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Eliza Benites-Gambirazio 《Journal of Cultural Economy》2020,13(2):153-168
ABSTRACTDrawing on ethnographic observations and interviews, this paper examines the market work performed by real estate agents in a residential market. The research explores how agents are engaged in market work to sell themselves, the market and the products in order to sell houses. Agents first invest in the clients by self-presentation techniques (likeability, availability, appearance, taste). They also work to bring the clients in line with the market by making them accept the market and its hierarchies; and finally, they enable clients to conform with the market, by relying on prices as signals and taste hierarchies. They act as market devices contributing to market valuation as they are engaged in making residential choices emerge, balancing the cold reality of the market with warm relationships to foster clients' engagement in transactions. 相似文献
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Despite evidence that young children are sensitive to differences in angle measure, older students frequently struggle to grasp this important mathematical concept. When making judgments about the size of angles, children often rely on erroneous dimensions such as the length of the angles' sides. The present study tested the possibility that this misconception stems from the whole‐object word‐learning bias by providing a subset of children with a separate label to refer to the whole angle figure. Thirty preschoolers (M = 4.86 years, SD = .53) were tested with a pretest–training–posttest design. At pretest, children showed evidence of the whole‐object misconception. After training, children who were given a novel‐word label for the whole object improved significantly more than those trained on the meaning of “angle” alone. 相似文献
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Community colleges have received renewed attention from policymakers seeking to increase college attendance and completion rates because they provide open access to postsecondary education for historically marginalized students. Yet, transfer rates from community colleges to 4-year institutions are low. Inequities in opportunity that are shaped by geography and compounded throughout childhood may restrict higher education opportunities for low-income, first-generation college students. Most studies examining how geography constrains college choice focus on high school students’ initial decisions about higher education, not community college students. We analyze the spatial distribution of community college students’ “choice sets,” the 4-year institutions that they are considering transferring to. Using qualitative interviews and geospatial analysis, we examine how these spatial patterns compare between two community-college systems in Central Texas. We find that students’ choice sets are geographically constrained, but that for many students, these zones are geographically large, suggesting that interventions and targeted outreach from universities could help students identify and select from greater range of options. Our findings have important implications for college access and completion among first-generation college students, and for policies that seek to interrupt patterns of inequity tied to location. 相似文献
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This article addresses multi‐disciplinary writing groups in supporting writing for publication for higher degree by research candidates in the Humanities, Arts and Social Sciences. Drawing on focus group discussions with postgraduate research students from the Faculty of Arts at Monash University in Australia who participated in the writing groups, it investigates the participants’ perceptions of the multi‐disciplinary nature of the groups and some of the benefits of sharing writing with fellow postgraduate research students from different fields of study. Discussing both the strengths and weaknesses of the multi‐disciplinarity of the groups as identified by participants, the authors suggest that such groups can provide a forum for postgraduates to develop their ‘professional’ academic identity and develop their writing beyond the context of their theses and can have some unexpected benefits to participants’ sense of themselves as disciplinary proponents. The multi‐disciplinary context is thus considered as providing a level playing field in which postgraduates may approach the writing process as a shared methodology, encompassing a suite of specialised but generic skills that cross‐disciplinary boundaries. 相似文献
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Eliza Ahmed 《Pastoral Care in Education》2005,23(2):23-29
Bystanders can reveal valuable information about bullying to school personnel to take action on it. If they remain reluctant, of course, they frustrate our efforts to stop bullying. But then, why would they get involved if doing so might make them victims of aggression too?
This paper investigates the importance of adaptive shame management in encouraging bystanders to prevent bullying. Data were collected through the Cross-national School Behaviour Research Project from 1452 secondary school students (49% girls) in grades 7–10 (mean=8.42) in Bangladesh. As predicted, students who scored higher on shame acknowledgement (admitting shame, accepting responsibility, making amends) were more likely to intervene to prevent bullying. Those with low shame displacement (blaming or hitting out at others) were also likely to intervene to stop bullying. Implications of these findings pertaining to pastoral staff, counsellors and school teachers working with students to encourage coming forward against bullying are discussed. 相似文献
This paper investigates the importance of adaptive shame management in encouraging bystanders to prevent bullying. Data were collected through the Cross-national School Behaviour Research Project from 1452 secondary school students (49% girls) in grades 7–10 (mean=8.42) in Bangladesh. As predicted, students who scored higher on shame acknowledgement (admitting shame, accepting responsibility, making amends) were more likely to intervene to prevent bullying. Those with low shame displacement (blaming or hitting out at others) were also likely to intervene to stop bullying. Implications of these findings pertaining to pastoral staff, counsellors and school teachers working with students to encourage coming forward against bullying are discussed. 相似文献
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