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131.
East Tennessee State University has a diverse student population of approximately 12,500 students. Recent statistics have indicated that the student body is bypassing the physical library building, including reference services, and connecting to online sources from off campus. With only six public service librarians whose duties include interlibrary loan, instruction, and other key library functions, librarians are limited in their ability to provide outreach to those students who might never enter the library. In this article, the authors describe the decision process in developing outreach librarian positions for the graduate programs librarian and the undergraduate student services librarian and discuss the specific services that these librarians provide to students. 相似文献
132.
Leslie A. Baxter John B. Lowe Peter Nathan Liz Pearce 《Journal of Applied Communication Research》2013,41(3):224-248
Alcohol use during pregnancy poses a significant risk of fetal alcohol syndrome. This study presents the interpretive findings of the formative research phase of a funded grant to develop a community‐based public health media campaign on the topic of drinking during pregnancy. In the initial wave of data collection, 50 rural women were recruited from four Women, Infants, and Children (WIC) clinics in southeastern Iowa to participate in semi‐structured interviews. In the second wave, 10 additional WIC clients were interviewed for member‐checking purposes. Findings revealed two competing discourses that organized these women's attitudes, beliefs, and behaviors surrounding drinking and pregnancy: the discourse of individualism and the discourse of responsible motherhood. These two discourses offer opposing normative guidelines for talk among their close female relatives and friends. The implications of these findings for designing a community‐based media campaign are discussed. 相似文献
133.
Jason Bond Huett Kevin E. Kalinowski Leslie Moller Kimberly Cleaves Huett 《The American journal of distance education》2013,27(3):159-176
Abstract This study examined the use of ARCS-based, motivational mass e-mail messages designed to improve the motivation and retention of students enrolled in an online, entry-level, undergraduate computer applications course. Data from the Course Interest Survey, based on Keller's ARCS model, were gathered and analyzed for two online groups (one treatment and one control) and compared with a face-to-face class for differences in attention, relevance, confidence, satisfaction, and overall motivation. Based on the analysis, this article argues that simple, cost-effective, and easy-to-design mass e-mail messages show potential for addressing some of the motivational needs and retention concerns of online students. 相似文献
134.
Leslie A. Hahner 《Quarterly Journal of Speech》2013,99(3):289-310
The public circulation of temporal discourse fashions the way in which subjects experience and value their time. At the turn of the twentieth century, experts in systematic management mandated that wage-earning women must be prodded into efficient labor in order to increase the overall yield of industry. Against this regime of time, the narrator of The Long Day: The Story of a New York Working Girl, as Told by Herself (1905) subverted the temporal protocols governing her by re-deploying efficient labor for her own agenda. Analysis of this work highlights the ways in which time is disproportionately articulated to different subjects, the means employed to discipline the corporeal enactment of time, and the potential for subjects to resist this orthodoxy. 相似文献
135.
136.
Research in attribution theory has almost exclusively focused on the perception process to the neglect of studying how communicators incorporate attribution‐based information in their message behavior. This study derived a typology of attribution‐based strategies from Kelley's attribution cube and Jones' ingratiation tactics to assess respondent strategies for initiating and for terminating same‐sex friendships. Respondents were 191 persons drawn from fifth grade, high school, college, and post‐college groups. Results of the study included: 1) distinctiveness information was disproportionately employed in the strategy repertoires to the neglect of consistency‐based and consensus‐based information; 2) respondents had greater variety in types of strategies for their initiation repertoires as opposed to their termination repertoires; 3) repertoire variety for both initiation and termination increased from childhood through adolescence. 相似文献
137.
This article examines relations between Facebook® (FB) use and social capital among 530 undergraduate students. The results demonstrated that using FB habitually was associated with gains in online bridging and offline network capital. This study also examined 2 motivations for using FB: the motivation to socialize with others and the motivation to improve one's status. Results showed that using FB for sociability reasons was associated with increased online bridging and bonding. Using FB more for status than for sociability was not associated with decreased online bridging and bonding. Finally, the results provided evidence of the sociability motivation mediating the relationship between FB habit and online bridging and bonding. Theoretical implications are discussed. 相似文献
138.
J. M. McCallister 《Peabody Journal of Education》2013,88(3):212-220
MIND OVER MATH by Stanley Kogelman and Joseph Warren. New York: McGraw‐Hill Company, 1978. 239 pp. $3.95. THE HISTORY OF AMERICAN EDUCATION: A GUIDE TO INFORMATION SOURCES. Edited by Francesco Cordasco, David N. Alloway, and Marjorie Scilken Friedman. Detroit, Michigan: Gale Research Company, 1979. xii + 313 pp. $24.00 CONSULTATION IN HIGHER EDUCATION by Daniel H. Pilon and William H. Bergquist edited by Gary H. Quehl and Jean Brodsky. Washington, DC: The Council for The Advancement of Small Colleges, 1979. 159 pp. $10.95 plus $1.25 postage and handling. BUSING U.S.A. edited by Nicolaus Mills. New York: Teachers College Press; Teachers College, Columbia University, 1979. 376 pp. 相似文献
139.
A sample of 1584 pupils between the ages of 14 and 16 years, attending Year 9, Year 10 and Year 11 classes within Protestant and Catholic grammar schools in Northern Ireland completed indices of attitude towards Christianity, attitude towards science, creationism and scientism. The data demonstrate that the apparent independence of attitude towards science and attitude towards Christianity is transformed into a positive relationship after taking into account individual differences in scientism and creationism. 相似文献
140.