Linguistic Synchrony in Parasocial Interaction

Social media can be used to assess public opinions and emotions during different stages of a crisis. Guided by the Crisis and Emergency Risk Communication (CERC) model, this study examined a systematic sample of 2,881 tweets from a corpus of over one million tweets posted during the initial, maintenance, and resolution stages of the 2015 California measles outbreak. It found that the public showed the greatest interest (as measured by the number of tweets and retweets) in the initial stage of the crisis, but their interest drastically declined afterward. The expression of humor/sarcasm was significantly more frequent in the initial stage than in the maintenance or resolutions stage, while the expression of reassurance increased significantly from the initial, maintenance, and resolution stage. The emotion of alarm/concern was most frequently expressed during the initial stage. For message types, the public were more likely to tweet about their personal opinions and less likely to tweet about resources during the initial stage. These findings allow public health professionals to better design messages in response to the public’s concerns and emotions during public health crises.     

Science enrichment programs for gifted high school girls and boys: Predictors of program impact on science confidence and motivation*

The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre–post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1065–1088, 2001     

Professionalism and performativity: the feminist challenge facing early years practitioners

In this discussion paper, I seek to understand the complex interaction between notions of ‘professionalism’ and gendered identity constructions against the backdrop of increased state regulation and demands for performativity in the early years. I seek to explore the ways in which ‘teacher professionalism’ is constructed by government and how this transcends into a ‘discourse of derision’, which then becomes a subtle, yet powerful, means of controlling this occupational group. I conclude by presenting an alternative feminist conceptual framework for assessing the gendered nature of identity formation, and as an opportunity to consider the role agency can play when seeking to resist/renegotiate the rapid and powerful policy reform agenda in the early years.     

Worthwhile work? Childcare,feminist ethics and cooperative research practices

Interdisciplinary research collaborations are often encouraged within higher education while the practicalities of such collaborations are glossed over. This project specifically addresses the praxis of research collaborations, exploring how feminist academics within different countries and disciplines came together to explore their mutual concern about the perceived worth and well-being of early childhood practitioners. Engaging in a formal methodological dialogue over eight months, seven academics discussed, analysed and dissected their different investments in research methods and intents, with the aim of agreeing to a common methodological framework. Unexpectedly, what emerged was not a product, but a process. We argue that this process offers much to those seeking deep collaboration in and through shared research. Building on a collective research interest, we found ourselves in a process of becoming, germinating the seed of a transnational research cooperative, based on trust and mutual respect, rather than the arid methodological contract originally envisioned.     

变截面桥梁在变速移动荷载作用下的动力响应

为了模拟车辆/列车通过多跨变截面桥梁时的耦合动力响应,采用有限元法将移动车辆作为移动质量处理,使用Euler-Bernoulli变截面梁单元模拟桥梁结构,讨论了移动质量在梁桥模型上作匀变速运动下的有限元离散模式.在假定变截面模式的基础上,推导了梁高呈线性变化及抛物线性变化的矩形截面梁单元刚度矩阵和质量矩阵,并对多个变速移动荷载作用下的梁桥结构动力响应进行了数值模拟.运用该方法可以使变截面梁的分析简化,计算结果可作为工程设计和科学研究时的参考.     

A paradox of age in early childhood education: A review of the literature and survey of Australian educators working with three-year-old children

Educational Research for Policy and Practice - A paradox concerning age exists in early childhood education (ECE) across many countries today, evident in the literature, curriculum, policy,...