Against accumulation: lifestyle minimalism,de-growth and the present post-ecological condition     

Miriam Meissner 《Journal of Cultural Economy》2019,12(3):185-200

The post-2008 financial crisis era has seen an upsurge in popular cultural narratives that implicitly challenge principles of economic productivity, consumption and growth by lamenting a so-called ‘world of too much,’ advocating ethics of minimalism, and renouncing everyday busyness. Narratives range from lifestyle advice on simplicity and de-cluttering private homes, to quests for the reduction of individual labor, communication, social contacts and distraction. This article questions these narratives in terms of eco-politics. Using Kate Soper’s concept of ‘alternative hedonism,’ the article analyzes a selection of five self-help books and one blog that promote lifestyle minimalism in order to interrogate their potential in stimulating de-growth eco-politics through popular culture. Drawing on post-ecological theory, it argues that narratives of lifestyle minimalism are paradoxical in that they resist yet at the same time promote capitalist cultures of growth. To overcome this limitation, it is crucial to understand and transform the narrative premises of lifestyle minimalism in ways that contextualize problems of ‘excess,’ ‘clutter’ and ‘a world of too much’ as intrinsic to the current system of capital accumulation. The article concludes by reflecting on the potential of an eco-movement that joins the alternative culture of minimalist hedonism with the eco-political agenda of de-growth.  相似文献   

Getting Off on the Right Foot: Psychological Contracts,Socialization Theory and Library Student Workers     

Miriam L. Matteson  Emily Hankinson 《The Journal of Academic Librarianship》2018,44(4):486-492

Academic libraries rely on student employees to manage a wide range of operational areas. Employing students can be beneficial to the library, to the students, and to the library patrons, but there are also challenges in recruiting, training, and supervising a student workforce. In this article, we introduce two frameworks from human resources management that describe and explain new relationships between employees and employers. Psychological contracts are tacitly held expectations by employees and employers that direct attitudes and behaviors about the work, attitudes toward the organization, and interpersonal relationships. Socialization refers to the wide range of tactics that organizations and newcomers may take to adjust to a new work situation. In the article, we first explore each of the constructs and provide a short review of empirical studies that show the relevance of each construct as it pertains to student workers in libraries. We then offer some suggestions for steps library managers can take based on these frameworks to maximize the benefits of the student employee workforce for the students and for the organization.  相似文献   

Validity of the “Samsung Health” application to measure steps: A study with two different samsung smartphones     

Vicente J. Beltrán-Carrillo  Alejandro Jiménez-Loaisa  Miriam Alarcón-López  Jose L. L. Elvira 《Journal of sports sciences》2019,37(7):788-794

The purpose of this study was to examine the validity of a highly popular pedometer application (Samsung Health). Sixteen adults (28.8 ± 8.9 years of age) wore two Samsung smartphone models, Samsung Galaxy Core Prime (SGCP) and Samsung Galaxy S4 (SGS4), at three body locations (waist, arm, and hand) while walking and running over a 50-m test. All trials were recorded using a video as a gold standard measure of step counts. Results indicated that the validity of Samsung Health varied depending on the smartphone model, its body location, and the type of gait (walking and running). Samsung Health showed acceptable validity when the SGCP was located on the hand (Bias = ?8.3%; RMSE = 5.6), and especially on the arm (Bias = ?7.2%; RMSE = 4.9) while running, and when the SGS4 was located on the arm (Bias = ?7.5%; RMSE = 5.4), and especially on the waist (Bias = 5.4%; RMSE = 3.7) while walking. Samsung Health only showed good validity when the SGS4 was located on the arm (Bias = 2.9%; RMSE = 3.6), and especially on the hand (Bias = 0.5%; RMSE = 2.5) while running. This application showed unacceptable validity in the remaining options.  相似文献   

Choices and Expectations at Primary and Secondary Stages in the State and Private Sectors     

Anne West  Philip Noden  Ann Edge  Miriam David  Jackie Davies 《Educational studies》1998,24(1):45-60

This paper examines a range of issues concerned with the process of choosing schools in the private and state sectors at the primary/pre‐preparatory stage and at the time of transfer to secondary/senior school. The findings indicate that choices about schools are made at different times and in different ways by parents who use the state and private sectors. One of the key findings is that the process of choosing a school begins earlier in the private than in the state sector; another is that quality of education is cited more frequently as one of the ‘top three’ essential factors by parents of children in the private sector. At both the primary and transfer to secondary stages, very high percentages of parents consider it essential that their child should be happy. A discussion of the different notions that private school and the state school parents may have of ‘happiness’ is offered.  相似文献   

“Reframing:” A tool for the school psychologist     

Phyllis Bowman  Miriam Goldberg 《Psychology in the schools》1983,20(2):210-214

Psychologists working in schools spend much time conducting psychological evaluations and reporting their findings to parents, who often do not follow through upon the recommendations made. Conceptualization of a child's problem integrating a family systems perspective with the individual assessment data enables the school psychologist to make an effective intervention in the single session meeting with parents following the evaluation. Application of the paradoxical technique “reframing,” borrowed from the family systems strategic model, gives the school psychologist a tool for mobilizing increased commitment on the part of the parents toward resolving a child's problem as a joint endeavor. The family is offered a formulation of the child's problem in interactional terms, with no one held to blame. A proposition is offered that connotes the underlying motivation in a positive light, and gives the family a new definition of the situation. Three case examples are given to illustrate application of this technique in a school setting.  相似文献   

Judging a Book by Its Cover: An Investigation of Peritextual Features in Caldecott Award Books     

Miriam Martinez  Catherine Stier  Lori Falcon 《Children‘s Literature in Education》2016,47(3):225-241

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Comparisons of ‘Education Reform’ in Britain and the USA: a new era?     

Miriam David 《International Studies in Sociology of Education》2013,23(1-2):87-109

ABSTRACT

This paper compares and contrasts the origins, objectives and outcomes of the New Right education reform movements in Britain and the USA. It considers whether the education reforms will create a new era for schools, in terms of diversity of public and private provision and social, sexual and racial differentiation. This is despite the emphasis on quality or excellence in education as opposed to equality of educational opportunity. The origins of the reform movements are to be found in both the politics and economic developments of the ‘social democratic’ or ‘liberal’ bipartisan political consensus. The objectives of the reforms are to deal with declining international competitiveness and the raising of educational standards through consumer or parental choice. The outcomes are likely not to be a general raising of standards but rather a bifurcation in terms of a complex mix of class, race and gender.  相似文献   

The symbiotic roles of empirical experimentation and thought experimentation in the learning of physics     

Miriam Reiner  John K. Gilbert 《International Journal of Science Education》2013,35(15):1819-1834

This study was an attempt to identify the epistemological roots of knowledge when students carry out hands‐on experiments in physics. We found that, within the context of designing a solution to a stated problem, subjects constructed and ran thought experiments intertwined within the processes of conducting physical experiments. We show that the process of alternating between these two modes — empirically experimenting and experimenting in thought — leads towards a convergence on scientifically acceptable concepts. We call this process mutual projection. In the process of mutual projection, external representations were generated. Objects in the physical environment were represented in an imaginary world and these representations were associated with processes in the physical world. It is through this coupling that constituents of both the imaginary world and the physical world gain meaning. We further show that the external representations are rooted in sensory interaction and constitute a semi‐symbolic pictorial communication system, a sort of primitive ‘language’, which is developed as the practical work continues. The constituents of this pictorial communication system are used in the thought experiments taking place in association with the empirical experimentation. The results of this study provide a model of physics learning during hands‐on experimentation.  相似文献   

Parenting,autism spectrum disorders and inner journeys          下载免费PDF全文

Miriam Twomey  Michael Shevlin 《Journal of Research in Special Educational Needs》2017,17(3):157-167

The importance of Early Intervention for children with Autism has been established however little attention has been given to the role of the parent and their perspective (Griffin & Shevlin, 2011). Research on Early Intervention has proliferated and innovative research on involving parents as partners has emerged (Carpenter, 2007; Hornby, 2011), however parents’ experiences of assessment, diagnosis and education have received little attention. This study investigated parental perceptions of Early Intervention services for children with significant disabilities. The purpose of this article is to describe how parents experience assessment, diagnosis and education, exploring the potential of utulising a parental lens in grasping these perspectives. It explored parents’ need to negotiate services and the difficulties surrounding their children's education in mainstream settings. Through qualitative, longitudinal, in‐depth case studies, parents (n 6) were interviewed over a fifteen month period. Interviews coincided with school terms. A major point of difference is the presence of parent voice. This research is dedicated to eliciting parents’ voice and exploring how this may influence current understandings of Early Intervention in Ireland. This research suggests that we need to explore what is needed by parents according to those parents, by acknowledging parent voice. Early Intervention and school settings may be a site of reconfiguration of parenthood where mutually, supportive mechanisms may confront the obscurities associated with their role and the fact that they are seldom heard.  相似文献   

Leaders or led? A qualitative analysis of how young people explore express and experiment via new media in an Irish higher education context     

Miriam Judge  Declan Tuite 《Learning, Media and Technology》2017,42(1):28-53

This paper provides a systematic review of students' multimedia projects and reveals how a complex web of institutional, local, global and gender issues influence the process of digital media creation by young adults. The significance of this research for this Special Issue lies in the study's longitudinal nature, which examined students' final-year multimedia productions over a 12-year period (2003–2014) in a university setting. The analysis provides a unique insight into how sociocultural norms, access to technology and institutional forces such as the curriculum and lecturers' subject area of expertise, as well as politics and Ireland's economic recession, have influenced and shaped student voices. It also provides the opportunity to track how the student voice changed and adapted in response to events both inside and outside the university and to identify areas of silence and question what they might mean. The potential for student-produced multimedia to carry gendered qualities, especially regarding audience orientation and media type, is highlighted. Student-produced multimedia artefacts and accompanying written documentation are analysed in terms of genre, media type, audience and purpose, with gender providing a useful overarching framework to further refine the analysis.  相似文献