共查询到20条相似文献，搜索用时 31 毫秒
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《Ethnography and Education》2013,8(1):46-60
Young people not in employment, education or training (NEET) are not a static, homogenous group. For most, being NEET is a temporary state as they move between different forms of participation and non-participation. This paper explores how the complexities of defining NEET, the re-structuring of the careers service and the nature of post-16 provision shape the way young people are identified, accessed and participate in ethnographies. Data drawn from a study exploring the experiences of being NEET are used to investigate the complexities involved when doing ethnography with ‘hard-to-reach’ young people. Challenges include gaining and maintaining access; conducting multiple site ethnography; and taking account of the socio-political context. Working with NEET young people across multiple sites and using various data collection techniques compound the issue of consent. This paper reveals how ethics, power and consent were experienced by the ethnographer and the young people. There is a need to understand how ethnographies are done in order to clarify how specific issues can be avoided and overcome. 相似文献
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E. W. F. Tomlin 《Higher Education Quarterly》1980,34(4):407-418
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池浩明 《石家庄职业技术学院学报》2013,(5):56-59
个人理财是个人财务计划与管理的过程,是作为客户的个人与理财机构互动的过程。我国个人理财业务的发展大致经历了起步、拓展、初步规范三个阶段。近年来,我国个人理财业务呈快速增长态势,同时也存在来自客户和理财机构两方面的亟待解决的问题。目前亟需加强经济调控,规范市场监管,明确市场定位,培训从业人员以及对外学习借鉴先进经验。 相似文献
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Paul Cooper 《Emotional and Behavioural Difficulties》2013,18(1):5-6
An increasing number of children and young people are being excluded from school as a direct result of anger management problems. The research literature suggests that short cognitive‐behavioural intervention programmes may be effective in helping young people understand and control their anger. The aim of the current study was to evaluate the effectiveness of a short cognitive‐behavioural anger management intervention in reducing problem behaviours in school, and to identify factors that may facilitate or impede participant progress on such a programme. The sample comprised 12 young people (mean age 14y 2m) referred for anger problems in an inner‐city school in the north‐west of England. A phase change (baseline, intervention, follow‐up) design was implemented to measure changes in problem behaviours using the Revised Rutter Scale for Teachers. This was augmented by qualitative data gathered in interviews and non‐participant observations. Significant improvements in behaviour were observed as a result of the intervention, although for some domains this was not maintained at four‐week follow‐up. Analysis of qualitative data revealed a number of issues that might impact on the success of an intervention, including notions of power in the classroom, treatment readiness, and the importance of sharing thoughts, feelings and experiences with others. Despite limitations inherent in the research design, the intervention was deemed a success. However, our findings show the need for researchers and practitioners alike to ‘look beyond the child’ when hypothesising about the causes of anger problems in educational contexts. 相似文献
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李明 《北京教育(高教版)》2005,(12):18-20
立党为公,坚持科学发展观,办人民满意的大学,是高校学习贯彻“三个代表”重要思想的重要内容,也是通过开展先进性教育活动所要解决的重要问题之一。人民满意的大学有哪些特征?怎样才能办好人民满意的大学,实现好、维护好和发展好最广大人民的根本利益?首都医科大学党委书记李明在认真学习“三个代表”重要思想的基础上写了此文,现予发表,以期进一步引起高校同志们的广泛关注和深入讨论。 相似文献
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Eileen Hyder 《English in Education》2009,43(3):226-240
Reading groups for visually impaired people (VIPs) are a relatively recent phenomenon. This article reports on an ethnographic study of a VIP reading group. It provides a brief overview of the history of alternative formats and then focuses on reading autobiographies which have been constructed with members of this group. It concludes by suggesting that VIP reading groups present interesting opportunities for exploring ideas of reading and readers. 相似文献
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Very little is known about how violent extremist practices are learned, and the role of educational channels through which they are spread. This empirical study extrapolates insights specific to the Bosnian and Herzegovinian context to demonstrate how one ultraconservative ideology, Salafism, can radically alter the dominant thinking and behavior of ordinary individuals once they feel displaced from the mainstream institutions and particularly from the formal education. At the core of the displacement and replacement model of radicalization is an informal and tactful teacher, influencer, or a mentor that individuals connect with either online or in person. Using the primary data collected in Bosnia and Herzegovina through 20 in-depth and semi-structured interviews with radicalized persons, the study sequences a ten-step radicalization model through which the interviewees have transformed from ordinary citizens into radicalized actors with a potential to engage in violent extremism. 相似文献