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2009 - International Communication Association Pages: 20 pages || Words: 4983 words || 
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1. Yilmaz, Ferruh. "Cultural Studies: A (Still) Progressive Project to Challenge Power or an Anachronistic Project Unwittingly in the Service of Power?" Paper presented at the annual meeting of the International Communication Association, Marriott, Chicago, IL, May 20, 2009 Online <PDF>. 2018-06-18 <http://citation.allacademic.com/meta/p298548_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper argues that we are in the midst of a huge hegemonic displacement that fractures the old political formations and realigns the traditionally progressive movements with right-wing politics. The central question of the paper is: what is the role and place of Cultural Studies in this hegemonic slide? At the center of the discussion is the changing character of feminism and anti-racism through the debate on immigration.

Cultural Studies can be said to have initially started as a project to study the production of power relations in popular culture. However, today Cultural Studies is itself being slowly hegemonized. The clearest indication is the immense preoccupation with ethnic and cultural identities.

In this presentation, I argue that what we have been witnessing in Europe is the formation of a new type of hegemony that brings cultural distinctions to the forefront. This creates tensions within antiracist and feminist movements: once inequalities are articulated in terms of culture, religion and ethnicity, the political target for the struggle for equality gets confused and creates dilemmas for the movements. The same dilemma can also be traced in scholarly work of Cultural Studies scholars and I contend that it is the result of the inattentiveness to the new hegemony that reframes traditional sensitivities of Cultural Studies into the service of hegemonic politics. What we need is a newborn reflexivity that realigns our theoretical positions and political values with the wider context of the hegemonic slide.

2010 - NCA 96th Annual Convention Words: 496 words || 
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2. Paradise, Angela. "Service-Learning and 'The Media Literacy Project': Students Mentoring in an After School Program as a Capstone Project" Paper presented at the annual meeting of the NCA 96th Annual Convention, Hilton San Francisco, San Francisco, CA, <Not Available>. 2018-06-18 <http://citation.allacademic.com/meta/p423293_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: A Description:

This semester our class will be partnering with Davis Commons (an after-school program in Brockton, MA) on a service-learning initiative, “The Media Literacy Project.” The program, which will take place February – May 2010, will involve our class, in small groups, visiting Davis Commons on a weekly basis to interact with students in the hopes of enhancing their media literacy skills. Specifically, you will be talking with the Davis Commons students about their media habits, what they think of media messages and representations, and how they perceive themselves and others being affected by those messages and representations. You will also provide the students with information on a variety of media topics. In short, this partnership will result in an array of benefits for all involved. The capstone project itself centers on media literacy and the application of the very media theories we will be studying and discussing in class throughout the semester. The project has several components (to be discussed in detail) and much of the work is group-based.

Requirements:

1) Weekly Visits to Davis Commons:
Each week you and your partners will prepare a lesson plan or activity that will guide your visit at Davis Commons. The lesson plans will relate to topics we are covering in class. We will spend considerable time in the beginning of the semester discussing age- and topic-appropriate lesson plans. It is the responsibility of the entire group to give careful thought and consideration as to the preparation and facilitation of your weekly lesson plan.

2) Media Product
Throughout the course of your service-learning work, you and your classmates will create a media product that documents your experiences at Davis Commons. In the past, CO419 students have created videos (one documentary; one mock newscast) that have fulfilled this requirement. While the videos have been great successes in the past, you are welcome to explore other options (websites, newspaper, etc.)

3) Written Work
Throughout the course of the semester, you will be asked to write and reflect on your experiences and connect them to course readings and discussion. This written work will come in the form of your group’s weekly lesson plans for Davis Commons (which includes a section for reflection/evaluation), an end-of-the-semester reflection/evaluation document, and an additional written piece in which you share your service-learning/media literacy experience with the public (e.g., a blog entry for Corey/Kate’s Stonehill’s CBL website, an article for Corey/Kate’s CBL newsletter, an article published in the Summit or another local paper , etc..).

4.) Capstone Event
Finally, as a way to celebrate your capstone experience, the class will coordinate an on-campus end-of-the-semester celebration for the youth of Davis Commons. In the past, this event has involved a campus tour, a film screening of CO-419 service-learning films, and a pizza party. CO-419 students are responsible for carrying out the necessary event-planning tasks (food, location, A/V needs, etc..).

2012 - ASC Annual Meeting Words: 187 words || 
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3. Ruhland, Ebony. and Lageson, Sarah. "Family Strengthening Project: A Prisoner Reentry Project Addressing the Needs of the Whole Family" Paper presented at the annual meeting of the ASC Annual Meeting, Palmer House Hilton, Chicago, IL, Nov 13, 2012 <Not Available>. 2018-06-18 <http://citation.allacademic.com/meta/p576127_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Many families play a critical role in helping the ex-offender reenter back into society by providing financial assistance, housing, or other reentry needs but often experience a lot of stress due to this role (Naser & Visher, 2006. The Council on Crime and Justice in Minneapolis, MN completed a federally-funded demonstration project that addressed the reentry needs of incarcerated fathers and their family members. Holistic services (case advocacy, family counseling, employment and financial training, mentoring) were provided to address prisoner reentry. Services began while the father was incarcerated and continued one year post-release. Goals were to support and provide resources for ex-offenders and their families to better prepare for reentry with hope of reducing recidivism. Seventy-five families (150 men and women) participated. A mixed-methods evaluation was completed on the program. Findings from the evaluation will be presented which include changes in need (employment, education, housing, chemical dependency, domestic violence) from pre-release to post. Findings will include the number of ex-offenders and family members that increased their coping skills and supportive networks to better deal with the reentry, as well as the percentage of participants that recidivated.

2014 - Comparative and International Education Society Annual Conference Words: 743 words || 
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4. Lee, Bommi. "What makes good projects? Success factors of the World Bank education development projects" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, Mar 10, 2014 <Not Available>. 2018-06-18 <http://citation.allacademic.com/meta/p709423_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: 1. Objectives

Despite the continuous foreign development assistance, empirical studies on aid effectiveness show mixed results. Therefore, it is more practical to assume that aid works and investigate under which conditions the aid works, rather than discussing whether or not aid works. Studies that focused on education aid show a moderately positive effect on school enrollment and completion rates. However, these studies have limitations in explaining the large variation in project outcomes. Since most foreign aid is provided in the form of projects, aid effectiveness should be examined at the project level.
This study aims to investigate the determinants of successful project outcomes. It is divided into two parts. The first part of this study aims to examine the education project characteristics that are significantly associated with project outcomes using the World Bank project performance data. This study specifically focuses on three elements: 1) the proportion of financing by the World Bank, 2) the type of lending instrument, and 3) whether a project is in post-primary education sector. The first research question is “What factors explain the variation in project performance of education development projects at the World Bank?”
The IEG project ratings, however, are subject to criticisms, as they are based on Bank staff’s self- report. Also, the categories of rating scales are rather subjective. Thus, the second part of this study aims to examine two elements: 1) whether the outcome is objective and 2) the determinants of the outcome perceived by the Bank staff. The research questions are:
1) “Do the Bank’s staff perceive the project outcomes as objective?”
2) “To what extent do the perceived determinants of project outcomes align with the results from quantitative analysis?”

2. Theoretical framework

I review the literature in four different areas. First, macro level studies from economics literature showed that foreign aid in education had a positive but modest effect on school enrollment rates. Second, I review the studies that used the World Bank project ratings data. A number of studies examined the effect of macro economic variables on project outcomes. Studies that focused on project level characteristics found that project preparation, supervision, early indicators and task team leader characteristics were significantly related to project outcomes.
Third, I review the studies from international development project management literature, which examined project success factors. Project design and monitoring were important for outcomes as well as trust, communication and consultations among staff and stakeholders. Lastly, I reviewed studies from education management literature that discuss World Bank education projects. Studies pointed out that time and cost overrun led to delay in project implementation and project failure. Internal consistency of project team and decision-making at the operational personnel was also important element for success. However, there is almost no study that uses the project level data and focus on education project outcomes across countries.

3. Data and methods
For the first part, I use the World Bank project ratings data and coded data from the Implementation Completion Report. I apply a linear probability, a probit, and an ordered probit model. I also use a propensity score matching technique to specifically look at the three key interest variables. To answer the second research question, I collect interview data from the current and retired Bank staff. Snowball sampling is used to contact about 10 interviewees.

4. Expected results
From the first part of analysis, I expect to find that:
- Projects with larger proportion of Bank financing have higher probability of receiving satisfactory project outcomes.
- Development policy lending projects have lower probability of receiving satisfactory outcomes.
- Post primary education projects have lower probability of receiving satisfactory outcomes.
I also expect to find that unobserved factors that might affect outcome will arise from the qualitative data. These will include the quality of project team leader, communication among Bank and local staff, and other organizational factors within the implementing agencies.

5. Significance of the study
This study contributes to the aid effectiveness literature in several ways. First, this study uses project level, rather than country level approach. Since most foreign aid is provided in the form of projects, aid effectiveness needs to be examined at the project level. Second, whereas most of the previous studies conducted quantitative analysis, this study combines the quantitative data with qualitative data, which should presents a larger picture of the significant factors for project outcomes. This study is also the first one to focus on aid effectiveness in specifically in education sector using the project level data.

2015 - 4S Annual Meeting – Denver Words: 205 words || 
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5. Glaser, Jochen. "Material time and project time: Towards a framework for the comparative analysis of project dynamics" Paper presented at the annual meeting of the 4S Annual Meeting – Denver, Sheraton Downtown, Denver, CO, Nov 11, 2015 <Not Available>. 2018-06-18 <http://citation.allacademic.com/meta/p1028915_index.html>
Publication Type: Paper Abstract
Review Method: Peer Reviewed
Abstract: The duration of projects is crucial for researchers in many fields for two reasons. First, much empirical research in the sciences is a race for being first to solve a particular problem or to report particular findings. Being anticipated is a common concern of researchers, as e.g. Merton, Hagstrom, Latour and Woolgar, and Cozzens demonstrated. This is why research has been described as a ‘winner takes all’ – competition (David). Second, researchers dependent on project grants need to produce results that will guarantee the continuation of their research through new grants (the cycle of credibility, Latour and Woolgar). The time in which a research project can be completed depends on a variety of factors including chance. The aim of this paper is to outline a comparative framework for material time, i.e. influences on the duration of projects that are produced by material properties of research objects and instruments. I will demonstrate that projects can be and are designed to compensate for material time. Therefore, project time reflects material time but is not determined by it. However, material time is anticipated by researchers and has to be matched to governance structures. Mismatches of governance and project time make projects fail and, when anticipated, projects not started.

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