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121.
Katri Johanna Komulainen Maija Korhonen Hannu Räty 《International journal of qualitative studies in education》2013,26(8):1079-1095
This study set out to explore the narratives of entrepreneurship that 15–16-year-old pupils in their last grade of comprehensive school produced in the Finnish annual writing competition Good Enterprise! We focused on narratives that can be categorized as tragedies, satires, comedies, and crime stories (N?=?219). In these stories, the pupils challenge the political ideal of the risk-taking entrepreneur by arguing for sustainable development and social justice as bases for entrepreneurship. On the one hand, the critical representations of entrepreneurs arise from the Protestant work ethic, and thus the values constructed in these stories are close to stories that can be characterized as romances of the modest entrepreneur where the motive for entrepreneurship was not the accumulation of material wealth. On the other hand, these critical stories represent “entrepreneur and consumer pathologies,” and hence make a mockery of the core neoliberal values of autonomy, competition, and choice. 相似文献
122.
Craig T. Maier 《Qualitative Research Reports in Communication》2018,19(1):62-67
This study explores the interrelationship between Cooperrider’s (Barrett &; Cooperrider, 1990) appreciative inquiry (AI) and Arnett, Fritz, and Bell’s (2009) communication ethics literacy (CEL) through interviews with professionals struggling with a mid-Atlantic city’s opioid epidemic. Findings suggest that AI can pinpoint the “light” groups protect and promote, while CEL can clarify “shadows” hindering AI implementations and propose communicative practices to strengthen those goods. 相似文献
123.
This paper describes an online learning resource for rheumatology that was designed for a wide constituency of users including primarily undergraduate medical students and health professionals. Although the online resources afford an informal learning environment, the site was pedagogically designed to comply with the general recommendations of the Standing Committee on Training and Education of EULAR (European League Against Rheumatism) for a rheumatology core curriculum. Any Internet user may freely browse the site content with optional registration providing access to adaptive features that personalize the user's view, for example, providing a reading history and targeted support based on scores from completed case studies. The site has now been available since early 2003, and an online survey of site registrants indicates that well structured pedagogical materials that reflect a learners' dominant ‘community of practice’ appear to be a successful aid to informal learning. 相似文献
124.
Linda Maier 《Community College Journal of Research & Practice》2013,37(11):884-896
This article describes the results of a mixed-methods study that examined the perceptions of community among online faculty in Washington state community and technical colleges. Twelve community and technical colleges were randomly selected from the 34 colleges in Washington state. Results indicated significant differences between females versus males on questions related to motivators, time, and interactions. A significant difference existed among program area faculty related to regularly scheduled community-building activities. There were no significant differences between responses from full-time versus adjunct faculty or among the responses based on instructors’ number of years teaching online or their age. The results of this study suggest a strong agreement (87%) among all faculty on the value and importance of interacting with other online colleagues regarding effective online teaching practices. 相似文献
125.
Johanna Vuori 《Tertiary Education and Management》2013,19(4):316-327
This paper examines how institutional positioning has emerged in the meaning-making activities between Finnish higher education institutions and the Ministry of Education and Culture. The study is based on a qualitative analysis of the performance agreement documents of all higher education institutions filed with the ministry for contract periods 2010–2012 and 2013–2016. The results show that, in the first cycle, higher education institutions used profiling vocabulary in vastly different ways, and their lists of priority areas were quite wide ranging. By the second cycle, profiling statements had become more specific and structurally more alike, but the lists of priority areas continued to have a wide scope. As a response, the Ministry has consistently demanded and rewarded more focused profiling efforts and used the concepts of profiling to support other steering measures. 相似文献
126.
Teresa Schaefer Johanna Rahn Tobias Kopp Claudia Magdalena Fabian Alan Brown 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1354-1367
Research has shown that providing participants with high-quality learning material is not sufficient to help them profit most from online education. The level of interaction among participants is another key determinant for learning outcomes. However, merely proposing interaction does not automatically lead to fruitful discussion and collaboration. Specifically, social presence and facilitation activities add value to online discussions. In Murphy's collaboration framework, social presence represents the basis of successful online collaboration from which more reflective discussions and co-construction can evolve. In this paper, an adjusted version of this framework was applied in a workplace learning context. The content analysis of 1170 comments in an online course for careers practitioners of a public employment service showed that the extended framework generated deeper insights into the dynamics of online discussions. The results show that involvement in collaborative learning at the workplace was supported by a high social presence and influenced by course topic and tasks. Facilitation played an important role in creating a sympathetic sense of community and stimulating co-creation processes. 相似文献
127.
AbstractAlthough the significance of gender and disability issues has gradually increased in the global society during the past three decades, there are only few studies with regard to the deaf community and sport. This article examines the level of Deaf or Hard-of-Hearing women’s participation in sports and the factors for their continued underrepresentation. The WomenSport International’s Task Force on Deaf and Hard of Hearing Girls and Women in Sport conducted a world-wide survey to determine and assess the needs of deaf and hard of hearing girls and women in sport. A snapshot of the results and issues and future aspirations are provided. 相似文献
128.
Johanna Thomas Shaun Thomas Grant Drawve Judith Rhodes 《Journal of Education for Students Placed at Risk》2019,24(1):47-67
This study examines risk and protective factors associated with on-time grade attainment among a cohort of high risk elementary age youth 3?years post truancy intervention. Conjunctive Analysis of Case Configurations was used to identify dominant subpopulation profiles and assess distinctions in the likelihood of on-time grade completion among groups with unique combinations of characteristics. Comparisons of subpopulation profiles revealed substantial contextual variability in the influence of race, gender, service completion, psychosocial risk factors, and truancy. Findings indicate race is not influential across all grades but appears to be dependent on truancy level. Although psychosocial risk factors are not present for K-3rd profiles, they are critical among 4-5th graders, specifically lack of motivation. Findings from this study allow practitioners to better understand risk and protective factors influencing grade progression and aids in the development of individualized case management and intervention. Findings indicate better policies are needed to address early truancy. 相似文献
129.
130.
Inescapable electric shock disrupts escape-avoidance learning in another apparatus. This study demonstrates a deficit in a nonlearning task in which no aversive stimulus occurs. In Experiment 1, inescapable shock lowered rats’ dominance in a food-competition situation relative to restrained controls. In Experiment 2, inescapable shock lowered rats dominance in the same food-competition situation relative to a group that received the equivalent amount of escapable shock, demonstrating that the inescapability of the shock caused at least part of the decrement observed in Experiment 1. Experiment 3 does not find that inescapable shock caused a significant difference in food consumed or running time when the rats were tested alone, showing it unlikely that the dominance effects were caused by decreased hunger or reduced running following inescapable shock. 相似文献