Diana,Princess of Wales

戴安娜王妃于97年一场车祸中香消玉陨。这朵英伦玫瑰的凋零引来了世人无限的哀痛和惋惜,而她本人也已成为一则悲剧传奇。她的魅力与爱心,她的痛苦与不幸,她的一切都曾是,也将继续是传媒公众注目的焦点。     

Feminism, Patriarchy and Culture Dominance ——A review to "The Woman Warrior

1.Feminism and“The woman Warrior”Historically,thinking about gender happens in cultures where gender configurations-the socialmeaning systems that encode sexual difference-undergo changes or shifts.The same is true withthinking about race(thatrace as a constructbecomes apparentwhen ideas of race are shifting) or eco-nomics,or politics,etc.:all of these concepts are reevaluated when social practice(i.e.what peopledo) shifts.So gender,or masculine and feminine qualities,or male/female social …     

Longitudinal confirmatory factor analysis: Common,time‐specific,item‐specific,and residual‐error components of variance

Following Cronbach (1970) and others, it is useful to decompose test score variation into common factor, time‐specific, item‐specific, and residual components. In the traditional approach to factor analysis, only two sources of variance can be estimated: common factor variance and a uniqueness term that confounds specific sources of variation and residual error. When the same items are measured on different occasions, however, it is possible to separate specific variance and residual error. Two approaches, the first‐order approach described by Raffalovich and Bohrnstedt (1987) and a second‐order approach based on Jöreskog and Sörbom (1989; Jöreskog, 1974) are considered initially. The two approaches, although based on different rationales, both suffer a similar weakness in that two of the four sources of variance are confounded. In the Raffalovich and Bohrnstedt approach, time‐specific variance is confounded with common factor variance that generalizes across items and time. In the second‐order approach based on Jöreskog and Sörbom, time‐specific variance is confounded with residual error. Here we demonstrate that by combining features from both approaches we can eliminate these weaknesses and estimate all four of Cronbach's sources of variance, and that this combined approach is easily generalized to a wide variety of applications.     

Academic Self‐concept,Implicit Theories of Ability,and Self‐regulation Strategies

The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students.     

Genres,rules, and collective rhetorics: Applying the requirements‐problems‐strategies approach

Designed initially as a way of understanding the often anomalous rhetoric of those who lead social movements, Simons' “Requirements‐Problems‐Strategies” approach has been applied in recent years to other collective rhetorics and other leadership roles. Presented here is an extension and elaboration of RPS framework and a review of illustrative scholarship.     

Joe McCarthy,brief‐case demagogue

Arguments for the use of the practical syllogism for rules theories entail a claim that the practical syllogism represents an alternative model of man for scientific research. This analysis evaluates that claim by: (1) examining the structure of the practical syllogism and its accompanying logics; (2) comparing the logics of the syllogism with logics of human behavior; (3) identifying the contraints upon research by the action theory assumptions of the syllogism; and, (4) projecting these constraints upon three areas of substantive research ‐ mass, interpersonal, and organizational communication.     

Presidential canvass,log‐cabin style

In painting and music it is common for one artist to build upon the work of another. Beethoven's Ninth Symphony is a composite of variations on Schiller's Ode To Joy, and Picasso readily admitted that he drew heavily from the work of Velasquez in some of his early paintings. The practice of thematic variation is, however, less frequent in works of dramatic literature. Seldom does one writer draw upon the work of another in an obvious manner, use it to reinforce his own thesis, and have his borrowing remain undetected. Yet this is precisely what playwright Arthur Kopit has done in The Day The Whores Came Out To Play Tennis. Although Kopit's thematic variations may not be obvious in the work as produced, they are, however, quite clear if the play is read. The only possible explanation for lack of comment on what is obvious is that very little has been written about any of Kopit's work. Nevertheless, in The Day The Whores Came Out To Play Tennis, Kopit draws extensively from material contained in Anton Chekhov's play, The Cherry Orchard.     

Young people,social capital and network‐based educational decision‐making

This paper explores whether and in what ways young people's perceptions and experiences of higher education (HE) can facilitate the transmission within their social networks of social capital both upwardly (from child to parent) and horizontally (from sibling to sibling), and thus can potentially provide bridging capital to family members, especially in families with little or no prior experience of HE. It utilises data from a project that explored the embedded nature of decision‐making about HE amongst a group of ‘potentially recruitable’ adults and their wider networks. The study researched 16 networks, and the resultant sample of 107 individuals included six teenagers and 15 young people in their twenties. The paper concludes that, despite the general emphasis within existing theoretical approaches to network capital on the downward transmission of social capital, the educational experiences of younger generations can be critical in shaping the perceptions of other (including older) network members, albeit not always in ways that encourage formal educational participation.     

Change‐of‐career secondary teachers: motivations,expectations and intentions

In New Zealand there is an increasing trend for people with prior occupational experiences to enter secondary teaching. At a time when the media is continually questioning the status and capability of the teaching profession, we explore what or who motivates people to change their occupational paths and enter the teaching profession. Our sample of 68 newly qualified change‐of‐career teachers reported multiple factors related to their decision to pursue teaching. The matrix of reasons involved a range of “push and pull” factors related to previous work and family experiences, values and task expectancies. Three cluster groups of teachers – “Looks Good”, “Time is Right” and “Teaching is Me” – were developed to illustrate the relative influence of different combinations of reasons. We looked at how these teachers' motivations and prior experiences impacted on early and long‐term career expectations and intentions.     

Gender,popularity and notions of in/authenticity amongst 12‐year‐old to 13‐year‐old school girls

This paper draws on data from a research project investigating gendered identities and interactions of high‐achieving students in Year Eight in England (12–13 years old), particularly in relation to students’ ‘popularity’ amongst their peers. As part of this study 71 students were interviewed from nine different schools in urban, rural and small town locations. From an analysis of participants’ conceptions of the characteristics of ‘popular’ and ‘unpopular’ students, this paper looks in depth at notions of in/authenticity and how it is perceived and judged in relation to the self and others. In particular, the paper focuses on the genderedness of such discourses of in/authenticity as constructed by these students, and relates such concerns to theorizations of ‘impossible’ femininity.