Diverging discourses: Examining how college students majoring in communication define diversity

Colleges and universities in the United States often promote diversity through a neoliberal lens by framing diversity as a celebration of individual differences or a commodity that students can gain by attending their institution. In communication courses, diversity has been conceptualized through both neoliberal and critical lenses, but limited research has investigated how communication students define and explain diversity. The focus of this study was to understand how communication students define diversity. We performed thematic analyses on open-ended survey responses to investigate how communication students define diversity. Four themes emerged from our analyses: (a) diversity is a mechanism for unifying communities, (b) diversity is an affirmation of individual differences, (c) diversity is a harbinger of acceptance and equality, and (d) diversity is a disruptive force that re-centers the voices of traditionally marginalized people. Our findings indicate most communication students define diversity through a neoliberal lens. However, 3% of our participants conceptualized diversity through a critical lens by explaining that diversity should create space for those who are marginalized to have their voices heard. We conclude by providing recommendations for communication instructors to incorporate more critical conversations about diversity into their classrooms and foster diverging discourses about diversity across communication curricula.     

Rethinking the intention to behavior link in information technology use: Critical review and research directions

Extant research on technology acceptance has devoted considerable attention to the relationship between behavioral intention (BI) and system use (SU) over time. However, the empirical results have been mixed—studies have found BI to both influence and not influence SU. Studies that examined the BI→SU relationship have employed different research models and research designs. Prior research models have examined direct effects on SU, indirect effects on SU through BI, the moderator effects on BI→SU, and the mediating role of BI in BI→SU. Studies have employed different types of respondents, information technologies, geographic regions, voluntariness, and measurement designs. This study proposes that such differences in research models and designs contribute to the mixed results for BI→SU, and reports a meta-analysis of findings reported in 113 prior studies along with a critical review of the BI→SU relationship. While no significant differences were found in the results for the BI→SU relationship across various research design characteristics, this study finds that the measurement of SU has been conflated with future and current or past behavior, direct and indirect effects on SU impact BI→SU, BI is modeled to fully and partially mediate the effects of other variables on SU, and moderators for the BI→SU relationship may be necessary. This study identifies several directions for future research and underlines the need to rethink the link between BI and SU.     

为有源头活水来“三贴近”采写心得

用贴近实际、贴近生活、贴近群众的“三贴近”要求指导记者的新闻采访工作，既是临沧日报社贯彻落实市委“解放思想，为民办报”要求的具体体现，也是新闻工作者转变作风、转变文风，进一步提高新闻报道质量，提高舆论引导和服务水平的重要保障。     

也谈图式与阅读能力的培养

本文通过分析阅读教学中的设问及其与图式的关系,探讨这些图式对阅读四大技能——略读、寻读、细读和批评性阅读的培养所起的作用,然后提出如何利用和完善这些图式来提高阅读理解能力。     

Addressing the challenges of critical communication pedagogy scholarship: moving toward an applied agenda

Critical communication pedagogy (CCP) scholarship is a relatively new and important area of research that evaluates how language is used to both empower and marginalize. It faces challenges in terms of recognition and publication outlets. In this essay, I argue that scholars face obstacles when attempting to publish pedagogical work that is critical in nature. I make the case that a major reason that CCP scholarship is not as widely recognized is that it is largely not considered to be applied work. By sharing my experiences, I argue that scholars working in CCP can help to overcome these barriers to recognition and publication by developing an applied language and focus for CCP, demonstrating how CCP can be used to recognize and respond to hegemony in the classroom and in society.     

A Critical Discourse Analysis of News Discourse

This paper aims to explore the underlying ideologies as well as the relationship between news discourse and ideology by analyzing a news report on Saddam Hussein's capture in New York Times from the perspective of critical discourse analysis. While making the analysis, this paper studies the details of linguistic features, transitivity, modality and thematic choice which are based on the three metafunctions of language proposed by Halliday in systemic-functional grammar, so as to reveal how news discourse is used by powerful groups to reinforce dominant ideologies, and to gain profound insights about the stance and attitude maintained in news reports.     

基于“关键期假说”的“外语应从娃娃抓起”——兼论小学英语教学中存在的问题

近年来小学英语教学正在我国大面积展开,各种少儿英语辅导班招生也一时异常火爆。面对如火如荼的少儿英语学习热潮,本文从语言习得的关键期入手,回顾了关键期假说正反两方面的证据,进一步探讨了关键期假说对第二语言习得的影响,并在此基础上对我国小学英语教学的现状和存在的问题予以剖析,藉以希望引起有关人士对这一问题的关注。     

Computing the topology of an arrangement of implicitly defined real algebraic plane curves

We introduce a new algebraic approach dealing with the problem of computing the topology of an arrangement of a finite set of real algebraic plane curves presented implicitly. The main achievement of the presented method is a complete avoidance of irrational numbers that appear when using the sweeping method in the classical way for solving the problem at hand. Therefore, it is worth mentioning that the efficiency of the proposed method is only assured for low-degree curves.     

永真公式形成系统初探

永真公式也称重言式,是从真值函项角度划分出来一种命题逻辑公式。其形成系统是有规律的,即可以传统逻辑方阵表记的复合命题和简单命题之间的真假制约关系为基础,推导出有规律性的一系列永真公式。     

浅议物权法的理解与适用

物权立法是世界民法典的立法潮流,我国通过借鉴世界物权立法的先进经验,结合我国民事立法的现状,制定了中国特色的物权法。该法确立了我国物权法的基本原则,并在物权法基本原则指导下,构建了具有中国特色的物权法体系的基本内容。司法实践中应准确理解和适用物权法。