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81.
Barrie Redfern Norman Crowhurst Janes Hindman Larry Kirkman Elizabeth Monk Daniel R. Williamson 《Communication Booknotes Quarterly》2013,44(2):30-33
Barrie Redfern's Local Radio (London and New York: Focal Press, 1978—$8.95, paper) Norman Crowhurst's How to Select and Install Your Own Speakers (Blue Ridge Summit, Pa.: TAB Books, 1979—49.95, and also in paperback) Hindman, Janes, Larry Kirkman, and Elizabeth Monk. TV Acting: A Manual for Camera Performance (1979—$15.50/7.95 , 191 pp.) Williamson, Daniel R. Newsqathering. (1979—$13.50/7.50 , 250 pp.) Stonecipher, Harry W. Editorial and Persuasive Writing: Opinion Functions of the News Media (1979—$13.95/7.95, 256 pp.) Richard Robinson's The Video Primer: Equipment, Production, and Concepts (New York: Quick Fox, 1979—$14.95/6.95) Marshall Lee's Bookmaking: The Illustrated euide to Design/production/editing (New York: R.R. Bowker, 1979—$25.00) Lenny Lipton's Lipton on Filmmaking (New York: Simon and Schuster, 1979—$7.95, paper, with a hardback also available) Philip C. Geraci's Photojournalism: Making Pictures for Publication (Dubuque, Iowa: Kendall/Hunt Publishing, 1978—$12.95, paper) 相似文献
82.
Mark Hickson III Joshua Turner Larry Powell Eduardo Neiva Carol T. Adams 《Communication Research Reports》2013,30(4):389-398
This study examined the relationships between the somatic‐marker hypothesis, developed by Damasio (1994) as it relates to homophily and verbal immediacy in the classroom. Damasio has hypothesized that when particular events occur in one's life, there is a “memory” of that event in the brain. As a result, when a similar event occurs, the somatic marker recreates that first event. Students were provided three different scenarios about the first day of a communication class. In the scenarios, the instructor presented information about himself. One instructor provided only autobiographical, demographic data (the control). Another provided information hozu he had had difficulty with public speaking (the selfish marker). The third provided information about how the instructor had helped someone else who had difficulty in public speaking (the altruistic marker). The results indicated that while homophily differences were not significant, there was a significant difference between the control group and the altruistic marker. 相似文献
83.
This investigation reported normative data for experienced (N = 20) and less‐experienced (N = 20) college teachers’ use of humor, self‐disclosure, and narrative activities. Results indicated that both groups of teachers observed in the study incorporated the three behaviors within their 50‐minute lectures. Experienced teachers, however, used humor, self‐disclosure, and narrative activities more frequently than the less‐experienced teachers. Additionally, the experienced teachers used the behaviors to clarify course content. 相似文献
84.
Jan-Oddvar Sørnes Ingunn Dahler Hybertsen Larry Browning 《Journal of Applied Communication Research》2013,41(1):136-140
We tell of our struggles in completing ethnographic field research by showing the hurdles and difficult interactions we faced on our different projects. We interpret the obstacles as threats to our identities and show how we responded to them. Our conclusion shows how we preserved the independence of our interpretations while completing the data collection and interpretation. 相似文献
85.
This article presents the results and an analysis of 1,728 survey responses from faculty at four top tier religious research universities regarding their support for moral and civic education. The results demonstrate that a majority of faculty members at these schools supported both the general goals of moral and civic education and specific suggestions for integrating moral and civic education into the curriculum. Nonetheless, three major concerns emerged about its actual implementation into the curriculum. 相似文献
86.
In previous research, a physiological pattern of speech anxiety has been established for the periods before, during, and after delivering a public speech. However, no corresponding psychological pattern has been reported. Although strong correlations between psychological and physiological measures have not been found, it seemed reasonable to expect public speakers to exhibit a psychological pattern of speech anxiety similar to the physiological pattern. The results of this study support that hypothesis. The observed pattern is a monotonic function decreasing from the beginning of the speech through the post speech period. 相似文献
87.
Larry G. Mapp 《Peabody Journal of Education》2013,88(4):301-303
THE COSTS AND RESOURCES OF LEGAL EDUCATION by Peter deL. Swords and Frank K. Walwer. New York: Council on Legal Education for Professional Responsibility, Columbia University Press, 1974. x + 345 pp. $15.00. HIGHER EDUCATION IN AMERICA by Algo D. Henderson and Jean Glidden Henderson. San Francisco: Jossey‐Bass, Publishers, 1974. xi + 282 pp. Bibliography and index. $12.50. THE SOCIALLY DISADVANTAGED edited by Earl J. Ogletree. 2 vols. New York: MSS Information Corporation, 1973, 1974. 402 pp.; 313 pp. NOT FOREVER ON EARTH: PREHISTORY OF MEXICO by Shirley Gorenstein, with photographs by Lee Boltin. New York: Charles Scribner's Sons, 1975. xvi + 134 pp. $7.95. THE EVOLUTION OF THE COMMUNITY COLLEGE by Robert S. Palinchak. Metuchen, New Jersey: Scarecrow Press, Inc., 1973. 373 pp. $10.00. SHAPING THE AMERICAN EDUCATIONAL STATE: 1900 TO THE PRESENT edited by Clarence J. Karier. New York: The Free Press, 1975. xxiv + 439 pp. $10.95 cloth; $5.95 paper. UNIVERSITIES IN THE URBAN CRISIS by Thomas P. Murphy. Cambridge, Mass.: University Press, 1975. xix + 418 pp. $16.50. 相似文献
88.
Robert B. McCall Christina J. Groark Larry Fish Rifkat J. Muhamedrahimov Oleg I. Palmov Natalia V. Nikiforova 《Child development》2013,84(5):1734-1749
This article reports the maintenance of one of the largest interventions conducted in St. Petersburg (Russian Federation) orphanages for children birth to 4 years using regular caregiving staff. One orphanage received training plus structural changes, another training only, and a third business as usual. The intervention produced substantial differences between these institutions on the Home Observation for Measurement of the Environment (HOME) Inventory and on the Battelle Developmental Inventory scores for children. These institutional differences in HOME scores (N = 298) and Battelle scores for children (N = 357) departing the institutions for families in St. Petersburg and the United States were maintained for at least 6 years after the intervention project. This result may be associated with certain features of the intervention and activities conducted during the follow‐up interval. 相似文献
89.
90.