With or without U? Assemblage theory and (de)territorialising the university     

Jana Bacevic 《Globalisation, Societies & Education》2019,17(1):78-91

ABSTRACT

Contemporary changes in the domain of knowledge production are usually seen as posing significant challenges to ‘the University’. This paper argues against the framing of the university as an ideal-type, and considers epistemic gains from treating universities as assemblages (e.g. DeLanda, M. 2016. Assemblage Theory. Edinburgh: Edinburgh University Press) of different functions, actors and relations. It contrasts this with the concept of ‘unbundling’, using two recent cases of controversies around academics’ engagement on social media to show how, rather than having clearly delineated limits, social entities become ‘territorialised’ through boundary disputes. The conclusion extends this discussion to the production of knowledge about social objects in general.  相似文献   

Social capital in the classroom: a study of in-class social capital and school adjustment     

Ronan Van Rossem  Marjolijn Vermande  Beate Völker  Chris Baerveldt 《British Journal of Sociology of Education》2015,36(5):669-688

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.  相似文献   

Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC     

Hasenäcker  Jana  Schroeder  Sascha 《Reading and writing》2022,35(7):1627-1650

Reading and Writing - Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in...  相似文献   

VI. SENSITIVE PERIODS     

Charles H. Zeanah  Megan R. Gunnar  Robert B. McCall  Jana M. Kreppner  Nathan A. Fox 《Monographs of the Society for Research in Child Development》2011,76(4):147-162

This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4–6 months of life is associated with no significant increase risk for long‐term adverse effects relative to noninstitutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that “the earlier the better” rule for enhanced caregiving is a reasonable conclusion at the current state of the science.  相似文献   

Do the effects of early severe deprivation on cognition persist into early adolescence? Findings from the English and Romanian adoptees study     

Beckett C  Maughan B  Rutter M  Castle J  Colvert E  Groothues C  Kreppner J  Stevens S  O'connor TG  Sonuga-Barke EJ 《Child development》2006,77(3):696-711

Cognitive outcomes at age 11 of 131 Romanian adoptees from institutions were compared with 50 U.K. adopted children. Key findings were of both continuity and change: (1) marked adverse effects persisted at age 11 for many of the children who were over 6 months on arrival; (2) there was some catch-up between ages 6 and 11 for the bottom 15%; (3) there was a decrease of 15 points for those over 6 months on arrival, but no differentiation within the 6-42-month range; (4) there was marked heterogeneity of outcome but this was not associated with the educational background of the adoptive families. The findings draw attention to the psychological as well as physical risks of institutional deprivation.  相似文献   

Learning to rank with (a lot of) word features     

Bing Bai  Jason Weston  David Grangier  Ronan Collobert  Kunihiko Sadamasa  Yanjun Qi  Olivier Chapelle  Kilian Weinberger 《Information Retrieval》2010,13(3):291-314

In this article we present Supervised Semantic Indexing which defines a class of nonlinear (quadratic) models that are discriminatively trained to directly map from the word content in a query-document or document-document pair to a ranking score. Like Latent Semantic Indexing (LSI), our models take account of correlations between words (synonymy, polysemy). However, unlike LSI our models are trained from a supervised signal directly on the ranking task of interest, which we argue is the reason for our superior results. As the query and target texts are modeled separately, our approach is easily generalized to different retrieval tasks, such as cross-language retrieval or online advertising placement. Dealing with models on all pairs of words features is computationally challenging. We propose several improvements to our basic model for addressing this issue, including low rank (but diagonal preserving) representations, correlated feature hashing and sparsification. We provide an empirical study of all these methods on retrieval tasks based on Wikipedia documents as well as an Internet advertisement task. We obtain state-of-the-art performance while providing realistically scalable methods.  相似文献   

Mentoring Undergraduate Interdisciplinary Mathematics Research Students: Junior Faculty Experiences     

Jana L. Gevertz  Peter S. Kim  Joanna R. Wares 《PRIMUS》2017,27(3):352-369

Abstract

To be successful, junior faculty must properly manage their time in the face of expanding responsibilities. One such responsibility is supervising undergraduate research projects. Student research projects (either single or multi-student) can be undertaken as a full-time summer experience, or as a part-time academic year commitment. With many potential undergraduate research formats, and with different types of students, junior faculty may find challenges in forming their research group, establishing a structure that promotes student productivity, picking an appropriate project, or in effectively mentoring their students. This article draws from the authors’ experiences to help junior faculty navigate these complexities so that all parties reap the benefits of undergraduate research in interdisciplinary mathematical disciplines.  相似文献   

Understanding graduate school aspirations: the effect of good teaching practices     

Jana M. Hanson  Michael B. Paulsen  Ernest T. Pascarella 《Higher Education》2016,71(5):735-752

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Women Students’ Interactions with Faculty and Exposure to Good Teaching at Colleges and Universities with Varying Histories of Admitting Women     

Teniell L. Trolian  Elizabeth A. Jach  Christine A. Ogren  Jana M. Hanson 《Research in higher education》2018,59(4):461-488

This study considers how institutional histories of admitting women are associated with present college experiences, and uses data from the Wabash National Study of Liberal Arts Education to compare the experiences of women at women’s colleges or former women’s colleges to those of women at former men’s colleges and colleges that have always been coeducational. Results indicate that women attending former men’s colleges and colleges that have always been coeducational seem to experience similar or greater frequency and quality of student–faculty interaction and exposure to good teaching practices, compared to women attending women’s or former women’s colleges. Results also suggest that considering the gender enrollment histories of colleges and universities may provide valuable context for evaluating the experiences of women at women’s colleges and coeducational institutions.  相似文献   

A 1235711 petalled flower     

Soumyajit Jana 《Resonance》2016,21(11):1019-1027

This article contains very simple mathematics and a lot of creativity. Here, we will sketch a 3-dimensional flower-like structure, not using complicated equations but geometric ideas instead. The speciality of 1235711 will be mentioned. At first we will study a general situation in 3-dimensional space ?³ and then we will take up the flower as an example of the general case.  相似文献