The Perceived Impact of Eight Systemic Factors on Scientific Capital Accumulation     

Bégin-Caouette  Olivier 《Minerva》2020,58(2):163-185

Minerva - In the global academic capitalist race, academics, institutions and countries’ symbolic power results from the accumulation of scientific capital. This paper relies on the...  相似文献   

Television fiction and online communities: an analysis of comments on social networks and forums made by female viewers     

Charo Lacalle  Núria Simelio 《Critical Studies in Media Communication》2017,34(5):449-463

This article analyzes the feeling of communities of female social viewers who watch television fiction and participate in social networks and forums dedicated to the programs. The sample is made up of 7,849 comments from 157 platforms (49 Facebook pages, 71 Twitter accounts, and 37 forums). We describe the characteristics of these communities of fans, which differ significantly from cult fandoms and are based on ICT interweaving between reception and female viewers’ daily lives. The results reveal that these active online poster and lurker communities express themselves through their emotional ties with the television series, self-reflection, and the manifestation of intimacy. Identification with the group is based on the relationship of the storylines with their own lives, with no attempts at constructing a cultural or political identity.  相似文献   

Strategic Embodiment in Virtual Spaces: Exploring an on-line discussion about sexualities equality in schools     

Renée Depalma  Elizabeth Atkinson 《Discourse: Studies in the Cultural Politics of Education》2007,28(4):499-514

This paper analyses patterns of participation on a voluntary anonymous Web-based discussion forum, open to students and faculty in one UK university, concerning sexualities equality in schools. Analysis revealed that participants often rejected the security of anonymity and strategically embodied themselves and others (as gay, straight, parents, etc.) to provide authority and ethical grounding for certain arguments. These embodied arguments invited engagement and promoted dialogue. We found that while personal embodiments were crucial for meaningful interaction, they also brought the risk of personalizing systematic inequality and fostering a victimization discourse. In the light of this, we argue that both individual and collective perspectives are crucial for promoting sexualities equality in school.  相似文献   

Science and the Ideals of Liberal Education     

CARSON  ROBERT N. 《Science & Education》1997,6(3):225-238

This article examines the influence of mathematics and science on theformation of culture. It then examines several definitions of liberaleducation, including the notion that languages and fields of study constitutethe substrate of articulate intelligence. Finally, it examines the linkagesbetween science, scientific culture, liberal education, and democracy, andproposes that science cannot be taught merely as a body of facts andtheories, but must be presented to students as integral with culturalstudies. The use of a contextualist approach to science education isrecommended.  相似文献   

Planfulness and recognition memory     

B Rogoff  N Newcombe  J Kagan 《Child development》1974,45(4):972-977

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Service coordination between correctional and public school systems for handicapped juvenile offenders     

K A Lewis  G M Schwartz  R N Ianacone 《Exceptional children》1988,55(1):66-70

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Studies on anxiety. I. Anxiety and performance on psychometric tests varying in complexity     

PHILLIPS BN  KING FJ  McGUIRE C 《Child development》1959,30(2):253-259

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Short course on seismic design of bridges     

N. Mukunda  Rasoul Sorkhabi 《Resonance》2004,9(8):88-88

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"To create a strong and healthy race": school children in the public health movement, 1880-1914     

Sutherland N 《History of education quarterly》1972,12(3):304-333

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Course satisfaction and occupational ego-identity among undergraduates     

N. R. Springett 《Higher Education》1986,15(3-4):323-331

Three-hundred and eighty final year Undergraduates were classified into one of four occupational ego-identity (OEI) positions using the Student Progress Questionnaire (SPQ1). Evidence of the validity of the OEI classifications was found in that their distribution by Faculty was as predicted from previous research. Male students in the four OEI positions were shown to vary in levels of course satisfaction in directions indicated by Waterman and Waterman (1970). Equivalent results were not found for the female group. It is suggested that course satisfaction is a dubious criterion of course quality, in that such ratings may be biased by students' characteristics. The results also suggest that Erikson's theory of adolescence may be biased towards a masculine psychology. A view of course satisfaction involving the parallel processes of identity resolution and identification is proposed. This view is seen to be consistent with current research in the area of job satisfaction.  相似文献