http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
Gender Role Stereotyping in Hong Kong's Primary School Chinese Language Subject Textbooks
W.K.LAW, Kenneth,H.N.CHAN, Annie Ewha Womans University Press 2004 Asian Journal of Women's Studies(AJWS) Vol.10 No.1
This paper reports on a content analysis of Chinese Language textbooks used in primary schools in Hong Kong, published during the period 1995 to 2000. We examine the extent of gender stereotyping evident from the pictures in these textbooks, in terms of the proportion of male and female characters represented; the settings in which they appear, their portrayal in domestic or non-domestic roles, and the kinds of occupational roles male and female characters were portrayed in. A total of 5,180 pictures in our sample of 108 textbooks have been analyzed and our findings indicate that gender stereotyping in these four areas is still common. However, when compared with the findings of previous studies, we found that the extent of gender stereotyping has reduced to some extent.
Kenneth L. Medina(Kenneth L. Medina ),Jeanette Angeline B. Madamba(Jeanette Angeline B. Madamba ),James Roldan S. Reyes(James Roldan S. Reyes ),Agnes T. Banzon(Agnes T. Banzon ),Arlene C. Gutierrez(Ar 아시아무역학회 2022 Journal of Asia Trade and Business Vol.9 No.1
Purpose - Most studies on entrepreneurial intention were focused on developed countries. In developing and agriculture-based economies like the Philippines, there is limited entrepreneurial intention studies conducted among university students, who are potential entrepreneurs in the country. This study intends to bridge this gap by providing insights about the entrepreneurial inclination and entrepreneurial intention of Bachelor of Science in Agriculture (BSA) students at the University of the Philippines Los Baños (UPLB). Design/Methodology/Approach - Ajzen’s (1991) Theory of Planned Behavior (TPB) was utilized to explore factors affecting the entrepreneurial intention of the BSA students. A total of 108 students were surveyed using an online questionnaire, and data analysis tools included Cronbach’s alpha, frequency analysis, chi-square, and binary logistic regression. Data analysis focused on each batch of students. Findings - The study found that Batch 2012 and below showed a greater number of students with high personal attitude, perceived behavioral control, and entrepreneurial intention. On the other hand, Batch 2015 students exhibited the lowest entrepreneurial intention. Generally, the respondents had high entrepreneurial intention; however, low perceived behavioral control or self-efficacy was also recorded. In terms of entrepreneurial inclination, all batches showed high inclination, except for Batch 2015, where the majority of the students did not have an entrepreneurial role model and had not taken an entrepreneurship course or subject. An equation model was constructed for Batch 2015 students, wherein personal attitude and subjective norm were found to be significant with intention. Research Implications - The study findings imply the need for certain colleges in UPLB to undertake strategies tailor-fit for addressing gaps in entrepreneurial inclination and intention for every batch.
Boundless Technologies: Mind-setting Value Creations
Rolfsen Rolf Kenneth,Kongsvold Kenneth,Kjolle Kari Hovin,Karlsen Stale The Korean Society for Quality Management 2005 The Asian Journal on Quality Vol.6 No.3
Utilization of information and communication technologies is commonly accepted as important to value creation in the knowledge economy. Nevertheless, empirical findings from our business case studies often show that while sophisticated technological tools may be developed, the potentials are not realized. It is evident that technology is subject to adaptive and emergent strategies of use, diverging from the original intention. Within this space of opportunities, we elaborate the importance of constructing strategic concepts as communication tools to support organisational implementation of technologies. We use the concept of organisational implementation as a way of taking the technology into use in order to support changes and value creation in the user organisation. In this paper we present our findings related to how use and experiences are conditioned by the users' expectations. We have conducted a business case study in order to understand and explore how users employ and use a particular wireless technology infrastructure. On behalf of the infrastructure vendor, we have studied three different organisations that use this technology. The overall research goal of our joint research project was to find out what is good use and for whom. We find that users struggle to go beyond the expectations they had when they were conceptualising and telling us about their practice. We have good indications that a narrowed consciousness was also conditioning the users' use of the technology. In this paper we draw the conclusion that technological implementations towards changing work practices and value creation must not be viewed by the company solely as a knowledge acquisition process, but as a process of knowledge creation. Organisational implementation is an ongoing process, a learning process at both the organisational and individual level. Flexible tools and technologies are constituted and shaped in interaction and communication in the workplace. Based on that knowledge, we build up an argument for an organisational implementation framework, including strategic discussions, learning spaces, and concept constructions.
Kenneth King 서울대학교 교육연구소 2019 Asia Pacific Education Review Vol.20 No.2
There has been a long tradition of demonstrating formal education’s direct relationship with many dimensions of development, including increased productivity, health, reduced mortality, population control etc. There has also been a literature looking particularly at the ‘democratic dividend’ from education, both through the lens of global citizenship as well as more generally through education’s infuence on political participation. The successful securing of global citizenship education (GCE) within the ambitions of Sustainable Development Goal 4.7 in September 2015 was a further milestone in connecting social development with ‘democracy, good governance and the rule of law’. Accordingly, there are many telling examples of how GCE can be rolled out in school curricula, through many diferent school subjects, across the world. Arguably, however, the formal school system is far from being the only location where messages about citizenship, whether global, national or local, can be found. During the period, 2016–2019 in the USA and UK, with the huge rise in smart-phone usage world-wide, it has become apparent that there can be massive micro-targeting, through global platforms, of selected populations with multiple messages about citizenship, national identity, job security, migration threats, potential terrorism and a great deal else. Unlike the citizenship curricula and textbooks of formal schools which are easily accessible, a great deal of this new social media messaging is relatively inaccessible, using procedures that are a long way from traditional electioneering. They are also much less fnancially accountable, but it is clear that vast sums are now being spent on social media advertising, presenting an existential threat to democracy. The role and level of education in reacting critically to social media campaigning will need to be revisited in this new world of campaigning around global and national citizenship. It is no longer a discussion about education’s positive relationship with increased political participation, but whether current education levels are actually capable of dealing with the current threats to citizenship, at global, national and local levels.