THE STUDENT AS A PERSON

This article is a plea that university teachers and administrators never forget that students are also people whose intellectual development is strongly linked to their personal development. Students grow through learning, something which in order to be successful a teacher must understand. Certain disfunctionalities and their remedies are described. Upon completion of his undergraduate studies, a student should have gained a great deal of personal autonomy and be sure of his identity. The role of the university as a place in which knowledge is pursued for its own sake should be cherished for its value as a means of student personal and psychological development.     

THE COLLEGE FRATERNITY AS A FACTOR IN THE RELIGIOUS AND MORAL LIFE OF THE STUDENT

A brief research report on the attainments of Jewish attitudes in a religious school     

WRITING AS DIALOGUE: THE COMPOSITION STUDENT AS WRITER,AUDIENCE, AND CRITIC

My Colleague, Dr. Eileen Landis‐Groom, and I are professors of English at Embry‐Riddle Aeronautical University, she on the Prescott, Arizona campus, and I on the Daytona Beach, Florida, campus. This past semester we began an experimental composition project that centers on the students’ exchanging papers and paper critiques between the two campuses. We believe that writing students engaged in the correspondence project have better realized particular instructional goals than they would have in the traditional closed‐classroom environment; student assessment of the project indicates that they, too, are confident that the method allowed them to improve their writing more than more traditional methods might have. The project has challenged their understanding of the audience‐purpose‐style relationship, demanded a much more concentrated effort in composing written evaluations of student writing, and allowed for a valuable exchange of place‐oriented information across a great geographic distance. The correspondence method of teaching writing insists on the nature of writing as dialogue by replacing the “general,” hypothetical audience with the concrete individual, combines key features of collaborative learning, peer review, and process orientation, and focuses on the critique as a composition in itself.     

THE STATE OF UNIVERSITY FINANCES IN THE UNITED KINGDOM AS SEEN BY THE COMMITTEE OF VICE‐CHANCELLORS AND PRINCIPALS

The general financial problems of universities in the United Kingdom are growing more serious while at the same time the number of applications for degree courses is increasing. Below we give the view of this situation taken by the Committee of Vice‐Chancellors and Principals of the. Universities of the United Kingdom (CVCP).     

III. FROM THE POINT OF VIEW OF THE STUDENT

This article constitutes Chapter I in the author's significant new book, “Church Education For Tomorrow,” published by Westminster Press on September 19, 1960, and is used here by permission of the author and publisher. The book is reviewed by Frank M. McKibben on pages 387‐388 of this issue.     

RESPONSIBLE BEHAVIOUR AS EFFECTIVE TEACHING: A NEW LOOK AT STUDENT RATING OF PROFESSORS

Items in student rating instruments unavoidably contain biases in favour of particular concepts of excellence which make them invalid for measuring the teaching effectiveness of a wide variety of college instructors. The use of scores from such instruments to penalise or reward faculty in salary, tenure and promotion decisions may adversely affect dedicated instruction. Given this problem, an alternative is proposed in which students report whether instructors acted responsibly rather than excellently. Proposed is a two-;part instrument which uses students to monitor acceptable employee behaviours in teaching settings to satisfy management needs, while at the same time providing qualitative feedback to the instructor for the purpose of self‐improvement.     

SOCIAL PERSUASIONS BY TEACHERS AS A SOURCE OF STUDENT SELF‐EFFICACY: THE MODERATING ROLE OF PERCEIVED TEACHER CREDIBILITY

The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers’ persuasion as a source of students’ academic self‐efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self‐efficacy. Students’ academic self‐efficacy, in turn, was a significant predictor of students’ expected final examination scores. Although perceived teacher credibility did not predict student self‐efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self‐efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self‐efficacy as they perceived the teachers who delivered the social persuasion to be more credible.     

魏晋玄学与美学的关系

魏晋玄学的深刻表现，是人的觉醒，在人生观上，否定神性，强调人性，这就必然导致在审美观上突出审美主体的能动性，并注重审美主体同时作为审美实体的美的价值。魏晋的美学，正是在以魏晋风度为主体的人物品藻中体现、发展起来的，前提却是反对两汉经学、崇尚老庄的玄学。它一方面为魏晋美学的产生、发展提供了哲学的前提；另一方面，它的一些命题、范畴，或者直接地转化为了美学的命题、范畴，或者间接地启发了美学命题的提出。所以，魏晋的玄学与美学在人的自觉的时代主题曲中得到了很好的融合：玄学为美学提供哲学基础，美学又具象地体现了玄学。     

THE ROLE OF STUDENT INVOLVEMENT AND PERCEPTIONS OF INTEGRATION IN A CAUSAL MODEL OF STUDENT PERSISTENCE

This study uses a revised integrated model ofundergraduate persistence to examine first-yearretention at a private, highly selective researchuniversity. Findings from the study provide strongsupport for use of the model in futurestudies.