试论新加坡人民行动党执政地位的确立与巩固

人民行动党执政地位确立并巩固的过程可分四个阶段：1955年大选使人民行动党在新加坡政治舞台上首次亮相，李光耀等三位人民行动党党员当选为立法议员后，成为议会中一个强有力的反对党。李光耀担任反对党领袖，人民行动党从此正式开始了争取掌握政权的斗争。1955年至1959年，是人民行动党努力实现由在野到执政地位跃迁的时期，这一时期正是人民行动党和新加坡发展极为重要的时期。1959年至1968年，人民行动党利用其执政地位和英国殖民统治的余威，对共产党和社会主义阵线进行打压，逐渐取得了对社阵的胜利，人民行动党执政地位在风雨飘摇中经受住了考验。1968年，人民行动党第一次赢得国会全部的议席，从而开创了“一党独大”的局面，标志着“一党独大”政党体制的最终形成。此后，新加坡“一党独大”政党体制进入平稳运行期。人民行动党利用其执政地位，通过政治、经济、社会控制等各种途径对这种政党体制进行巩固和强化。     

REVIEWS

Book Reviewed in this article:
Ludwig Wittgenstein: A Memoir. norman malcolm; with a Biographical Sketch by georg henrik von wright. Oxford University Press .
Goethe's Faust: A Literary Analysis. stuart atkins . Harvard University Press and Oxford University Press .
A Centenary History of the University of Melbourne. geoffrey blainey . Melbourne University Press .
Thinking: An Experimental and Social Study. sir frederic bartlett . Allen & Unwin .
An Analysis of Knowing. john hartland - swann . Allen & Unwin .
Trends in English Adult Education. Edited by s . g . raybould , Heinemann. .
People and Parliament. nigel nicolson . Weidenfeld & Nicolson .
Commonwealth Universities Yearbook 1959. The Association of Universities of the British Commonwealth .     

The culture of poverty,again

ABSTRACT

This introduction to the special issue offers a selective account of two efforts, across a half century, to describe and alleviate the plight of poor people and their children in school: a specific train of thought called the “culture of poverty” from its origin in 1959, through its express track to prominence across the 1960s, to its research-led crash from 1968 to 1980. The reason for documenting this history is the reemergence of culture of poverty rhetoric in the last decade. Our response recommends the early critiques to the new culture of poverty, which has mostly side-stepped a potent body of social scientific and literary contestation. The papers that follow give detail to the issues raised.     

Students’ behaviour difficulties,sense of coherence and adjustment at school: risk and protective factors

The objectives of the study were to examine the characteristics of non‐referred children with behaviour difficulties (BD) (such as verbal and physical aggression towards children and objects), aged 9–12 years and attending mainstream schools, and to compare them with children with no BD. The second objective was to evaluate the contribution of a risk and protective factors model to the explanation of the social and academic characteristics of these students. The sample consisted of 337 students (Grades Three to Six from seven schools in the central area of Israel) divided into two groups: 163 students with BD (142 boys and 21 girls), and 174 students without BD (145 boys and 29 girls). The groups were compared, using the following measures: teachers’ assessment of academic achievement and behaviour problems (reactive and proactive aggression; hyperactive behaviour); peer’s ratings of social status (degree of social acceptance and rejection, reciprocal friendship and reciprocal rejection), and students’ self‐perceptions – their sense of coherence and loneliness. Results revealed that teachers evaluated students with BD as achieving lower academic grades and as displaying higher levels of hyperactive behaviour as well as three different types of aggression. Peer ratings of social status revealed that students with BD were less accepted at their classes and had fewer friends. They were more rejected by peers and had more identified enemies. Self‐perception comparisons revealed significant differences in their loneliness and sense of coherence. Results of the structural equation modelling analysis suggested a high degree of fit between the risk and protective factors’ model and the empirical findings for students with and without BD. Results of the study corroborate the model that explain children’s academic and social adjustment, considering the joint impact of risk (behaviour disorders) and protective factors (the sense of coherence), with educational implications in terms of teachers’ sensitising and programme development.     

PHYSICS

Universities: American, English, German, by Abraham Flexner, with an Introduction by Robert Ulich. New York: Teachers College Press, 1967. 339 PP., $6.00.

Strategies for Curriculum Change: Cases From 13 Nations by R. Murray Thomas, Lester B. Sands, and Dale L. Brubaker. Scranton, Pa.: International Textbok Company, 1968. vi + 386 pp.

Comparative Studies and Educational Decision by Edmund J. King. New York: The Bobbs-Merrill Company, Inc., 1968. 182 pp. $6.00.

John Milton Gregory and the University OF Illinois by Harry A. Kersey, Jr. Urbana, III.: The University of Illinois Press, 1968. 252 pp. $7.95.

Community Colleges: A President'S View by Thomas E. O'Connell. Urbana, Ill.: University of Illinois Press, 1968. 172 pp. $5.50.

The Education OF Nations by Robert Ulich. Cambridge, Mass.: Harvard University Press, 1967. 365 pp. $7.95.

The Philosophy OF Primary Education by R. F. Dearden. London: Routledge and Kegan Paul, The Students' Library of Education, 1968. 194 PP. $3.75.

Intellectual Foundations of Modern Education by William Earle Drake. Columbus, O.: Charles E. Merrill Books, 1967. 669 pp.

Justice, Justice by Henry Cohen. New York: Union of American Hebrew Congregations, 1968. 156 pp. $2.45.

The Development of Education in Western Culture by Ralph L. Pounds. New York: Appleton-Century-Crofts, 1968. 307 pp. $5.00.

How Children Learn by John Holt. New York: Pitman Publishing Corporation, 1967. 189 pp. $4.95.

Motor Learning and Human Performance by Robert N. Singer. New York: The Macmillan Company, 1968. 354 PP. $7.50.

Mathematics for Elementary School Teachers by James W. Armstrong. New York: Harper &; Row, 1968. 320 pp. $9.50.

Multiple Methods of Teaching Mathematics in the Elementary School by Charles H. D' Augustine. New York: Harper &; Row, 1968. 397 PP. $8.75.

Educational Television in Japan by Jose Maria de Vera. Rutland, Vermont: Charles E. Tuttle Company, Ltd., and Tokyo, Japan: Sophia University, 1967. 140 pp. $6.00.

Communication and Comprehension by J. M. Trenaman. New York: Humanities Press, 1968. 212 pp. $6.50.

Administering Elementary Schools: Concepts and Practices by Ralph B. Kimbrough. New York: The Macmillan Company, 1968. 427 pp. $7.95.

Turmoil in Teaching by T. M. Stinnet. New York: The Macmillan Co., 1968. 406 pp.

Education and Public Understanding by Gordon McCloskey, 2nd Ed. New York: Harper &; Row, 1967. 622 pp. $9.95.

Prayer in the Public Schools—Law and Attitude Change by William K. Muir, Jr. Chicago: University of Chicago Press, 1967. 170 pp. $5.95.

Education in Community Development: Its Function in Technical Assistance by James J. Shields, Jr. New York: Frederick A. Praeger, 1967. 127 pp. $10.00.

The Disadvantaged: Challenge TO Education by Mario D. Fantini and Gerald Weinstein. New York: Harper &; Row, 1968. 455 pp. $8.95.

Children'S Understanding of Social Interaction by Dorothy Fla-pan. New York: Teachers College Press, 1968. 86 pp. $1.95.     

Perceived social support and domain-specific adjustment of children with emotional and behavioural difficulties

The perceived availability of social support has been documented as a protective mechanism among adults and adolescents. However, little research has explored the role of social support among children with emotional and behavioural difficulties (E/BD). The current study sought to investigate the effects of perceived social support from family, friends and teachers on domain-specific adjustment for children with E/BD. Fifty-four teacher-nominated children for E/BD completed questionnaires on perceived social support and behavioural, emotional and social functioning. Results suggest a pattern of intercorrelations between indices of child-rated social support and behavioural, emotional and social indicators of adjustment. Specifically, domain-specific social support was found to predict domain-specific adjustment outcomes for children with E/BD, once demographic variables were held constant. Interventions that are child-centred and domain-specific are suggested.     

Neuropsychological profiles of children with learning disabilities and children with documented brain damage

This study sought to identify clusters or subtypes of children with learning disabilities (LD) and documented brain damage (BD) on the basis of a comprehensive neuropsychological battery. Sixty subjects, 24 with LD and 36 with BD, participated in the study. The standard scores for several measures from the Intermediate Battery of the Halstead-Reitan Neuropsychological Battery and other select measures were submitted to Q-Technique factor analysis for the entire sample. Five clusters were determined. No one cluster was composed exclusively of LD or BD subjects, with the proportions of LD and BD varying considerably from one cluster to the next. There were some qualitative differences between the clusters, while quantitative differences also figured prominently.     

大学的经济动力:哈佛大学管理公司

哈佛大学成立以来就开始对外投资,经历多次资产管理改革,最有效的改革是建立了非盈利性质的哈佛管理公司.公司全权负责管理哈佛大学资产,以便更有效地保证资产的保值和增值.尽管公司管理的捐赠基金经历金融危机重创,但其投资收益仍然为哈佛大学带来三分之一以上的运行经费,成为哈佛大学履行培养精英人才、进行科学研究不竭的经济力量.     

A Comparison of the Logistic Regression and Contingency Table Methods for Simultaneous Detection of Uniform and Nonuniform DIF

In this study, we investigate the logistic regression (LR), Mantel-Haenszel (MH), and Breslow-Day (BD) procedures for the simultaneous detection of both uniform and nonuniform differential item functioning (DIF). A simulation study was used to assess and compare the Type I error rate and power of a combined decision rule (CDR), which assesses DIF using a combination of the decisions made with BD and MH to those of LR. The results revealed that while the Type I error rate of CDR was consistently below the nominal alpha level, the Type I error rate of LR was high for the conditions having unequal ability distributions. In addition, the power of CDR was consistently higher than that of LR across all forms of DIF.     

The American College Counseling Association: A Historical View

The history of college counseling reflects its multifaceted, dynamic character. Numerous works track the historical development of counseling in higher education (Bragdon, 1929; Farnsworth, 1957; Fitzpatrick, 1968; Heppner& Neal, 1983; Siegel, 1968; Williamson, 1939). Contemporary authors also have analyzed current trends and issues facing the college counseling profession (Dean & Meadows, 1995; Steenbarger, 1990; Stone & Archer, 1990). The American College Counseling Association (ACCA) was created and has developed in the context of both history and recent issues in counseling within higher education settings. This article examines factors contributing to the birth and rapid growth of this successful and growing professional association.     

Reverse Engineering From Eminent Exemplars: How About a Retrospective Study Too?

In his target article, Sternberg (2017) quite rightly criticizes the approach to identifying giftedness that was initiated by Terman’s (1925–1959) classic prospective study of high-IQ children. Sternberg then recommends a number of novel approaches to both identification and education. Nonetheless, this commentator recommends that future researchers follow Terman’s example in conducting not just a long-term prospective investigation into these approaches but also a retrospective inquiry such as that conducted by Cox (1926), which constituted the second volume of Genetic Studies of Genius (Terman, 1925–1959). A retrospective study can determine whether eminent exemplars of Sternberg’s desired adults displayed the expected characteristics and experiences much earlier in childhood and adolescence. Prospective and retrospective approaches should converge, but they may not.     

Representations of single and compound stimuli in negative and positive patterning

In four experiments, rats were trained on different patterning discriminations before being tested with compounds composed of novel combinations of the trained stimuli. In Experiment 1, rats were trained on a negative-patterning schedule (A+ B+ AB-) intermixed with reinforced presentations of a second compound (CD+). On a subsequent test, the rats responded more to two novel compounds, AC and BD, than to A and B, but less than to CD. In Experiment 2, rats were trained on two concurrent negative-patterning discriminations (A+ B+ AB-, C+ D+ CD-). On test, they responded more to AC and BD than to AB and CD, but less than to the single stimuli. In Experiment 3, rats were trained on two concurrent positive-patterning discriminations (A-B- AB+, C- D- CD+). On test, their response rates to AC and BD were not different from the response rates to the trained compounds (AB and CD). Finally, in Experiment 4, rats were trained on a positive- and negative-patterning discrimination concurrently. Once again, on test, response rates to AC and BD were not different from responding on reinforced trials of the trained discriminations (A+, B+, and CD+). We discuss the implications of these findings for elemental and configural models of stimulus representation.     

Book review section

POLITICS AND COMMUNICATION. By Richard R. Fagen. Boston: Little Brown, 1966. pp. x+162. Paper $2.50.

THE NEW POLITICS. By James M. Perry. New York: Clarkson N. Potter, Inc., 1968. pp. viii+230. $4.95.

THE LIFE OF POLITICS. By Henry Fairlie. New York: Basic Books, Inc., 1968; pp. 271. $5.95.

THE GREAT SOCIETY. By Glenn R. Capp, Dickenson Publishing Company, Inc., Belmont, California, 1967, pp. 195.

POLITICS AND POWER: THE UNITED STATES SENATE, 1869–1901. By David J. Rothman. Cambridge, Mass.: Harvard University Press, 1966. pp. 348. $6.95.

DIRTY POLITICS. By Bruce L. Felknor. New York: W. W. Norton & Company, Inc., 1966; pp. 295, $5.95.

QUOTEMANSHIP: THE USE AND ABUSE OF QUOTATIONS FOR POLEMICAL AND OTHER PURPOSES. By Paul F. Boiler, Jr. Dallas: Southern Methodist University Press, 1967; pp. xiii+454. $7.95.

LANGUAGE AND POLITICS. By Thomas P. Brockway, ed. Boston: D. C. Heath and Company, 1965. pp. 97+ study aids. Paper $1.50.

THE WORD WAR. By Thomas C. Sorensen (Foreword by Robert F. Kennedy) New York: Harper and Row, Publishers, 1968; pp. xi+337.

BULLETIN FROM DALLAS: THE PRESIDENT IS DEAD. By John B. Mayo, Jr. New York: Exposition Press. 1967; pp. 157. $6.00.

POLITICAL TELEVISION. By Bernard Rubin. Belmont, California: Wadsworth Publishing Company. 1967; pp. 200. $4.50.

ETHICS OF SPEECH COMMUNICATION. By Thomas R. Nilsen. Indianapolis: Bobbs‐Merrill, 1966; pp. xii+98. Paper $1.25.

SENATOR FULBRIGHT: PORTRAIT OF A PUBLIC PHILOSOPHER. By Tristram Coffin. New York: E. P. Dutton and Company, 1966; pp. 378. $6.95.

AN ANALYSIS OF LINCOLN AND DOUGLAS AS PUBLIC SPEAKERS AND DEBATERS. By Lionel Crocker. Springfield, Illinois: Charles C. Thomas, 1968, pp. 550. $16.50.     

Reviews

Moyle , Donald (1968). The Teaching of Reading. Evans , K. (1968). Planning Small-Scale Research. Berg , Leila and others (1969). Nippers. Grove , Paul and Stratta , Leslie (1966-7). Tempo Books.     

哈佛大学

The campus of Harvard University is located on both sides of the Charlies River. The oldest institution of higher learning in the United States was founded in 1636. In 1638 it was named for John Harvard, its first benefactor. During the 1640s the college expanded despite inadequate fi-     

Bullying and social support: variation by school-type and emotional or behavioural disturbances

The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated.     

Indexing the bit-code and distance for fast KNN search in high-dimensional spaces

Various index structures have recently been proposed to facilitate high-dimensional KNN queries, among which the techniques of approximate vector presentation and one-dimensional (1D) transformation can break the curse of dimensionality. Based on the two techniques above, a novel high-dimensional index is proposed, called Bit-code and Distance based index (BD). BD is based on a special partitioning strategy which is optimized for high-dimensional data. By the definitions of bit code and transformation function, a high-dimensional vector can be first approximately represented and then transformed into a 1D vector, the key managed by a B -tree. A new KNN search algorithm is also proposed that exploits the bit code and distance to prune the search space more effectively. Results of extensive experiments using both synthetic and real data demonstrated that BD out- performs the existing index structures for KNN search in high-dimensional spaces.     

Reviews

Goodacre , E. J. (1968). Teachers and their Pupils' Home Background Webster , James (1968). Rescue Reading Downing , John (1967). Evaluating the Initial Teaching Alphabet Bakewell , Ruth , Yarr , Betty and Smith , Alexander (1965-6). Ready Steady Rhythm Readers