Length of Residence,Cultural Adjustment Difficulties,and Psychological Distress Symptoms in Asian and Latin American International College Students

The authors examined cultural adjustment and psychological distress issues in 190 Asian and Latin American international college students. Findings revealed that Latin American students reported higher levels of psychological distress than did their Asian peers. Moreover, length of residence in the U.S. was negatively associated with psychological distress symptoms, and acculturative distress and intercultural competence concerns were positively related to psychological distress in both groups. Implications of the findings are discussed.     

引来的浪漫主义：重读郁达夫《沉沦》中的三篇小说

郁达夫的小说集《沉沦》是引来的浪漫主义作品。其中的小说《沉沦》、《南迁》、《银灰色的死》包含大量的对德国和英国浪漫主义作家作品的引用。与一般五四作家引用西方文学不同，郁达夫不是仅仅停留在表面的引证上，或认同西方作家并以此为榜样，而是把他喜爱的西方文学作品注入自己作品的内容和形式之中。虽然郁达夫没能把西方文学的文本放进他的小说后作进一步的创造性转化，从而为中国现代文学开出另一个现代主义写作传统，但是，他的这种史无前例的西方文学的文本引用，至今看来依然可圈可点。     

Research in the Netherlands on a theory of child abuse: A preliminary report

A three-factor theory of child abuse has been developed which includes: (1) a high level of parental aggression; (2) a low level of parental inhibition of overt aggression; and (3) the focusing of parental aggression on the child. In the theory each factor is the outcome of a subfactor “path.” A high level of parental aggression is the outcome of seven subfactors. A low level of parental inhibition of overt aggression is the outcome of three subfactors. The focusing of parental aggression on the child is the outcome of ten subfactors. The theory posits that the type of child abuse that occurs is determined by the ratio of total parental aggression to total parental inhibition of overt aggression. High numerical values of the ratio result in battering. Lower numerical values result, in descending order, in non-organic failure to thrive, physical neglect and emotional abuse. The theory and 50 hypotheses derivable from it are being tested on a sample of 150 child-abuse families and 150 control families.     

Changing balances in Dutch higher education

Like many other higher education systems in the Western world, Dutch higher education underwent profound changes during the last decade. In this article we will present an overview of these changes, and try to formulate an analytical framework that might be suited to analyze this process. In order to set the stage, we will begin with an overview of the Dutch higher education system, in which the broad structure is described, and some trends are presented. Next, an overview is given of the retrenchment and restructuring operations with which Dutch higher education was confronted during the last decade. Drawing, mainly, on public administration and political theory, we then attempt to formulate a framework for analysis. In this we focus on the Dutch higher education system as a policy network, and address the relationships that exist between the various key actors in the network: between government and higher education, among higher education institutions themselves, and among the different actors within the institutions, especially administrators and academics. In doing so, we hope to demonstrate that at all these levels some identical basic processes operate which to a large extent determine the outcomes of governmental policies aimed at changing the higher education system. Time and again the modern state stumbles over the academic system (Clark 1983: 137)     

Restructuring Teacher Education in Australia

Debate on teacher quality and quality in teaching and teacher education has been as vigorous in Australia as it has been in the UK and the USA. In Australia, however, reform in teacher education has been subsumed within a national metapolicy of corporate federalism which is an amalgam of beliefs or discourses including neo‐corporatism, economic rationalism, corporate managerialism and human capital. The paper analyses the most recent document on reform of teacher education in Australia (the Ebbeck Report) and shows how its policy formulation is influenced by the discourse of corporate federalism. It also shows how micro‐economic reform in this sector is related to reforms in other sectors of education.     

Prevalence of combined reading and arithmetic disabilities

This study assesses the prevalence of combined reading and arithmetic disabilities in 799 Dutch schoolchildren using st dardized school achievement tests. Scores of arithmetic, word recognition, reading comprehension, and spelling of child in fourth and fifth grade were used. The main interest involved the co-occurrence of word recognition and arithmetic d abilities because of their possible relationship. The authors find a percentage of 7.6 for combined reading and arithme disabilities. Reading disabilities and arithmetic disabilities co-occurred more often than expected based on rates of the s arate conditions. Children with combined reading and arithmetic disabilities seem to have more generalized achievem difficulties than single-deficit groups. Different operationalizations for reading disabilities (spelling and reading comp hension measures instead of word recognition) led, in part, to selection of other children. This might imply that differ processes underlie the relationship between arithmetic and word recognition disabilities compared to the relationship arithmetic disabilities with difficulties in spelling and reading comprehension.     

The perception of participation in executive governance structures in Dutch universities

In 1997 a new governance act, based on the principles of New Public Management (NPM) was introduced at Dutch universities. The aims were to realise integrated management, to strengthen the position of executives at the central (executive board) and faculty (dean) levels, to introduce a Supervisory Board at the institution’s central level, and to increase the leeway for universities to design its own governance structure. This article reports on a large-scale evaluation of the governance act and focuses on student and staff participation in decision-making and on the actual appraisal of different actors within the universities (leaders, managers, staff, students) of the governance structure of their university. The empirical data reveal a mixed picture regarding the appreciation of the new governance structure, but overall—in contrast with many critical reviews of NPM in higher education—there seems to be considerable endorsement for the present situation.     

Preserving the literary past, looking to the future： the first Hong Kong Literature Database

INTRODUCTION In the last two decades of the 20th century, there was an emerging interest in and emphasis on the study of Hong Kong literature among academic scholars. Since the first biennial conference “Conference on Taiwan and Hong Kong Literature (Tai Gang Wen Xue Xue Shu Tao Lun Hui)” held in 1982 in Mainland China, various conferences with diverse themes on Hong Kong literature have been held both locally and overseas in these twenty some years (Huang, 1988; Liu, 1997). The…