The last chapter of Vygotsky’s last book, Thinking and Speech, is a compressed argument about the construction of consciousness through the internalisation of language. This article comments on Vygotsky’s analysis of the ‘voyage into the interior’ undertaken by oral speech as it is internalised and abbreviated into ‘inner speech’, and then further concentrated as non-verbal thought. The article focuses on the part that literature and especially poetry play in Vygotsky’s argument in this chapter, and suggests that in exploring the condensed semantics of inner speech Vygotsky is implicitly describing how poets turn private thoughts into ‘symbols for others’. It concludes with a commentary on Vygotsky’s use of Mandelshtam’s poem ‘The Swallow’, from which he draws his epigraph. 相似文献
Although there has been much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of Muslim students on university campuses in Australia. We draw upon an analysis of a questionnaire that was completed by 323 Muslim students who were studying at universities in the state of New South Wales, Australia. While we argue that these places are post-secular, we discovered that city campuses tend to be more secular than regional and suburban ones. 相似文献
AbstractInternationally, career prospects for postdocs, whether salaried on a Principal Investigator’s (PI) grant or a fellowship, are precarious. Yet, many aspire to permanent research-teaching positions, and to achieve this goal they often strive to gain PI funding to demonstrate their research potential. Like many developers in research-intensive universities, we are responsible for supporting postdocs. Yet, it was unclear what actual support they needed. Further, studies show postdocs seldom access formal institutional support. Thus, we undertook a needs assessment. We describe here our substantive learning about supporting aspiring and new PIs, and then reflect more generally on the value of needs assessments in academic development practice. 相似文献
Presidents of leading American universities were surveyed to determine the priority they place upon university programs of research, instruction, and service. The study examines the priorities they place upon methods of delivering university service programs to various constituent groups and the varying priority that the presidents place upon business and professional groups; general public groups; state or local government officials; federal government officials; labor groups; and agriculture groups. The study also compares the priorities of private, public non-land-grant, and public land grant university presidents on these items. Highest priority was given to research, followed by instruction and service. The rating for research was six times higher than for service. The service priority was further analyzed to reveal a client orientation by presidents linked to the basis of university support. 相似文献
Research regarding the support of career decision-making for international Chinese doctoral research students has been scarce and has assumed the homogeneity of international students. Offering insights to career practitioners, this article investigates the support for career decision-making experienced by international Chinese doctoral research students based in Australia from pre-sojourn up to their preparation for graduation. Arising from a thematic analysis of interviews with ten PhD students across three Australian universities, the findings reveal a desire for learning and career advancement that transcends national borders, underpinned by support that reinforces self-reliance and the formation of virtual and real-life social networks. 相似文献
This mixed-methods study considers ‘permanent expulsionary punishments’ (PEP) from government schooling. Analysis considers the literature, available PEP data from two jurisdictions, and attitudinal data from Australian staff, in considering the contribution of policy, agency, and discourse (PAD) to the causes of PEP. It compares attitudes in a Queensland sample with those in other Australian jurisdictions. Across Queensland schools, 2007–2014, rates for the two categories of PEP almost doubled and more than quadrupled. This contrasts with neighbouring state, New South Wales (NSW), where the rate of PEP remained constant. PEP may disproportionately impact equity groups, already vulnerable to poor academic, and therefore social mobility, outcomes: especially those of First Nation Heritage (FNH). Thus, pre-identified gaps in educational outcomes for FNH children are stretched, despite this purportedly being a national education and social justice priority. The findings are that discernible differences exist between participants from Queensland, and other jurisdictions. However, despite these differences, responses overall were polarised reasonably uniformly across jurisdictions. Most participants attributed influence onto both family and child with fewer attributions onto schooling systems or PEP itself. Other considered factors which might influence attitudes include cohort differences like gender, age and experience.
This study assessed rates of learning disabilities (LD) by several psychometric definitions in children with epilepsy and identified risk factors. Participants (N = 173, ages 8-15 years) completed IQ screening, academic achievement testing, and structured interviews. Children with significant head injury, chronic physical conditions, or mental retardation were excluded. Using an IQ-achievement discrepancy definition, 48% exceeded the cutoff for LD in at least one academic area; using low-achievement definitions, 41% to 62% exceeded cutoffs in at least one academic area. Younger children with generalized nonabsence seizures were at increased risk for math LD using the IQ-achievement discrepancy definition; age of seizure onset and attention-deficit/hyperactivity disorder (ADHD) were risk factors for reading and math LD using low-achievement definitions. Writing was the most common domain affected, but neither ADHD nor seizure variables reliably identified children at risk for writing LD. Although children with earlier seizure onset, generalized nonabsence seizures, and comorbid ADHD appear to be at increased risk for some types of LD by some definitions, these findings largely suggest that all children with epilepsy should be considered vulnerable to LD. A diagnosis of epilepsy (even with controlled seizures and less severe seizure types) should provide sufficient cause to screen school-age children for LD and comorbid ADHD. 相似文献