黑与白，手表的时髦法则

时尚圈从不吝惜对于黑白二色的喜欢,从Giorgio Armani对于黑白至始至终的坚持,到Chanel经典的黑白山茶花,再到流行了半个多世纪的Givenchy经典赫本式黑色礼服……时尚圈对于黑白的挚爱不胜枚举。无论你身处什么年代,抑或是无论换了多少形态去制造时尚,黑色与白色永远占据着永恒的位置,并且频繁出现在各大时装周最新一季的T台上。以喜新厌旧著称的时尚产业唯独认为黑白是永选的丰碑,不仅因为黑与白的可塑性强,便于单独设计或与别的色彩和元素相搭配,更因为黑白象征着时装最本色的一面。     

彩色电视机黑白平衡调整电路的改进

本文介绍了彩色电视机黑白平衡调整的原理，对最常见电路及其存在的问题，给出了改进彩色电视机黑白平衡调整的基本方法及改进的电路     

黑白棋子游戏的推广

本文把黑白两色棋子游戏推广到三色和四色,得出了两个定理和一些有趣的结论     

THE VALIDITY OF ACADEMIC PREDICTORS FOR BLACK AND WHITE STUDENTS AT A PREDOMINANTLY WHITE UNIVERSITY1

High school grades and both the verbal and mathematical scales of the Scholastic Aptitude Test (SAT-V and SAT-M, respectively) were examined as predictors of college grade point average in groups divided by race and sex. Results indicated that high school grades were not correlated as highly with college grades for black males as for the other three groups, although there were no significant differences in the correlation of either SAT-V or SAT-M with college grades. Moreover, the multiple regression equation for the black male group differed from the equations for the other groups in that SAT-V is the predictor of primary importance rather than high school grades. Weights derived on a random sample of the student body caused substantial shrinkage of the multiple R only in the black male sample. Both black males and black females were significantly overpredicted by such weights. The importance of separate prediction equations for race-sex groupings was emphasized.     

THE EFFECT OF RACE OF EXAMINER ON THE MENTAL TEST SCORES OF WHITE AND BLACK PUPILS1

An entire elementary school system with 60% white and 40% black pupils was given several abiity tests group-administered by 12 white and eight black examiners (Es). The tests measured verbal and nonverbal IQ, perceptual-motor cognitive development, “speed and persistence” under neutral and motivating instructions, listening-attention, and short-term rote memory for numbers. With the exception of the “speed and persistence” test, on which white Es yielded significantly and consistently higher mean scores than black Es for both white and black pupils across grades one to six, the results for the various cognitive ability tests showed that the race of the E did not produce large or consistent effects in the testing of white and black pupils.     

THE PREDICTION OF GRADES FOR BLACK AND WHITE STUDENTS AT MICHIGAN STATE UNIVERSITY

The regression equations of sophomore year cumulative grade point averages on five ability and achievement test scores for blacks and whites at Michigan State University showed a significant difference. However, use of these separate regression equations would not be in favor of black students. The variance accounted for by the predictors was similar for both groups.     

DISCRIMINATORY ORGANIZATIONAL CONTEXTS AND BLACK SCIENTISTS ON POSTSECONDARY FACULTIES

Severe underrepresentation of African-Americansamong postsecondary faculty is often linked toeducational pipeline supply problems,while institutional variations in demandfor black faculty labor and barriers to theirrecruitment and retention receive less empiricalattention. Using a nationally representative sample ofcollege faculty from a wide array of institutions andscience disciplines, this study investigates linksbetween internal organizational conditions and blackfaculty representation. Hypotheses derive from competingexplanations of the role of race in academicorganizations: institutionalized discrimination to protectdominant group privileges; statistical discriminationbased on expectations of racial group differences inacademic preparation; labor supply and politicalconstraints on black faculty recruitment. A multivariateanalysis examines organizational conditions that promoteor curb these dynamics and their relationship to blackappointments at different tenure levels. Results indicate that although the discipline-specificblack doctoral labor supply is a powerful constraint onthe representation of black faculty, selectiveorganizational contexts are substantial influences as well. Although we find little evidence thatinsulation from competition or segmented faculty labormarkets influence the racial composition of faculties,black faculty are more often found whereinstitutionalized discrimination may be checked by greaterformalization and black constituencies on campus.Consistent with statistical discrimination, blackfaculty are poorly represented at research-orientedinstitutions, even controlling for the scholarly reputationof doctoral credentials.     

BLACK POWER AND BLACK STUDENTS IN KANSAS CITY

In this research I examined the enactment of liberatory pedagogy, a teaching practice that promotes equity for all learners, from the uniquely informative perspective of young women majoring in mathematics and elementary education. It is grounded theory that seeks to understand the role of personal identity and social location in learning and teaching. I collected data over a two-year period, following two young women from the final semester of their teacher education program to their first teaching positions. Three distinct influences inform the conceptual framework of this study: (a) the underrepresentation of women in mathematics; (b) the devaluing of elementary teachers' content and pedagogical knowledge; and (c) the marginalization of the education major and pedagogical knowledge. I ask research questions regarding the type of preservice education these women experience and how it informs their enactment of liberatory pedagogy. Themes among the findings include coping with being a stranger in both lands, the desire to know oneself as a learner, and enacting liberatory pedagogy as beginning inservice teachers.     

THE IMPACT OF INSTITUTIONAL CHOICE AND ENVIRONMENTS ON AFRICAN-AMERICAN AND WHITE STUDENTS' DEGREE EXPECTATIONS

This study examines the effects of individualcharacteristics, institutional characteristics andexperiences, and financial aid measures onAfrican-American and white college students' degreeaspirations. The main theoretical foundations for this studyare the status attainment models developed in the early1970s and Weidman's (1989) model of undergraduatesocialization. The study used the BeginningPostsecondary Students (BPS:90/92) data set, and the findingsshow that regression models between the two groups havemany similarities: Students' aspirations are mostly theresult of socioeconomic factors, initial degree aspirations, and institutional characteristics.Financial aid measures are not significant predictors ofaspirations for African-American students, although workstudy awards and fewer hours per week spent working significantly affect white students'aspirations. There are quite a few differences betweenthe groups' regression models. For instance,intellectual selfconfidence has opposite effects onaspirations for African-American and white students.African-American enrollment and faculty contactpositively affect AfricanAmerican students' aspirations,while tuition cost and peer contact have positiveeffects on white students' aspirations.