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Michaela D.E. Meyer 《Communication quarterly》2013,61(4):518-529
This paper conducts a reading of the popular film Spider‐Man by examining the use of shadow archetypes in the portrayal of the Green Goblin. The Gram Goblin character provides a complex representation of villainy in a modem popular narrative. Utilizing cultural definitions of shadow in mythology, this paper discerns that the Goblin incorporates two traditional portals of access to the shadow, the mirror and the mask. These two symbols allow the audience access to the shadow, but at the same time allow the shadow to remain elusive. Ultimately, I argue for the use of polysemic analysis, particularly hermeneutic depth, in mythological criticism. By positioning mythic criticism as a way of understanding polysemy in contemporary narrative, we are able to ascertain patterns of mythic context rather than mythological retellings in narratives. 相似文献
43.
Michaela M. Sacra Lindsey M. Nichols 《International journal for the advancement of counseling》2018,40(4):443-454
Globalization and internationalization are terms growing in prevalence in the mental health professional field with increasing interactions between nations and cultures around the world. After a broad review, we define globalization as the continual process of interactions between cultures with the dominant culture influencing local cultures towards integration. Internationalization, on the other hand, we define as a partnership between cultures focused on mutual development and in which the local individuals and communities are empowered to make decisions about how best to meet their needs. In our analysis, we specifically examine the recently modernized country of Bhutan as a nation greatly influenced by both processes. More research is needed to further the knowledge within the internationalization literature and to ethically develop the mental health profession in Bhutan. 相似文献
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Světlana Hanušová Michaela Píšová Tomáš Kohoutek Eva Minaříková Stanislav Ježek Tomáš Janík Jan Mareš Miroslav Janík 《European Journal of Education》2020,55(2):275-291
The current paper presents the results of the first research study of drop-out intentions of novice teachers in the Czech Republic. The study focuses on the reported satisfaction of novice teachers in primary and lower secondary schools with external factors that influence their socialisation and that can be seen as predictors of novice teachers' decision to stay in their current school. In the paper we present the results of quantitative research conducted in 2015–2017. Our main findings include the key significance of factors at the school level, especially the influence of school culture and climate, cooperation with colleagues and leadership. We conclude that in the Czech context teachers tend to stay in schools provided that they work in a well-functioning school, with cooperative colleagues and good head teachers. 相似文献
46.
Michaela Lifshitz 《Psychology in the schools》1978,15(2):180-188
The present study assessed the extent to which kindergarten children's performance on the Bender-Gestalt Test is related to sex and sociocultural variables on the one hand, and to children's social behavior on the other hand. Two distinetly different Israeli populations were included: (a) The Druze—representing the traditional-authoritative culture, and (b) The Jews—representing the Westernized democratic society. Generally, the Jewish children were more socially active, and could differentiate and integrate the neutral elements of the Bender-Gestalt Test much more often than did the Druze children. Significant correlations between perceptual indicators and social behaviors were found and suggest that the Bender-Gestalt Test can be used for assessing and understanding the nature of the child's social interactions and struggle for a position within the constraints of his/her culture. 相似文献
47.
Michaela Zint 《科学教学研究杂志》2002,39(9):819-844
Social psychologists' attitude‐behavior theories can contribute to understanding science teachers' behaviors. Such understanding can, in turn, be used to improve professional development. This article describes leading attitude‐behavior theories and summarizes results from past tests of these theories. A study predicting science teachers' intention to incorporate environmental risk education based on these theories is also reported. Data for that study were collected through a mail questionnaire (n = 1336, radjusted = 80%) and analyzed using confirmatory factor and multiple regression analysis. All determinants of intention to act in the Theory of Reasoned Action and Theory of Planned Behavior and some determinants in the Theory of Trying predicted science teachers' environmental risk education intentions. Given the consistency of results across studies, the Theory of Planned Behavior augmented with past behavior is concluded to provide the best attitude‐behavior model for predicting science teachers' intention to act. Thus, science teachers' attitude toward the behavior, perceived behavioral control, and subjective norm need to be enhanced to modify their behavior. Based on the Theory of Trying, improving their attitude toward the process and toward success, and expectations of success may also result in changes. Future research should focus on identifying determinants that can further enhance the ability of these theories to predict and explain science teachers' behaviors. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 819–844, 2002 相似文献
48.
The present article explores the nature and extent of racist harassment in predominantly white areas. It is based on a case study of Northern Ireland, and draws on data from in-depth interviews with a total of 32 children and 43 parents chosen from the four largest minority ethnic groups in the region: Chinese, Irish Travellers, South Asians and Black Africans. The article demonstrates that racist harassment is a significant problem in schools in Northern Ireland and highlights the varied forms that it can take, from overt acts of physical and verbal abuse to more covert and subtle forms of teasing and 'friendly' banter. It also highlights the central role that schools play within this. More specifically, some schools were found to respond appropriately and effectively to incidents of racist harassment among their pupils. Other schools, however, through inactivity and/or responding inappropriately, were found to not only indirectly reinforce the racist harassment that was taking place, but at times to directly contribute to it. The article concludes by stressing the relevance and importance of schools developing effective strategies for dealing with racist harassment in predominantly white areas. 相似文献
49.
A content analysis of 584 prime-time programs examines messages about sex on Israeli television, comparing local and foreign shows. A 2-week composite sample from 7 commercial broadcast, cable, and satellite channels is analyzed. Results show that sexual content is highly prevalent, with a significantly higher frequency in foreign than local shows. Less than 20% of programs with sexual content address sexual health and risks; foreign shows again exceed local ones. Few differences emerge between local and foreign content in the contextual presentation of sex. Findings are discussed in light of theory, research, and implications for audience effects, policy, and education. 相似文献
50.
Matthius Laukenmann Michael Bleicher Stefan Fuß Michaela Gläser-Zikuda Philipp Mayring Christoph von Rhöneck 《International Journal of Science Education》2013,35(4):489-507
In a study of learning processes in 24 eighth grade physics classrooms in Germany, data were collected in respect to cognitive variables (prior knowledge, learning outcomes, use of learning strategies), cognitive-emotional variables (self-concept, interest), as well as emotional variables (anxiety, boredom, sense of well-being). Both quantitative and qualitative methods were used. Interest and emotional factors are further differentiated into situation-related and habitual (most likely biographically determined) components. In constructing the teaching unit (basic electricity) a learning oriented knowledge acquisition phase was followed by a more achievement oriented practice phase. Analysis shows that positive emotions are more important in the acquisition phase than in the practice phase. Anxieties play an ambiguous role in the practice phase. Additionally, the results provide indications that joy about learning in particular, and also interest are frequently linked to successful learning processes, and not merely to the nature of the subject matter. 相似文献