Suchergebnisse

AbstractThis paper examines the mechanisms of differentiated discursive disciplining for immigrants of different religious backgrounds in the French media. Based on a sample of 120 articles on immigration in the French mainstream media, textual analyses and comparisons were conducted. Results show that influenced by religious factors, the French media use secularism as a tool to portray completely different images of immigrants through different discursive logics. Muslim immigrants present a paradoxically biased negative image in the French media discourse as a collection of invaders and the disciplined. In contrast, the media image of Ukrainian immigrants of Orthodox Christian background is positive on the whole, with a certain degree of deliberateness in the details of its construction. The difference in the symbolic characterization between Catholicism and Islam enables the exclusionary media discourse against Muslim immigrants. The paper also discusses French media discourse flaws and policy dilemmas. The logic of French media discourse is paradoxical in its inability to maintain an intact secularist identification and to effectively influence political issues to the detriment of promoting immigrant integration.

This study uses a combination of qualitative and quantitative methods to study the understanding of China's university teachers (hereinafter referred to as teachers) on the preparation period of entrepreneurship. Through questionnaire survey, factor analysis and fuzzy evaluation, we get the classification of the factors of entrepreneurship by teachers, including education factors, social factors, and policy factors.Teachers believe that the most important primary influencing factors of entrepreneurship formation is founders' fundamentals, the most important secondary influencing factors is social factors. In addition, the main impact of teacher entrepreneurship awareness on entrepreneurship education is as follows: in the competition and practice of entrepreneurial projects, on-campus entrepreneurial teachers mainly participate as assistants and they are quite passive. It may be because that their participation motivation is departed from the purpose of entrepreneurship. Off-campus entrepreneurship tutors focus more on the ability of the social entrepreneurial team to marketize the products or services.