A comparative content analytical study of negative news in western and third world newspapers     

Anju Grover Chaudhary 《亚洲交流杂志》2013,23(1):25-50

Since the advent of the NWIO debate, the Western media have been under attack over the perceived emphasis on negative news when dealing with Third World countries. This paper seeks to determine the degree of bias between Western and Third World media in their reporting of each other, and examines the role of culture in perceiving/selecting news of one kind over another.

The study covers four elite English‐language daily newspapers from the US, UK, India and Nigeria.  相似文献   

From PISA to national branding: exploring Finnish education®     

Monika Schatz  Ana Popovic  Fred Dervin 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):172-184

Since the recent global paradigm shift in the governance of higher education toward business and marketing, internationally competitive education is increasingly considered as an asset for governments. Consequently, governments started to invest in education branding and marketing their educational systems. In Finland, national interest in education branding rose especially since the country's success in the programme for international student assessment studies created a positive reputation of its basic education. In this article, the authors investigate how this reputation is transformed into a general Finnish education brand, based upon Finland's official Country Brand Report (2010). The governmental discourse on Finnish education reveals a fusion of education and national branding, which is why the authors suggest to discuss the Finnish education brand as Finnish education®. The article provides an analysis of the elements constituting the brand and opens up a critical discussion on the ethics of branding education through cultural and national characteristics.  相似文献   

The knowledge work of professional associations: approaches to standardisation and forms of legitimisation     

Monika Nerland  Berit Karseth 《Journal of Education & Work》2015,28(1):1-23

This paper examines how professional associations engage themselves in efforts to develop, regulate and secure knowledge in their respective domains, with special emphasis on standardisation. The general emphasis on science in society brings renewed attention to the knowledge base of professionals, and positions professional bodies as key regulatory agencies. At the same time, knowledge takes distinctive forms in different areas of expertise, and the ‘knowledge work’ of professional associations is embedded in complex settings of actors and interests that need to be negotiated. Based on documents and interviews with core representatives, we examined approaches to standardisation in three associations that represent the main bodies of nurses, teachers and auditors in Norway. The analysis shows that all associations engage themselves in efforts to develop standards for knowledge and professional practice, but that they do so in different ways and with alternative sources of legitimisation. Standardisation is initiated for variegated purposes, and involves the ongoing negotiation of tensions between different concerns. We discuss the approaches taken in relation to conditions for professionalism, and argue that the knowledge work of professional associations is becoming increasingly important in a society where knowledge, as well as the market for professional services, is becoming internationalised.  相似文献   

Student perspectives on formative feedback as part of writing portfolios     

Monika Bader  Tony Burner  Sarah Hoem Iversen  Zoltan Varga 《Assessment & Evaluation in Higher Education》2019,44(7):1017-1028

Despite the crucial role that students play in formative assessment practices, student perspectives on such practices are relatively under-researched. Through a qualitative analysis of 128 reflection notes written by student teachers of English, this article investigates the students’ perceptions of formative feedback as part of portfolio assessment at two teacher education institutions in Norway. As such, it contributes to bridging the gap between research and practice. Students received peer and teacher feedback on assignments and wrote reflection notes during the semester. Findings show that students are positive towards teacher feedback and highlight the significance of teacher praise. Main objections raised against peer feedback concern the lack of constructive criticism. However, positive attitudes towards peer discussion groups suggest that they may be a more effective way of implementing peer assessment than formalised written peer commentary. Student reflections suggest that a failure to understand the task and the feedback is a possible hindrance to successfully revising assignments. Overall, students’ positive attitudes towards the portfolio process, which includes multiple drafting, suggest that students in higher education would benefit from more opportunities to revise and resubmit their work, yet they need adequate practice in providing peer feedback, and interpreting and implementing feedback in general.  相似文献   

Waiting for the Second Treat: Developing Culture‐Specific Modes of Self‐Regulation          下载免费PDF全文

Bettina Lamm  Heidi Keller  Johanna Teiser  Helene Gudi  Relindis D. Yovsi  Claudia Freitag  Sonja Poloczek  Ina Fassbender  Janina Suhrke  Manuel Teubert  Isabel Vöhringer  Monika Knopf  Gudrun Schwarzer  Arnold Lohaus 《Child development》2018,89(3):e261-e277

The development of self‐regulation has been studied primarily in Western middle‐class contexts and has, therefore, neglected what is known about culturally varying self‐concepts and socialization strategies. The research reported here compared the self‐regulatory competencies of German middle‐class (N = 125) and rural Cameroonian Nso preschoolers (N = 76) using the Marshmallow test (Mischel, 2014). Study 1 revealed that 4‐year‐old Nso children showed better delay‐of‐gratification performance than their German peers. Study 2 revealed that culture‐specific maternal socialization goals and interaction behaviors were related to delay‐of‐gratification performance. Nso mothers’ focus on hierarchical relational socialization goals and responsive control seems to support children's delay‐of‐gratification performance more than German middle‐class mothers’ emphasis on psychological autonomous socialization goals and sensitive, child‐centered parenting.  相似文献   

The Myth of Universal Sensitive Responsiveness: Comment on Mesman et al. (2017)          下载免费PDF全文

Heidi Keller  Kim Bard  Gilda Morelli  Nandita Chaudhary  Marga Vicedo  Mariano Rosabal‐Coto  Gabriel Scheidecker  Marjorie Murray  Alma Gottlieb 《Child development》2018,89(5):1921-1928

This article considers claims of Mesman et al. (2017) that sensitive responsiveness as defined by Ainsworth, while not uniformly expressed across cultural contexts, is universal. Evidence presented demonstrates that none of the components of sensitive responsiveness (i.e., which partner takes the lead, whose point of view is primary, and the turn‐taking structure of interactions) or warmth are universal. Mesman and colleagues’ proposal that sensitive responsiveness is “providing for infant needs” is critiqued. Constructs concerning caregiver quality must be embedded within a nexus of cultural logic, including caregiving practices, based on ecologically valid childrearing values and beliefs. Sensitive responsiveness, as defined by Mesman and attachment theorists, is not universal. Attachment theory and cultural or cross‐cultural psychology are not built on common ground.  相似文献   

Use, updating and integration of ICT in higher education: Linking purpose, people and pedagogy     

Bj?rn Stensaker  Peter Maassen  Monika Borgan  Mette Oftebro  Berit Karseth 《Higher Education》2007,54(3):417-433

In this article the use, updating and integration of Information and Communication Technology (ICT) for teaching and learning purposes is discussed. Based on an empirical study using interviews and document analysis of the implementation of ICT in five Norwegian universities and colleges, the article analyse a number of factors that are of importance for the implementation of ICT in higher education. The analysis discloses that Norwegian higher education institutions often have adequate economic resources and a rather well developed technical infrastructure and support structure related to the use of ICT. However, attempts to link ICT initiatives to organisational development issues and to human resource management have not been very successful. In the conclusion it is argued that pedagogical issues and organisational and human development aspects must be better linked if ICT is to play a more effective role in teaching and learning in Norwegian higher education.  相似文献   

Updated generic search filters for finding studies of adverse drug effects in Ovid medline and Embase may retrieve up to 90% of relevant studies     

Su Golder PhD  Kelly Farrah MLIS  Monika Mierzwinski-Urban MLIS  Beth Barker BSc  Anna Rama 《Health information and libraries journal》2023,40(2):190-200

Background

The most current objectively derived search filters for adverse drug effects are 15 years old and other strategies have not been developed and tested empirically.

Objective

To develop and validate search filters to retrieve evidence on adverse drug effects from Ovid medline and Ovid Embase.

Methods

We identified systematic reviews of adverse drug effects in Epistemonikos. From these reviews, we collated their included studies which we then randomly divided into three tests and one validation set of records. We constructed a search strategy to maximise relative recall using word frequency analysis with test set one. This search strategy was then refined using test sets two and three and validated on the final set of records.

Results

Of 107 systematic reviews which met our inclusion criteria, 1948 unique included studies were available from medline and 1980 from Embase. Generic adverse drug effects searches in medline and Embase achieved 90% and 89% relative recall, respectively. When specific adverse effects terms were added recall was improved.

Conclusion

We have derived and validated search filters that retrieve around 90% of records with adverse drug effects data in medline and Embase. The addition of specific adverse effects terms is required to achieve higher recall.  相似文献   

Computer-based learning of spelling skills in children with and without dyslexia     

Kast M  Baschera GM  Gross M  Jäncke L  Meyer M 《Annals of dyslexia》2011,61(2):177-200

Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment.  相似文献   

Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course     

Karen Jensen  Monika Nerland  Cecilie Enqvist-Jensen 《Higher Education》2015,70(5):867-880

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