TURKISH AND U.S. ATTITUDES TOWARD AGING

As people live longer and the number of older adults increases worldwide, it becomes important to understand the factors that influence how we understand and perceive our own aging as well as how we construct our attitudes toward older adults. Although studies have indicated that later adulthood can be a healthy, productive, and satisfying time of life, ageism or prejudice and discrimination against older adults and a fear of the aging process, continues to be a widespread phenomena. The purpose of this study was to compare attitudes and anxieties toward aging of young and middle-aged men and women from the United States and Turkey. The results indicate that significant country and gender differences exist in how people feel about getting older and the age at which they consider themselves to be “old.” Contact with elders as well as education regarding the process of aging appear to have a significant impact on attitudes toward aging.     

EQUITY IN MATHEMATICS AND SCIENCE OUTCOMES: CHARACTERISTICS ASSOCIATED WITH HIGH AND LOW ACHIEVEMENT ON PISA 2006 IN IRELAND

Equity in education is a key concern internationally; however, it is rare that this issue is examined separately for low- and high-achieving students and concurrently across different subject domains. This study examines student and school background characteristics associated with low and high achievement in mathematics and science on the Programme for International Student Assessment. Based on the results of a multilevel multinomial model of achievement for each domain, findings indicate that a greater number of the variables examined are associated with low rather than high achievement. At student level, home language, intention to leave school early, socioeconomic status, grade level, cultural capital, and books in the home are significantly associated with achievement in mathematics and science. At school level, only school average socioeconomic status is statistically significant in the models. Significant gender differences are found in the distribution of high and low achievers, which vary across the domains. In mathematics, females are more likely to be low achievers while males are more likely to be high achievers. In science, gender interacts with early school-leaving intent whereas males intending to leave school early are more likely to be in the low-achieving group than females intending to leave early. Conclusions emphasise the need for targeting resources aimed at promoting equity in outcomes at student level as well as at school level. Future work may extend the current analyses by incorporating domain-specific variables or examining cross-country differences.     

SCHOOL DELINQUENCY AND SOCIAL BOND FACTORS: EXPLORING GENDERED DIFFERENCES AMONG A NATIONAL SAMPLE OF 10TH GRADERS

School delinquency has been linked to an array of negative educational outcomes, and if left unchecked, may lead to more serious problems in adulthood. Identifying the risk and protective factors that influence school delinquency is therefore crucial to develop effective intervention programs. Utilizing Hirschi's social bond theory as a framework, the authors investigated the relationships between social bonds (i.e., parental involvement, bond to school, beliefs, commitment to sport activities, commitment to non‐sport activities, and involvement) and school delinquency among a nationally representative sample of 10th graders. Special attention was given to gender differences. Results indicate that social bond measures account for a significant variance in school delinquency (11.2%, p < .001) above and beyond that predicted by socioeconomic status (1.5%, p < .001), and that the relationships between social bonds and school delinquency vary across gender. Practical and theoretical implications are for educators and researchers alike.     

THE RELATIONSHIP BETWEEN ICT USE AND SCIENCE KNOWLEDGE FOR CZECH STUDENTS: A SECONDARY ANALYSIS OF PISA 2006

The 2006 Programme for International Student Assessment focussed on students’ scientific competencies, measured their knowledge and provided questionnaires focussed on different aspects of life. One aspect was students’ experience with information and communication technology (ICT). A secondary analysis of variance of the Czech Republic data (N?=?5,932 students) was conducted using the science knowledge test score and ICT familiarity items. The science knowledge items explored different thematic areas, such as evolution, mousepox, genetics and acid rain. The main result was that students who were connected in some way with ICT achieved better scores on the science knowledge test in comparison with students who were not. Furthermore, students whose ICT activity was connected with the educational process achieved a higher score in comparison with students whose ICT activity was not connected with the educational process.     

台湾问题与中美两国的政策

台湾的现状表明其要继续走“台独”道路。中国政府对此绝对不会坐视不管,提出要早日解决台湾问题,美国则从自己的战略利益出发在两岸之间玩平衡游戏,但这只能应付一时,不能应付长久。     

美国、英国、澳大利亚的高等教育国际化

本文研究美国、英国和澳大利亚的高等教育国际化。通过采用一个共同的分析框架,分析这三个发达国家高等教育系统的国际化背景、国际化战略、政府和专业机构的国际化角色以及国际化的评估,并对个别研究型大学进行个案研究,以说明国际化是如何在大学内落实的。结果说明高等教育学国际化是受大学外部的全球化、科技和竞争等因素推动以及大学内部的文化和组织等因素影响。这三个国家的高等教育国际化在历史背景、广泛战略和评估方面有相同的经验,但在地区政治、传统和政府的角色方面有明显的不同。     

论40～50年代美国对台政策的变动性与稳定性

以朝鲜战争为界 ,美国在台湾问题上的立场经历了从明确支持台湾回归中国到公开提出“台湾地位未定”论 ,从“不介入”台湾问题到武力侵占中国台湾海峡的两大变动。这两大变动始终遵循的原则是 ,台湾是否纳入美国的亚洲战略轨道 ,是否与美国的全球利益有利。美国的利益需求才是美国对台政策变动与稳定的出发点和立脚点。     

STAFF DEVELOPMENT GOALS AND PRACTICES IN U.S. COMMUNITY COLLEGES

The staff development goals and activities of United States community colleges were studied. A total of 1,315 questionnaires were mailed to community college academic deans in the spring of 1979. Of the 687 colleges responding, 413 indicated that their college had an organized staff development program or set of activities, and another 241 colleges indicated no such program at this time.

The results showed that the most frequently mentioned staff development goals of the 31 goals studied related to the improvement of the full‐time teaching faculty as opposed to part‐time faculty and other academic and non‐academic support personnel. Second, the most highly rated and used practices were travel and grants programs for faculty. Some of the least effective of 48 practices investigated were programs for the “faculty evaluation of college administrators” and “lighter than normal teaching loads for first‐year faculty.”

It is recommended that colleges offer a variety of staff development programs for each of their staff development groups and that research be conducted to determine participant perceptions of the usefulness of various staff development practices.     

UNIVERSITY HEADS IN EUROPE AND IN THE U.S.A.: A STATISTICAL COMPARISON

In an effort to draw conclusions as to the relative level and quality of training of university heads in western Europe and in the United States, the author has examined the results of two surveys, one of European and one of American heads of universities. He has concluded that as a general rule the average European university head has achieved a more rigorous level of training than has hi3 American counterpart. He has also concluded that the selection procedure for a European head of university is usually more democratic that that employed in the selection of an American head of university.     

Distance Learning: The U.S. Version

Distance learning in higher education has developed differently in the United States from the way it developed many other countries. Driven by the developments in technology and fueled by partnerships with industry, distance education in the U.S. is charting unmapped waters. For over a century, universities have relied on students coming to them. Now they find that they must go to the students. This article examines some of the history, technology, research, and trends in distance education and raises key questions. What part does the profit motive play in the corporatization of education? How can traditional universities adjust to meet the needs of a changing population, and who will be the gatekeepers? The opportunity is here to improve on existing educational institutions and add flexibility to the monolithic institutions of traditional universities. Distance educators will need to be vigilant to ensure that the strengths of sound pedagogy are not lost in the race to embrace new technologies.     

经合组织:中国科技出口超过美国

据经济合作与发展组织(简称经合组织)星期一巴黎报道:中国已超过美国成为包括电脑、手机以及数码相机等广泛电子种类产品的世界最大出口国。总部位于巴黎的经合组织的报道成为中国从低科技的纺织作坊向精密的电子工厂转化的里程碑。中国2004年信息和通信科技产品出口额较往年上升了46％,达到1800 亿美元,超过同年美国本国出口按年增12％、出口额1490亿美元的速度。     

Theatre U.S.A.: Actual and potential

IN PRAISE OF PROMETHEUS: HUMANISM AND RATIONALISM IN AESCHYLEAN THOUGHT. By Leon Golding. Chapel Hill: University of North Carolina Press, 1966; pp. ix+137. $5.00.

THE POLITICAL BACKGROUND OF AESCHYLEAN TRAGEDY. By Anthony J. Podlecki. Ann Arbor: University of Michigan Press, 1966; pp. x+188. $7.50.

TWELFTH NIGHT AND SHAKESPEARIAN COMEDY. By Clifford Leech. Toronto: University of Toronto Press, 1965; pp. vii+88. $3.50.

HAMLET AND REVENGE. By Eleanor Presser. Stanford, Calif.: Stanford University Press, 1967; pp. xiv+287. $7.50.

THE THEATRE OF THE FRENCH REVOLUTION. By Marvin Carlson. Ithaca: Cornell University Press, 1966; pp. xii+328. $10.00.

ROYALL TYLER. By G. Thomas Tanselle. Cambridge, Mass.: Harvard University Press, 1967; pp. xvi+281. $7.50.

DRAMAS FROM THE AMERICAN THEATRE 1762–1901. Edited and Introduction by Richard Moody. Cleveland: World Publishing, 1966; pp. 873+illus. $15.00.

THE LANGUAGE OF CRITICISM. By John Casey. New York: Barnes &; Noble, 1966; pp. xii+205. $5.75.

MARK TWAIN'S LETTERS TO HIS PUBLISHERS, 1867–1894. Edited with an introduction by Hamlin Hill. Berkeley: University of California Press, 1967; pp. xiv+388. $10.00.

MARK TWAIN'S SATIRES AND BURLESQUES. Edited with an introduction by Franklin S. Rogers. Berkeley: University of California Press, 1967; pp. viii+485. $10.00.

MARK TWAIN'S WHICH WAS THE DREAM. Edited by John S. Tuckey. Berkeley: University of California Press, 1967; pp. xi+588. $10.00.

AMBROSE BIERCE: A BIOGRAPHY. By Richard O'Connor. Boston: Little, Brown, 1967; pp. 333. $6.95.

W. SOMERSET MAUGHAM. By M. K. Naik. Norman: University of Oklahoma Press, 1966; pp. ix+221. $4.95.

REMEMBERING MR. MAUGHAM. By Gar‐son Kanin. Foreword by Noel Coward. New York: Atheneum, 1966; pp. vi+313. $5.95.

SOMERSET AND ALL THE MAUGHAMS. By Robin Maugham. New York: New American Library, 1967; pp. 224. Paper $0.95.

FROM PROUST TO CAMUS: PROFILES OF MODERN FRENCH WRITERS. By André Maurois. Translated by Carl Morse and Renaud Bruce. Garden City, N.Y.: Double‐day, 1966; pp. 368. $5.95.

RELIGION AND THE AMERICAN MIND: FROM THE GREAT AWAKENING TO THE REVOLUTION. By Alan Heimert. Cambridge, Mass.: Harvard University Press, 1966; pp. x+668. $12.50.

THE GREAT AWAKENING: DOCUMENTS ILLUSTRATING THE CRISIS AND ITS CONSEQUENCES. Edited by Alan Heimert and Perry Miller. Indianapolis: Bobbs‐Merrill, 1967; pp. lxx+663. $7.50; paper $3.75.

BENJAMIN FRANKLIN. By Ralph Ketcham. New York: Washington Square, 1965; pp. xiv+226. $3.95.

BENJAMIN FRANKLIN: ENVOY EXTRAORDINARY. By Roger Burlingame. New York: Coward‐McCann, 1967; pp. 255. $5.75.

DANIEL WEBSTER AND THE SUPREME COURT. By Maurice G. Baxter. Amherst: University of Massachusetts Press, 1966; pp. ix+265. $6.75.

THE PAPERS OF WOODROW WILSON, Vol. II, 1881–1884. Edited by Arthur S. Link. Princeton, N. J.: Princeton University Press, 1967; pp. xvi+680. $15.00.

THE PRESIDENCY OF WOODROW WILSON: PRELUDE TO A WORLD CRISIS. By Leon H. Canfield. Rutherford, N. J.: Fairleigh Dickenson University Press, 1966; pp. xv+299. $6.00.

LANDON OF KANSAS. By Donald R. McCoy. Lincoln: University of Nebraska Press, 1966; pp. x+607. $8.50.

CHANGING VIEWS ON BRITISH HISTORY: ESSAYS ON HISTORICAL WRITING SINCE 1939. Edited by Elizabeth Chapin Furber. Cambridge, Mass.: Harvard University Press, 1966; pp. xii+418. $9.00.

HUMAN COMMUNICATION THEORY: ORIGINAL ESSAYS. Edited by Frank E. X. Dance. New York: Holt, Rinehart and Winston, 1967; pp. x+333. $6.50.

NEBRASKA SYMPOSIUM ON MOTIVATION: 1966. Edited by David Levine. Lincoln: University of Nebraska Press, 1966; pp. ix+209. $5.95; paper $2.75.

COMMUNICATION: THEORY AND RESEARCH. Edited by Lee Thayer. Springfield, Ill.: Charles C Thomas, 1966; pp. xv+583. $22.50.

COMMUNICATION: CONCEPTS AND PERSPECTIVES. Edited by Lee Thayer. Washington: Spartan Books, 1967; pp. viii+440. $14.00.

COMMUNICATION AND PUBLIC RELATIONS. By Edward J. Robinson. Columbus: Charles E. Merrill, 1966; pp. 618. $9.50.

THE PLAY THEORY OF MASS COMMUNICATION. By William Stephenson. Chicago: University of Chicago Press, 1967; pp. x+225. $5.00.

MICROCOSM: STRUCTURAL, PSYCHOLOGICAL AND RELIGIOUS EVOLUTION IN GROUPS. By Phillip E. Slater. New York: John Wiley, 1966; pp. ix+276. $7.95.

MODERN INTERNATIONAL NEGOTIATION: PRINCIPLES AND PRACTICE. By Arthur Lall. New York: Columbia University Press, 1966; pp. xii+404. $8.95.

BIOLOGICAL FOUNDATIONS OF LANGUAGE. By Eric H. Lenneberg. Appendices by Noam Chomsky and Otto Marx. New York: John Wiley, 1967; pp. xvi+489. $14.95.

PORTRAITS OF LINGUISTS: A BIOGRAPHICAL SOURCE BOOK FOR THE HISTORY OF WESTERN LINGUISTICS, 1746–1963. Edited by Thomas A. Sebeok. Bloomington: Indiana University Press, 1966; pp. xvi+580, I; 605, II. $27.50 set.

THE APHASIC CHILD: A NEUROLOGICAL BASIS FOR HIS EDUCATION AND REHABILITATION. By Alice Calvert Roberts. Foreword by Louis D. Boshes. Springfield, Ill.: Charles C Thomas, 1966; pp. xi+79. $4.50.

CHILDHOOD APHASIA AND BRAIN DAMAGE: VOLUME III, HABILITATION. Edited by Sheldon R. Rappaport. Norris‐town, Pa.: Pathway School, 1966; pp. vii+ 120. Paper $3.25.     

Transforming U.S. higher education: An organizational perspective

Scholarly work on organizational change within colleges and universities is relatively unknown among campus administrators and policy makers. To counter that low visibility, this essay reviews existing theories and research evidence on the topic. The goal is to provide some general guidelines for those who seek to refine purposes, develop programs, and improve effectiveness and efficiency on their campuses.James C. Hearn is Professor of Higher Education at the Institute of Higher Education at the University of Georgia. He has his A.B. from Duke University and M.A. in Sociology and Ph.D. in the Sociology of Education from Stanford University. A former policy analyst and college administrator, his teaching and research focus on postsecondary organization and policy. Currently he is examining connections between institutional governance and the changing demography of university faculty.An earlier version of this article was first presented at the conference on Justice, Participation, and Sustainability in Higher Education, University of LaVerne, LaVerne, CA, September 17, 1994.