丛林中的守财奴

[童话大意]一个农场主有一个忠诚的仆人,这个仆人辛辛苦苦地给他干了三年的活,而他却没有付给仆人任何工钱。后来仆人打定主意,想出去看看外面的世界,不再干下去了。他找到农场主说:"我为你勤勤恳恳地做了这么久的事,相信你会根据我的劳动付给我应得的工钱。"农场主是一个极其吝惜的守财奴,只拿出三便士给他,也就是一年一便士的工钱。可怜的仆人对钱没有多少概念,     

Developing into similarity: global teacher education in the twenty‐first century

This article explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. We argue that expansion brought about by processes familiar to globalisation is creating wide differences in the cost of information that incentivises use of standardised patterns for producing teachers. The logic of institutional expansion, like the logic of globalisation, operates as a uniting force across previously regarded nation‐state boundaries and cultural distinctions. This brief study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets and adds insight into the critically important issues surrounding the production of quality teachers.     

Student employment: social differentials and field-specific developments in higher education

In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from first-year to graduating students. We show that inequality in job quality exists and is partly attributable to the need for students from lower social origins to work in order to finance their studies. We hypothesise that initial inequalities decrease as students progress through higher education. While we find evidence for this hypothesis, we also show in multivariate models that the reduction of inequality in the student labour market is explained by prior differences between social origin groups.     

Audience Currencies in the Age of Big Data

ABSTRACT

Audience ratings data have long occupied the attention of marketers and media managers. These are the “currencies” that support the operation of commercial media. Today, metrics can be derived from many large datasets, raising the possibility that new kinds of currencies might emerge. We argue that data on exposure are the most likely to support currencies, and that these might well go beyond traditional measures of audience size and composition. We explore the relationship between the most plausible contenders for audience currencies: size and engagement as measured by time spent. Contrary to the “Law of Double Jeopardy,” we find these metrics to be uncorrelated in an online environment, suggesting that each might have a role to play as a currency. We conclude with a discussion of how the political economy of audience measurement is likely to affect audience currencies in the age of big data.     

Full Steam Ahead: A Conceptual Analysis of User-Supplied Tags on Steam

This article describes a conceptual analysis of user-generated tags applied to video games in the Steam video game distribution system. The research team scraped all user-generated tags available on Steam and then conducted a conceptual analysis of the tags, sorting them into categories and comparing them to the current version of the Video Game Metadata Schema. This analysis allowed the team to identify new metadata elements and terms useful to game players. We present a discussion covering the major issues in organizing the terms, as well as the implications for the future work in the area of video game metadata.     

CRITICAL PEDAGOGY AND FAITH

Critical pedagogy has often been linked in the literature to faith traditions such as liberation theology, usually with the intent of improving or redirecting it. While recognizing and drawing from those previous linkages, Jacob Neumann goes further in this essay and develops the thesis that critical pedagogy can not just benefit from a connection with faith traditions, but is actually, in and of itself, a practice of faith. In this analysis, he juxtaposes critical pedagogy against three conceptualizations of faith: John Caputo's blurring of the modernist division between faith and reason, Paul Tillich's argument that faith is “ultimate concern,” and Paulo Freire's theology and early Christian influences. Using this three‐pronged approach, Neumann argues that regardless of how it is seen, critical pedagogy manifests as a practice of faith “all the way down.”     

历史与自由技艺

<正>圣约翰学院项目的支持者和反对者,以及学院的参观者和许多校友经常提出这样一个问题:为什么圣约翰学院的课程会忽视历史?他们指出,阅读"伟大书籍"的时间顺序与学生们历史意识的显著缺乏形成了明显反差。我认为,现在有必要对这一问题进行广泛讨论。我建议就在这个演讲中讨论。让我们反思一下历史在自由技艺课程中的意义。首先要说的很简单:人有理解能力,天性好奇,想要探索他所看到的一切——     

Revisiting ‘Weinberg’s Choice’: Classic Tensions in the Concept of Scientific Merit

Alvin Weinberg’s classic and much debated two articles in Minerva, “Criteria for Scientific Choice” (1963) and “Criteria for Scientific Choice II – The Two Cultures” (1964), represent two of the first and most important attempts to create a meta-discourse about priority setting in science policy, and many of the points advanced remain relevant. The goal of this paper is to elaborate on the relevance of some of Weinberg’s original arguments to priority setting today. We have singled out four issues for attention: The tension between scientific and institutional choice, the assumptions behind the triad of scientific, technological and social merit, the elusive ‘externality from size’ argument for funding promoted by Weinberg, and finally the problems involved in the idea of basic science as an ‘overhead cost’ for applied science, and applied science as an ‘overhead’ on a sectoral mission. These four issues will be elaborated from a policy perspective and connected to present day challenges for science and technology policy.