Media Accountability and Journalists: To Whom Do Spanish Professionals Feel Responsible?     

María-Ángeles Chaparro-Domínguez  Juan-Carlos Suárez-Villegas  Ruth Rodríguez-Martínez 《Journalism Practice》2020,14(7):812-829

ABSTRACT

This paper analyses to whom Spanish journalists feel responsible. To achieve this objective, we sent out a survey to Spanish journalists to ascertain their opinion on this question. The journalists’ point of view was then compared with that of the general public though six focus groups consisting of Spanish citizens from six cities in Spain (Barcelona, Castellón, Madrid, Sevilla, Mondragón and Santiago de Compostela). Lastly, five in-depth interviews were conducted with journalism experts (e.g., directors of professional journalist associations). The main results show that the journalists feel particularly responsible to their conscience, the journalism code of ethics and their sources. The citizens, in contrast, believe that journalists should be responsible to the audience. We contextualised the Spanish finding in the European context by comparing our results with those derived from a study among European journalists.  相似文献   

Measuring allocative efficiency in Cultural Economics: the case of “Fundación Princesa de Asturias” (The Princess of Asturias Foundation)     

Víctor Fernández-Blanco  Ana Rodríguez-Álvarez 《Journal of Cultural Economics》2018,42(1):91-110

The literature on Cultural Economics provides us with some examples for the measurement of technical efficiency. However, there are few case studies dedicated to the analysis of allocative efficiency. The aim of this paper is to fill this gap by incorporating a methodology that analyses both technical and allocative efficiency. We use the Shephard’s distance function, particularly suitable when affronted with non-profit-making firms or institutions that are not interested in cost minimization. As an empirical application, we analyse the efficiency of Fundación Princesa de Asturias (PAF), a Spanish non-governmental organization devoted to promoting the cultural, scientific and humanistic values of universal heritage, the period of study being 1988–2012. Our findings suggest that PAF could have used 7% less inputs to achieve the same level of output. On the other hand, we have found allocative inefficiency. Concretely, the input for other expenditures appears to have been over-utilized in relation to both the inputs for labour and current assets, with labour in turn being over-utilized in relation to current assets. Moreover, our results indicate that both technical and allocative efficiency have clearly improved during the period analysed. In summary, our empirical application shows how distance function methodology can be successfully implemented to measure allocative efficiency in cultural firms and institutions.  相似文献   

Limitations on the human capital transferability of adult migrants in Spain: Incentive or barrier for a new investment in education?     

Jacobo Muñoz-Comet  María Miyar-Busto 《European Journal of Education》2018,53(4):586-599

Many empirical studies on immigrant integration document the benefits of an education acquired in the country of destination. In this article; we study how the degree of human capital transferability affects an immigrant's chances of studying in Spain. We used data from the Spanish Labour Force Survey (2008–2015) for a sample of adults aged 18–55 who had left the educational system. The main findings show that natives are the ethnic group with the highest likelihood of re-enrolling in education. Amongst immigrants, those with fewer limitations on human capital transferability also invest more. These results question the predictions of the Immigrant Human Capital Investment model which expect that immigrants whose human capital depreciates upon arrival and those who can obtain a higher return on a new investment in education are therefore more likely to study. Moreover, the effect of skill transferability differs depending on the type of obstacle and the kind of education. Immigrants with less linguistic and cultural familiarity with the host country are less likely to undertake non-formal education than formal education. However, when the transferability obstacles are related to administrative requirements and legal restrictions, the probability of investing in non-formal education is higher. We conclude that immigrants with low skill transferability are not only less well integrated in the labour market upon arrival, but are also less able to redress that disadvantage through a new investment in education.  相似文献   

Application of a lexical-semantic intervention programme for students with Specific Language Impairment / Aplicación de un programa de intervención léxico-semántica en alumnado con Trastorno Específico del Lenguaje     

Ángeles Axpe  Víctor Acosta  Ana Moreno 《Cultura y Educación》2017,29(2):324-349

The aim of this research has been to test the efficacy of an intervention programme on lexical-semantic problems in children with Specific Language Impairment (SLI). The sample consisted of 34 children diagnosed with SLI and 34 children with typical language development, all enrolled in different schools on the island of Tenerife (Canary Islands, Spain). For the selection of the sample, CELF-3, Peabody, ITPA Auditory Association and Visual Association subtests and the K-BIT IQ tests were used. The intervention programme consisted of 72 sessions of 30 minutes each, using noun and action naming activities along with conversation and categorization tasks in order to increase vocabulary and improve lexical semantic competence. Significant results were achieved in aspects related to the acquisition of vocabulary as well as in lexical semantics or related terms. The educational implications are clear insofar as lexical-semantic aspects are key in terms of activating other linguistic components and in improving the academic progress of SLI students.  相似文献   

Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives     

Victoria Quesada  Miguel Ángel Gómez Ruiz  Maria Beatriz Gallego Noche  Jaione Cubero-Ibáñez 《Assessment & Evaluation in Higher Education》2019,44(7):987-1002

Co-assessment is a type of participatory assessment in which the teacher and student jointly discuss, negotiate and assess the student’s task or performance. Although the literature on co-assessment is scarce, some authors highlight the benefits for students of participating in co-assessment in higher education, including learning, improved communication, and greater assessment literacy. This study has a double objective: on the one hand, to analyse the strengths and limitations perceived by students participating in co-assessment practices; on the other hand, to explore the strengths, weaknesses, opportunities and threats perceived by professors participating in the experience. The study was developed in 8 class groups with the participation of 470 students and 4 teachers. The qualitative analysis of the data obtained from the questionnaires and focus groups indicates that the students acknowledged several strengths, among which learning from mistakes was prominent. Students also noted some limitations, particularly the lack of adjusted scoring. Professors offered another perspective that complemented the vision of their students, noting that co-assessment presents opportunities as well as risks that may jeopardise its implementation.  相似文献   

Pre-service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology     

Fuertes-Prieto  Miguel Ángel  Andrés-Sánchez  Santiago  Corrochano-Fernández  Diego  Urones-Jambrina  Carmen  Delgado-Martín  Mª Laura  Herrero-Teijón  Pablo  Ruiz  Camilo 《Science & Education》2020,29(5):1235-1254

Science & Education - In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists,...  相似文献   

Blind spot detection using vision for automotive applications     

José BARRIGA 《浙江大学学报(A卷英文版)》2008,9(10):1369-1372

This paper describes a vision-based system for blind spot detection （BSD） in intelligent vehicle applications. A camera is mounted in the lateral mirror of a car with the intention of visually detecting cars that are located in the so-called blind spot and cannot be perceived by the vehicle driver. The detection of cars in the blind spot is carried out using computer vision techniques, based on optical flow and a double-stage data clustering technique for robust vehicle detection.  相似文献   

“Strong,Independent, Able to Learn More …”: Inclusion and the construction of school students in Iceland as diagnosable subjects     

Ingólfur Ásgeir Jóhannesson 《Discourse: Studies in the Cultural Politics of Education》2006,27(1):103-119

This paper deals with the way the vision of including children with special educational needs into their home school, constituted for instance in UNESCO's The Salamanca Statement and Framework on Special Needs Education, has merged with other contemporary discourses (ideas and practices) in Icelandic education. In particular, the paper focuses on the historical conjuncture of inclusion politics, individualism, a technological approach to education, and market ideology and practices in Icelandic education. These approaches are analysed as discursive patterns of legitimating principles functioning in Icelandic education at the beginning of the twenty-first century.  相似文献   

Warm elaborated feedback. Exploring its benefits on post-feedback behaviour     

Raquel De Sixte  Amelia Mañá  Vicenta Ávila  Emilio Sánchez 《教育心理学》2020,40(9):1094-1112

Abstract

This study provides evidence on the impact of including warm messages in elaborated feedback. These messages are aimed at the motivational process that can be mobilised by feedback and that which can condition its reception and the way students face the task (post-feedback behaviour). In a task where secondary school students had to learn a new strategy for improving their reading skills in a computer-based environment, we compared the use of elaborated feedback with the use of elaborated feedback enhanced with motivational messages (warm elaborated feedback) and a control condition (without feedback). The results showed that students receiving warm elaborated feedback revisited the text more often than those receiving only the elaborated feedback, and that both groups revisited the text more than the control group. This finding suggests that controlling the motivational aspects in feedback messages may increase the effectiveness of elaborated feedback.  相似文献   

Evaluation and publication delay in Ibero-American scientific journals     

Jon Zabala  Borja González-Albo  Ana García-García  Aurora Garrido-Domínguez  José Ignacio Vidal-Liy  Luis R. Álvarez-Díez  Soledad Hernando-Tundidor  Yara Mostazo-Fernández  Teresa Abejón 《Learned Publishing》2023,36(2):205-216

This article analyses the review, acceptance and publication dates of a sample of 21,890 articles from 326 Ibero-American scientific journals from all subject areas and countries included in the Latindex Catalogue 2.0 and published between 2018 and 2020 (freely available as an open access dataset). The aim is to discover evaluation and publication times. The evaluation process takes a median of 110 days, the publication process, a median of 82 days, and the whole process, a median of 224 days. Statistical differences are found according to periodicity, subject areas, countries, existence of a printed version and article type (Call for Papers or General articles). From the data we find that the delay in publication is longer than publishers themselves report to the DOAJ. STEM areas present the most similarity in publication patterns, having a higher number of evaluation days (Ed) than publication days (Pd); Arts and Humanities present the opposite pattern, with a higher Pd than Ed. In the case of Social Sciences, the times are similar. General articles and Call for Papers articles differ in terms of Ed, but not Pd, indicating that Call for Papers revisions are faster.  相似文献