The problem of causality in cultivation research

This paper offers an up-to-date review of problems in determining causal relationships in cultivation research, and considers the research rationales of various approaches with special reference to causal interpretation. It describes in turn a number of methodologies for addressing the problem and resolving it as far as this is possible. The issue of causal inference arises not only in cultivation research, however, but is basic to all media effects theories and approaches primarily at the macro-level whose main methodology rests on correlational studies (agenda-setting, spiral of silence, knowledge gap hypothesis, etc.). We therefore first discuss problems of causal interpretation in connection with the cultivation hypothesis, and then sketch in summary how these problems arise with other media effects theories. We first set out the basic features of the cultivation approach, then consider the difficulties with correlational studies and discuss alternative research designs - designs which are not original to us, but have been adapted for cultivation research. These comprise laboratory experiments, sequential studies, social studies and time-series procedures. Finally, we argue for multiple approaches that complement one another's advantages and balance out their disadvantages

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Studying soap operas

This present issue of Communication Research Trends will focus on research about soap operas published in the last 15 years, that is, from the year 2000 to the present. This more recent research shows one key difference: the interest in soap opera has become worldwide. This appears in the programs that people listen to or watch and in communication researchers who themselves come from different countries

Inside out: men on the Home Front

This paper examines the representation of men as domestic experts in British lifestyle television programmes. It considers contemporary representations of the home, locating these in relation to changes in British primetime programming where a movement towards hybrid TV forms appears to rearticulate the mission to ‘inform, educate and entertain’ and to transform private matters into public spectacle. The paper examines the ways in which contemporary representations of the male domestic expert struggle to negotiate perceived boundaries between the ‘inside’ of private space and the ‘outside’ of the public sphere and between the categories of femininity and masculinity. It argues that in the homes and gardens series, Home Front, the figure of the designer provides a significant contemporary rearticulation of the male dandy, and aestheticism and camp become key strategies for the redefinition of the home and of masculinity as matters of lifestyle.</p

Landscape, culture, and education in Defoe's Robinson crusoe

In their article "Landscape, Culture, and Education in Defoe's Robinson Crusoe" Geert Vandermeersche and Ronald Soetaert discuss Daniel Defoe's Robinson Crusoe as a narrative that translates nature and our dealings with it into a literary text. Vandeermeersche and Soetaert postulate that the novel can be read as a quintessential fable of humans' cultivation of nature and the creation of individuality, which, at the same time, provides its readers with strategies for describing processes such as education. Robinson Crusoe and its characters, metaphors, and scenarios function in the "auto-communication" of culture as an enduring equipment for living (Burke), a company readers keep (Booth), and a cognitive tool in modern Western culture

Gender, Land and Water in the Poverty Reduction Strategy and Country Assistance Strategy for Sri Lanka\ud

Ten years after the adoption of the Beijing Declaration, gender mainstreaming is still high on the donor agenda. Nonetheless, a number of evaluation reports clearly indicate that operationalisation of gender mainstreaming strategies remains a challenging task. The integration of gender concerns at the country level requires adequate financial and human resources, and strong institutions, which have been lacking in the recent past. Has the World Bank, as one of the largest financial institutions, learned from previous critique? This paper looks at Sri Lanka's poverty reduction strategy and the World Bank's country assistance strategy for Sri Lanka, with a focus on the agricultural sector.\ud \ud Dix ans après l'adoption de la déclaration de Beijing, l'approche genre est toujours une priorité sur l'agenda des donateurs. Néanmoins, de nombreuses évaluations indiquent clairement que la mise en oeuvre de stratégies incorporant l'approche genre reste difficile. L'intégration des questions de genre au niveau national nécessite des ressources humaines et financières adéquates et des institutions fortes, facteurs qui ont fait défaut ces dernières années. Etant l'une des principales institutions financières, la Banque mondiale a t-elle appris des critiques qui lui ont été faites ? Cet article s'intéresse à la stratégie de réduction de la pauvreté au Sri Lanka et à la politique d'aide de la Banque mondiale à ce pays, l'accent étant mis sur le secteur agricole.\u

Master Questions, Student Questions, and Genuine Questions: A Performative Analysis of Questions in Chan Encounter Dialogues

I want to know whether Chan masters and students depicted in classical Chan transmission literature can be interpreted as asking open (or what I will call “genuine”) questions. My task is significant because asking genuine questions appears to be a decisive factor in ascertaining whether these figures represent models for dialogue—the kind of dialogue championed in democratic society and valued by promoters of interreligious exchange. My study also contributes to a more comprehensive understanding of early Chan not only by detailing contrasts between contemporary interests and classical Chan, but more importantly by paying greater attention to the role language and rhetoric play in classical Chan. What roles do questions play in Chan encounter dialogues, and are any of the questions genuine? Is there anything about the conventions of the genre that keeps readers from interpreting some questions in this way? To address these topics, I will proceed as follows. First, on a global level and for critical-historical context, I survey Chan transmission literature of the Song dynasty in which encounter dialogues appear, and their role in developments of Chan/Zen traditions. Second, I zoom in on structural elements of encounter dialogues in particular as a genre. Third, aligning with the trajectory of performative analyses of Chan literature called for by Sharf and Faure, I turn to develop and criticize a performative model of questions from resources in recent analytic and continental philosophy of language and I apply that model to some questions in encounter dialogue literature

The Demand for the Arts

This paper discusses the demand for the arts from a theoretical and an empirical perspectives. We suggest that the demand for the arts is price elastic and that art is a luxury good. Education, and learning experiences are also important factors affecting that demand. Ce texte traite de la demande pour les arts d'un point de vue théorique et empirique. Nous suggérons que la demande pour les arts se caractérise par une élasticité-prix relativement importante et que l'art est un bien de luxe. L'éducation et l'expérience en matière d'art jouent également un rôle important sur cette demande.Demand for the arts, learning by consuming, Demande pour les arts, Apprentissage par la consommation