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Negotiating national identity through loss: Australian newspaper coverage of the 2010 FIFA World Cup
Sport and the media have long served as arenas for the development of national identity, both of which are examined in this study of the newspaper coverage of the 2010 FIFA World Cup. This article reports on the findings of a content analysis of newspaper coverage of the FIFA World Cup; the newspaper data collected included all major daily Australian newspapers. Following an in-depth analysis, five themes emerged: patriotism; dealing with loss; celebrity; national identity; and ethnicity. This paper examines the related themes of dealing with loss and national identity. Analysis revealed that during the pre-event phase, a clearly articulated national identity was constructed through the media; this was then used as a reference point for subsequent media coverage following Australia’s loss to Germany, a significant turning point for the Australian team. The aim of this article is to investigate the role played by the mass media in the representation, production and construction of Australian national identity within the context of sporting loss in an international competition. Media representation of Australian sporting nationalism is used as a lens through which to examine how elements of Australian national identity were represented, reproduced and reinforced by the media following the Australian soccer team’s poor performance. 相似文献
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Laurie A. Schreiner 《About Campus》2010,15(4):2-11
In the final part of this series on student thriving, Laurie Schreiner describes how students who thrive turn outward and engage with the world through healthy interpersonal relationships and service to their communities. 相似文献
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Alexandra Ursache Kathleen Kiely Gouley Spring Dawson-McClure R. Gabriela Barajas-Gonzalez Esther J. Calzada Keith S. Goldfeld Laurie M. Brotman 《Child development》2020,91(6):e1249-e1266
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies. 相似文献
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Laurie Marks 《About Campus》2012,16(6):29-32
The University of Wisconsin‐Milwaukee offers financial incentives to low‐income students to perform community service. Laurie Marks explains why. 相似文献
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