Chinese investigative journalists’ dreams: autonomy,agency, and voice     

Shixin Ivy Zhang 《亚洲交流杂志》2015,25(3):348-350

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Chinese-style pragmatic objectivity in war reporting     

Shixin Ivy Zhang 《亚洲交流杂志》2015,25(2):178-196

China plays an increasing role in the wars and conflicts around the world with its expanding political and economic interests overseas and its diplomatic role in international affairs. More and more Chinese journalists go to the frontlines overseas to cover distant conflicts for domestic audiences. Based on semi-structured in-depth interviews with 16 Chinese correspondents who have covered conflicts outside China, this study examines Chinese journalists' perceptions and reflections on objectivity in the war zones. The author adopts a term of Chinese-style pragmatic objectivity to mean that objectivity is a convenient approach for Chinese journalists to do war journalism in the field. At the level of objectivity-as-a-value, objectivity is defined as a pragmatic value and a practical ritual for Chinese journalists to do news within the scope they can reach, to protect themselves from criticisms, and to justify their version of the truth. It promotes allegiance and patriotism. At the level of objectivity-as-a-practice, objectivity in war coverage is compromised by China's foreign policies, military constraints, the press's political orientations and editorial polices, and journalists' personal experiences and values. Chinese journalists use Chinese-style objectivity to negotiate their roles in the power struggle with the state, foreign militaries, the newsroom, and journalists.  相似文献   

Morning and afternoon nursery sessions: can they be equally effective in giving children a positive start to school?     

Julie Davies  Ivy Brember 《International Journal of Early Years Education》1994,2(2):43-53

This paper analyses the effects of gender, attendance period and age on children's adjustment to nursery classes as measured by the teachers using the Child at School Schedule. The sample consisted of 820 children in sixteen nursery classes attached to primary schools in one Local Education Authority. Within the sample three age groups were distinguished: Oldest (4:3 — 4: 8 years); Middles (3:9 — 4:2: years); Youngest (3:1 — 3:8 years). The results of a three‐way analysis of variance showed that boys and afternoon attenders were perceived to be less well‐adjusted to school than girls and morning attenders (at 1% level). In addition, the oldest children were perceived as better adjusted than younger ones: with the exception of three items the youngest were perceived as the least well adjusted. Strategies to help boys and afternoon attenders to experience as positive a start to nursery education as girls and morning attenders are discussed. The key role of the adults in helping children to develop personal and social skills is highlighted as is the need for home/school partnership. The implications of gender for play and classroom organisation are also considered.  相似文献   

Comics or Stories? Differences in the Reading Attitudes and Habits of Girls and Boys in years 2, 4 and 6     

Julie Davies  Ivy Brember 《Gender and education》1993,5(3):305-320

A random sample of six schools within the primary schools of one local education authority (LEA) was chosen comprising 216 Year 2 children (109 boys, 107 girls), 189 Year 4 children (99 boys, 90 girls) and 206 Year 6 children (104 boys, 102 girls). A self‐report questionnaire was administered to explore each cohort's attitudes to reading, the source and type of their reading materials and the places at home where they read. Results indicated that while there were several significant differences between the boys and girls in the younger age range, these became progressively fewer as the age group increased. The only item which showed a significant sex difference across all three year groups was the content of favourite reading material. The implications of these findings for reading policy and practice in the primary school are discussed.  相似文献   

Teaching Online: Applying Need Theory to the Work–Family Interface     

Jessica M. Nicklin  Laurel A. McNall  Christopher P. Cerasoli  Claire M. Varga  R. J. McGivney 《The American journal of distance education》2016,30(3):167-179

Using Warner and Hausdorf’s (2009) framework, the authors empirically examined work–life balance and work outcomes among collegiate faculty teaching courses online. Quantitative and qualitative results from 138 online instructors demonstrated that basic psychological need satisfaction was related to higher levels of work–family enrichment, job satisfaction, performance, and intention to teach online courses again and lower levels of work–family conflict and stress. Work support was also related to job satisfaction, performance, and stress but was not related to work–family balance. These findings are important as universities are seeking ways to promote involvement with online education.  相似文献   

The Effects of Pre‐School Experience on Reading Attainment: a four year cross‐sectional study     

Julie Davies  Ivy Brember 《教育心理学》1997,17(3):255-266

This paper examines the reading attainments of a sample of Year 2 children who had one of three types of preschool experience. The results of a 4‐year cross‐sectional study of a sample of all Year 2 children (n = 834) from six randomly selected primary schools within one Local Education Authority (LEA) are presented. The children had attended nursery or playgroup or experienced no preschool provision outside the home: they were not matched for social background. Pupils’ scores on The Primary Reading Test (PRT) [France, N. (1981) The Primary Reading Test (Windsor, NFER/Nelson] are compared over the 4 years, as are the reading Standardised Assessment Task (SAT) scores of the last two cohorts. Results are not clear cut. For 3 of the 4 years, the group with no‐preschool experience performed significantly less well than at least one of the other two groups with some type of preschool experience on the PRT. The SAT levels of nursery children were significantly higher than those of the other two groups. Conclusions, based on such a small study, are tentative. It appears that preschool provision has an effect on children's reading attainments and that this is still significant in Year 2. The validity of the SAT is considered as a factor in the relative reading attainments of the three groups.  相似文献   

‘We want to be seen as partners,not vultures of the world:’ perspectives of Canadian stakeholders on migration of international students studying in health professions in Canada     

Elena Neiterman  Jelena Atanackovic  Christine Covell  Ivy Lynn Bourgeault 《Globalisation, Societies & Education》2018,16(4):395-408

ABSTRACT

According to UNESCO, the number of international students worldwide will reach 7 million by 2020. This pilot study examined the Canadian stakeholders’ perspectives on migration and integration of international students enrolled in health professions’ studies in Canada. Qualitative interviews with representatives of migration, education, and health sector communities revealed that international students are a desirable group of immigrants, but their ‘non-immigrant’ status creates a unique set of disadvantages for those intending to stay in Canada. In conclusion, we discuss the role of institutional policy in migration and professional integration of international students in Canada and globally.  相似文献   

Identifying the costs and benefits of educational psychology: a preliminary exploration in two local authorities     

Simon Gibbs  Ivy Papps 《Educational Psychology in Practice》2017,33(1):81-92

This article provides an account of a small-scale pilot study of the cost and perceived benefits of the educational psychology services in two comparably small local authorities in England. This study is preparatory to a more detailed examination of the costs and likely benefits of state provision of educational psychology services in England. The work is contextualised by acknowledgement of the growing pressure on local authority services to trade and for schools to directly commission the services of educational psychologists. Provisional findings indicate significant differences between the impact of the two services that participated. The authors offer speculation on the effects for local authorities and schools, and ways in which the study might be developed to provide more satisfactory answers to the questions of “what is the value of educational psychology in practice” and “how best to deploy educational psychology services?”  相似文献   

首批香港居民狱得中国专利代理人执业证书     

Our Reporter 《中国专利与商标》2006,(2):103-103

2004年CEPA（内地与香港关于建立更紧密经营关系的安排）实施后，对知识产权代理行业的服务也开始向香港居民开放，其中允许香港特别行政区永久居民中的中国公民参加中国专利代理人资格考试，在考取“专利代理人资格证书”后，需要在内地批准设立的专利代理机构实习一年。  相似文献   

Self‐esteem and National Tests in Years 2 and 6: a 4‐year longitudinal study     

Julie Davies  Ivy Brember 《教育心理学》1999,19(3):337-345

ABSTRACT This 4‐year longitudinal study measured the self‐esteem, reading and mathematical attainments of four cohorts of children on two occasions‐‐in Year 2 and again in Year 6. All Year 2 children(N = 842) in five randomly selected primary schools within one Local Education Authority (LEA) comprised the sample, of which 588 were present in Year 6. The Lawseq questionnaire (Lawrence, 1982), Mathematics 7 and 11 (NFER, 1987a, b) and the Primary Reading Test Levels 1 and 2 (France, 1981) were administered to this sample. Results showed that Cohorts 3 and 4 had the lowest self‐esteem scores in Year 2 and the highest in Year 6 (significant at the 0.1% level). Attainments in mathematics were stable over the 4 years, but reading comprehension means were significantly higher in Year 6 than Year 2 (at the 0.1% level). Discussion centres on the age effects of self‐esteem responses as well as the effects of context and domain specific factors on self‐esteem.  相似文献