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121.
Greg Conderman Toni Van Laarhoven Jesse Johnson Lisa Liberty 《Support for Learning》2021,36(4):664-677
Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities. 相似文献
122.
123.
Nele Van de Mosselaer 《体育哲学杂志》2019,46(2):191-207
ABSTRACTVideogames often confront players with frustratingly difficult challenges, fearsome enemies, and tragic stories. As such, they can evoke feelings of failure, sadness, anger, and fear. Although these feelings are usually regarded as undesirable, many players seem to enjoy videogames which cause them. In this paper, I argue that player misery often originates from a fictional or lusory attitude which brackets game events from real-life, making the player’s emotions solely relevant within the game context. As they are part of the game themselves, these negative emotions can be enjoyed and easily relativized, since players can acknowledge that their cause is ‘only a game’. However, there are feelings of misery associated with the playing of videogames which are not caused by either the game’s fiction or challenge. In the last part of this paper, I describe a qualitatively different kind of player misery: one that is caused by elements that are not perceived as part of the game by the player, and is not bracketed from real life by a lusory or fictional attitude. 相似文献
124.
Kasper Welbers Wouter Van Atteveldt Kenneth Benoit 《Communication methods and measures》2017,11(4):245-265
Computational text analysis has become an exciting research field with many applications in communication research. It can be a difficult method to apply, however, because it requires knowledge of various techniques, and the software required to perform most of these techniques is not readily available in common statistical software packages. In this teacher’s corner, we address these barriers by providing an overview of general steps and operations in a computational text analysis project, and demonstrate how each step can be performed using the R statistical software. As a popular open-source platform, R has an extensive user community that develops and maintains a wide range of text analysis packages. We show that these packages make it easy to perform advanced text analytics. 相似文献
125.
The aim of this paper is to grasp the influence of the newsroom on frame-building processes. First, journalists’ own understanding of “frames” and “framing” is discussed. Second, from an academic interpretation of these concepts, journalists’ framing practices are studied. To this end an ethnographic study was conducted at two newsrooms, one in Belgium and one in the Netherlands. The findings reveal that while the noun “frame” is sporadically used as a tool, the verb “framing” is considered as something from which a journalist should refrain. This is explained by the associations journalists make with strategic framing from sources as well as by the newspapers’ explicit attempt to no longer view the world from a single ideological frame. It is argued that the studied newsrooms have replaced ideology by, respectively, a counterframing strategy that strives to disprove existing frames (deframing) and a narrative approach that, one the one hand, sharpens existing frames but, on the other hand, offer more opportunities to create alternative frames (reframing) for events. 相似文献
126.
Two studies examine reactions to permitted (offered and permission granted), volunteered (given without offer or assent), and imposed advice (offered and given even though declined). In Study 1, participants’ ratings of advice quality and implementation intention were higher for volunteered and permitted than imposed advice. Only for a task that was highly personal did recipients have a significantly higher intention to use permitted than volunteered advice. Study 2 replicated results from Study 1 with a nonstudent sample. In addition, Study 2 found stronger differences between volunteered and permitted advice, with permitted advice rated more positively. Study 2 also examined the effect of using you pronouns, which have been linked to confrontation and criticism, when giving advice, but found no consistent effects on advice outcomes. 相似文献
127.
From 1970 to 1974 an Individualized Study System (ISS) for mathematics courses for first year engineering students was developed. Because of changes in the curriculum, new courses had to be developed from August 1974. The context evaluation of these new courses (ISS-calculus) consisted mainly of the evaluation of the mathematics courses developed during the preceding years. After a year the Department decided to suspend ISS as a teaching system for calculus partly because of dissatisfaction of the teachers with ISS-calculus.This paper consists of two parts. Part one (sections 1,2) is a case study and summarizes the development of the system from 1970 to 1975. It examines in detail the problems encountered in this development with special attention to the role of the executive teacher. The organization of an ISS-course and the planning decisions to be taken become more complex according to the number of executive teachers. In part two (sections 3,4) we provide a classification of ISS courses to illustrate the complexity of the system and we offer some general advice on the management of individualized study systems. 相似文献
128.
129.
Menno Van Der Schoot Alain L. Vasbinder Tako M. Horsley Ernest C.D.M. Van Lieshout 《Journal of Research in Reading》2008,31(2):203-223
This study examined whether 10–12‐year‐old children use two reading strategies to aid their text comprehension: (1) distinguishing between important and unimportant words; and (2) resolving anaphoric references. Of interest was the question to what extent use of these reading strategies was predictive of reading comprehension skill over and above decoding skill and vocabulary. Reading strategy use was examined by the recording of eye fixations on specific target words. In contrast to less successful comprehenders, more successful comprehenders invested more processing time in important than in unimportant words. On the other hand, they needed less time to determine the antecedent of an anaphor. The results suggest that more successful comprehenders build a more effective mental model of the text than less successful comprehenders in at least two ways. First, they allocate more attention to the incorporation of goal‐relevant than goal‐irrelevant information into the model. Second, they ascertain that the text model is coherent and richly connected. 相似文献
130.