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111.
This article explores how innovations in the funeral industry borrow from the technological affordances, commercial logics, cultural norms, and affective registers of social media platforms. Based on ethnographic research of funeral industry conventions, we analyze examples of funeral planning tools, funeral service mediation, and digital memorialization products. We consider how these products aim to capture forms of data, affect, and value as part of the funeral industry’s efforts to shore up their historically intermediary relevance in the face of potential “disruption” from technological innovation, and threats of marginalization posed by shifting norms of networked grieving and commemoration in digital culture 相似文献
112.
113.
The increased emphasis on school‐based programmes as part of initial teacher education has resulted in renewed efforts to forge more effective partnerships between higher education institutions and schools. The University of Bath has established a mentor development programme to ensure that subject mentors have an opportunity to examine ways to engage novice teachers in critical reflection about their practice while providing the support and challenge necessary to help them develop as teachers. This study is based on experienced mentors’ and their perspective on their work with novice teachers and it is a follow‐up to earlier research based on Daloz’ model (1986, Effective Teaching and Mentoring, San Francisco, Jossey Bass) of support and challenge. It examines an emerging mentoring pedagogy through which experienced mentors attempt to engage novice teachers in shaping their own vision of teaching. Three mentor profiles are discussed—the laissez‐faire, the collaborative and the imperial mentor. 相似文献
114.
Albert Martin Susanne Bartscher-Finzer Anne Richards 《Publishing Research Quarterly》2018,34(1):69-88
Our study compares the motivations of Australian and German book publishers. The results demonstrate remarkable similarities, but also a significant difference regarding the effects of the publishers’ self-concept. In the German case the publishers with a dominant economic orientation are more proactive than the publishers with a dominant cultural orientation. In the Australian case, this correlation does not exist. The same difference holds for the relationship between the economic orientation and extrinsic motivation. We discuss these results and examine empirical evidence and theoretical suggestions to explain the differing findings. The data stem from surveys conducted in the two countries with responses of 196 (Germany) and 54 publishers (Australia). 相似文献
115.
Fran Martin 《Globalisation, Societies & Education》2017,15(5):706-720
This article complicates dominant instrumentalist understandings of international student motivation by focusing on Chinese female tertiary students in Australia. Based on longitudinal fieldwork with 56 such students, it analyses motivations described by students and their parents in interviews, showing that these far exceed instrumentalism and engage tactics of both gendered risk management and cosmopolitan self-fashioning. Discussion of the gendered risks in post-socialist China that students seek to mitigate through study abroad illustrates the complexity of students’ motivations, and underlines the limitations of western European sociological theories of risk society which assume that gender inequality tends to decrease in late modernity. 相似文献
116.
Julie P. Martin Nathan Hyungsok Choe Jared Halter Margaret Foster Jeffrey Froyd Maura Borrego Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464
Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended. 相似文献
117.
Martin?VeselyEmail author Thomas?Baron Jean-Yves?Le?Meur Tibor?Simko 《Publishing Research Quarterly》2004,20(1):77-83
Conclusion In this paper we briefly described the current status of research in the field of digital libraries interoperability, mainly
with respect to federated data processing such as permitted within the Open Archive Initiative framework. We then presented
the CERN Document Server Software suite that is a free software package main-tained by CERN providing an online digital library
solution for mid- to large-sized document repositories. The set of CDSware modules was described and the differ-ences with
other existing tools briefly mentioned. Finally we have mentioned a typical usage statistics illustrating the scope of grey
literature and networked con-ditions of the CERN Document Server.
We pointed out that the current trend in grey literature management goes toward institutional repositories build upon the
distributed and federated model. Further research is going on within the CDS collaboration in this area, focused particularly
on (i) semantic interoperability using ontologies in distributed and federated data processing and (ii) ranking technologies
when searching grey literature in OAI compliant repositories. 相似文献
118.
OECD划分高技术产业、测度ICT和生物技术产业的方法 总被引:3,自引:0,他引:3
Martin Schaaper 《科技管理研究》2005,25(12):60-62,78
本文介绍了由OECD开发的虽各不相同、却密切相关的三个领域的科技测度方法,这些问题也是中国近年来一直非常感兴趣的。 相似文献
119.
In Ireland and the UK it is accepted practice that agencies with formal responsibility for delivering school examinations allow examination candidates, and in many cases their teachers, to see their examination papers once they have been marked. Returned papers can carry various pieces of information; as well as the total score given for a performance, additional information is included in the form of the annotations left on the examination paper by the marking examiner. As far as we know there has been no research into how this information affects those who come into contact with it. The study uses teacher interview and survey data to explore whether a sociocultural approach to analysis can illuminate the factors that might influence their interpretation of those annotations. These analyses suggest that a key influence on the valid interpretation of an examiner's annotations is a teachers' involvement in examining activity. The analyses support further conceptualisation that these teacher-examiners' interpretative capacity is related to their positioning in a boundary zone between two different activity systems. 相似文献
120.
The aim of this study was to assess the effect of time of day on physiological responses to running at the speed at the lactate threshold. After determination of the lactate threshold, using a standard incremental protocol, nine male runners (age 26.3 - 5.7 years, height 1.77 - 0.07 m, mass 73.1 - 6.5 kg, lactate threshold speed 13.6 - 1.6 km· h -1 ; mean - s ) completed a standardized 30 min run at lactate threshold speed, twice within 24 h (07:00- 09:00 h and 18:00-21:00 h). Core body temperature, heart rate, minute ventilation, oxygen uptake, carbon dioxide expired, respiratory exchange ratio and capillary blood lactate were measured at rest, after a warm-up and at 10, 20 and 30 min during the run. In addition, the rating of perceived exertion was reported every 10 min during the run. Significant diurnal variation was observed only for body temperature (36.9 - 0.9°C vs 37.3 - 0.3°C) and respiratory exchange ratio at rest (0.86 - 0.01 vs 0.89 - 0.07) ( P ? 0.05). Diurnal variation persisted for body temperature throughout the warm-up (37.1 - 0.2°C vs 37.5 - 0.3°C) and during exercise (36.2 - 0.6°C vs 38.6 - 0.4°C), but only during the warm-up for the respiratory exchange ratio (0.85 - 0.05 vs 0.87 - 0.02) ( P ? 0.05). The rating of perceived exertion was significantly elevated during the morning trial (12.7 - 0.9 vs 11.9 - 1.2) ( P ? 0.05). These findings suggest that, despite the diurnal variation in body temperature, other physiological responses to running at lactate threshold speed are largely unaffected. However, a longer warm-up may be required in morning trials because of a slower increase in body temperature, which could have an impact on ventilation responses and ratings of perceived exertion. 相似文献