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On native ground: memoirs and impressions. Jim Barnes, Norman: University of Oklahoma Press, 1997, 279 pages, $27.95 (hardcover). ISBN 0–8061–2898–4. Caucasia. Danzy Senna, New York: Putnam Publishing Group, 1998, 353 pages, $24.95 (hardcover). ISBN 1–5732–2091–4. Boyhood, Growing Up Male: A Multicultural Anthology (2nd ed.). Franklin Abbott (Ed.), Madison: University of Wisconsin Press, 1998, 279 pages, $15.95 (softcover). ISBN 0–2991–5754–7. Readings in African Popular Culture. Karin Barber (Ed.), Bloomington, IN: International African Institute in association with Indiana University Press, 1997, 192 pages plus index, $18.95 (soft‐cover), $45.00 (clothcover). ISBN 0–2532–1140–9 (softcover); 0–2533–3294‐X (clothcover). For orders, phone 1–800–842–6796. 相似文献
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A number of scholars have argued that Catholicism is a barrierto gender equality in western Europe. The explanations for thisrelationship have usually focused on historical events and trends,which should result in a contextual effect, and on current churchdoctrine, which should affect individual level attitudes. Inthis paper, we test the importance of the individual and contextualeffects of Catholicism. We find individual Catholics are lesssupportive of gender equality than non-Catholics. Once we controlfor individual religious affiliation, however, we find thatthose in predominantly Catholic countries are more egalitarianthan those in predominantly Protestant ones. We conclude thatthis unusual result is due to the effects of minority religiousstatusProtestants in predominantly Catholic countriesare more egalitarian than Protestants in Protestant countries,and Catholics in Protestant countries are less egalitarian thanthose in Catholic countries. 相似文献
74.
Flynn (1991) proposed that students from Asian cultural backgrounds typically achieve at higher levels than non-Asian students with the same IQs. This study investigated relationships between IQ, study time, educational and occupational aspirations, and academic achievement among Australian school children ( n = 160) from Chinese, Vietnamese and Anglo-Celtic backgrounds. Mathematics grades for Chinese and Vietnamese Australian children were higher. They spent more time studying and were more likely to desire an occupation requiring tertiary qualifications than Anglo-Celtic Australian peers. Consistent with Flynn's hypothesis, students from Asian backgrounds obtained higher mathematics grades than their Anglo-Celtic Australian peers with the same IQ. However, study and occupational aspirations formed only part of a more complex socio-cultural package that contributed to group achievement differences. Parents' support for studying and aspirations may interact with these factors to produce high achievement. 相似文献
75.
Reflecting on Scientific Thinking: Children's Understanding of the Hypothesis-Evidence Relation 总被引:1,自引:1,他引:1
3 experiments were carried out to examine children's understanding of the role of covariation evidence in hypothesis formation. Previous research suggested that it is not until 8 to 11 years of age that children begin to understand how a given pattern of covariation supports a particular hypothesis about which factor is causally responsible for an observed effect. Experiments 1 to 3 employed a different (fake evidence) technique than previous research and showed that by 6 years of age most children understand how evidence would lead a story character to form a different hypothesis than the subject's own. Experiment 3 showed that most 6- and young 7-year-olds understand how a character's future actions (e.g., choice of an object) and predictions of future outcomes depend on the hypothesis he or she holds. 相似文献
76.
Summary This examination of electronic encyclopedias has led to several interesting observations that may be made for each encyclopedia.
TheCompton’s product is considered to be the product most accessible by lower level elementary school students. Its audio and visual features
are considered most important for purchase decision-making and turn out to be the most useful features after the purchase.
BothWorld Book andGrolier’s are comparable in the suggestion of a minimum grade level appropriate for use (at the fourth or fifth grade levels), suggesting
that reading is not the only ability needed to operate either product to its fullest extent. For bothWorld Book andGrolier’s, the boolean searching, keyword searching, quick reference and quality of the screen display features were important purchase
considerations. Hardware compatibility and price, while rated important, may prove to be the factors that determine whether
an electronic encyclopedia is purchased at all (since all products evaluated were roughly the same price and all ran on IBM
hardware). The majority ofWorld Book users considered only the dictionary feature to be useful after purchase.Grolier’s users considered boolean and keyword searching, menu searching, and help screens to be most useful. 相似文献
77.
In this study, the psychometric properties of the scenario‐based Achievement Guilt and Shame Scale (AGSS) were established. The AGSS and scales assessing interpersonal guilt and shame, high standards, overgeneralization, self‐criticism, self‐esteem, academic self‐concept, fear of failure, and tendency to respond in a socially desirable manner were completed by 322 undergraduate students. A confirmatory factor analysis indicated that a 12‐scenario model had an acceptable fit to the data, with guilt and shame items forming separate, weakly correlated subscales. Each of the guilt and shame subscales of the AGSS demonstrated good internal and test–retest reliability. Good construct validity was also evident, with each subscale uniquely correlating with constructs in ways that were consistent with predictions. Acceptable discriminant validity was also evident. These outcomes provide support for the utility of the AGSS in assessing guilt and shame reactions in achievement situations. 相似文献
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Steve Adams, Derbyshire LEA/University of Nottingham, Perspectives on Pastoral Care, Woocester, A. and Hall, E. 1986, University of Nottingham School of Education, (No. 5 in Human Relations in Education Series) Eileen Callely, University of Cardiff, Educational Systems for Disruptive Adolescents, Topping, Keith 1983, Croom Helm Ltd., Beckenham, Kent, U.K. (also St. Martin's Press Inc, New York) £7.95 Susan Heyes, Essex Institute of Higher Education, All in a day's work, Walker, D. 1985, Edward Arnold; Them and Us, Parkes, R. 1985, Edward Arnold Peter Ribbins, University of Birmingham, GO 87: Graduate Opportunities, Pierce, Liz, (Ed), 1986, Newpoint Publishing, £15.00 pp. 920 Barbara Sharples, Worden High School, Lanes, Child Psychology in Action , John Harris, 1986, Croom Helm Colin J. Smith, University of Birmingham, Special Need in Ordinary Classrooms, G. Hanko, Publisher: Basil Blackwell 相似文献