教育的历史人类学:问题与方法

继以现象学、整体化和哲学为导向的教育人类学之后,在过去几十年里,以教育—历史为导向的人类学也日益兴起。它从对迄今为止的教育人类学研究的批判出发,突出强调其研究的双重历史性,同时也不忘对人类学的批判。属于历史教育人类学的重点研究范围的有:身体与感知、代际与性别、时间与空间。对其发展来说,历史与心态、文化性与跨文化性、跨学科性与跨国性这三个任务和研究领域极为重要。     

Biodeterioration of Incralac used for the protection of bronze monuments

Outdoor bronze sculptures are highly susceptible to corrosion in many environments and organic coatings are widely used for their protection. The purpose of this study was to determine the susceptibility of the commonly used coating Incralac to biodeterioration by microorganisms. A yeast was isolated from a bronze statue treated with Incralac and its ability to degrade Incralac was determined using growth curves, scanning electron microscopy (SEM), and electrochemical impedance spectroscopy (EIS). The organism grew slowly on Incralac in liquid culture, but SEM images demonstrated its ability to adhere to Incralac coated metal. Additionally, the yeast caused a rapid drop in the low frequency impedance of Incralac coated metal that was not observed under sterile conditions, indicating that the organism accelerated deterioration of the coating. The potential for microbial growth to accelerate deterioration of Incralac should be considered when developing a maintenance strategy for the protection of outdoor metal monuments.     

Resting MAPK expression in chronically trained endurance runners

Purpose: There is a paucity of research investigating the expression of mitogen-activated protein kinases (MAPK) in chronically trained (CT) athletes. Thus, it is unclear how MAPK may contribute to performance and muscle adaptation in CT subjects. The purpose of this study was to determine MAPK total protein, and phosphorylated expression of extracellular signal-regulated kinases 1 and 2 (ERK1/2), c-Jun N-terminal kinase (JNK), and p38-MAPK (p38) between untrained, and chronically trained runners. Methods: Tissue samples were analysed from sedentary (SED; n?=?5) controls and chronically trained runners (CT; n?=?5). Resting muscle biopsy samples were analysed for total-MAPK – and ratio of phosphorylated/total (p-MAPK) – ERK1/2, JNK, and p38-MAPK via western blotting. Mann–Whitney U tests and effect sizes were utilized to determine differences in total MAPK protein content and phosphorylation status between SED and CT subjects. Results: There was no difference in total-MAPK expression between SED and CT (p?>?.05). p-p38-MAPK tended to be greater for CT compared to SED (p?=?.07). There were moderate effect sizes of decreased pERK/total-ERK (d?=??0.69) and increased pJNK/total-JNK (d?=?0.54) in CT compared to SED. There was a positive correlation between p-p38-MAPK/total-MAPK and the percentage of type I fibres (r?=?0.73, p?=?.016). Conclusion: Contrary to previous studies, chronic endurance training does not greatly influence total MAPK protein expression in chronically trained runners. However, resting phosphorylation of p38-MAPK may contribute to enhanced oxidative metabolism at chronically trained levels. These alterations are likely involved in the different physiological adaptations that occur following long-term training or at highly competitive levels.     

Age, Gender, and Ethnicity of Counsellor Trainees and Corresponding Counselling Self-Efficacy: Research Findings and Implications for Counsellor Educators

This study explored the counselling self-efficacy of students in a counsellor education programme, in regard to age, gender, and ethnicity characteristics. To assess counselling self-efficacy, the Counselling Self-Estimate Inventory (COSE) of Larson et al. (Counsellor Education & Supervision 41: 120–130, 1992) was administered at the end of a semester to counselling students engaged in different stages of a counsellor training program. No significant differences were found in regard to gender and age-group categories, but significant differences were found among ethnic groups. It was found that Asian and White students generally had similar and also lower counselling self-efficacy means than the other ethnic groups in the sample in regard to several counselling-specific categories. Implications for counsellor educators in training counselling students of diverse characteristics are discussed.     

Extending research on the interspersal procedure to perceptions of continuous reading assignments: Applied and theoretical implications of a failure to replicate

Researchers have shown that students' perceptions of mathematics assignments could be improved by interspersing additional briefer, easier problems (e.g., Logan and Skinner, 1998). The current study was designed to extend this research to reading tasks. Seventh‐grade students read out loud both a control passage and a similar experimental passage that contained additional interspersed brief (i.e., 16 words), easy (i.e., first‐grade reading level) paragraphs. Students then selected the passage that would require the least effort to read and the least time to read. Students also indicated the passage they liked most (preference) and the passage that they would like to read again (choice). Significantly more students selected the control passage as requiring less time to read, but no differences were found for preference, choice, or effort selections. The results failed to confirm earlier research on the interspersal procedure, thus our findings have applied and theoretical implications regarding causal variables that may account for the effectiveness of the interspersal procedure. Specifically, the current study suggests that the interspersal procedure may improve assignment perception only when the procedure increases discrete task‐completion rates. © 2001 John Wiley & Sons, Inc.     

Needs and Acculturative Stress of International Students in CACREP Programs

International students enrolled in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs provided acculturative stress and needs data. Acculturative stress was correlated with academic, social, language, and cultural needs. Furthermore, relationships were found between students’ types of needs. Implications are offered to help meet international students’ needs.     

The erasure of reinstated fear

Three experiments investigated the reinstatement of fear to a previously conditioned and extinguished CS as a result of separate presentation of the original US. That reinstatement was found to be sharply attenuated by nonreinforcement of a second fear elicitor between presentations of the US and testing of the CS. This “erasure” of reinstatement depended upon the fear-eliciting power of the intervening stimulus and, under some circumstances, was essentially complete. Moreover, erasure reduced not only the response to the CS but also the extinction it underwent as a result of subsequent nonreinforcement. It is argued that neither the conditioning of background stimuli nor stimulus generalization among explicit CSs provides an adequate account of these reinstatement and erasure results. Rather, they are interpreted in terms of the construction and destruction of a nonassociative representation of the US during conditioning, extinction, reinstatement, and erasure. In that context, some inferences can be made about the rules governing these nonassociative changes and the ways in which they interact with modifications in associations.