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This article examines the perceptions of education in Turkey, which refer to a nebulous package of formal education and a cultured stance. Guided by the literature on symbolic violence, we argue that underprivileged groups misrecognize arbitrary hierarchies by considering them just and inevitable. Elite tastes have been internalized by other groups in a particular historical context of education and culture. We investigate the historical roots of this seemingly ahistorical constellation of power relations around education and then consider the implications for the neoliberal period. Then, we contextualize the responses to symbolic violence. Subordinate groups complicate the effects of symbolic violence by exhibiting diverse responses that range from outright submission to implicitly questioning cultural and moral boundaries, creating class and ethnic others in the process. This occurs by constructing cultural and moral boundaries, especially targeting the ‘vulgar’ culture of celebrities and Kurds. 相似文献
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Casual games disrupted the games industry, but not in ways commonly believed. What if we left behind the hardcore vs. casual games dichotomy to reveal that casual gameplay and casual game development have extended the neoliberal and neocolonial logic of the industry? Casual games, in terms of design and industry practices, remind us that there is nothing inherently liberating about play. Rather, the design and development practices of casual games should be understood as an extension and acceleration of neoliberal and neocolonial logics. Casual gameplay and casual game development pull us within processes of cruel optimism. These deeply political economic processes endanger free play and creativity and therefore are obstacles to the flourishing of gamers and game developers as free subjects. In this neoliberal and neocolonial game market, cruel optimism is enticing because casual gameplay and game development emerge as powerful actors and practices in a context where the state has globally failed in the distribution of hope. 相似文献
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The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional
unit on basic concepts of coordinate geometry. The relative effectiveness of two different versions (short-text and whole-text)
of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic
systems and symbolic interpretations. A total of 101 seventh graders were randomly assigned to work with either the whole-text
or the short-text version. Student gains were analyzed using pre-test, post-test and retention test scores. Memory ability
was assessed by the sub-tests of the Structure of Intellect-Learning Abilities Test. Results indicated no significant differences
between groups who worked with short-text and whole-text versions. However retention scores of high and low memory groups
who worked with the whole-text version showed significant differences. The whole-text version was observed to favor students
with high memory for symbolic implications. Results suggest that workability of design principles for multimedia instruction
may depend on the nature of the task and characteristics of the learner. 相似文献
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Aysenur Atay Leyla Demir Serap Cuhadar Gulcan Saglam Hulya Unal Saliha Aksun Banu Arslan Asuman Ozkan Recep Sutcu 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(3):376-382
Introduction:
Preanalytical errors, along the process from the beginning of test requests to the admissions of the specimens to the laboratory, cause the rejection of samples. The aim of this study was to better explain the reasons of rejected samples, regarding to their rates in certain test groups in our laboratory.Materials and methods:
This preliminary study was designed on the rejected samples in one-year period, based on the rates and types of inappropriateness. Test requests and blood samples of clinical chemistry, immunoassay, hematology, glycated hemoglobin, coagulation and erythrocyte sedimentation rate test units were evaluated. Types of inappropriateness were evaluated as follows: improperly labelled samples, hemolysed, clotted specimen, insufficient volume of specimen and total request errors.Results:
A total of 5,183,582 test requests from 1,035,743 blood collection tubes were considered. The total rejection rate was 0.65 %. The rejection rate of coagulation group was significantly higher (2.28%) than the other test groups (P < 0.001) including insufficient volume of specimen error rate as 1.38%. Rejection rates of hemolysis, clotted specimen and insufficient volume of sample error were found to be 8%, 24% and 34%, respectively. Total request errors, particularly, for unintelligible requests were 32% of the total for inpatients.Conclusions:
The errors were especially attributable to unintelligible requests of inappropriate test requests, improperly labelled samples for inpatients and blood drawing errors especially due to insufficient volume of specimens in a coagulation test group. Further studies should be performed after corrective and preventive actions to detect a possible decrease in rejecting samples. 相似文献26.
Although the importance of nature of science (NOS) instruction for learners as young as kindergartners is emphasised in a great number of documents and studies, very little research has been conducted in early childhood contexts. Thus, researchers are still not able to see a comprehensive picture of young children’s understandings of NOS. The purpose of this qualitative study is to investigate kindergartners’ developmental ability to comprehend tenets of NOS. Using an explicit–reflective approach and activities designed to develop their understandings of NOS, we instructed eight kindergartners for 10 days over the course of a month to document changes in their thinking. To this end, they were interviewed individually using Young Children’s Views of Science before and after instruction. The results indicate that generally, the kindergartners had an inadequate understanding of NOS before instruction but had developed it by the end of instruction. Each child’s understanding of the individual aspects of NOS developed to different degrees, creative NOS improving most substantially. This study corroborates that kindergartners are not developmentally constrained to develop informed NOS understandings. On the contrary, they are able to develop an informed understanding of NOS that can be improved by the implementation of explicit–reflective instruction. 相似文献