13 research outputs found

    Aggregate Shocks vs Reallocation Shocks: an Appraisal of the Applied Literature

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    This paper critically appraises the di erent approaches that have characterized the literature on the macroeconomic e ects of job reallocations from Lilien's seminal work to recent developments rooted in structural general equilibrium models, nonlinear econometric techniques and the concepts of job creation and destruction. Despite a ourishing of empirical analysis no unifying theoretical framework has obtained consensus in the scienti c debate. We face a corpus of research which is heterogeneous in variables' selection and experimental design. This widespread heterogeneity makes the evaluation of results a daunting task. Reliability of outcomes becomes almost impossible to assess when, even within models of the same generation, the lack of a rigorous theoretical background hinders well de ned experimental design and makes comparisons di cult. The strong pace at which the empirical literature on the macroeconomic e ects of job reallocations has been growing in recent years suggests that a general assessment of the state of the art is valuable and maybe indispensable. As a guiding principle for our excursion we track down the methodological development of the proposed solutions to the crucial problem of observational equivalence. We do not linger on speci c econometric methods nor on strictly theoretical issues not relevant to our main purpose. We draw the conclusion that the asymmetric and non-directional nature of allocative shocks, which holds the key to the solution of the problem, is better captured by multivariate, non-linear, dynamic econometric models and numerical simulation techniques. Davis and Haltiwanger's perspective on job creation and destruction seems to us of paramount importance for future research because of its potential to encompass a wealth of micro-level data sets within a rigorous analytical framework.Sectoral shifts, methodology, measurement, assessment

    A Quantitative Content Analysis on K-12 Public Education in the News Media: An Analysis of Word Sentiment and Tone in Different Media from 2015 to 2020

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    The researcher used quantitative content analysis techniques and explored how the media used language, sentiment, and tone, when reporting on United States K-12 public education (USPE) in four different media types and over a five-year period. The researcher used positive and negative word frequencies on stories in four different news media: New York Times (print & online), Huffington Post (online), ABC/NBC broadcast (TV), and Time/ Newsweek magazine (magazine); across a five-year period. The researcher converted positive and negative word frequencies in each news story to an overall tone rating scale from 1 to 5 indicating an overall positive or negative tone for each news story. The researcher collected news stories from 2015 to 2019 on K-12 USPE and categorized them based upon media type and year. Year and media types defined the independent control variables, while positive and negative word frequencies and overall tone ratings defined the dependent variables. With computer aided-sentiment analysis software, the researcher used a sentiment dictionary and determined the positive, negative, or neutral polarity, or sentiment, of all words within a sample of news media stories on USPE. The researcher analyzed overall tone ratings and sentiment frequencies with ANOVA testing, test of proportions, and z test of proportions to determine a difference in media tone and media sentiment word frequencies. The researcher also compared overall tone ratings in news media on USPE and public opinion poll responses on USPE to determine whether overall tone ratings found in news media had a relationship to the public’s opinion results on USPE. Study results revealed differences in frequency of positive, negative, and neutral words and overall tone throughout the various news media outlets and between years. However, there was little difference in the use and proportions of positive, negative, and neutral words across all media and years combined, and little relationship between public opinion and the overall tone ratings of news media on USPE. More research is necessary to determine if media reporting on USPE is becoming more negative, positive, or fluctuating over time

    A QUALITATIVE CASE STUDY EXPLORING HOW TITLE I SCHOOLS BUILD THE CAPACITY OF STAFF AND FAMILIES IN SUPPORT OF ACADEMIC ACHIEVEMENT

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    This qualitative case study explored family-school partnerships in five Title I elementary schools in one central Florida school district. Literature confirms that engaging parents and families in their children\u27s education provides positive results for a child\u27s well-being socially, emotionally, and academically. Furthermore, partnerships between families, schools, and communities, in which all stakeholders share in the responsibility of a child\u27s academic success, are beneficial to everyone, especially children and schools. The existing problem is that most educators do not know how to do this and many educators receive little, if any, support to build their capacity or aid their efforts in meeting the requirements of the law. The purpose of this study was to discover how the schools meet ESSA\u27s Section 1118 compliance requirements to build staff and families\u27 capacity to partner in support of school improvement and academic achievement. More specifically, this study examined the opportunities schools provided to engage their students\u27 families and how they built families\u27 capacity to support and extend learning outside the classroom for their child. Additionally, this study examined how schools developed their staff\u27s ability to work more effectively in partnership with parents to support student academics. The findings provided specific examples of capacity-building activities that the five case schools extended to their staff and families to partner in support of student achievement

    ACMR Reports

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    v. : 25.5 cm

    Metaphor and "metaphysic" : the sense of language in D.H. Lawrence

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    This study contributes to the contemporary debate about the language of D. H. Lawrence concentrating on metaphor as the necessary vehicle of Lawrence's 'metaphysic'. The focus is on the different levels of attention to language in his work, and to Lawrence's responsiveness to the levels of metaphor within language. Lawrence is seen here as one who, in the Heideggerean sense, 'poetically thinks'. The texts outlined below are given special consideration, representing a particular body of language and thought within Lawrence's oeuvre Chapter 1 outlines the purpose of the study and establishes the Importance of Nietzsche, Heidegger and Paul Ricoeur on language, specifically metaphor, in setting up the necessary philosophical context for discussion of Lawrence. Chapter 2 addresses the selfconsciously metaphorical language of the nominally 'discursive' essays, Psychoanalysis and the Unconscious and Fantasia of the Unconscious, underlining Lawrence's alertness to the efficacy of metaphor rather than a referential or conceptual idiom. Fresh emphasis is given to Psychoanalysis and the Unconscious as a central text in the language debate. The insights afforded by these essays make it possible to move to the fiction and, in chapter 3, to Women in Love. Here the thesis builds on Lawrence's philosophical understanding of the concept 'metaphor': in this novel, principally through a consideration of 'love', Lawrence is seen to pull metaphor away from its merely rhetorical status. Chapter 4 examines the different mode and language of The Rainbow focusing on its more enveloping, less 'frictional', medium. By chapter 5, called 'Lawrence and Language', the philosophical questions which emerge from a reading of these texts can be addressed more explicitly. Finally, a conclusion underlines the difficulties of talking about language stressing the importance, implicit throughout, of reading Lawrence on his own terms. The conscious and subliminal levels of metaphor within Lawrence's language have been seen to bear his thought. What philosophy generally explains analytically, Lawrence's language communicates metaphorically

    America and Weimar culture, 1919-1933.

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    Language of D.H.Lawrence : repetition and revision in The Rainbow

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    Bowdoin Orient v.132, no.1-24 (2000-2001)

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    https://digitalcommons.bowdoin.edu/bowdoinorient-2000s/1001/thumbnail.jp

    Maladies of the modern soul: Kristeva, Lawrence, and the post-metaphysical subject.

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    "This thesis situates some letters, novels and essays by D. H. Lawrence within a frame of Julia Kristeva's later-period ideas (from Powers of Horror onwards) about the modem subject experiencing an oedipal crisis of identity, coextensive with loss of faith in cultural metaphysical discourse. In it, I identify a number of key Kristevan themes and perspectives: symbolist aesthetics, adolescent psychology, sacred logic, amorous discourse, and, in the last chapter, a nexus of foreignness, fascism and homosexuality. In doing so, I often take a somewhat oblique approach to Kristeva's "abject" discourse, which then feeds into my readings of Lawrence. For example, I conflate Kristeva's semiological account of the adolescent psyche with Anna Freud's seminal study of the biological adolescent, and view Lawrence accordingly. This interlacing of oedipal and pre-oedipal theory offers an innovative aetiology in regard to Kristeva, while it reflects my emphasis throughout the thesis on the artist's borderline crisis, rather than, as is more typical in Kristevan criticism, affirming the poetic imaginary. Similarly, I conflate Kristeva's account of the psychological equivalence of fascism and modem art with Klaus Theweleit's censuring analysis of fascist texts. This generates an ethical and historical register for Lawrence's para- fascist expressions, within my exploration of the semiotics of the abject text. Kristeva never mentions Lawrence, while this thesis is unique as a full-length juxtaposition of a major and much-analysed modemist and a crucial postmodem- analytic theorist. My hope is that its operation within the fields of literary studies and linguistic psychoanalysis will stimulate wider academic interest in negotiating the two writers. My Conclusion, which elaborates Kristeva's own discourse as a product of unconscious phantasy, gestures ahead to a proposed comparative study. I end the thesis by speculating about its implication with my own, possibly abject, phantasy, while insisting on the validity of the production.
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