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Celeste Michelle Condit 《Communication quarterly》2013,61(4):284-298
Existing theories of epideictic focus on the content of the speeches as “praise and blame,”; on the speaker's uses of the event or, more recently, on the audience's uses of the event. This essay argues that three pairs of functions define the epideictic experience for speakers and audiences and produce their characteristic message contents. Those pairs include definition/understanding, shaping of community, and display/entertainment. The utility of the perspective is indicated through an exemplary case of such “communal definition.” 相似文献
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Teresa Morris Christine Mathias Ronnie Swartz Celeste A. Jones Meka Klungtvet-Morano 《Journal of Teaching in Social Work》2013,33(4-5):594-606
This paper describes a three-campus collaborative, distributed learning program that delivers social work education to remote rural and desert communities in California via distance learning modalities. This “Pathway Program” provides accredited social work education for a career ladder beginning with advising and developing an academic plan and leading to BSW and MSW degrees. The paper offers assessment data on the Pathway Program and also suggests the potential for major changes in social work education. Questions about the nature of the university, the role of the faculty member, and the future of social work students in the twenty-first century are discussed. 相似文献
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The Wagner Act of 1935 (the National Labor Relations Act) transformed unionization and collective bargaining from legally‐acknowledged rights difficult to exercise into federally‐protected rights. The National Labor Relations Board was established as a legal body that could punish employers for violating workers’ rights to organize. A narrative analysis of the competing stories provided by the proponents and opponents of the Act reveals how consequence, context, and values interact in a narrative framework to legitimate social change in policies and to realign value structures. 相似文献
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Eunice Freitas Celeste Simões Ana Mineiro Pedro J. Rosa Anabela C. Santos 《British Journal of Special Education》2023,50(1):127-149
Resilience is an interactive process involving internal skills that should be promoted, especially in the early stages of development. This study aims to adapt and implement two themes from the European Curriculum for Resilience Promotion – RESCUR, namely, ‘Developing Communication Skills’ and ‘Establishing and Maintaining Healthy Relationships’, for deaf and hard-of-hearing (DHH) students. The study included 37 children and adolescents from three Portuguese regions and its impact was evaluated through the perspectives of the students, their guardians and their teachers. Each 90-minute session was implemented weekly. The sessions followed the RESCUR curriculum structure with necessary adaptations to the mindfulness activities, stories, role-play and worksheets. The mean scores increased from pre- to post-intervention assessment on all instruments, namely, KIDSCREEN-10 (children/adolescents), KIDSCREEN-10 (guardians) and CYRM-28 (teachers). The implementation of adapted curricula promoting resilience seems to be beneficial to DHH children, allowing the development of specific resilience-associated skills, and thus enhancing health, well-being and quality of life. 相似文献
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The primary purpose of this paper is to examine the mutual relationship between school engagement of cross-border students (CBS) from Malaysia in Singapore and parental involvement in education. Focus-group interviews were conducted with school personnel, CBS and their non-local counterparts to provide a comprehensive understanding of the situation. The cross-border student group comprises diverse ethnicity and most of them are highly competitive and successful in engaging in the whole educational selection process from the beginning to their exit point. This paper argues that education for the CBS represents both a unique socio-cultural phenomenon in the two Asian societies and a manifestation of a widely shared pragmatic value of educational returns. The findings reveal that the nature of CBS engagement with schools is characterized by voluntary assimilation and is rewarded by the meritocratic system of Singapore. 相似文献
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