Rhetorical-Performative Analysis of the Urban Symbolic Landscape : Populism in Action

This chapter introduces a rhetorical-performative analysis as a tool for exploring urban symbolic landscape and populism and hence deals with relationality and materiality from the postfoundational perspective. It connects the articulation theory of cultural theorists Stuart Hall or political theorists Ernesto Laclau and Chantal Mouffe and spatial analysis of cultural geographer Doreen Massey to the study of populism. The case of Hungary shows how political frontiers have been articulated in the public space, contestable interpretations of the past are deliberately used and key symbolic urban landscapes transformed radically to articulate a political ‘us’—and ‘them.’ In the 2010s, in the Hungarian capital Budapest, the top-down process transforming urban space faced bottom-up movements which reproduce the populist logic of articulation.Peer reviewe

Maternal risk factors of urinary incontinence during pregnancy and postpartum: A prospective cohort study

IntroductionUrinary incontinence (UI) during pregnancy is a common health problem. Vaginal delivery in particular affects the pelvic floor and increases the risk of pelvic floor dysfunctions. This prospective cohort study was conducted to investigate the incidence of UI during pregnancy and three months postpartum and determine the risk factors underlying UI.MethodsIn total, 547 volunteer women were recruited from the maternity clinic of a tertiary hospital. The participants filled out a questionnaire twice, one in the second trimester and the other three months after delivery. A multivariate logistic regression model with forward stepwise selection was used to analyze known risk factors for UI.ResultsThe prevalence of UI during pregnancy was 39.5% and three months after childbirth 16.1%. Twenty-two percent of participants had pre-existing UI compared to 41.0% of the 88 women with UI three months postpartum. UI before pregnancy (OR 2.2), during pregnancy (OR 3.8) and primiparity (OR 2.3) were significantly associated with postpartum UI.Conclusions Women with UI before or during pregnancy and who are primiparous are at increased risk for postpartum UI. To prevent and reduce the risk factors contributing to UI, pregnant women should be routinely counseled.</p

The Angular Dependence of the Critical Current of BaCeO3 Doped YBa2Cu3O6+x Thin Films

The angular dependencies of the critical current of BaCeO3 (BCO) doped YBa2Cu3O6+x (YBCO) thin films grown with pulsed laser deposition (PLD) on SrTiO3 (001) were systematically investigated. The BCO concentration in the YBCO matrix was varied between 0-8 wt.%. Transmission electron microscopy confirmed that the 4% BCO containing sample has point-like, partly agglomerated BCO particles with diameter of 2.5 nm. The dopant degrades the crystal quality of YBCO but improves its in-field current carrying performance especially at low temperatures. The BCO addition affects the angular dependence of the critical current by broadening the B parallel to ab-axis peak of YCBO but no c-axis peak is seen, which is contrary to BaZrO3 doped films made by PLD. Although the particles are point-like, it is found that a model featuring only isotropic pinning centers is not sufficient to describe the angular dependence of the samples where B parallel to ab-axis of YCBO.</p

Implementing virtual collaborative inquiry practises in a middle-school context

The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.Peer reviewe

'Support our networking and help us belong!': listening to beginning secondary school science teachers

This study, drawing on the voice of beginning teachers, seeks to illuminate their experiences of building professional relationships as they become part of the teaching profession. A networking perspective was taken to expose and explore the use of others during the first three years of a teacher’s workplace experience. Three case studies, set within a wider sample of 11 secondary school science teachers leaving one UK university’s PostGraduate Certificate in Education, were studied. The project set out to determine the nature of the networks used by teachers in terms of both how they were being used for their own professional development and perceptions of how they were being used by others in school. Affordances and barriers to networking were explored using notions of identity formation through social participation. The focus of the paper is on how the teachers used others to help shape their sense of belonging to this, their new workplace. The paper develops ideas from network theories to argue that membership of the communities are a subset of the professional inter‐relationships teachers utilise for their professional development. During their first year of teaching, eight teachers were interviewed, completing 13 semi‐structured interviews. This was supplemented in Year 2 by a questionnaire survey of their experiences. In the third year of the programme, 11 teachers (including the original sample of eight) were surveyed using a network mapping tool in which they represented their communications with people, groups and resources. Finally, three of the teachers (common to both samples) were then interviewed specifically about their networking practices and experiences using the generation of their network map as a stimulated recall focus. The implications of the analysis of these accounts are that these beginning teachers did not perceive of themselves wholly as novices and that their personal aspirations to increase participation in practical science, develop a career or work for pupils holistically did not always sit comfortably with the school communities into which they were being accommodated. While highlighting the importance of trust and respect in establishing relationships, these teachers’ accounts highlight the importance of finding ‘peers’ from whom they can find support and with whom they can reflect and potentially collaborate towards developing practice. They also raise questions about who these ‘peers’ might be and where they might be found

The governors of school markets? : Local education authorities, school choice and equity in Finland and Sweden

As one of the key elements of the Nordic welfare model, education systems are based on the idea of providing equal educational opportunities, regardless of gender, social class and geographic origin. Since the 1990s, Nordic welfare states have undergone a gradual but wide-ranging transformation towards a more market-based mode of public service delivery. Along this trajectory, the advent of school choice policy and the growing variation in the between-school achievement results have diversified the previously homogenous Nordic education systems. The aim of our paper is to analyse how Finnish and Swedish local education authorities comprehend and respond to the intertwinement of the market logic of school choice and the ideology of equality. The data consist of two sets of in-depth thematic interviews with staff from the local providers of education, municipal education authorities. The analysis discloses the ways in which national legislation has authorized municipal authorities to govern the provision of education.Peer reviewe

Situating Speech: A Rhetorical Approach to Political Strategy

Ideas are increasingly acknowledged as factors in explaining political behaviour. But often they are treated as inert resources rather than dynamic instances of action in themselves. The latter, I propose, requires reflection on the character of speech – as the medium of ideas – in responding to and refiguring a prevailing situation. I undertake such reflection by setting out a rhetorical approach to political strategy. Building upon ‘interpretive’ advances in political science I shift the focus from stable cognitive frames to the dynamics of argumentation where ideas work expressively. I then explore the rhetorical aspect of strategising with attention to the way speech serves to orient audiences by creatively re-appropriating a situation. That approach is shown to be consistent with a ‘dialectical’ political sociology that emphasises the interaction of structure and agency. Finally, I sketch a method for undertaking rhetorical analysis and indicate how it might be applied to a concrete example