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Život po maturite alebo o hodnotách vzdelania u žiakov stredných škôl

100%
Bomba L.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2015
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vol. 25
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issue 1
103–121
EN
The paper presents meanings of the contemporary school education in the reflections of the secondary school students. The intent of the research was to pinpoint the high schools students’ values of education and to search for the cultural dimensions of neoliberalism and the principles which govern the reason of pupils. At first, the author explains those parts of the theory of neoliberal govenmentality which are crucial for intepretation of the interviews with pupils. The author of this study discovers that fundamental concepts of discourse of life after graduation are skilfulness of an individual and assertion of individuality. These concepts are used for explanation of achievement of individuality. The author concludes that pupils do not consider the university as a place assess own life and to gain profit from study. The life after graduation is considered a project of a path to individual happiness and the life choice of university studies is subordinated to this reason.
2
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Un estudio comparativo del despliegue de la evaluación en el discurso científico

84%
Waicekawsky L.
Linguistica Pragensia
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2016
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vol. 26
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issue 1
7-18
EN
In the last few years, a growing interest in the interpersonal dimension of language has driven researchers to explore academic-scientific discourses on the basis of the Systemic Functional Linguistics framework. This framework, sharing the view that language is related to social, cultural and institutional contexts, offers a systematic approach, Appraisal Theory, put forth by Martin (2000) and Martin and White (2005) to analyze writers’ subjective positioning. This theory provides a battery of analytical tools to reveal some of the key rhetorical strategies used to express feelings, to judge people and their actions, and to react and value the quality of things, personal appearance and other phenomena, natural or not. Three systems, Attitude, Engagement and Graduation, the latter with the options of Force and Focus, are distinguished within the theory. In this work, we attempt to identify the resources of Graduation used to encode Attitude, either sharpening or subduing it in the Discussion Section of Research Articles in Audiology, and compare those results with a more widely-studied discipline, Psychology. A corpus of 30 research articles from 3 different journals from the field of Audiology and Psychology written by native English speakers in 2010 and 2011 was compiled. Results indicate a significant and varied number of evaluative resources to graduate Attitude, in which explicit resources of Force prevail in the Audiology corpus.
ES
En los últimos años, un creciente interés en la dimensión interpersonal del lenguaje ha llevado a los investigadores a indagar los discursos académico-científicos desde el marco teórico ofrecido por la Lingüística Sistémico Funcional. Este marco, que comparte la visión que el uso del lenguaje está relacionado con contextos sociales, culturales e institucionales, ofrece un enfoque sistemático, la Teoría de la Valoración propuesta por Martin (2000) y Martin y White (2005), para analizar las posiciones interpersonales de los escritores. Esta teoría ofrece una batería de herramientas analíticas que hacen posible revelar algunas de las estrategias retóricas claves utilizadas para expresar sentimientos, emitir juicios y reaccionar y valorar la calidad de objetos, apariencia personal, y otros fenómenos, naturales o no. Se distinguen en la teoría diferentes tipos de evaluación y posicionamiento a través de los sistemas de Actitud, Compromiso y Graduación, subdividido en Fuerza y Foco. En este trabajo, intentamos identificar los recursos de Graduación que codifican la Actitud intensificándola o suavizándola en la Sección Discusión de Artículos de Investigación Científica (AIC) en Audiología, y comparar estos resultados con los de AIC de una disciplina más estudiada, la Psicología. Se analiza exhaustivamente un total de 30 artículos de investigación extraídos de tres diferentes journals de Audiología y de Psicología escritos por hablantes nativos entre los años 2010 y 2011. Los resultados dan cuenta del uso de un número significativo y variado de recursos evaluativos para graduar la Actitud, con predominancia de recursos explícitos de Fuerza en el corpus de Audiología.
3
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ITALIAN GRADUATIONS DAY: A NEW MODEL OF RITUAL

84%
Riconda G.
Journal of Education Culture and Society
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2019
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vol. 10
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issue 1
200-218
EN
Aims.The research aims to reconstruct the phases of the new ritual of graduation in Italy to fully understand if there are a variety of social forms and conventions (linked to symbolic aspects) to be satisfied and if there are elements of ambiguity. Methods.Using ethnographic technique, I chose to develop on the one hand a thick description of the ritual that highlights the "stratified hierarchy of significant structures" (Geertz 1998) while on the other I tried to develop a comparative methodology that takes into account - both temporal and spatial level - of some of the different graduation ritual models that exist and have existed. Results.  The analysis shows that there is a lack of consistency between the new degree model and the new graduation ceremony model. Furthermore, in the one hand, the liminal theatricality of the rite satisfies the demands of collective catharsis; on the other hand, there are some ambivalences and there is a lack of consistency between the conventions (and its symbolisms) in the ceremony and the university experiences that students could have in Italy. Lastly, the moral entrepreneurs paid too little attention to the original meanings of the model of celebration from which it draws and its criticality. Conclusions.Rituals in the educational field are very important socio-cultural forms of production of meanings whose modification could be more satisfactory if there was a greater reflection on the original educational models and if, in this reflection, they were involved a large number of subjects belonging to different groups.
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