早安,越南

Thirty years after the fall of Saigon,Vietnam is experiencing a new dawn。I thought returning to Vietnam would be difficult. After all,my first attempt had not gone well.In October 1974,I left the country newly married to Nguyen thi Phuong Nga and for a new assignment in Rio de Janeiro.I had just completed two years in Saigon for TIME,reporting the chaotic endgame of a cruel war.Six months later,I headed back to Saigon to try to     

早安

[1] 早安! 我们每次都会把这句话用在恰当的时候吗? 我对女儿说这句话, 对员工说这句话, 甚至对邮递员, 我也说这句话。我想你会说这句话只是一天开始时人们相互间的一种问候, 是活跃气氛的一种寒暄, 或者对大多数——至少对部分人来说只是一种习惯和一种礼貌。对我而言,“早安”有着与大多数人完全不同的含意。我不记得我多少次说过这句话, 也不记得在什么特别的时刻说过这句话, 但是有一次我却铭刻在心!     

Bands for girls and boys

Like many people, you may be dreaming of a career(职业) as rock and roll stars. There are two ways to go about getting one. First is the traditional way. Find some friends and form a group. Learn to play the guitar or the drums. Write your own songs. Spend hours arguing about the band name. Then go out on the road.     

Teachers' attributions and beliefs about girls,boys, and mathematics

Thirty-eight first grade teachers were asked to identify their two most and least successful girls and boys in mathematics, to attribute causation of these students' successes and failures, and to describe their characteristics. Teachers' choices of most and least successful students were compared to mathematics test scores of their students. Teachers were most inaccurate when selecting most successful boys. Teachers tended to attribute causation of boys' successes and failures to ability and girls' successes and failures to effort. Teachers thought their best boy students when compared to their best girl students, were more competitive, more logical, more adventurous, volunteered answers more often to mathematics problems, enjoyed math more, and were more independent in mathematics.     

Predicting reading achievement for Kindergarten boys and girls

This study assessed the validity of the Kindergarten Teacher Rating Scale (KTRS) in predicting reading achievement for male and female students. The KTRS was a significant predictor of reading achievement for both boys and girls; differential predictive validity for boys and girls was not found. The KTRS explained about 30% of the variance in reading achievement both at the end of the 1st grade and the beginning of 2nd grade. The proportion of variance in reading achievement explained by variance in KTRS scores was significantly greater than the proportion of variance in reading achievement explained by variance in reading readiness scores. There were no significant differences in the mean KTRS scores for male and female students.     

Co-rumination in the friendships of girls and boys

This research addresses a new construct, co-rumination. Co-rumination refers to extensively discussing and revisiting problems, speculating about problems, and focusing on negative feelings. Friendship research indicates that self-disclosure leads to close relationships; however, coping research indicates that dwelling on negative topics leads to emotional difficulties. Co-rumination is a single construct that integrates both perspectives and is proposed to be related both to positive friendship adjustment and problematic emotional adjustment. Third-, fifth-, seventh-, and ninth-grade participants (N = 608) responded to questionnaires, including a new measure of co-rumination. Co-rumination was related to high-quality, close friendships and aspects of depression and anxiety. Girls reported co-ruminating more than did boys, which helped to account for girls' more positive friendship adjustment and greater internalizing symptoms. Other analyses addressed whether co-rumination and the related constructs of self-disclosure and rumination had different relations with friendship and emotional adjustment.     

Mediated activity in the primary classroom: girls,boys and computers

Seven and 9-year-old children (n=120) worked in same or mixed gender pairs on a language-based computer and non-computer task, and their styles of social interaction were compared. At both ages, mixed gender pairs showed more assertive and less transactive (collaborative) interaction than same gender pairs on both tasks. When collaboration broke down, boys on the computer task and girls on the non-computer task dominated assertive interaction in mixed gender pairs, whereas in same gender pairs both children were equally assertive. The mediational role of the computer and the social dynamics that frame its use are discussed.     

从《小姐,你早》看池莉小说的女性意识

池莉20世纪末的小说写出了改革开放以后,女人对自我价值的重新认识,与鲁迅笔下的子君不同的是,她们还在行动上表现出了真正意义上的抗争。     

A Comparative Feminist Study of The Color Purple and Good Morning,Miss

Chi Li and Alice Walker are both feminist writers.In their Good Morning,Miss and The Color Purple,male-central ism and the benighted state of women are thoroughly exposed.Sisterhood plays an important role in the awakening of women in both books,but the prospect of man-woman relationship is sharply different.By making comparison and analyzing the underly ing reasons,it can be seen that there’s still a distance between the Western and Chinese feminism.     

Achievements and attitudinal patterns of boys and girls in science

Data from the 1983–84 Israeli IEA (International Association for the Evaluation of Education Achievement) science study were used to explore gender-related differences (and their determinants) in the learning of science. The sample was composed of 1,934 ninth-grade students. The study involved several measures of science learning, ten attitudinal measures, and items and errors classification. Differences between boys and girls were observed in some measures of science performance–-particularly in the physical sciences, in items with lower estimates of “opportunity to learn,” and in specific kinds of errors. Gender-related differences were also observed in the predictive model of achievement, using science-specific affective measures. The discussion raises the cognitive and affective readiness of boys and girls for learning science.     

Constructions of Malawian boys and girls on gender and achievement

Gender differences in achievement have been widely documented and a number of feminists, particularly from the West, have used the concept of identity to explain them. This paper draws on constructions on gender and achievement generated through surveying 59 boys and 103 girls from four secondary schools, as well as interviewing 40 of the girls in order to contribute to our understanding of identity construction in an African context. The data show that the majority of boys and girls support dominant gender norms, but there is some indication of fluidity. Thus, the notion of identity formation is crucial to the analysis and interpretation of the findings, as it highlights the possibility for agency and change, since gender identities are not stable.     

Gendered practices in the education of gifted girls and boys

Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten “red‐shirting'' of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after‐school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long‐term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. © 2012 Wiley Periodicals, Inc.     

Social persistence following failure in boys and girls with LD

The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interaction. The children with learning disabilities were found to be hyperresponsive to both interactions: They felt significantly worse following the unfriendly one and significantly better following the friendly interaction. Limited evidence was found to suggest that girls with learning disabilities were more adversely affected by the unfriendly interaction. Several of the findings were consistent with the hypothesis that children with learning disabilities show a learned helplessness response to social failure. The implications of these findings for understanding the social behavior of children with learning disabilities are discussed.     

Syndromes of social maladaptation among elementary school boys and girls

The cross-sex comparability of child social maladaptation is assessed within populations of elementary school children. The randomly aggregated normative sample for the revised Bristol Social Adjustment Guides (BSAG) was partitioned into subsamples of 1,305 boys and 1,222 girls ranging in age from 5 to 15 years. The children were observed by 900 classroom teachers and rated on the BSAG's six core syndromes and two associated groupings of problem behavior. For each sex, scores on the various behavioral groupings were normalized and submitted to principal components factor analysis with varimax rotation of retained dimensions. A general two-factor model emerged, with one factor resembling a dimension of general overreaction and the other a dimension of general underreaction. Cross-sex equivalence of factor structures was confirmed via Kaiser's analytic factor relations process. The BSAG's core syndromes and nonsyndromic groupings were found to sustain similar functions across the sexes, although differential trends were noted in the prevalence of specific behavioral syndromes.     

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes

The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However, mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other forms of mathematics communication and teaching.     

Prevalence of reading failure in boys compared with girls

The hypothesis that proportionately more boys than girls experience reading failure was tested on a sample of 708 children using both test-identified and teacher-identified criteria. Test-identified reading failure was defined by low scores on standardized reading achievement tests given at the end of first and third grade. For Severely Reading Disabled (total reading score at the 10th percentile or lower), the ratio of boys to girls was 1.4:1 at first grade and 1.3:1 at third. At both grades equal proportions of boys and girls were represented in the Reading Disabled category (total reading score between the 11th and 30th percentile). Teacher-identified reading failure criteria consisted of enrollment in LD and Chapter One (remedial reading) programs at first and third grades. Teacher-identified ratios of boys to girls in LD were 2:1 at both first and third grade, exceeding the test-identified ratios, while identification for Chapter One services did not show a gender difference.