The rhetoric of androgyny as revealed in the feminine mystique     

Sally J. Perkins 《Communication Studies》2013,64(2):69-80

Despite the feminist controversy regarding whether gender differences exist in discourse style, it appears that one of the most prominent leaders of the conservative wing of the feminist movement, Betty Friedan, strategically employed an androgynous rhetorical style in her crucial feminist document. The Feminine Mystique. Through an analysis of that text, this essay argues that by employing the “rhetoric of androgyny,” Friedan creates a mainstream feminist audience whose ideology ultimately transcends oppressive gender dichotomizations.  相似文献   

Books in review     

Paul Westbrook Book/Media Reviews Editor  Daniel J. Perkins  Ingrid Olsen‐Tjensvold  Carolyn Gilbert 《Journal of Applied Communication Research》2013,41(2):72-74

THROUGH NAVAJO EYES: AN EXPLORATION IN FILM COMMUNICATION AND ANTHROPOLOGY. By Sol Worth and John Adair. Bloomington: Indiana University Press, 1972; pp. 286. $12.50.

VAGINAL POLITICS. By Ellen Frankfort. New York: Quandrangle Books, Inc., 1973; pp. 250. $6.95.

POWER AND INTERPERSONAL RELATIONS. By Wally D. Jacobson. Belmont, California: Wadsworth Publishing Company, 1972; pp. 190. (paper) $3.50.  相似文献   

Meritocracy, Equal Opportunity, and the SAT     

Linda M. Perkins 《History of education quarterly》2001,41(1):89-95

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Measuring ESL readers’ ability to apply reasoning in reading: a validity study of the TOEFL reading comprehension subtest     

Kyle Perkins 《Journal of Research in Reading》1988,11(1):36-49

This paper reports the results of an attempt to measure English as a Second Language (ESL) students’ability to apply reasoning in reading. The elicitation instrument was an experimental test which was developed from a model of reading comprehension based upon cognitive activities which Piaget referred to as concrete operations. The experimental test delineated Piaget's concrete operations in prose text and set them against difficulty criteria. The experimental test which measured the ability to apply reasoning in reading and the Test of English as a Foreign Language (TOEFL) were administered to a pool of adult ESL subjects. The results indicated that the TOEFL reading comprehension subtest does not measure the ability to apply reasoning in reading; thus, its validity as a measure of reading is in doubt. Significant effects were also shown for the paragraph types and the item types in the experimental test. The items based on the classification paragraphs were significantly more difficult than the items based on the serial paragraphs. In like manner, the items based on the multiplication paragraphs were significantly more difficult than the items based on the addition paragraphs. And finally, the intension questions which concerned the properties of a class were significantly more difficult than the extension questions which dealt with the members of classes. The results of this study indicate a need for further, increased attention to the measurement of reading to solve problems in ESL reading assessment and to the effects of the different structural organizations of ideas (e.g., addition, classification, multiplication, and series) and the interrelations of ideas on the comprehension process. The motivation for this line of research derives from the pragmatic interest of those researchers concerned with the communicative aspects of a text and the manner in which authors organize their ideas. Current research is beginning to explain the complex interaction between text structure and the reader's processing of such structure which further explicates the comprehension process.  相似文献   

Guidelines for a creative drama program     

Jeffrey I. Gelfer  Peggy G. Perkins 《Early Childhood Education Journal》1992,20(1):30-32

Creative drama is a process of perceiving and communicating thoughts and ideas. It is a thoughtful and usually teacher-directed effort to retell a story in dramatic from (Schickendanz, York, Stewart, & White, 1990). Sometimes the story has been made up or read and reread by the teacher or students. Children may select roles for stories or use props (e.g., puppets, dolls, and everyday clothes) to dramatize the story.Jeffrey I. Gelfer is Associate Professor, Department of Instructional and Curricular Studies, and Peggy G. Perkins is Assistant Professor, Department of Counseling and Educational Psychology, both at the University of Nevada, Las Vegas.  相似文献   

高浓度有机废水电催化氧化实验研究     

萨如拉  刘占孟 《邢台职业技术学院学报》2005,22(1):3-5

以活性炭—纳米二氧化钛为电催化剂,对甲胺磷溶液进行了电催化氧化降解规律的研究,考察了催化剂量、槽电压、pH值、反应时间等因素对处理效果的影响。实验结果表明,该工艺能有效的去除废水中的有机物,活性炭纳米二氧化钛催化剂的催化效果显著,去除机制主要是电致H_2O_2、·OH对有机物的氧化、降解。  相似文献   

犯罪的本质新论——“刑法法益侵害说”     

李治  彭科  萨泰 《新疆师范大学学报(哲学社会科学版)》2006,27(4):92-95

犯罪及其本质问题,一直就是刑法学研究的一个最基本的理论问题。任何一门学科,其研究出发点都应该是建立在一个科学而明晰的概念范畴基础上。出于这一理论,我们首先界定了本论的犯罪概念,在分析其内涵和外延的前提下,演绎出了犯罪的本质是“刑法法益侵害”这一理论,并分析了它的意义。  相似文献   

Developing Portfolios to Evaluate Teacher Performance in Early Childhood Education     

Jeffery I. Gelfer  Yaoying Xu  Peggy G. Perkins 《Early Childhood Education Journal》2004,32(2):127-132

One goal of the teacher's professional portfolio is to describe the full range of abilities and document effective teaching over an extended period of time. In this article we discuss the procedure that teachers can use in developing their own portfolio assessment to help generate data for making decisions about teaching performance. The development of a teacher portfolio requires planning, time, organization and cooperation from students, colleagues, parents and supervisors. The format of the portfolio may vary from individual to individual and be based upon personal preference. Organizations and contents of the teacher portfolio are suggested. Questions and associated lists of teaching artifacts are discussed based on the authors' experiences as early childhood classroom teachers and university professors. The answers to these questions will guide the selection of activity-generated products to best represent the essence of the teacher performance.  相似文献   

Intelligence in the Wild: A Dispositional View of Intellectual Traits   总被引：2，自引：0，他引：2  

David Perkins  Shari Tishman  Ron Ritchhart  Kiki Donis  Al Andrade 《Educational Psychology Review》2000,12(3):269-293

Most accounts of intelligence are abilities-centric. They aim to explain intelligent behavior in terms of IQ or other measures of intellectual aptitude. However, several investigators have proposed that intelligent behavior in the wild—in everyday circumstances in which carefully framed tests do not tell people exactly what intellectual task to attempt—depends in considerable part on thinking dispositions. Definitionally, dispositions concern not what abilities people have, but how people are disposed to use those abilities. Everyday language includes a number of dispositional terms such as curiosity, open-mindedness, and skepticism. We review several dispositional constructs that researchers have investigated, sometimes under the label dispositions. The findings in trend show that dispositions are stable traits that help to explain intellectual performance over and above measures of intellectual aptitude. It is argued that a dispositional view of intelligence is warranted, and that it is an important area for continued research.  相似文献   

The Persistence and Evolution of Educational Radio     

Ross A Perkins 《TechTrends》2011,55(3):12-13

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