索菲娅·科波拉:名门才女的“迷失与寻获”

就像"肯尼迪"这个在美国政治圈影响力非凡的姓氏,冠上"科波拉"的名号在电影圈行走,别人会不自觉地对你肃然起敬。索菲娅·科波拉是好莱坞"任人唯亲"的受益者。索菲娅早年在父亲的电影中皆有出场表演机会,那些让多少人争得头破血流的机会,她唾手可得。她不缺乏机会、贵人、名利和奉承,但她需要真正意义上的认可和赞美。所以,她努力过,尝试过,摔倒过,思考过,终于,在导演这条路上,她找到了自己一直需要的如鱼得水和刮目相看。她的导演风格与父亲的恢弘大气完全不同,她喜欢小情调、小地方,她热衷于用女性的细腻捕捉那些生活中的曲调和故事,直戳观众的心窝。     

Power,Bodies and Identity: How different forms of physical education construct varying masculinities and femininities in secondary schools

Physical education (PE) lessons are an important arena for the construction and consolidation of dominant and subordinate masculinities and femininities within schools. The gym, sports hall, playing field and associated areas such as changing rooms and showers function as sites both for the gendered display of hegemonic forms of heterosexual masculinity and for the subordination of alternatives. Femininities of different sorts are also played out through the acceptance and refusal of different forms of school PE and out-of-school exercise activities. This paper considers how different forms of physical education and sports in schools contribute to the construction and perpetuation of different forms of heterosexual masculinities and femininities. In it I attempt to map Frank's (1991, 1995) ideal types of bodily usage against activities in the male and female traditions of school PE. I look at the gender marking of Frank's ideal types and the corresponding PE, sports and fitness activities and at how the different bodily usages encouraged by different forms of secondary school PE permit and encourage the development of particular masculinities and femininities while discouraging others.     

The Relationship Between College Students' Self-Reports of Class Participation and Perceived Instructor Impressions

The purpose of this investigation was to identify the extent to which college students' self-reports of their in-class participation are related to their impressions of instructors (i.e., credibility, attractiveness, and homophily). Participants were 223 undergraduate students enrolled in an introductory communication course at a large Mid-Atlantic university. Students' self-reports of their in-class participation were positively correlated with perceived instructor social attractiveness, physical attractiveness, background homophily, and attititude homophily, but not with perceived instructor competence, character, caring, and task attractiveness. Furthermore, class size, perceived instructor social attractiveness, and perceived instructor background homophily emerged as significant predictors of in-class participation.     

This Little Piggy Went to Press: The American News Media's Construction of Animals in Agriculture

This textual analysis examines the representations of farmed animals in national print and broadcast news discourse in over 100 stories published from 2000 to 2003. Findings show these American news media largely support the speciesist status quo by favoring elite viewpoints and failing to provide balance. Although exceptions are provided, news media often objectify nonhuman animals discursively through: 1) commodification, 2) failure to acknowledge their emotional perspectives, and 3) failure to describe them as inherently valuable individuals.     

An Investigation of Student Response to a Potential Tuition Cap Increase at Casper College

Wyoming Community College Commission policy currently states any student enrolled for more than 12 credit hours will be charged tuition for only 12 credit hours. This policy is referred to as the tuition cap. In November 2010, the commission discussed increasing the tuition cap to 15 credits. An increase from 12 to 15 credits would have represented a 25% increase in tuition for students enrolled for 15 or more credits. Casper College president Dr. Walter Nolte commissioned a study to examine the impact such an increase would have on Casper College and its students. A survey instrument was designed to determine if students carrying more than 12 credit hours would reduce their enrollment credits and what sources of funding they would seek to defray the increased cost. Using a multistage sampling design, a sample of 67 Casper College course sections was selected to respond to the survey. The data were analyzed with logistic regression models, and the estimates were adjusted using sampling weights and a finite population correction. Analysis indicated that 42% of Casper College students would reduce their credit hours by an average of 3.3 credits. Approximately 58% of students would seek additional scholarships and 63% would seek increased work hours. The results of the study were presented to the Wyoming Community College Commission on October 28, 2011. In December 2011, the Commission announced a decision not to increase the tuition cap.     

Social Work and Law Interdisciplinary Service Learning: Increasing Future Lawyers’ Interpersonal Skills

Social workers and attorneys both interact with persons from diverse backgrounds every day, yet although interpersonal skills are an essential focus of social work education, these skills are not addressed in legal education. Interdisciplinary courses in which social workers and lawyers learn interpersonal skills together and have an opportunity to practice them through service learning opportunities are a way to remedy a gap in legal education. The authors describe a project recently piloted at a large midwestern university in which law and graduate social work students participated in an interdisciplinary course with a service learning component requiring students to work together on cases. As one component of the clinic’s assessment, all students were pre- and posttested via an interpersonal skills survey. The law students showed statistically significant improvement in interpersonal skills at the end of the course. The results indicate a need for increased support for interdisciplinary education, specifically partnerships between the professions of law and social work.     

Training and mentoring: Family child care providers’ use of linguistic inputs in conversations with children

The purpose of this study was to examine the effectiveness of two professional development models in increasing family child care providers’ frequency of linguistic inputs in conversations with young children. The first professional development model consisted of a 10-h in-service training focused on supporting early language development. The second included the same 10-h in-service training program and mentoring. Providers and children at 48 family child care programs participated in this study. The family child care programs were randomly assigned to one of the two professional development models (i.e., training or training with mentoring) or to a control group. Audio recordings of the language environment were collected prior to the in-service training, at the completion of the in-service training, and at the completion of the mentoring. Hierarchical linear modeling was used to examine the average increase in the frequency of providers’ use of linguistic inputs over three observations, conducted before training, immediately at the end of training, and 6 weeks after training. Results indicate that both forms of professional development increased linguistically stimulating inputs as compared to the control group. The professional development model including mentoring support was related to greater increases in providers’ use of informational talk and teaching utterances over in-service training without mentoring.     

Associations Among Pubertal Development,Empathic Ability,and Neural Responses While Witnessing Peer Rejection in Adolescence

Links among concurrent and longitudinal changes in pubertal development and empathic ability from ages 10 to 13 and neural responses while witnessing peer rejection at age 13 were examined in 16 participants. More advanced pubertal development at age 13, and greater longitudinal increases in pubertal development, related to increased activity in regions underlying cognitive aspects of empathy. Likewise, at age 13 greater perspective taking related to activity in cognitive empathy‐related regions; however, affective components of empathy (empathic concern and personal distress) were associated with activity in both cognitive and affective pain‐related regions. Longitudinal increases in empathic ability related to cognitive and affective empathy‐related circuitry. Findings provide preliminary evidence that physical and cognitive‐emotional development relate to adolescents' neural responses when witnessing peer rejection.