Multilingual language use and television exposure and preferences: The case of Belize 1     

George A. Barnett  Omar Souki Oliveira  J. David Johnson 《Communication quarterly》2013,61(4):248-261

This paper discusses the relationship between the language use patterns of multilinguals and their media preferences and exposure. Specifically, it examines the language behavior of multilinguals in Belize where television is available in both English and Spanish. A survey of Belizean high school students conducted in both languages, asked about their sociolinguistic patterns and media preferences and exposure. The results indicate that the frequency of a particular language's use correlates with preferences for and exposure to television in that language. This relationship is more pronounced when specific cultural programming is considered.  相似文献   

Regional knowledge spillovers: Fact or artifact?   总被引：1，自引：0，他引：1  

Gottfried Tappeiner  Janette Walde 《Research Policy》2008,37(5):861-874

The explanation of different levels of innovation and their spatial distribution represents the central focus of the analysis. The empirical literature documents the incidence of spatial autocorrelation in patenting activities and interprets them as evidence for knowledge spillovers. Alternatively, the authors propose the spatial pattern of input variables in innovation processes as driving forces of patenting autocorrelation. They analyze 51 Nuts 1 regions in Europe and find that the high degree of spatial autocorrelation exhibited by patent applications can be explained comprehensively by the spatial location of the input factors in the knowledge production function. These are traditional indicators on R&D investments and human capital from Eurostat and proxy variables on social capital from the European Values Study. This finding has important implications for the scope of an autonomous regional innovation policy.  相似文献   

Response: Culture counts: “A step along the way” or a step back?     

Robert Phiddian  Julian Meyrick  Tully Barnett  Richard Maltby 《Cultural Trends》2017,26(4):317-320

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Book notes     

Sylvan G. Feldstein  Barbara R. Heller  Lawrence J. Barnett 《The Urban Review》1969,3(3):40-40

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Towards the creative university: Five forms of creativity and beyond     

Ronald Barnett 《Higher Education Quarterly》2020,74(1):5-18

The Creative University is susceptible to multiple interpretations which are moving in a fluid conceptual space. This conceptual openness can be adequately understood only as a set of discursive formations that reflect underlying societal changes. It is becoming a commonplace to suggest that creativity should no longer be seen as a matter of heroic individuals at work, for creativity is always a networked matter, but that reflection has to be widened to encompass a sense of underlying shifting societal forces, with the economy central stage and hence the emergence of the hybrid idea of the creative economy. Qua institution, the creative university sits uneasily between discourses of economicism and societal flourishing. The creative university, accordingly, has to be seen in this milieu, which is steering the university but which also is affording it new possibilities for creativity. Five levels of creativity are identified that serve as domains in which these forces and affordances coexist. One such level, university reflexive creativity, is singled out as the most significant of the five. The creative university, it follows, unfolds as sets of interactions between individuals, institutional structures and corporate agency. Even as the constraints multiply, so too ever‐wider possibilities for the creative university may be opening.  相似文献   

Student outcomes of the physical education and physical literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools     

Rohan M. Telford  Lisa S. Olive  Richard J. Keegan  Sarah Keegan  Lisa M. Barnett  Richard D. Telford 《Physical Education & Sport Pedagogy》2021,26(1):97-110

ABSTRACT

Background: Health organisations such as the United Nations continue to place an expectation on school physical education (PE) programmes and wider school strategies to ensure students develop physical literacy and receive the well-established benefits of meeting physical activity guidelines. Barriers to meet this expectation such as lack of trained PE teachers, lack of time and greater emphasis on academic achievement are ongoing challenges to schools. The purpose of this study was to evaluate the impact of the multi-component Physical Education Physical Literacy (PEPL) intervention, designed to improve students’ fundamental movement skill, perceived physical abilities and level of physical activity.

Method: A qualified PE teacher implemented the PEPL intervention across seven schools, and another seven schools formed a control group as part of a randomised cluster-based trial. Grade 5 students (N?=?318, age 10.4 years?±?SD 0.4) completed assessments of physical activity, fundamental movement skill, attitudes towards PE, and self-perceptions of physical abilities before and after a 33-week intervention. Intervention effects were examined using general linear mixed models. Post-intervention focus groups with students were used to develop insights into experiences and outcomes.

Results: With no significant gender interactions, the PEPL approach led to enhanced object control skills (β?=?1.62; SE?=?0.61; p?=?0.008), with little evidence of any other fundamental movement skill improvements in excess of those in the control group. There was also modest evidence for an effect on accelerometer measured moderate-to-vigorous physical activity (MVPA) during school time (β?=?4.50; SE?=?2.39; p?=?0.058), but this was not accompanied by any significant intervention effect over the entire week. Questionnaires indicated students in the PEPL programme became less satisfied with their own sporting ability (β?=??0.20; SE?=?0.08; p?=?0.013) but qualitative data analyses suggested that they enjoyed the PEPL approach experience, becoming more motivated and confident in their physical abilities.

Conclusions: Evidence of enhanced object control skill, increased confidence and motivation to be physically active, and moderate evidence of more MVPA during school time, indicate that the introduction of the PEPL approach contributed to the development of student physical literacy. A decrease in perceived sporting competence warrants greater attention on student’s self-perceptions in future iterations of the intervention.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.  相似文献   

ENTRY AND EXIT PERFORMANCE INDICATORS FOR HIGHER EDUCATION: SOME POLICY AND RESEARCH ISSUES     

Ronald Barnett 《Assessment & Evaluation in Higher Education》1988,13(1):16-30

The recent re‐emergence of an interest in the relationships between A levels and degree performance can be viewed in the context of the work of the planning bodies for higher education, and the associated drive to secure reliable performance indicators for planning purposes. However, a number of tacit but questionable assumptions can be seen to underlie the traditional model of students’ performance at the points of entry and exit. Once those assumptions are recognised, implications follow for policy and for decision‐makers, whether in institutions (such as admissions tutors) or outside institutions, in central planning and resource allocation bodies. What might appear to be a purely technical debate amongst statisticians turns out to be intimately connected with contrasting conceptions of higher education.  相似文献   

IAIMS development at Harvard Medical School     

G O Barnett  R A Greenes  R D Zielstorff 《Bulletin of the Medical Library Association》1988,76(3):226-230

The long-range goal of this IAIMS development project is to achieve an Integrated Academic Information Management System for the Harvard Medical School, the Francis A. Countway Library of Medicine, and Harvard's affiliated institutions and their respective libraries. An "opportunistic, incremental" approach to planning has been devised. The projects selected for the initial phase are to implement an increasingly powerful electronic communications network, to encourage the use of a variety of bibliographic and information access techniques, and to begin an ambitious program of faculty and student education in computer science and its applications to medical education, medical care, and research. In addition, we will explore means to promote better collaboration among the separate computer science units in the various schools and hospitals. We believe that our planning approach will have relevance to other educational institutions where lack of strong central organizational control prevents a "top-down" approach to planning.  相似文献   

Pop-Up Library at the University of Birmingham: Extending the Reach of an Academic Library by Taking “The Library” to the Students     

James Barnett  Helen Cooper 《New Review of Academic Librarianship》2016,22(2-3):112-131

ABSTRACT

Aligning with student engagement and promotional strategies, a Pop-Up Library project was initiated at the University of Birmingham. This involved setting up temporary, staffed stalls in different locations across campus in order to informally communicate with students and effectively take “the Library” to them. This article discusses the planning and implementation of the Pop-Up Library, including the rationale for the initiative. Details are given of the stalls themselves, the wide range of staff involved, the many locations trialed, the promotional materials used, and the ways in which the venture was advertised and subsequently evaluated. Results of a questionnaire used on the stalls are presented. Conclusions are drawn as to the effectiveness of the Pop-Up Library as a communication tool, with particular emphasis on breaking down barriers between students and library staff, and proactively raising students' awareness of the many ways Library Services can enhance their learning.  相似文献   

Teaching and Thinking About Curriculum: Critical Inquiries     

Barnett Berry 《Teaching Education》2013,24(1):153-155

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