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741.
Sara L. Sohr‐Preston Laura V. Scaramella Monica J. Martin Tricia K. Neppl Lenna Ontai Rand Conger 《Child development》2013,84(3):1046-1062
This third‐generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first‐generation parents (G1), their children (G2), and the children of the second generation (G3). G1 SES was expected to predict clear and responsive parental communication. Parental investments were expected to predict educational attainment and parenting for G2 and vocabulary development for G3. For the 139 families in the study, data were collected when G2 were adolescents and early adults and their oldest biological child (G3) was 3–4 years of age. The results demonstrate the importance of SES and parental investments for the development of children and adolescents across multiple generations. 相似文献
742.
743.
Teaching With Tupac: Building a Solid Grounding in Theory Across the Social Work Education Continuum
Jennifer Elkins Shari Miller Harold Briggs Sara Skinner 《Journal of Teaching in Social Work》2013,33(5):493-512
This article describes a collaborative and emergent approach utilizing Tupac Shakur’s “Brenda’s Got a Baby” to leverage theory education. This song/video uses a fictionalized account of a pregnant 12-year-old African American girl to chronicle the ecological realities of life in the inner city (e.g., teen pregnancy, drug addiction and trafficking, incest, poverty, dysfunctional families, lack of opportunity, ineffective educational and welfare systems, runaway youth, commercial sexual exploitation, violence, and a racially insensitive law enforcement response). Because of the complexity and convergence of multiple issues and social problems in Brenda’s life, and their impact across the micro–macro spectrum, this song/video is an effective anchor for a semester-long emphasis on a critically conscious approach to theory. This article (a) reviews hip-hop as a vehicle for pedagogy; (b) explores Tupac’s early history and approach to information dissemination; and (c) discusses underlying assumptions and application in BSW-, MSW-, and PhD-level theory courses. 相似文献
744.
Sara L. McKinnon 《Quarterly Journal of Speech》2013,99(3):324-337
Books reviewed CROSSING DIFFERENCES: INTERRACIAL COMMUNICATION. By J. A. Blubaugh and D. L. Pennington. Columbus, Ohio: Bobbs‐Mcrrill, 1976; pp. ix+102. $3.95. INTERCULTURAL AND INTERNATIONAL COMMUNICATION. By Fred Casmir. Washington, D.C.: University Press of America, 1978; pp. iii+814. $21.50. PERSPECTIVES ON CROSS‐CULTURAL COMMUNICATION. By C. H. Dodd. Dubuque, Iowa: Wm. C. Brown Co., 1977; pp. iii+109. $4.95. READINGS IN INTERCULTURAL COMMUNICATION: TEACHING INTERCULTURAL COMMUNICATION. Edited by David S. Hoopcs. Pittsburgh: SIETAR‐Uni‐versity of Pittsburgh, 1977; pp. 129. $4.95. CULTURAL DIALOGUE: AN INTRODUCTION TO INTERCULTURAL COMMUNICATION. By Michael H. Prosser. Boston: Houghton Mifflin, 1978; pp. x+344. $10.95. USIA INTERCULTURAL COMMUNICATION COURSE: 1977 PROCEEDINGS. Edited by Michael H. Prosser. Washington, D.C.: International Communication Agency, 1978; pp. xx+367. Complimentary. COMMUNICATION YEARBOOK I. Edited by Brent D. Ruben. New Brunswick, N.J.: ICA‐Transaction Books, 1977; pp. xii+656. $24.95. COMMUNICATION YEARBOOK II. Edited by Brent D. Ruben. New Brunswick, N.J.: ICA‐Transaction Books, 1978; pp. xi+587. $24.95. FOUNDATIONS OF INTERCULTURAL COMMUNICATION. By K. S. Sitaram and R. T. Cogdell. Columbus, Ohio: Bobbs‐Merrill, 1976; pp. x+245. $11.95. 相似文献
745.
The Spectrum of Teaching Styles was introduced by Dr. Muska Mosston in his 1966 book Teaching Physical Education. In this essay the development of the Spectrum is briefly recounted and five refinements made since 1966 are reviewed. In closing, the authors reflect on the influence of critiques from scholars in the field on the development of the Spectrum and Spectrum research. 相似文献
746.
Sara Lee 《Religious education (Chicago, Ill.)》2013,108(4):367-370
Abstract When people of faith participate in movements for social change, how are their religious and moral identities formed, challenged, and transformed? Although they have explicit and tangible goals as they participate in advocacy, protest, and boycotts, religious social activists also, James Jasper argues, craft “lives worth living” (1997). This article examines the identity-shaping power of religious participation in social movements, in conversation with scholarship in religious education and social movement theory; describes the relationship between social activism and theological imagination; and proposes some explicit practices for nurturing religious and moral formation. 相似文献
747.
748.
David V.B. James Steven C. Munson Sara Maldonado-Martin Mark B.A. De Ste Croix 《Research quarterly for exercise and sport》2013,84(4):533-539
The purpose of the present study was to investigate the influence of two exercise intensities (moderate and severe) on heart rate variability (HRV) response in 16 runners 1 hr prior to (-1 hr) and at +1 hr, +24 hr, +48 hr, and +72 hr following each exercise session. Time domain indexes and a high frequency component showed a significant decrease (p < .001) between -1 hr and +1 hr for severe intensity. The low frequency component in normalized units significantly increased (p <.01) for severe intensity at +1 hr. Only severe exercise elicited a change in HRV outcomes postexercise, resulting in a reduction in the parasympathetic influence on the heart at +1 hr; however, values returned to baseline levels by +24 hr. 相似文献
749.
750.
Carol Chunfeng Wang Lisa Whitehead Sara Bayes 《Globalisation, Societies & Education》2017,15(5):590-606
Australia attracts international nursing students from China to maintain its economic advantage and to alleviate the projected nursing shortage; conversely, China needs its best and brightest citizens who have trained abroad in nursing to return to cope with current challenges within its healthcare system and nursing education. This paper explores whether China can lure its foreign-trained nurses home to achieve its goals; whether China or Australia will win the nursing talent war; and do Chinese nursing students want to remain abroad or return home. The insight gained can support the development of successful human capital investment for all parties involved. 相似文献