Separation of particles and macromolecules by phase partition

The separation of simple organic substances by distribution between two immiscible phases is a traditional technique in preparative and analytical chemistry. Latterly, the method has been extended to cover the increasingly important field of polymers—especially those of biological importance—and the micro constituents of cells. By appropriate choice of phases the method can be made highly selective, and it is particularly valuable for the treatment of labile substances that may be irreversibly damaged by conventional methods.     

Bourdieu knew more than how to play tennis! An empirically based discussion of habituation and reflexivity

This paper explores the role of reflexivity in habituation by contrasting the learning of aerobics and basketball with the acquisition of gendered bodily skills. The discussion is inspired by the paper So, how did Bourdieu learn to play tennis? Habitus, consciousness and habituation, by Noble and Watkins (2003), which represents a fruitful contribution to the debate on the roles of reflexivity and consciousness in learning. Still, this model of habituation remains one-dimensional, since it only addresses habituation involving reflexivity. Based on fieldwork at both a basketball club and an aerobic group for Muslim women, along with interviews with participants in the two arenas, we suggest that even though habituation often involves reflexivity, there are also forms of habituation that do not involve high degrees of consciousness. The paper adds to the on-going theoretical debate about the hybridisation of habitus and reflexivity by offering concrete and empirically based examples of different degrees of reflexivity involved in processes of habituation. This adds to a theoretical underpinning of habitus as a lived, changing category.     

The conventions of sport clubs: enabling and constraining the implementation of social goods through sport

In order to shed light on the possibilities for using sport as a vehicle for the realization of social goods—understood as sport having a wider social role—this paper scrutinizes Norwegian sport clubs. The study is guided by the concept of convention, which refers to individuals’ cognitive structures, and to social structure. Three sport clubs were investigated and three qualitative methods, including document analysis, observation and interviews, were employed. First, in the results section, the main sport convention is identified as being competitiveness. Secondly, it is argued that as a consequence of the main convention for sport there are limited possibilities for the realization of social goods such as health. The possibilities of sports clubs combining the convention of competitiveness with others is discussed, considering the former as substantial for practice and discussing whether the latter is mere rhetoric.     

A path analysis of basic need support,self-efficacy,achievement goals,life satisfaction and academic achievement level among secondary school students

Teachers’ support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of competence and performance goals. A subsequent path analysis showed that these variables could be accounted for by a structural model that described basic need support as predictors of self-efficacy and achievement goals, which in turn predicted academic achievement level and perceived life satisfaction. Analysis of intra-class correlation and design effect showed that need support of relatedness also was accounted for by class level responses. Theoretical and practical implications were discussed in terms of the importance of basic need support as a predictor of personal motives in educational settings as well as the students adjustment to school and life.     

辛亥革命时期乡村民变的特点及成因探析

辛亥革命时期是近代中国社会变动非常明显、社会矛盾非常尖锐的时期,中下层民众的反抗活动很频繁。这些反抗活动呈现出广泛性、低质性以及过渡性的特征。这些特征的形成有各自的原因,造成民变广泛性的原因主要是当时民众的死亡恐惧和文化归属感的幻灭;造成民变低质性的原因主要是由于民众落后的权威崇拜;造成民变过渡性的原因主要是由于时代和阶级关系变动所致。总之,民变特点是由经济的、政治的、文化的各方面因素综合作用的结果。它从一个侧面反映了近代中国社会变迁的复杂性。     

Growing and developing as a university researcher

While there is a substantial body of literature on academics’ development as teachers, investigation of their development as researchers post-PhD is rare. This study undertook an investigation of academics’ ways of understanding their own growth and development as a university researcher. Four qualitatively different ways of understanding research development emerged: (1) Becoming confident as a researcher; (2) Becoming recognised as a researcher; (3) Becoming more productive as a researcher; and (4) Becoming more sophisticated as a researcher. The first category of development was seen as most relevant to the early stages of an academic career, when doing a PhD or during one’s first academic appointment, but may also re-occur at later stages of a career during changes in research direction, etc. The last three categories are seen as relevant to all career stages, including more advanced stages as well as the early stages of a research career. Comparisons between academics’ ways of understanding their growth and development as a university researcher and as a university teacher are also presented.     

Future-oriented eGovernance: The sustainability concept in eGov research,and ways forward

eGov (eGovernment/eGovernance) is a complex endeavor involving many actors, ambitions, and perspectives. The field has, in research and in practice, over the years expanded its focus from service orientation to a comprehensive perspective with the ambition to integrate all of government in coherent action. Comprehensive integration requires a future-oriented perspective so investment is made in robust and flexible solutions meeting not only today's demands but also sustainable to meet those of the future. This paper addresses the use of the sustainability concept in eGov research. We discuss definitions and elements of sustainability and conduct a structured review of eGov literature investigating how various sustainability areas (social, economic, environmental and technical) are addressed. We find 21 overall themes in 94 papers, with the highest number in the “social” category. Two cross-cutting themes to which 21 overall themes relate are also identified; Decision-making and Infrastructure. Findings show that sustainability is mainly addressed narrowly, focusing on projects rather than general issues, and shallowly with a focus on single factors rather than the complex interaction among them, and with little foundation in sustainability theory. The paper contributes with an overview of themes in previous research as well as theory-based input for future research efforts on eGov sustainability, from a dynamic and sociotechnical sustainability perspective.     

Teachers’ enactment of policy in classrooms: making students accountable through inscriptions from the curriculum in classroom interactions

The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we examine formulations inscribed in socio-material artifacts about what students should learn and how they should engage with knowledge. We explore how these formulations are mobilized in instructional work and the implications this activity has for student participation. To address this issue, we analyzed video data of how teachers invoke competence aims from the national curriculum in their instructional work in six classrooms. The analytical procedures were derived from interaction analysis. The analysis focuses on how such formulations explicitly mediate social interaction as it unfolds on a micro level. The findings show that competence aims gain different functions as they are mobilized in classroom practice; in other words, they serve different purposes in teachers’ instructional work and anticipate different modes of student participation. In this study, the competence aims were (a) invoked as a source of authority, (b) translated into instructions, and (c) mobilized to obtain social order in the classroom. More rarely, the competence aims were used in meta-level discussions, where they functioned to reach agreements on how to pursue work toward joint goals. We discuss the implications of these ways of invoking competence aims for student participation.