新媒体新闻客户端特点比较研究——以新华社新闻栏目《中国网事》与网易新闻移动客户端为例

本文从梳理新媒体新闻客户端概念出发,比较分析了目前国内两种具有代表性的新闻客户端:新华社新闻栏目《中国网事》新媒体客户端及网易新闻客户端。作者重点研究了两种新闻客户端的异同点,从新闻内容定位、新闻更新速度、互动性等七个方面分别进行了论述。结合两种新闻客户端新闻传播的特点,作者最后提出了有关新闻客户端发展的几点思考及建议。     

Children's and Parents' Fright Reactions to Kidnapping Stories in the News

We conducted a random telephone survey of 182 parents to assess their reactions as well as their children's reactions to child kidnapping stories in the news. Children below age 13 experienced more fright-related feelings and more concern for their personal safety than adolescents did. Children who were heavy viewers of TV news also were more frightened. Parents rated themselves as more upset by the stories than their children were. Parents' fright responses and coping strategies were more prevalent among those who paid close attention to the high-profile news stories and those who regularly viewed TV series about missing persons. The findings are discussed in terms of cultivation theory and developmental differences in how children process information.     

从“新闻价值”一节看任白涛与伍超之版权纷争

有关任白涛与伍超之间的版权纠纷,已在刘家林的"新闻学史上的一桩公案"以及李秀云的"任白涛的两个第一"两文中有所披露,然其经过情形多数引用当事人说辞,缺乏说服力。本文以"新闻价值"一节为切入点,展开实证研究,得出伍超的《新闻学大纲》第六章几乎完全照搬任白涛的《应用新闻学》与邵飘萍的《实际应用新闻学》的相关章节而构成抄袭这一结论。     

The One Minute Collection Manager

The bright young one minute collection manager selects a personal, professional library. The choices include basic texts, a miscellany, a monograph on serials, a weeding manual, and an article on human resource allocation.     

浅析英国议会圈地运动

议会圈地运动是英国在资产阶级掌握政权以后通过议会颁布相关的法案,以合法形式大规模圈占土地的过程。本文首先将议会圈地与早期圈地相比较,从而引出议会圈地运动所产生的原因、条件、过程和影响五个方面,为进一步论证议会圈地是小农土地所有者消亡的一个重要原因提供了史料依据。     

La France en Chantant: The Rhetorical Construction of French Identity in Songs of the Resistance Movement

During the German Occupation from 1940 to 1944, members of the French Resistance sang folk songs to legitimize their movement in the face of widespread support for collaboration and brutal police attacks. Reprising a performative tradition of French political singing, Resistance fighters deployed national narratives and parody to define themselves as transhistorical French heroes while also practicing democratic forms they sought to safeguard. In this way, the songs represented resisters as the guardians of true “Frenchness,” an identity that excluded collaborators from the national community and robbed them of political legitimacy.     

An Update on the Use of Ranks in Calibrating and Marketing Higher Education

ABSTRACT

An analysis of ranking data, taken from Maclean's magazine's 2001 rankings of the 47 Canadian universities, is presented. Consistent with previous research, the rank data show that the specific measures and indices used by the magazine are inconsistently related to each other and to the universities' final assigned rankings. Some implications for the counselling and welfare of students, with special reference to selected issues in higher education, are outlined. Comparative information from related analyses, involving 2002 rankings of American universities recently published in U.S. News, and 2002 student satisfaction rankings published in the Toronto Globe and Mail, using increasingly popular evaluation indicators, is also presented.     

Sharing Good and Bad News with Friends and Strangers: Reasons for and Communication Behaviors Associated with the MUM Effect

People are reluctant to share bad news. Reasons include self-presentation and sensitivity to receiver emotionality. An experiment investigated these reasons during interactions between friends and strangers. Females (N = 330, 165 dyads) gave good or bad news to a close friend or stranger. Time to response was recorded. The MUM effect replicated for both friends and strangers. No main effects for friend/stranger or interaction between friend/stranger and news valence were found. Data were more consistent with a self-presentation explanation. Behavioral data were also analyzed to explore communicative behavior that accompanies the sharing of good and bad news. Limitations and implications are discussed.     

Locating quality physical education in early years pedagogy

Government Ministers, health care professionals and sporting organisations throughout the UK are presently engaged in the promotion of extending the length of time each school child spends participating in quality physical education. Agendas may differ from a crackdown on obesity and sedentary lifestyles to basking in reflected glory of British champions on the podium at the 2012 Olympic Games in London. However, a definition of what in fact constitutes good quality physical education is hard to find as it appears to be a much disputed territory. The growing tendency to equate ‘sport’ with ‘physical education’ has been prevalent in secondary schools for some time but it is beginning to cascade into primary schools where many young children may find themselves trailing in the wake of only a few who have the ability, talent and drive to be successful; competition is not an inclusive concept. Early-years pedagogy, on the other hand, is inclusive. This paper examines the apparent mis-match between the needs of children in their early years of compulsory schooling and the present philosophy of sports based physical education. The search for good quality physical education for our youngest school children leads to consideration of physical literacy, developmental movement and movement play with the emphasis on enjoyment, participation and building self esteem. In order for children in their early years to receive good quality physical education, there is a need to develop a new model which is inclusive, holistic and aligned with early-years pedagogy. Presently, the basis for physical education policy in the UK is largely uniformed rhetoric. Whilst this is the case and other conceptualisations of physical education remain on the sidelines, then “the possibilities of realising quality physical education remain slim” (Kirk, 2004, Physical Education and Sport Pedagogy, 9(2), p. 194).     

Learning movement culture: mapping the landscape between physical education and school sport

This article examines Movement Culture as an approach to support teachers in exploring the integration of Sport as a medium for learning within Physical Education. By avoiding the need to draw clearly defined lines between Physical Education and Sport, Movement Culture embraces both. It acknowledges the need for subject matter in Physical Education to reflect societal shifts towards greater individualisation and means of seeking self-realisation, through individual and collective movement practices. Movement Culture maintains the educational purpose of Physical Education by developing meaningful subject matter and contextualised learning that reflect contemporary and evolving participation in Sport. Structural components for two frameworks are developed from an analysis of learning within Movement Culture. The frameworks are then employed to explore potential subject matter drawn from Sport. It is argued the structure of these frameworks retain sufficient portability to different Sports or groups of Sports and thus track developments in Movement Culture. Such structures also have the potential to support a more coherent rationale for pedagogical practice across Physical Education curricula.