others. Both internalizing and externalizing psychiatric disorders impact the association between childhood abuse and violence. The inclusion of suicidal behaviors and interpersonal aggression and internalizing/externalizing psychiatric disorders within an integrated conceptual framework will facilitate more effective interventions for long-lasting effects of child abuse. 相似文献
150.
Bridget A. Walsh Heidi Cromer Daniel J. Weigel 《Early education and development》2014,25(8):1142-1161
Research Findings: DVD classroom newsletters are one proposed technology tool to promote classroom-to-home connections. The present study explored the experiences of prekindergarten children from predominantly Spanish-speaking homes with bilingual (English and Spanish) DVD classroom newsletters. On average, parents reported that children watched each DVD nearly 3 times. Interviews with children and other sources, including parent logs, teacher logs, and a teacher focus group, also captured children's experiences. Findings indicate that children have overall positive experiences with watching DVD classroom newsletters at home. Practice or Policy: Overall the findings support the use of DVD newsletters in prekindergarten programs as a way to create an opportunity to empower children, strengthen their digital literacy, extend the learning environment, and provide opportunities for meaningful conversations in the classroom and home. 相似文献