“The Facebook Election: New Media and the 2008 Election Campaign” Special Symposium

This study examines influences on the degree to which news organizations attend to everyday readers through online feedback, or conversely via advertising and marketing data. Factors at the community level, the market level, and the organizational level are examined as predictors of editors’ exposure and attention to audiences. Results of a national survey indicate that most editors tend to pay attention to both online reader feedback and marketing data. Factors at the organizational level, such as organizational size and public ownership, were more influential than community-level factors in explaining level of attention. Community structural pluralism was not a strong predictor of attention to feedback via marketing data or online. These findings suggest a business motive in editors’ communication and reinforce previous research pointing to the importance of organizational and peer-level factors in shaping journalists’ response to audiences.     

The Value of New Parent Groups in Child and Family Health Nursing

A reorganization of child and family health nursing services followed policy changes in New South Wales, Australia, in the late 1990s. However, the introduction of universal and sustained home visiting to all new parents limited resources available to provide support groups for new parents. This qualitative research study used a case study approach to examine the impact of new parents'' group attendance on mothers and on mothers'' interactions with their baby. Key findings demonstrated that attendance at a group created an opportunity, the overarching theme, for both the mothers and infants. New Parent groups appear to be as important as other modes of nursing service delivery to children and parents and serve a different purpose to center-based or home visits.     

教育实验的前提是思想创新——论温寒江的“两种思维”理论

温寒江两种思维理论以发展形象思维为突破口,构建了形象思维的基本理论框架,其注重发展形象思维,通过建立两种思维相结合的教学新模式,培养学生的创造性思维,并以思维的研究为起点,推动了学习理论的更新与发展。温寒江两种思维理论具有突出的综合性和跨学科的特点,具有极强的实践性和可操作性,具有充分的现代性、前沿性和可开拓性。温寒江两种思维理论充实、优化了教学理论,促进了学校课程、教材、教法等方面的改革,促进了教育与心理学等相关学科的紧密结合。思想创新促进了教育实验的开展,使教育科研更好地为教育实践服务。     

树立科学的教育均衡发展观

树立科学的教育均衡发展观,对于保证教育事业健康发展至关重要。推进教育均衡发展,要深刻认识教育均衡发展的基本内涵,树立以人为本的教育均衡发展观,准确把握教育均衡发展的层次性,正确理解教育均衡发展的阶段性;要正视教育供给与教育需求的长期矛盾,认识导致教育发展不均衡的制度缺陷,警惕教育发展中的"低水平"和"高水平"均衡陷阱,了解我国社会教育流动的新特点;要把握教育均衡发展的关键问题,坚持全面协调可持续的教育均衡发展观,重点推进区域教育均衡发展,建立和完善教育均衡发展保障体系。