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Robert H. Woods Kelly Skarritt-Williams Caleb Chan Ken Waters Divine Agodzo 《Journal of Media and Religion》2016,15(2):63-77
This uses and gratifications study investigates motivations for reading the Left Behind book series and their correlation to media use patterns; religious commitments; and the Conservative Protestant, Mainline, or Catholic Christian background of readers. The survey of 1,188 readers found that sanctified entertainment and “end times” teaching were the top reasons for reading the series. There was a significant positive relationship between religious media use and spiritual growth/development, content reaction, and accuracy. A significant positive relationship was found between religious commitment and content reaction, and religious commitment and biblical accuracy reading motivations. The study revealed different reading motivations among the various denominations, especially Catholics. 相似文献
114.
以参加英语口语课堂活动的英语专业学生为研究对象,通过访谈、问卷、口语测试和课堂观察等方法,收集口语输出活动过程中的真实材料,并进行学生输出障碍分析。发现"可理解输出"未必是"有效输出"。情感过滤、课堂输出活动方式和学生的语用能力是影响课堂教学环境下学生口语有效输出的主要因素。认为情感支持、元语言环境下的话语互动和课堂语用教学是促进有效的口语输出、提高英语口语能力的重要策略。 相似文献
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Joshua Woods 《The Social Science Journal》2007,44(2):213-230
The relationship between democracy and press pluralism is assessed in seven countries: China, Colombia, Egypt, Germany, India, Lithuania, and Russia. The term “pluralism” is defined as the extent to which diverse and competing views appear in the content of the mainstream press on a given news topic. Content analysis of 2,172 articles from the 10 largest newspapers in each country, published in the first months after the September 11, 2001 terrorist attacks, is used to evaluate the level of press pluralism. The main indicator of democracy is based on data from the Freedom House organization, though other democracy indexes are considered. Previous studies have offered conflicting views on the relationship between democracy and press pluralism. Although this study finds mixed results, the general tendency, which is based on 10 major news issues surrounding the events of 9/11, supports the perspective that democracy is not always positively associated with press pluralism. Much of the debate over 9/11 in countries ranked as highly democratic was less pluralistic than in countries with weaker democratic institutions. 相似文献
117.
Social explanation and socialization: on Bourdieu and the structure, disposition, practice scheme 总被引:3,自引:0,他引:3
Roy Nash 《The Sociological review》2003,51(1):43-62
The standard narrative of the sociology of education accounts for the perpetuation of relative differentials in class access to education by a structure‐disposition‐practice scheme in which the central explanatory weight is carried by properties of socialized agents. The dominant scheme of this kind is now that inspired by Bourdieu. In this context, it is, therefore, appropriate to interrogate the competence of socialization in sociological explanations of social events and processes. The argument adopts a position of scientific and critical realism, and it is suggested that a realist sociology might find in Bourdieu's approach, notwithstanding specific theoretical and conceptual weaknesses, a framework strong enough to sustain the multilevel explanations of inequality/difference necessary in the sociology of education. 相似文献
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This article links a risk and protection conceptual framework with definitions of risk and protection from epidemiology. It describes methods for estimating and modeling risk and protection that yield readily interpretable results using contingency tables and logistic regression. Data from a national sample of adolescents illustrate key concepts, providing implications for research and practice. 相似文献
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Tom Woods 《Social Work Education》2015,34(8):936-951
This study explored the experiences of practice educators in facilitating and assessing student values and ethics learning. Three practice educators in the North of England were invited to explore their experiences through semi-structured, in-depth interviews. Responses were coded using Interpretative Phenomenological Analysis. Interventions to manage discontinuities between students’ personal and professional values were explored alongside the rationale for holding these two as separate entities. Using a pedagogically informed concept of professional self-location, findings that illustrate both difficulties and successes with these strategies are presented within two major themes, Conceptualisations of Personal and Professional Values, and Constructing Dialogue. The critical functions that dialogic learning serves in the practice educator repertoire are discussed, along with recommendations for the training, support and continuous professional development of practice educators. 相似文献
120.
Heather Strang Lawrence Sherman Caroline M. Angel Daniel J. Woods Sarah Bennett Dorothy Newbury-Birch Nova Inkpen 《The Journal of social issues》2006,62(2):281-306
One major goal of face-to-face restorative justice (RJ) is to help heal the psychological harm suffered by crime victims ( Braithwaite, 2002 ). Substantial evidence from randomized controlled trials (RCTs) has shown that this can be accomplished ( Strang, 2002 ) and more trials are underway ( Sherman & Strang, 2004 ). These outcomes are even more clearly, if less rigorously, demonstrated through retrospective interviews of victims about their feelings before and after RJ took place. We review the responses of victims ( N = 210) who participated in trials in Canberra (Australia) and in London, Thames Valley, and Northumbria (UK). Despite substantial variations in offense types, social contexts, nation and race, before-after changes revealed by qualitative and quantitative data are all in the same beneficial direction. 相似文献