A Comparative Content Analysis of Anti- and Prosocial Rap Lyrical Themes Found on Traditional and New Media Outlets

Previous studies investigated the content of rap music within the context of traditional media and found that rap often contains antisocial themes associated with negative effects. The current content analysis investigates whether rap’s lyrical themes consumed and shared online are more diverse and less anti-social than rap aired on traditional outlets. The analysis revealed that songs shared on Facebook were less antisocial and more prosocial than the songs that made the Billboard charts. Additionally, online lyrical themes were more diverse than traditionally distributed lyrics. Rap consumption and sharing behaviors will be discussed in light of the theory of selective exposure     

Contemporary Classics? The Early Onset of Influence of Articles Published in Criminology and Criminal Justice Journals, 2010–2015

Citation analysis is a valuable method for tracking the growth and transmission of scientific knowledge. In criminology and criminal justice, such analyses tend to be focused on “classic” works or on highly cited scholars over many years. As an alternative approach, we focus on work that has been cited rather quickly – what we term the “early onset” of impact. In doing so, we identified 221 of the most highly cited peer-reviewed articles, authored by 480 scholars, which were published in criminology and criminal justice journals between 2010 and 2015. Analyses reveal wide variation in substantive topics and methodological approaches, as well as a substantial gender gap with respect to authorship. Additional analyses provide insight into both journal and institutional/program prestige. We conclude with directions for future research and stress the importance of tracking over time articles that appear to be off to an early start with respect to scholarly impact.     

Young black women curate visual arts e-portfolios: negotiating digital disciplined identities,infrastructural inequality and public visibility

ABSTRACT

Despite the growing importance of digital portfolios for justifying creative work and study opportunities, little is known about arts students’ creative appropriation of online portfolios in secondary school. In particular, there is a research gap concerning the challenges that young black women face when curating portfolios as visual arts students. This paper describes the key challenges that three such government school students negotiated when taught to creatively appropriate an online portfolio software for curating showcase visual arts e-portfolios: In formal contexts, art students’ e-portfolios are strongly shaped by assimilatory norms. Visual arts students who want to develop portfolios that follow local or global crafts and fandoms must negotiate their low status in, or complete exclusion from, the national syllabus. Students in under-resourced school and home settings may already be using other online portfolio solutions that suit their purposes better than the particular software prescribed in arts lessons. Online portfolios are public by default and young women negotiated this risk by using pseudonymous self-presentations. Each student's classroom practices were also constrained by a technology selected for its minimalist exhibition aesthetic. Students curated showcase exhibitions, but the prescribed service did not facilitate a wider exploration of contemporary digital practices.     

Using an interactive platform to recognize the intersection of social and spatial inequalities

With the creation of interactive tasks that allow students to explore spatial ways of knowing in conjunction with their other ways of knowing the world, we create a space where students can make sense of information as they organize these new ideas into their already existing schema. Through the use of a Common Online Data Analysis Platform (CODAP) and data from Public Use Microdata Areas (PUMA), students can explore the communities in which they live and work, critically examining opportunities and challenges within a defined space.     

加州——能满足你所有梦想的地方

一说到加州,很多人都会想起老鹰乐队的那首《Hotel California》,歌曲中对那里生活的描述令人对这个陌生的地方满怀憧憬。此外,加州不光有全世界最著名的造星梦工厂——好莱坞,还有迷人的自然风光与历史悠久的人文古迹。现在就跟随作者的脚步,一起走进这个能满足你所有梦想的地方吧。     

我的罗马非凡之旅

相信好莱坞经典影片《罗马假日》对你而言并不陌生,令人印象深刻的不光是剧中男女主角演绎的童话般的爱情故事,还有这座历史名城散发的浓郁的文化底蕴。跟随本文作者的脚步,一起走近他眼中的罗马——这座令人神往的永恒之城。     

Effect of cluster set configurations on power clean technique

Abstract

The purpose of this investigation was to examine the effects of cluster set configurations on power clean technique. Ten male, recreational weightlifters performed three sets of six repetitions at 80% of one repetition max with 0 (P0), 20 (P20) or 40 seconds (P40) inter-repetition rest. During the first and second set of P0, the catch and first pull were in a more forward position during repetition 6 as compared to repetition 1, respectively. During the second set of P40, differences in horizontal displacement were found between repetitions 1 and 6 for the second pull and the loop. During the third set of P40, differences in horizontal displacement were found between repetitions 1 and 6 for the first pull, transition, and beginning of the second pull. No differences in horizontal displacement were found between repetitions 1 and 6 during P20. During each set of P0, vertical displacement decreased between repetitions 1 and 6 (1.02 ± 0.07 m vs. 0.94 ± 0.06 m; Mean ± s). Cluster set configurations led to the maintenance of vertical displacement throughout all sets. The results demonstrate cluster set configurations with greater than 20 seconds inter-repetition rest maintain weightlifting technique to a greater extent than a traditional set configuration.     

Engaging young students in scientific investigations: prompting for meaningful reflection

This study examined the verbal prompts a tutor used to promote reflection and young students’ responses to these prompts. Seven children (ages 8–12) participated in 260 min of one-on-one tutoring to learn scientific concepts related to gear movement; the tutor spontaneously provided these students with 763 prompts for reflection. Prompts reliably induced reflection: Students responded verbally 87% of the time. Turn-by-turn discourse analysis revealed seven distinct types of prompts and 11 distinct types of verbal responses. High-level prompts were strongly associated with high-level responses. A log-multiplicative association model with two dimensions (temporality and certainty) represented the relationships between prompt and response types; from this model, odds ratios estimated the strength of association between specific pairs of prompt and response types. Findings are discussed in terms of the effects that reflection may have on students’ developing understanding of scientific concepts.