A Low-Carbon Tour around Qujiang Theme Park

<正>Qujiang, a beautiful lake area in the southern suburb of Xi’an, has long been an attractive tourist destination since ancient times. Its fascinating sceneries     

Ecumenical Worldview Development by Gender, Race, and Worldview: A Multiple-Group Analysis of Model Invariance

Based upon a national longitudinal dataset of 14,527 college students generated by the UCLA Spirituality in Higher Education Project, this study used structural equation modeling to test the applicability of a model of ecumenical worldview development for students of diverse genders, races, and worldviews. The model suggests that challenging co-curricular experiences and the salience of religion and spirituality in academic encounters tend to provoke religious/spiritual struggles, which in turn enhance ecumenical worldview. However, tests for model invariance revealed group differences in the applicability of the model. Differences by gender and race/ethnicity are minimal in comparison to differences by worldview.     

Gifts of Xi'an

<正>At the 2011 Horticultural Expo in Xi’an,a series of tourist souvenirs,known as"My Name is Qin BiangBiang",designed by Tang Studio,captivated a great many tou...     

Gender-Typed and Gender-Segregated Play Among Tanzanian Hadza and Congolese BaYaka Hunter-Gatherer Children and Adolescents

Few data exist on gender-typed and gender-segregated play in hunter-gatherer societies, despite their unique demographic and cultural features which may influence children’s gendered play. Using naturalistic observations of Hadza (N = 46, 41% female) and BaYaka (N = 65, 48% female) hunter-gatherer 3- to 18-year-olds from Tanzania and the Republic of Congo, we showed that access to playmates was negatively associated with playing in mixed-gender groups. Young boys did not engage in more rough-and-tumble play than girls, but adolescent boys participated in this type of play more than adolescent girls. Children were also more likely to participate in work-themed play which conformed to gender norms within their society. Findings are discussed within the context of gendered division of labor, child autonomy, and demography.     

Applying social production function theory to benefits of schooling: the concept of values of education

Abstract

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings.     

Examining the Relationship Between Parental Involvement and Student Motivation

Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an academic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related to students motivation. Studies of students from the elementary school to high school show a beneficial relationship between parental involvement and the following motivational constructs: school engagement, intrinsic/extrinsic motivation, perceived competence, perceived control, self-regulation, mastery goal orientation, and motivation to read. From the synthesis of the parent involvement and motivation literature, we offer potential explanations for their relationship. Directions for areas of continued research are also presented.     

Latinas/os succeeding in academia: the effect of mentors and multiethnic coursework

Academia often devalues diverse identities, cultures, and languages through emphasis placed on academic values. To ascertain how established and new Latina/o academics achieved success in academia, the author conducted interviews with ten Latina/o academics; they noted mentoring and multiethnic coursework as influential in their success as academics. The author suggests mentoring practices and multiethnic courses should be receptive and sensitive to the complexities and varieties of cultural and linguistic identities, thereby identifying a balance between recognizing diverse language and cultural practices in academia while avoiding generalizations and assumptions about ethnic groups. The author offers implications for practice and research.     

(White) women on the move: Suffrage memory and the 1977 International Women’s Year Conference

ABSTRACT

This essay examines how the 1977 International Women’s Year Conference (IWY), a historic gathering of women in Houston, Texas—tasked to put forward a series of policy recommendations, many informed by a feminist perspective—undercut its own intersectional impulse by leveraging collective memory of U.S. suffrage activism. I analyze the conference program, a document distributed to every conference attendee, that called up early woman’s movement history and suffrage memory in its language, ephemera, and image to constitute a certain narrative for the 1977 IWY audience. I argue that by linking the IWY conference to a specific narrative of women’s rights and suffrage activism, the planners made the conference more explicitly political and feminist, and imbued the event with historical significance and legitimacy. At the same time, the deployment of suffrage memory ultimately positioned white women as mobile and engaged in social movement while effacing Black women and women of color who had been involved in suffrage activism, thus rendering them immobile, invisible, silent, and locked in the past. I conclude by examining a concurrent counter-narrative, one not included in the program, as a productive, intersectional rupture in suffrage memory at IWY.     

Broadening the notion of participation in online discussions: examining patterns in learners’ online listening behaviors

While a great deal of research has studied the messages students contribute to electronic discussion forums, productive participation in online learning conversations requires more than just making posts. One important pre-condition for productive interactivity and knowledge construction is engagement with the posts contributed by others. In this study, these actions (how learners interact with the existing discussion; which posts they attend to, when, and how) are conceptualized as “online listening behaviors” and are studied in the context of a large undergraduate business course taught in a blended format. Clickstream data was collected for 96 participants from 3 week-long online discussions to solve organizational behavior challenges in groups of 10–13. Listening behaviors accounted for almost three-quarters of the time learners spent in the discussions, and cluster analysis identified three distinct patterns of behavior: (1) Superficial Listeners, Intermittent Talkers; (2) Concentrated Listeners, Integrated Talkers; and (3) Broad Listeners, Reflective Talkers. The clusters differed in the depth, breadth, temporal contiguity, and reflectivity of their listening as well as in their patterns of speaking. An illustrative case study of how the listening behaviors were enacted by one student from each cluster over time was used to deepen the characterization and interpretation of each cluster. The results indicate that online listening is a complex phenomenon and a substantial component of students’ participation in online discussions. Findings are compared to the previous work on student learning approaches and implications for practice and future research are discussed.     

Achievement or Arrest? The Influence of the Collegiate Religious and Spiritual Climate on Students’ Worldview Commitment

The purpose of this study was to elucidate the relationship between the collegiate religious, spiritual, and ideological climate and worldview commitment. As part of this process, 1,071 students responded to the Collegiate Religious and Spiritual Climate Survey, an empirically validated and reliable measure designed to assess dimensions of a campus’ religious, spiritual, and ideological climate. Results indicated that aspects of the psychological and behavioral climate were related to worldview commitment and these relationships were often conditioned upon students’ self-identified religious worldview. Implications for scholars and practitioners are discussed.