Language in late modernity     

Kate Pahl 《British Journal of Sociology of Education》2007,28(3):393-398

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“Doing things differently” and “striking while the iron was hot”: The entrepreneurial successes of the media magnate George Newnes, 1881–1910     

Kate Jackson 《Publishing Research Quarterly》1996,12(4):3-23

George Newnes became one of the most influential popular publishers of the age of New Journalism, and was probably Britian’s first media magnate. He published a vast number and variety of journals in the period from 1881 until his death in 1910, editing some of these, but leaving an impression upon all of them. Newnes’s periodicals included Tit-Bits (1881), Strand Magazine (1891), The Million (1892), Westminster Gazette (1893), Country Life (1897), The Ladies Field (1898), Wide World Magazine (1898), The Captain (1899), and C.B. Fry’s Magazine (1904). Newnes was an innovator, and a publishing entrepreneur. This paper will focus on the entrepreneurial aspects of Newnes’s publishing ventures and the novel technological and promotional techniques pioneered by him. The analysis will focus upon such techniques as promotional schenesm advertising, production and illustration, the employment and promotion of popular authors, editors and illustrators, publicity, market segmentation, and financing. The concluding section consists of an investigation into some of the rhetoric that has been applied to Newnes’s publishing career, and the way in which, as publishing entrepreneur and media magnate, Newnes’s successes have been cast within a continuing debate over popular literature, New Journalism and the commercialization of the popular press in the late-nineteenth and early twentieth centuries. Kate Jackson is currently completing a Ph.D. in History on “George Newnes, New Journalism and the Reading Publics, 1881–1910.”  相似文献   

TOWARD A HOLISTIC RELIGIOUS EDUCATION: REFLECTIONS AND PEDAGOGICAL POSSIBILITIES 1     

Kate Siejk 《Religious education (Chicago, Ill.)》2013,108(2):271-292

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Diverse Expectations and Access to Opportunities: is there a Graduate Labour Market?     

Jane Pitcher  & Kate Purcell 《Higher Education Quarterly》1998,52(2):179-203

Restructuring of the labour market has led to changing demand for skills and concern about potential mismatch between needs of employers and competences developed in higher education courses. This paper extends analysis of the Great Expectations survey of UK final-year undergraduates in 1996 to explore the development of skills and competences in different disciplinary areas and the anticipated career trajectories of students. A detailed assessment is undertaken of the extent to which respondents appear prepared, both in terms of the employment-related skills they consider they have developed as undergraduates and in their expectations, for the changes which have taken place in the labour market in the latter part of the twentieth century. While findings from transitional early careers need to be interpreted cautiously, it does appear that expectations varied less than emerging outcomes for this cohort in the vanguard of mass higher education. Subject and gender differences in expectations and outcomes were significant and 'non-traditional' graduates were more likely than others to report that they were experiencing difficulties in the transition from education to employment. The graduates themselves had a flexible approach to the labour market but it seems that employers may have more inflexible recruitment graduate practices. Further research is required but there is clearly a danger that wider access may not lead to correspondingly wider career opportunities.  相似文献   

Deriving word meanings from context: does explanation facilitate contextual analysis?     

Kate Cain 《Journal of Research in Reading》2007,30(4):347-359

The ability to derive the meanings of words from supportive story contexts was studied in 45 7‐ to 8‐year‐olds. Children read short stories each containing a different novel word and defined the word at the end of each story. There were three intervention sessions. One group was asked to justify their definition and subsequently received feedback on its accuracy. A second group was given feedback first and asked to explain how the experimenter knew the correct answer. A third (control) received feedback only. In general, practice led to improved performance, with an increased number of children in all groups using the story context to derive meanings for the novel words in a post‐intervention test. Children in the two explanation groups made the greatest gains in definition accuracy. The implications for teaching vocabulary learning skills are discussed.  相似文献   

Digi-teens: Media Literacies and Digital Technologies in the Secondary Classroom     

Andrew Burn  Kate Reed 《English in Education》1999,33(3):5-20

This article explores the impact on learning of digital technologies and media practices across the secondary curriculum, with a particular emphasis on non-linear video editing in a specialist media technology school. It observes the making of a trailer for Psycho by a group of Year 11 girls, asking how the advent of this very new technology enables new kinds of reading of visual texts, as well as new kinds of textual production dependent upon new IT-based literacies. It suggests that we need to find an adequate language of the visual, and to understand how this relates to other ‘grammars’ and semiotic systems; to understand how these competencies are rooted in wide-ranging cultural allegiances and pleasures, embracing popular as well as ‘classic’ texts; and to understand the classroom as a site both of encounter with popular culture, and of increasingly professional audiovisual production.  相似文献   

Task switching in overweight children: effects of acute exercise and age     

Tomporowski PD  Davis CL  Lambourne K  Gregoski M  Tkacz J 《运动与训练心理学杂志》2008,30(5):497-511

The short-term after effects of a bout of moderate aerobic exercise were hypothesized to facilitate children's executive functioning as measured by a visual task-switching test. Sixty-nine children (mean age=9.2 years) who were overweight and inactive performed a category-decision task before and immediately following a 23-min bout of treadmill walking and, on another session, before and following a nonexercise period. The acute bout of physical activity did not influence the children's global switch cost scores or error rates. Age-related differences in global switch cost scores, but not error scores, were obtained. These results, in concert with several studies conducted with adults, fail to confirm that single bouts of moderately intense physical activity influence mental processes involved in task switching.  相似文献   

伊纳斯·德·拉:优雅的无限延伸(英文)     

Kate Betts 《海外英语》2009,(3)

Ines de la Fressange,曾经是20世纪80年代最炙手可热的模特儿。她的轻巧自如,她的修长,还有那种如同冒着白色泡沫的啤酒一样的清新味道令她走进超级模特的行列。在世界的眼中,她的一颦一笑是法国式优雅的最佳诠释。  相似文献   

Community and inquiry: journey of a science teacher     

Jennifer Goldberg  Kate Muir Welsh 《Cultural Studies of Science Education》2009,4(3):713-732

In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction, and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article, we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic (cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.

Jennifer GoldbergEmail:

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Jennifer Goldberg   is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh   is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice.  相似文献   

Improving Learning in Year 9: Making use of personal learning plans     

Kate Bullock  Felicity Wikeley 《Educational studies》1999,25(1):19-33

This paper takes an evaluative look at an action-planning initiative which aimed to improve pupils' learning in Year 9. The cornerstone of the process was a one-to-one discussion between pupils and tutors, which focused on their short- and long-term goals and identified targets for improvement. After the dialogue, a personal learning plan was written by the pupil. This was used to monitor development and to inform activities related to Records of Achievement in Year 10. Findings suggested that, overall, this age group benefited from action-planning processes. Pupils gained through greater understanding of their own abilities and improved communication and planning skills. However, links between strategies for lifelong learning and the activities in Year 9 had not been made. There were different effects of the initiative for males and females.  相似文献