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Statistical distributions in the production or utilization of information are most often studied in the framework of Lotkaian informetrics. In this article, we show that an Information Production Process (IPP), traditionally characterized by Lotkaian distributions, can be fruitfully studied using the effort function, a concept introduced in an earlier article to define an Exponential Informetric Process. We thus propose replacing the concept of Lotkaian distribution by the logarithmic effort function. In particular, we show that an effort function defines an Exponential Informetric Process if its asymptotic behavior is equivalent to the logarithmic function β · Log(x) with β > 1, which is the effort function of a Lotkaian distribution. 相似文献
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Agnieszka Chamera-Nowak Jacek Puchalski 《Slavic & East European Information Resources》2017,18(3-4):231-241
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The year 1989 marked the official end of communist rule in Poland and the replacement of ‘Gosplan’ by new instruments for liberal-democratic governance. In terms of the economy this heralded a departure from Gosplan’s five-year planning cycles, performance targets and the ‘propaganda of success’. Paradoxically, however, 27 years later, the marketisation of higher education in Poland has been accompanied by a continuation of Gosplan thinking. This is manifested in a neoliberal vision of the modern, ‘corporate’ university as a largely utilitarian enterprise, but subject to a style of performance management strongly resonant of the Soviet era. This article analyses the thinking, ideas and ideologies that have shaped contemporary higher education in Poland. It is contended that the rise of the ‘corporate university’ signals the twilight of the Humboldtian tradition and raises questions about what the corporate ideal of ‘excellence’ may mean for the future of the university. 相似文献
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Agnieszka Demby 《Educational Studies in Mathematics》1997,33(1):45-70
Students of Grade 7 were given a test followed by individual interviews; at the end of Grade 8 the same students were subject to an analogous test and interviews. Each student had to simplify certain algebraic expressions. This article is focussed on what types of procedures were used by the students performing the task and how they were explained during the interviews. The author identifies seven types of procedures used by students, labelled: (A) Automatization, (F) Formulas, (GS) Guessing-Substituting, (PM) Preparatory Modification of the expression (this includes a subtype: Atomization), (C) Concretization, (R) Rules, (QR) Quasi-rules. Part of the students' procedures led to correct results, others were wrong. Most of the procedures appeared spontaneous in the sense that they had not been taught in the classroom. Prior to the tests, the teachers (in accordance with the curriculum) had done their best to explain the validity of algebraic transformations by referring to the commutativity of addition and multiplication, distributivity, and to geometric interpretation; however, the interviewees (even explicitly asked) seldom used such arguments. 相似文献
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Agnieszka Bron 《International Journal of Lifelong Education》2013,32(6):606-619
The starting point for this paper is a question that has provoked a recent parliamentary election debate in Sweden: whether fluency in Swedish should be regarded as a requirement when applying for Swedish citizenship. Two main issues have been discussed: the different levels and meanings of citizenship, and language acquisition by adult immigrants as a hindrance or a key to citizenship based on recent research and scholarship.1 The Swedish policy of integration, being trapped between demos and ethnos, between universality and diversity, has profound consequences for forming Swedish language policy for immigrants. Yet learning a new language is connected with learning a new culture and society. For immigrants the new language is not only a means of survival, but an important step in reconstructing identities. It seems quite natural that a good command of the language is a key to becoming a full and active citizen, i.e. to acquire a citizenship. Comprehension of the language and knowledge of culture of the (new) country helps one to be aware of one's rights and duties and exercise them, to be involved in society and to participate actively in it. The new language and culture can enrich one's identity and make it more complex. 相似文献
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Agnieszka Bates 《Critical Studies in Education》2016,57(2):191-208
The imperative of continuous improvement has now become normative in education policy discourse, typically framed as setting ‘aspirational’ targets for pupil performance as a prerequisite for gaining competitive advantage in the global economy. In this context, teachers, leaders, teacher assistants and other practitioners working in schools across England have been under increasing pressure to raise standards. This article focuses on how values are deployed in reculturing and regulating practitioners to develop identities and work orientations which are congruent with the policymakers’ agendas. G.H. Mead’s concept of ‘cult’ values illuminates the process of fostering homogeneity with the dominant policy discourse through an inclusion/exclusion dynamic. Interview data collected in two primary schools revealed a significant convergence of practitioner discourse with policy objectives. Delivering improvement affects how practitioners talk about their work and see themselves as educators. The ‘cult’ of continuous improvement appears to inhibit a critical approach to the implementation of education policies by school practitioners in their everyday work. 相似文献