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In the first study, children's ability attributions following teacher blame was assessed for 218 Tamil-speaking children in India between 6 and 12 years of age. Indian children of all ages attributed low ability to the child that was blamed and high ability to the child who was not blamed by the teacher. This finding does not conform to expectations based on studies conducted in the West. In the second study, children between the ages of 6 and 12 were given questionnaires that attempted to explore their conceptions of ability and effort. It was found that the Indian sample did not clearly distinguish between ability and effort. Studies conducted in the West have found that older children clearly differentiate between ability and effort and value ability more than effort. The reasons for these culturally different findings in children's attributions is examined, and several possible explanations are offered. 相似文献
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Radhika E. Parameswaran 《The Communication Review》2013,16(4):371-406
The 1996 Miss World pageant in India turned into a controversial event when activist groups launched protests against globalization and cultural imperialism. Approaching news texts as portals into the larger moral order, this article examines the Times of India’s representations of the Miss World controversy. The newspaper's colorful photographs of Miss World's organizers, sponsors, and beauty contestants resuscitated the hegemonic cultural politics of consumer modernity while the visual imaging of activist groups inscribed protesters within paradigms of delinquency and disorder. The crafting of news through objectivist signifiers of consent for Miss World legitimized the authority of state and consumer discourses, excluded the poor, and marginalized activists’ voices. News stories on Miss World's charitable support for handicapped children inserted institutions of global/local capital into sympathetic templates of Third World salvation. In concluding, the article situates my textual analysis within the economics and professional routines of media production and the discursive inheritances of colonialism. 相似文献
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Radhika Parameswaran 《Critical Studies in Media Communication》2013,30(4):346-370
This paper's analysis of print media texts about India's six Miss World and Miss Universe title‐holders maps the cultural production of the global beauty queen as an emerging hero whose tale of ascent circulates in a nation that is renegotiating its marginal position in the global economy. News and magazine texts celebrate global beauty queens' bodily discipline and devotion to fitness and grooming programs as evidence of the meritorious hard work of committed professionals. Popular biographies construct beauty queens as humble and ordinary women, who have struggled to overcome adversities in their pursuit of global fame. Media accounts navigate the boundaries between modernity and tradition when they represent beauty queens as hybrid—wholesome, patriotic, and cosmopolitan—young women, who preserve their authentic national identities despite their success in the global arena. Unpacking the mythical tales of class, gender, and national ascent that are smuggled into the public profiling of the global beauty queen, I argue that such representations of feminine agency in popular print culture authorize the ideological interests of India's consuming classes. 相似文献
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Ashvin Thambyah 《European Journal of Engineering Education》2011,36(1):35-46
The course for the final year project for engineering students, because of its strongly research-based, open-ended format, tends to not have well defined learning outcomes, which are also not aligned with any accepted pedagogical philosophy or learning technology. To address this problem, the revised Bloom's taxonomy table of Anderson and Krathwohl (2001) is utilised, as suggested previously by Lee and Lai (2007), to design new learning outcomes for the final year project course in engineering education. Based on the expectations of the engineering graduate, and integrating these graduate expectations into the six cognitive processes and four knowledge dimensions of the taxonomy table, 24 learning outcomes have been designed. It is proposed that these 24 learning outcomes be utilised as a suitable working template to inspire more critical evaluation of what is expected to be learnt by engineering students undertaking final year research or capstone projects. 相似文献
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In undergraduate engineering labs, lab reports are routinely copied. By ignoring this form of plagiarism, teaching assistants and lab technicians neglect their role responsibility. By designing courses that facilitate it, however inadvertently, professors neglect their causal responsibility. Using the case of one university, we show via interviews and observation that such routine copying and faculty negligence are rampant. We suggest the latter be explicitly recognized as a cause of student dishonesty, and argue that it must be rectified before faculty earn the right to reform students. We also suggest that these findings are representative of, and therefore generalizable to, many universities’ undergraduate engineering and science labs. 相似文献
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The work of undergraduates has been generally perceived in terms of coursework rather than research; research, rather, has been considered the domain of postgraduates and academics. This study collected data from interviews with 80 undergraduates at an Australian research university. The results suggest that undergraduates perceive research along a spectrum, from developmental – where research is framed by an intellectual hierarchy from undergraduate to postgraduate to academic – to discrete perceptions of research, which frame research as non-hierarchical. These two frames – the developmental and the discrete – have implications for universities choosing to mainstream undergraduate research (UR) opportunities. 相似文献
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Radhika Parameswaran 《亚洲交流杂志》2013,23(6):642-643
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In this paper we explore the influence of students’ personalized notion of ‘small’ numbers based on real life experiences
on their understanding of limits. Tests were conducted on two samples of students. The first sample, consisting of students
in the XII grade, had been taught limits using an informal approach (i.e., without recourse to the definition) and the second sample, consisting of first year undergraduates, had been taught the formal definition of limits. Our research points out that most students in both samples round off to zero such ‘small numbers’ while evaluating limits wherever such numbers might occur because they perceive
limit as a process of approximation. 相似文献
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