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This paper presents a comparative ethnographic analysis of two versions of a grassroots text in Mandinka language, one written by a non-formally educated man, the other a respelling by a formally educated urbanite. The analysis points at a crucial difference in spelling practices and inequality in literacy regimes, i.e., between established orthographic English literacy and the more creative, heterographic and emergent local language literacy. It is shown how English orthography affects local ideologies of literacy as well as Mandinka spelling practices itself, in greater or lesser extent, depending on the educational history of the speller. 相似文献
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Meaning can be generated when information is related at a systemic level. Such a system can be an observer, but also a discourse, for example, operationalized as a set of documents. The measurement of semantics as similarity in patterns (correlations) and latent variables (factor analysis) has been enhanced by computer techniques and the use of statistics; for example, in “latent semantic analysis”. This communication provides an introduction, an example, pointers to relevant software, and summarizes the choices that can be made by the analyst. Visualization (“semantic mapping”) is thus made more accessible. 相似文献
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Kasper Welbers Wouter Van Atteveldt Kenneth Benoit 《Communication methods and measures》2017,11(4):245-265
Computational text analysis has become an exciting research field with many applications in communication research. It can be a difficult method to apply, however, because it requires knowledge of various techniques, and the software required to perform most of these techniques is not readily available in common statistical software packages. In this teacher’s corner, we address these barriers by providing an overview of general steps and operations in a computational text analysis project, and demonstrate how each step can be performed using the R statistical software. As a popular open-source platform, R has an extensive user community that develops and maintains a wide range of text analysis packages. We show that these packages make it easy to perform advanced text analytics. 相似文献
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The first part of the study focuses on the characteristics and analysis of Zlín as an example of a company town. Life in the company town is characterised as a means of forming ‘a new man’ in Bat'a’s Zlín. The second section analyses the aims of worker education in Bat'a’s Zlín (in the so-called Bat'a school of work) and highlights the methods and conditions of education for young men and women, focusing on the area of company education. The third part deals with the question of rationalisation (or scientific management) – an extended concept in the production, social and economic areas of interwar Czechoslovakia – in the context of Bat'a’s Zlín. Attention is given to the technocratic movement and to the problems of psycho-technology and its application in the production process and employee selection in the Bat'a Company. 相似文献
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Suzanne Kasper Getz 《Early Childhood Education Journal》1983,11(2):16-18
Why is it that today's better trained, more observant, professionally-minded early childhood personnel are still subject to an age old dilemma? In spite of increased awareness of professional training and skills, early childhood personnel still see themselves as holding low status positions. When casual acquaintances ask what they work at, it is not unusual to hear the reply, “Ijust work with kids.” Perhaps it would serve us well, in fulfilling our roles, to acknowledge to ourselves and to others the wide range of skills possessed and displayed by providers of early childhood services. 相似文献
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Kasper Tang Vangkilde 《Journal of Cultural Economy》2017,10(2):178-190
ABSTRACTIn the contemporary organization of the economy, creativity and branding constitute two distinctive imperatives which generally point in different directions: the former towards newness and change, the latter towards continuity and recognisability. Numerous agents in corporate organizations thus face a conundrum of creativity versus branding, which is perhaps nowhere more pronounced than in the fashion business. Drawing on ethnographic fieldwork in a fashion company, I argue that these seemingly incompatible imperatives are inextricably entangled, as their paradoxical relation is solved, even dissolved, in a dynamic interplay between ‘a totemic logic’ and ‘an animist practice’. Thus, a dynamics of totemism and animism unites creativity and branding in the continual pursuit of uniqueness. While totemic and animist modalities are most commonly associated with non-western ontologies and perceived as mutually exclusive, I contend that they are also at work in contemporary commercial processes and that they are enmeshed in, and propelled by, each other. This suggests that these modalities operate together particularly when the making of distinctive identities is critical – as in economic competition today. 相似文献
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Mikko Huhtiniemi Kasper Salin Jukka Lahti Arja Sääkslahti Asko Tolvanen Anthony Watt 《Physical Education & Sport Pedagogy》2021,26(1):1-15
ABSTRACT Background: Fitness testing is a commonly applied learning and teaching practice implemented in both secondary and elementary school physical education (PE). Many teachers believe that by using a variety of different tests, they are able to provide students with feedback regarding their fitness status, and furthermore, increase students’ willingness to be physically active later in their lives. However, empirical evidence concerning students’ affective responses during fitness testing classes is limited. Purpose: The primary aim of the study was to investigate whether students’ perceptions of enjoyment and anxiety differed between two different types of fitness testing classes and PE in general. In addition, the measurement invariances over time and between Grade 5 (aged 11–12) and Grade 8 (aged 14–15) groups were determined. Method: A total sample of 645 Finnish Grade 5 (N?=?328, 50% boys, mean age?=?11.2, SD?=?0.36) and Grade 8 students (N?=?317, 47% boys, mean age?=?14.2, SD?=?0.35) participated in the study. Series of multi-group confirmatory factor analyses were conducted to test the level of measurement invariance between general PE and fitness testing classes, and between age groups. Strict factorial invariance was supported for both enjoyment and anxiety scales allowing for latent mean comparisons. Latent mean differences were studied using z-tests. Results: Grade 5 students perceived significantly lower levels of enjoyment and cognitive processes and a higher level of somatic anxiety in fitness testing classes compared to general PE. Additionally, for Grade 8 students, levels of enjoyment and cognitive processes were significantly lower and somatic anxiety and worry higher in fitness testing classes than in general PE. Furthermore, enjoyment was significantly higher, and cognitive processes, somatic anxiety and worry lower among Grade 5 students compared with Grade 8 students in both contextual PE and during fitness testing class. Conclusion: Results of this study indicate that students’ perceptions of enjoyment were lower in fitness testing classes compared to PE in general. Additionally, students perceived lower levels of cognitive anxiety and higher levels of somatic anxiety in fitness testing classes than in general PE. It is noteworthy that students might not significantly dislike fitness testing per se but instead have significantly more positive affects towards PE in general. Generally, practitioners conducting fitness testing lessons are encouraged to embrace different strategies such as fostering basic psychological needs or promoting mastery climate to facilitate enjoyment and diminish anxiety. 相似文献
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Kasper Mäkelä Mirja Hirvensalo Peter R. Whipp 《Research quarterly for exercise and sport》2013,84(2):234-244
Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. Method: A large sample (N = 808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career perceptions, intentions, and current work duties. Results: In this sample, 26% of the respondents were contemplating leaving their jobs as PE teachers and an additional 13% were actually in the process of transferring from PE teaching but planned to remain in school teaching. To determine the reasons for considering leaving the PE teaching profession, principal axis factoring with direct oblimin rotation was performed on the 35 items of the questionnaire. These factors were labeled as status of the PE teaching profession, pupils, working conditions, colleagues, expertise, workload, administration, and stress. The most influential factors were poor facilities, poor equipment, and isolation from the peers. Additional factors included working conditions, low status of the PE teachers, and workload. For women, workload and stress were more significant reasons for leaving the profession than they were for men (p = .010–.040, d = 0.34–0.43). PE teachers in the age group of 40 to 44 years old constituted the largest group who were considering leaving the profession. Conclusion: Thirty-nine percent of the PE teachers considered leaving the profession. Even though PE teachers face a variety of challenges in their work, the majority intend to remain in the teaching profession. Improved resourcing and collegial support could potentially reduce PE teachers' intention to leave. 相似文献
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Gerhard Welbers 《European Journal of Education》2011,46(1):54-69
Since its creation in 1958, the European Social Fund (ESF) has played a major role in supporting the development of vocational training in the Member States. However, compared to other, more recently launched, EU programmes and initiatives in the area of education and training, the ESF has not made a significant contribution to the debate about European cooperation in this field. This article argues that the ESF has made a mistake in this respect. It also seeks to illustrate and analyse the important changes that the ESF has undergone over the years in addressing the issue of vocational education and training (VET) and to demonstrate that it has substantial resources, in terms of money and experience, that can be used to adapt education and training systems to labour market requirements and to the needs of a knowledge-based economy. The article places a deliberate, though not an exclusive, emphasis on vocational education and training for young people and on the extension of transnational cooperation within the framework of the ESF. 相似文献