Suchergebnisse

Chinese children's academic achievement has consistently been found to relate to parental involvement. We surveyed 4,222 students in the 8th grade at 15 junior high schools in Hainan Province, China. The data were examined using correlation analysis followed by latent class analysis.
The latent class dimensions of parental involvement in home- based education were parent–child communication, home supervision, homework help, emotional support, and parental expectations. A series of models were estimated specifying one through five latent classes. Four types of home-based
parental involvement were identified: supportive, basic, strict, and disengaged. After determining the best fitting model, we tested our hypotheses with multiple analysis of variance of parents' socioeconomic status and the students' academic achievement by type of home-based parental involvement.
There were, accordingly, significant differences for both socioeconomic status and their children's academic achievement. Scores for both achievement and socioeconomic status were highest among students with supportive home-based parent involvement, followed by those with basic, strict, and
disengaged involvement, in descending order. The quantity and quality of parental involvement positively related to the children's academic achievement. We recommend that parents support their children's learning using high-quality communication and involve their children in democratic decision
making.

"This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students. Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/ex-plicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education. This will be a must read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality"--

Chapter 1: Studying Chinese Minority Education -- Chapter 2: Chinese Education for Ethnic Minorities: Achievements and Experiences Since the Founding of New China -- Chapter 3: Policy Analyses of Education for Ethnic Minorities in China -- Chapter 4: Case 1 - Fengping Ethnic Middle School, Yunnan Province -- Chapter 5: Case 2 - Mengyue Nine-year School, Yunnan Province -- Chapter 6: Case 3 - Namu Primary School, Yunnan Province -- Chapter 7: Case 4 - Xishan Primary School, Yunnan Province -- Chapter 8: Case 5 - Xishan Middle School, Yunnan Province -- Chapter 9: Case 6 - Mingshe Primary School, Yunnan Province -- Chapter 10: Case 7 - Fangxiang Ethnic Primary School, Guizhou Province -- Chapter 11: Case 8 - Leishan No. 2 Middle School, Guizhou Province -- Chapter 12: Case 9 - Luoxiang Middle School, Guizhou Province -- Chapter 13: Case 10 - Ashinu Central Primary School, Qinghai Province -- Chapter 14: Case 11 - Hualong Ethnic Middle School, Qinghai Province -- Chapter 15: Findings, Countermeasures and Recommendations -- Afterword.

Tüketim kültürü, sosyo-ekonomik koşulların yarattığı, sürdürdüğü, dönüştürdüğü ve şekillendirdiği, deneyim ve anlam içeren tüketim ekosistemini anlatmaktadır. Hedonizm, kişinin mutluluğunu, zevkini ve keyfiliğini maksimize etmesi olarak ifade edilmektedir. Etik hedonizm ise, kimliklerini tüketim üzerinden inşa eden tüketicilerin, etik ilkeleri ve hazzı birlikte yakaladıkları önemli bir buluşma noktası olarak yorumlanabilir. Bu buluşma noktasında ambalaj tasarımı sadece görsel etki alanı değil, iletişimin de gerçekleştiği yer olmaktadır. Görsel iletişim araçları, reklamlar, televizyon programları, filmler ve sosyal medya gibi mecralar hazcılığı etkileyecek temalar kullanarak insanları ürün ve hizmet satın almaya teşvik etmeye çalışmaktadır. Tüm bu aktarılanların doğrultusunda çalışmanın amacını, etik üretim ve sosyal sorumluluk taahhüdüne odaklanan Tony's Chocolonely çikolata markasının barındırdığı sembolizmi ve etik söylemi analiz etmek oluşturmaktadır. Çalışma, göstergebilimsel analiz kapsamında markanın görsel ve dilsel unsurlarını inceleyerek, zevk, aktivizm ve tüketim ile sorumluluğun uyumlu bir şekilde bir arada var olduğu mesajlarını iletme stratejilerini ortaya çıkarmaktadır. Ayrıca, markaların tüketicileri etik, eşitlik ve sorumlu tüketim hakkında derin bir söylemle meşgul etmek için yüzeysel estetiği nasıl aştığı konusunda kapsamlı bir anlayış sunmaya çalışmaktadır.

Die Verfasserinnen diskutieren zunächst verschiedene demokratietheoretische und feministische Öffentlichkeitstheorien, um auf dieser Folie die Bedeutung des Konzepts subalterner Gegenöffentlichkeiten von Fraser herauszuarbeiten, das der nachfolgend vorgestellten empirischen Untersuchung als Referenzrahmen dient. Hierbei handelt es sich um das Forschungsprojekt "E-Empowerment. Die Nutzung des Internets in frauenpolitischen Netzwerken". Im Rahmen dieses Projekts wurden die Internetauftritte bundesweit tätiger Frauennetzwerke anhand vielfältiger Indikatoren zu den Kategorien Information, Interaktion und politische Aktion analysiert. Es wird gezeigt, wie das Internet von frauenpolitischen Netzen genutzt wird und dazu beiträgt, die Anliegen der Frauennetze an die Öffentlichkeit zu bringen. Deutlich wird, dass das Internet von den untersuchten Frauennetzen primär als einseitiger Informationskanal ohne Ausnutzung der Interaktivität des Mediums eingesetzt wird. Die grundlegenden Potenziale des Internets als Informations- und Kommunikationsmedium gerade auch zur Schaffung von wirkungsvollen Öffentlichkeiten werden von den Frauenorganisationen noch nicht umfassend eingesetzt. (ICE2)

Introduction -- The idea of culture is worn out -- Language is not what we might think it is -- Facilitating interculturality by unthinking and rethinking our relation to language -- Translating is not treason -- Talking to each other about interculturality -- First steps towards interculturality -- Rethinking identity -- Listening to those who experience interculturality to learn about what it is and how to 'do' it -- Examining other ways of engaging with interculturality -- Silent transformations with China -- Debunking intercultural competence. .

This unique book starts from the premise that students, scholars, and educators should be given access to a form of global education that is genuinely global. Using the notion of interculturality as change and exchange as a basis, the authors examine fifty discourse instruments (e.g. idioms, neologisms, slogans) related to what they call 'Chinese stories of interculturality'. China, like other countries, has a rich and complex history of intercultural encounters and her engagement with the notion today, which shares similarities and differences with glocal discourses of interculturality, deserves to be unpacked and familiarized with. By so doing, digging into the intricacies of the Chinese and English languages, the reader is empowered to unthink, rethink and especially reflect on their own take on the important notion of interculturality. Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland and Distinguished and Visiting Professor at different universities around the world. Dervin has written extensively about interculturality in (teacher) education, proposing to systematise the use of critical and reflexive perspectives. Mei Yuan is Associate Professor at the School of Education, Minzu University of China. Yuan has led many research projects on Minzu and intercultural education and is recipient of many awards for her contributions to 'minority' education. Sude is Professor at the School of Education, Minzu University of China. His research interests include multicultural education, diversity in teacher education and intercultural competence in superdiverse institutions and he is considered as one of the most influential scholars in the field of Chinese Minzu education. Ning Chen is Lecturer at Tianjin Academy of Fine Arts (China) and Visiting Scholar at the Faculty of Educational Sciences of the University of Helsinki, Finland. Chen specialises in diversity in higher education. .

In the extant ample research on news engagement on social media, a majority of studies thus far have centered mainly on users' motivations, gratifications, and characteristics and less on platforms in which they operate. Yet, it is well recognized that users' behavior is shaped by technological interfaces, and that users differentiate between platforms and switch to suit their specific needs. The current study, therefore, adopts a cross-platform (Facebook, Instagram, TikTok, YouTube, Twitter, and instant messaging apps) approach to explore how users' engagement with news varies, with a focus on users' perceptions of platforms' affordances as a main predictor. Based on an online survey in eight countries (the United States, United Kingdom, France, Israel, Sweden, Germany, Hong Kong, and Japan), the study identifies as key affordances, which determine both receiving and dissemination of news, users' perceptions regarding a platform's personalization, network association, anonymity, and content persistence. The findings also highlight the differences between countries and between platforms.