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Joseph Erba Brock Ternes Piotr Bobkowski Tara Logan Yuchen Liu 《Communication Research Reports》2018,35(1):42-47
This study evaluated the sampling methods and sample populations used in all U.S.-based survey and experimental mass communication studies published between 2000 and 2014 in six major journals (N = 1,173). Most studies used nonprobability samples, and more than half used student samples. Experiments used more nonprobability and student samples than surveys. Funded studies used more probability and nonstudent samples than nonfunded studies. Implications of results pertaining to population validity and interpretations of findings for mass communication research are discussed. 相似文献
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Maria Brock 《Culture, Theory & Critique》2018,59(3):281-298
When cynical distance and ironic posturing have become the prevalent means of relating to public life, political humour is no longer considered subversive. It has been argued that both in Russia and the United States, ideology has co-opted satire, meaning that citizens can consume outrage passively through various satirical media products, thereby displacing outrage and abstaining from more active forms of resistance. This articles explores the twenty-first century potential of irony and cynicism to disrupt and subvert through parody, be it in the form of political satire or ironic protest, examining how similar paradigms are expressed across different geographical contexts. 相似文献
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Gail Crimmins Gregory Nash Kristel Alla Ginna Brock Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. 相似文献
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