元代服饰制度中南北文化的碰撞与融合

元朝在确立服饰制度时,施行了汉制衮冕与蒙古族传统质孙并行的服饰双轨制,使元代服饰呈现出多元的、南北文化融合的局面。元代的服饰制度从实施的过程到其形式都颇具特色,这些特色的形成并不是一帆风顺的,而是“汉法”与“旧俗”碰撞与融合的结果。     

Students’ assessment preferences and approaches to learning: can formative assessment make a difference?

The purpose of this paper is to gain insight into the relationships between hands‐on experiences with formative assessment, students’ assessment preferences and their approaches to learning. The sample consisted of 108 university first‐year Bachelor’s students studying criminology. Data were obtained using the Revised two‐factor study process questionnaire (R‐SPQ‐2F) and the Assessment preferences inventory (API). The study shows that differences in assessment preferences are correlated with differences in approach to learning. Students’ preferences for assessment methods with higher‐order thinking tasks are significantly lower after actual experience with a formative assessment. Moreover, students also changed their approaches to learning after hands‐on experience with a formative mode of assessment. Surprisingly, this change evinced a more ‘surface approach’ to learning. Nevertheless, this is in line with other recent research findings. The paper ends with some possible explanations, and new directions for research are proposed.     

Reported topics of conversation among same‐sex adults

Conversational topics among same‐sex adult friends, co‐workers, siblings, parents and children were studied. A self‐report questionnaire revealed that women's talk tends to focus on family, relationship problems, men, health, pregnancy and menstruation, food, things they've read, movies, television, clothing, and rape. Men talk more about women, sex, money, news, sports, hunting and fishing. No sex difference was found in the most frequent topic of conversation in each context. Same‐sex friends of either sex are most likely talk about the other sex, co‐workers most frequently discuss work, and sisters, brothers, mothers and daughters, fathers and sons, talk most often about family.     

Apple Jumper,Teacher Babe,and Bland Uniformer Teachers: Fashioning Feminine Teacher Bodies

A student teacher group's conversation about teacher clothing as reflective of certain kinds of reprehensible or desirable teacher identities provoked the writing of this article. I use a feminist poststructuralist analysis to explore the three categories of women teachers' dress suggested by the student teachers as signifiers of women teachers' subjectivities discursively produced within the contexts of schooling. The article also challenges the three categories as constructions produced by this student teacher group in their positionality as young, White, middle-class, heterosexual female novice teachers in the Southeast region of the United States. This inquiry highlights the limitations and constrictions of women teachers' institutionalized subjectivities and suggests ways in which these limitations and constrictions offer sites for resistance, specifically in relation to clothing choices that shape and reflect a feminine teacher body.     

日本东京地区老龄妇女的服装成衣着装满意度调查

通过对东京地区65岁以上老龄妇女对服装成衣着装满意度进行问卷调查,在对服装的款式、面料、尺码、颜色、舒适感等方面展开研究。调查结果是老龄妇女对尺码的不符方面问题较大;在穿着舒适性方面,感到问题最大的是衣服的袖笼,存在运动不便等因素。     

A comparative study of the learning style preferences among gifted African‐American,Mexican‐American,and American‐born Chinese middle grade students

The purpose of this study was to determine whether significant group, gender, and grade differences existed in the preferred learning styles of gifted minority students. The Learning Style Inventory (Dunn, Dunn, & Price, 1987) was administered to 54 African‐American (20 males, 34 females), 61 third‐generation Mexican‐American (26 males, 35 females), and 40 third‐generation American‐born Chinese (25 males, 15 females) students. A three‐way analysis of variance on the LSI raw scores of gifted African‐American, Mexican‐American, and American‐born Chinese students indicated significant group differences in preferences for noise, light, visual modality, studying in the afternoon, and persistence. Significant gender differences were found in preferences for the tactile modality and intake. Finally, significant grade differences were found in preferences for temperature (warm/cool environment) and mobility. Findings support and extend past research regarding the learning styles of gifted students.     

闽地沿海畲族与惠安妇女纹饰比较

由于长期与外界隔绝,畲族与惠安妇女服饰至今仍保留着自己的文化特质和风格,展现出绚丽多姿的地域服饰文化特色。同时,畲族与惠安妇女服饰纹样无论是装饰部位、装饰手法还是装饰风格、题材运用等方面都存在着相似性。比较发现,传统畲族和惠安女服饰是民族文化的特殊载体,蕴含着深刻的文化内涵,这主要体现在凤鸟纹样、蝴蝶文样的文化内涵和装饰造型的吉祥寓意上。     

惠安女传统服饰文化的危机与保护

惠安女传统服饰文化具有自身的特点,但在与现代文明的交融中正面临着失传的危机。本文针对危机的成因提出了保护惠安女服饰文化的几条意见措施。     

Gender segregation and labour supply: on ‘choosing’ gender‐atypical jobs

Abstract

Recently it has been argued that women's choices play a significant role in the structure of job segregation. Drawing on a case study of women scientists and engineers, this paper focuses on the preferences and plans of women who entered gender‐atypical jobs in the technical professions. The evidence suggests that the women had to face considerable hostility in their choice of jobs from non‐specialist teachers and careers advisors. However, they withstood opposition with the support of specialist teachers in single‐sex schools and their parents. The findings imply that while women's attitudes to education, training and careers should not be neglected in the study of gender segregation, the social context in which they evolve should be emphasised in a sociological analysis of the labour market.     

Poles apart? Gender differences in proposals for sexuality education content

Are young women and men’s preferences for sexuality education content poles apart? This article explores gender differences in senior school students’ suggestions for issues sexuality education should cover. Findings are analysed in relation to debate about mixed and single sex classrooms and boys’ perceived disinterest in lessons. It is argued that young women and men’s content preferences were largely similar on items that a majority selected for inclusion. Topics less than half of participants named revealed a greater number of gender differences. Employing theoretical insights from feminist post‐structuralism, responses are also examined for how they position young people as sexual subjects and whether these conform to or deviate from perceptions of ‘conventional heterosexualities’. This examination enables an understanding of how young people view themselves as sexual and whether this matches their constitution within sexuality programmes. The implications of students’ content preferences and the way these position them as sexual subjects are considered for the possibilities they present for programme design and delivery.     

The Relation of Gender Understanding to Children''s Sex-typed Preferences and Gender Stereotypes

Our goal was to explore how children's understanding of gender as a social category relates to their acquisition of sex-typed knowledge and preferences. Children's gender concepts, sex-typed preferences, and stereotyped knowledge were measured in 61 boys and girls (3-5 years). Gender concept measures included ability to identify and to discriminate the sexes, understanding gender group membership, temporal stability of gender, and gender consistency over situational changes. Children improved with age on most of the measures except gender consistency. With the exception of consistency, measures of gender concept understanding were found to be related to children's stereotyped toy and clothing knowledge and/or to their sex-typed toy preferences (with age controlled). It was shown that only rudimentary gender understanding is needed prior to children learning about sex stereotypes and prior to showing strong sex-typed preferences for peers or toys. The roles of gender identity, stability, consistency, and group membership in the sex-typing process are discussed.     

Higher Education Science Student Perspectives on Classroom Instructional Methods: A Pilot Study

Abstract: Constructivist‐based inquiry instruction has been popularized for several decades in primary‐ and secondary‐science education, with overwhelmingly positive results across all sciences. Importantly, higher education faculties have begun to embrace inquiry instruction in many subject areas. In fact, a growing body of literature illustrates the positive impact of inquiry instructional methods on science student achievement, such as in Food Science. While it has long been shown that student's instructional preference has a positive impact upon achievement, very little work has been done to assess college student's instructional preferences, especially in lecture‐based classes. A recent study was conducted at the Univ. of Idaho to identify student preferences of generic instructional models. Students from 4 majors (Food Science, Geological Sciences, Secondary Education, and Elementary Education) participated in the study. A 35‐question survey was developed to gather data on student's instructional strategy preferences. The data were analyzed to determine (a) instructional preferences inclusive of all majors, (b) instructional preference within each of the 4 majors, (c) a comparison of preferences of each major to other majors, and (d) gender issues within and across majors. The results suggest that there is perceived value of particular instructional methods over others, both within and across majors. In addition a gender relationship with methodology exists, particularly within certain subject areas.     

What Will I Like Best When I'm All Grown Up? Preschoolers' Understanding of Future Preferences

Three experiments investigated 3‐, 4‐, and 5‐year‐olds' (N = 240) understanding that their future or “grown‐up” preferences may differ from their current ones (self‐future condition). This understanding was compared to children's understanding of the preferences of a grown‐up (adult‐now condition) or the grown‐up preferences of a same‐aged peer (peer‐future condition). Children's performance across all three conditions improved significantly with age. Moreover, children found it significantly more difficult to reason about their own future preferences than they did to reason either about an adult's preferences or the future preferences of a peer. These results have important implications for theories about future thinking and perspective‐taking abilities, more broadly.     

《原本老乞大》衣食住行词语考释

《原本老乞大》是旧时朝鲜人学习汉语的教科书,是元明清三代的口语实录,是研究近代汉语词汇的珍贵语料。笔者选取了元代本《原本老乞大》里有关衣食住行的口语词袄子、汗衫、茶饭、路子等作为研究对象,根据有关文献对这些口语词进行了解释。     

Design of Paper-Based Visual Analogue Scale Items

Paper-based visual analogue scale (VAS) items were developed 100 years ago. Although they gained great popularity in clinical and medical research for assessing pain, they have been scarcely applied in other areas of psychological research for several decades. However, since the beginning of digitization, VAS have attracted growing interest among researchers for carrying out computerized and paper-based data assessments. In the present study, we investigated the research question “Which different design characteristics of paper-based VAS items are preferred by women and men?” Based on a sample of 115 participants (68 female), our results revealed that the respondents preferred a paper-based VAS item with a horizontal, 8-cm long, 3 DTP (“desktop publishing point”) wide, black line, with flat line endpoints, and the ascending numerical anchors “0” and “10”, both for women and men. Although we did not identify any gender difference in these characteristics, our findings uncovered clear preferences on how to design paper-based VAS items.     

Better educational website interface design: the implications from gender-specific preferences in graduate students

This study investigated graduate students’ gender‐specific preferences for certain website interface design features, intending to generate useful information for instructors in choosing and for website designers in creating educational websites. The features investigated in this study included colour value, major navigation buttons placement, and navigation mode. In this study, 56 graduate students in a north‐eastern research university in the US volunteered to evaluate 30 pairs of web page screenshots or website prototypes, and to indicate on the questionnaires their preferences within each pair of prototype. Each participant's preferences for the three features were coded and categorised for chi‐square tests of independence to determine the relationships between gender and the investigated design features. The findings of gender effects on graduate students’ preferences for the aforementioned features were presented and discussed.     

Exploring Relational and Individualistic Counseling Preferences of Culturally Diverse College Students

This exploratory study examined the influence of gender and ethnicity on college student preferences for individualistic vs. relational‐focused counseling approaches. Overall, the results did not demonstrate significant differences across gender and ethnicity. However, there was a small tendency for women and African American participants to rate the counselor conducting the relational‐focused counseling approach more positively than did men and White participants, respectively.     

析莎剧中的“女扮男装”母题——以《威尼斯商人》中的鲍西亚为例

在莎士比亚塑造的众多神态各异的女性形象中,敢于＂女扮男装＂的女性无疑是令人叹服的独特风景。莎士比亚戏剧中的女性形象选择着＂男装＂有着两方面的原因：一是迫于传统与现实的无奈之举;二是心理层面上的＂男性化＂抗议之举。这些＂女扮男装＂的形象客观地反映了当时女性的从属地位以及某种程度上女性自我意识的觉醒。     

Monoracial and Biracial Children: Effects of Racial Identity Saliency on Social Learning and Social Preferences

Children prefer learning from, and affiliating with, their racial in‐group but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N = 246, 3–8 years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority‐primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial in‐group members, indicating their in‐group preferences are contextually based.     

Are men intimidated by highly educated women? Undercover on Tinder

In this study, we examine the impact of an individual's education level on her/his mating success on the mobile dating app Tinder. To do so, we conducted a field experiment on Tinder in which we collected data on 3,600 profile evaluations. In line with previous research on mating preferences from multiple fields, our results indicate a heterogeneous effect of education level by gender: while women strongly prefer a highly educated potential partner, this hypothesis is rejected for men. In contrast with recent influential studies from the field of economics, we do not find any evidence that men would have an aversion to a highly educated potential partner. Additionally, in contrast with most previous research – again from multiple fields – we do not find any evidence for preferences for educational assortative mating, i.e. preferring a partner with a similar education level.