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101.
Ron Tamborini Robert J. Lewis Sujay Prabhu Matthew Grizzard Lu Wang 《Communication Research Reports》2016,33(3):177-187
Previous research suggests that media featuring exemplars of specific altruistic motivations can make those motivations more accessible in viewers’ minds. The present study extends this research to also examine egoistic motivations. We (a) developed a coding scheme to examine how frequently exemplars of altruistic and egoistic motivations appear in media content, (b) developed an intuitive motivation-affect misattribution procedure to measure the accessibility of altruistic and egoistic motivations, and (c) examined whether exposure to media content portraying specific motivations makes those motivations more accessible in audiences. The findings are discussed in terms of the model of intuitive morality and exemplars. 相似文献
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This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies. 相似文献
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Denise Chalmers 《Interactive Learning Environments》2013,21(2-3):249-268
In 1997, the University of Queensland (http://www.uq.edu.au) made a commitment to move to flexible modes of delivery of programs of study from a largely face-to-face model of delivery. This change was linked to the opening of a new campus, as well as recognition of a need for change in current teaching practice. This led to a university-wide response to reassess current practice in order to be able to develop, implement, and deliver services and programs of study more effectively and appropriately to the students. This paper reports the process of implementing a university-wide response for flexible delivery that includes discipline-specific faculty development, design, development, and production of flexible learning materials, and the development of administrative and student-support services to meet the different requirements of the students. 相似文献
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