Broadcast and Cable News Network Differences in the Way Reporters Used Women and Minority Group Sources to Cover the 2004 Presidential Race

Our content analysis of 2,075 campaign stories aired by 3 broadcast and 3 cable networks during the 2004 presidential campaign revealed that female and non-White reporters at broadcast networks were generally more aggressive in their source use when compared to their male and White colleagues, using a greater number of sources and in most cases also allotting the sources more time. Female and non-White reporters at cable networks also tended, although less consistently and to a lesser extent, to use and give more time to female and non-White sources.     

The influence of task and gender on search and evaluation behavior using Google

To improve search engine effectiveness, we have observed an increased interest in gathering additional feedback about users’ information needs that goes beyond the queries they type in. Adaptive search engines use explicit and implicit feedback indicators to model users or search tasks. In order to create appropriate models, it is essential to understand how users interact with search engines, including the determining factors of their actions. Using eye tracking, we extend this understanding by analyzing the sequences and patterns with which users evaluate query result returned to them when using Google. We find that the query result abstracts are viewed in the order of their ranking in only about one fifth of the cases, and only an average of about three abstracts per result page are viewed at all. We also compare search behavior variability with respect to different classes of users and different classes of search tasks to reveal whether user models or task models may be greater predictors of behavior. We discover that gender and task significantly influence different kinds of search behaviors discussed here. The results are suggestive of improvements to query-based search interface designs with respect to both their use of space and workflow.     

A Survey on Dementia Training Needs Among Staff at Community-Based Outpatient Clinics

Dementia is a major public health concern. Educating health-care providers about dementia warning signs, diagnosis, and management is paramount to fostering clinical competence and improving patient outcomes. The objective of this project was to describe and identify educational and training needs of staff at community-based outpatient clinics related to treating and managing veterans with dementia. Health professionals took an online survey consisting of questions related to general knowledge and skills in working with veterans with dementia and their families, staff training, and attitudes toward people with dementia. Most participants considered knowledge of dementia important; however, few reported having received training in dementia care within the past year. Furthermore, over half of participants considered themselves beginners in terms of knowledge and skills in dementia care. Regarding training needs, topics that could improve the overall care of veterans with dementia and their caregivers were most often cited. Participants reported being most satisfied with in-person training. Physicians rated their dementia knowledge and skill as greater than nurses'/other medical professionals’ and support staff's. Compared with support staff, nurses/other medical professionals held more positive attitudes toward persons with dementia. Survey results suggest that staff are interested in improving knowledge of, and skills for, working with persons with dementia, and that job classification is associated with differences in attitudes.     

Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom

Of primary concern in professional development (PD) are the ways in which teachers transfer knowledge from PD to the classroom. This qualitative case study of a chemistry PD course for elementary teachers investigates the first step in the transfer process by examining why and how K-8 teachers consider transfer to the classroom. Motivations for considering transfer were the same whether teachers only proposed how they could use PD content or teachers actively utilized PD experiments and concepts in their own classrooms. Teacher learning of chemistry concepts, activities, and pedagogical strategies were motivating factors for considering transfer. Teachers appropriated and adapted PD materials based on the specific learning needs of their own students, the constraints of their teaching contexts, and their desired outcomes, including making science learning relevant for students. Understanding teachers’ motivations and means of adaptations in considering PD can inform PD provider programs how to be more effective and responsive to teacher needs. Furthermore, teachers’ active consideration of appropriations and adaptations highlights how teachers leverage their expertise in shaping their PD experiences.     

Understanding disability with children's social capital

This paper reports on a specific event which attempted to facilitate discussions with children and young people about diversity issues, including disability. The concept of social capital was operationalised and used as both a resource to stimulate discussions and as an explicit goal. The paper first reports on the processes involved and the topics identified for discussion by the children and young people and then considers their engagement with disability. Their insights on knowing disability, relationships, and provision and support illustrate a shift from an essentialising of impairment to an articulation of barriers which excluded disabled people and the lessons which teachers might take from these are discussed.