The Jews of Venetian Candia: The Challenges of External Influences and Internal Diversity as Reflected in Takkanot Kandiyah     

Martin Borýsek 《Al-Masaq: Islam & the Medieval Mediterranean》2014,26(3):241-266

Takkanot Kandiyah is a collection of Hebrew-written legislative texts regarding the leadership of the Jewish community of Candia, the capital of the Venetian colony of Crete, which were issued by successive generations of communal leaders between the early thirteenth and late sixteenth centuries. The detailed information it provides on many areas of the communal life makes Takkanot Kandiyah a valuable source for historical research into Jewish life in the medieval and Early Modern Mediterranean. Through a study of the texts contained in Takkanot Kandiyah, this article attempts to identify and analyse the ways in which the leadership of the Candiot community responded to the challenges of coexistence with the Greek inhabitants of Crete and the Venetian rulers of the island, as well as with the Jewish immigrants whom the currents of history brought to Crete from various corners of the Mediterranean, and thus to examine the importance of the “Mediterranean dimension” of the life of Cretan Jewry.  相似文献   

United States Gubernatorial Elections, 1912–1931: The Official Results by State and County Michael J. Dubin. Jefferson,NC: McFarland, 2013.          下载免费PDF全文

Martin J. Manning 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):325-326

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Neo-Muctazilismus?: Intention und Kontext im modernen arabischen Umgang mit dem rationalistischen Erbe des Islam     

Richard C. Martin 《Al-Masaq: Islam & the Medieval Mediterranean》2013,25(2):269-271

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Editorial introduction: trans/Asia,trans/gender     

Fran Martin  Josephine Ho 《Inter-Asia Cultural Studies》2013,14(2):185-187

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A true original     

Martin Jacques 《Inter-Asia Cultural Studies》2013,14(2):174-177

Abstract

This study analyzes Japanese and Korean ethno-national (minzoku-kokumin) education in postwar Japan. During a period of political unrest in Japan (1945–1955), some of the Korean residents and Japanese worked together to overcome the culture of Imperial Japan and its assimilative education. They also regarded themselves as people colonized by the United States, and pursued a political-cultural movement for their liberation and independence from American imperialism. The Koreans in Japan rejected compulsory education in the Japanese language. As a result, since 1956, Korean schools (Chōsengakkō), funded and supported by North Korea, were founded all across Japan. Their ethno-national education was in fact incorporated into North Korean politics, and has been considered in many studies as having overcome Japanese assimilation and ethnic inequalities. Such a view was a result of many academic Zainichi Korean studies that come from an “insider's perspective” to criticize Japanese colonialism and discrimination. In order to go beyond this insider's view, I focus on the political alliance between Zainichi Koreans and the Japanese people in their pursuit of ethno-national education. Since 2010, the Japanese state funding for Korean schools has become a major controversy in Japan. By tracing the historical background, this article intends to explain why this political issue has arisen. The ultimate purpose of this article is to suggest an ethical perspective to resolve the current political conflict regarding Korean schools in Japan.  相似文献   

Uncle Tom's Cabin and the Reading Revolution: Race,Literacy, Childhood,and Fiction, 1851‐1911 Barbara Hochman. Amherst: University of Massachusetts Press, 2011.     

Martin J. Manning 《Journal of American culture (Malden, Mass. : 2003)》2013,36(4):408-409

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Psychodrama and sociodrama in primary and secondary education     

Jay A. Mathis  Louis Fairchild  Thomas M. Cannon 《Psychology in the schools》1980,17(1):96-101

Students need practice in decision making and problem solving, and sociodrama can provide this practice in a safe, nonthreatening context. It helps them to become aware of the typical ways they solve problems, and it increases both social and personal awareness. It may promote acceptance, cooperation, and cohesiveness in the classroom. Students readily adapt to this kind of activity and find it both enjoyable and stimulating. It is recommended as a useful method in the classroom and guidance and counseling setting for helping students understand their own behavior and the behavior of others.  相似文献   

Multiple regression data using the WISC-R and the Woodcock-Johnson tests of cognitive ability     

Leadelle Phelps  Martin Rosso  Sharon Lee Falasco 《Psychology in the schools》1985,22(1):46-49

Using a sample of 100 behavior disordered male adolescents, correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) were computed. All WISC-R subtests correlated with the W-J Broad Cognitive Ability score at the .0001 level. Analysis of the forward selection multiple regression procedure resulted in the inclusion of only WISC-R Verbal subtests for the first six steps. Implications of such results were discussed and a predictive equation reported.  相似文献   

Factor analysis of the abbreviated conners teacher rating scale: Implications for the assessment of hyperactivity     

Michael J. Furlong  Jay B. Fortman 《Psychology in the schools》1984,21(3):289-293

A factor analysis of the abbreviated Conners Teacher Rating Scale (CTRS) was completed using a sample of 108 regular and special education students. Two factors accounted for 69.5% of the total response variance: Factor I consisted of items describing attention deficits and motor activity, and Factor II consisted of items describing excessive affective reactions. It is suggested that the abbreviated CTRS be interpreted with respect to its latent structure, rather than to one global score as has been common practice.  相似文献   

‘Separate and distinct'? The manual labour question in nineteenth‐century Victorian rowing     

Martin Crotty 《国际体育史杂志》2013,30(2):152-163

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