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81.
Jason Vincent A. Cabañes 《Popular Communication》2019,17(2):109-124
ABSTRACTThis article explores popular media as resources for judgment in how settled migrants in Europe imagine solidarities toward newer arrivals seeking entry into the region. It discusses the news and entertainment consumption of Filipino nurses in London and how this figures in their imaginary of social and political bonds with refugees. Drawing on ethnographic interviews, I argue that these Filipino migrants can only articulate a compromised solidarity: one fractured between empathy with refugees and concern about what these newer arrivals might mean for settled migrants in the city. I then explain how the media contribute to this fracturing. One way is that the xenophobia in popular media content on social media leads the Filipinos to assert their difference with other migrants, including refugees. A second is that the Filipinos deploy popular media content, especially on British television, to assert that they belong to UK society more than other migrants, again including refugees. 相似文献
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M. A. Gale Macleod 《Journal of Research in Special Educational Needs》2006,6(3):125-133
This paper presents an analysis of a survey of separate provision for pupils with social, emotional and behavioural difficulties (SEBD) in Scotland conducted in October 2002. First, the purpose of this study was to provide a map of separate provision for pupils with SEBD in Scotland. The findings raise concerns about a climate of uncertainty in separate provision linked to the context of the dominant inclusion agenda. Second, the type of curriculum on offer and perceived advantages and disadvantages of different approaches were investigated. Once again the findings point to the impact of the inclusion agenda on schools in this sector and what they feel able to offer. This paper argues that the findings can be interpreted, at least in part, as a consequence of a defensive stance adopted by separate schools in response to the current ideological climate. 相似文献
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Amy E. Blevins Elizabeth Kiscaden Jason Bengtson 《Medical reference services quarterly》2017,36(4):313-322
In 2015, two librarians at the Hardin Library for the Health Sciences at the University of Iowa turned their dreams into a reality and secured funding to build a zombie-themed evidence-based medicine game. The game features a “choose your own adventure” style that takes students through a scenario where a disease outbreak is taking place and a resident is asked to use evidence-based medicine skills to select a screening and diagnostic tool to use on potentially infected patients. Feedback on the game has been positive, and future plans include building additional modules on therapy, harm, and prognosis. 相似文献
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Heather B. Taylor Jason L. Anthony Rachel Aghara Karen E. Smith Susan H. Landry 《Early education and development》2008,19(1):188-207
This longitudinal study evaluated the extent to which maternal responsiveness across early childhood and children's cognitive skills predicted children's 8-year decoding and reading comprehension skills for children who varied in biological risk (term, n = 83; preterm, n = 155). Patterns of maternal responsiveness during infancy (6, 12, and 24 months) and preschool (3 and 4 years) revealed 4 maternal clusters that varied in consistency and level of maternal responsiveness. Although not predictive of decoding skills, the interaction between children's 4-year cognitive ability and maternal responsiveness cluster predicted children's reading comprehension skills at 8 years of age, regardless of risk. Although consistently high levels of maternal responsive parenting across early childhood related to literacy outcomes for all children in the study, responsive parenting had a stronger relation to later reading comprehension skills for children with lower cognitive abilities, particularly when mothers demonstrated high responsiveness in children's infancy. 相似文献
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Metacognition and Learning - Student learning in introductory science, technology, engineering, and mathematics (STEM) courses is often self-regulated. For self-regulated learning to be effective,... 相似文献
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Afsaneh Sharif Ashley Welsh Jason Myers Brian Wilson Judy Chan Sunah Cho 《International Journal for Academic Development》2019,24(3):260-271
This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them. 相似文献
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