Gay Pride and Its Queer Discontents: ACT UP and the Political Deployment of Affect

THE ETHICS OF RHETORIC. By Richard M. Weaver. Chicago: Henry Regnery Company, 1953; pp. 234. $3.50.

AMERICAN CONSTITUTIONAL CUSTOM: A FORGOTTEN FACTOR IN THE FOUNDING. By Burleigh Cushing Rodick. New York: Philosophical Library, 1953; pp. xx+244. $4.75.

THE MISSOURI CONTROVERSY, 1819–1821. By Glover Moore. Lexington: University of Kentucky Press, 1953; pp. viii+383. $6.00.

ABE LINCOLN. AN ANTHOLOGY COMPILED AND EDITED BY HILAH PAULMIER. New York: Alfred A. Knopf, 1953; pp. xvi+306+xiii. $3.50.

APOSTLES OF DISCORD. By Ralph Lord Roy. Boston: The Beacon Press, 1953; pp. 437. $3–75.

FREEDOM AND AUTHORITY IN OUR TIME. Edited by Lyman Bryson. New York: Harper &; Brothers, 1953; pp. 767. $6.00.

ELIZABETH I AND HER PARLIAMENTS. By J. E. Neale. New York: British Book Centre, Inc.; pp. 424. $5.50.

QUEEN VICTORIA AND HER PRIME MINISTERS. By Algernon Cecil. London: Eyre &; Spottiswoode, 1953; pp. vii+356. $6.00.

BRITISH PRIME MINISTERS. Edited by Peter Quennell. New York: Roy Publishers, 1953; pp. vii+177. $3.50.

THE STUDY OF LANGUAGE. By John B. Carroll. Cambridge: Harvard University Press, 1953; pp. xi+289. $4.75.

A SURVEY OF VERB FORMS IN THE EASTERN UNITED STATES. By E. Bagby Atwood. Ann Arbor: University of Michigan Press, 1953. $2.50.

THE VOWEL PHONEMES OF MEIGRET. By George Raymond Shipman. Monograph Series on Languages and Linguistics; No. 3. Washington, D. C.: Georgetown University Press, 1953; xiii+82. $2.00.

AN INTRODUCTION TO PHILOSOPHICAL ANALYSIS. By John Hospers. New York: Prentice‐Hall, Inc., 1953; pp. 532. $5.95.

THE MIRROR AND THE LAMP: Romantic Theory and the Critical Tradition. By M. H. Abrams. New York: Oxford University Press, 1953; pp. xiii+406. $7.50.

POETRY AND THE AGE. By Randall Jarrell. New York: Alfred A. Knopf, 1953; pp. 271. §4.00.

THE UNRELUCTANT YEARS. By Lillian H. Smith. Chicago: The American Library Association, 1953; pp. 300. $4.50.

THE FINER TONE. KEATS’ MAJOR POEMS. By Earl R. Wasserman. Baltimore: Johns Hopkins Press, 1953; pp. 228. $4.00.

CHARLES DICKENS—HIS TRAGEDY AND TRIUMPH. By Edgar Johnson. New York: Simon and Schuster, 1952; Volume 1, pp. xxii+585+xlvii; Volume 2, pp. XXW+581+cli. $10.00.

DICKENS THE DRAMATIST. By F. Dubrez Fawcett. London: W. H. Allen, 1952; pp. 278. 21/‐net.

GEORGE BERNARD SHAW: A CRITICAL SURVEY. Edited by Louis Kronenberger. Cleveland and New York: The World Publishing Company, 1953; pp. xviii+263. $6.00.

SHAKESPEARE SURVEY 6. Edited by Allardyce Nicoll. New York: Cambridge University Press, American Branch, 1953; pp. viii+185. $3.75.

SHAKESPEARE. By Mark Van Doren. New York: Doubleday and Co., 1953; pp. xv+302. $.85.

SHAKESPEARE'S USE OF LEARNING: AN INQUIRY INTO THE GROWTH OF HIS MIND AND ART. By Virgil K. Whitaker. California: The Huntington Library, 1953; pp. ix+366. $6.50.

CÉCILE SOREL: AN AUTOBIOGRAPHY. By Cécile Sorel. Translated by Philip John Stead. Foreword by M. Willson Disher. New York: Staples Press, 1953; pp. 285. $2.50.

THE THEATRE ANNUAL, 1953. Edited by Blanche A. Corwin. Vol. XI. New York: Theatre Library Association, 1953; pp. 69. $1.50.

THE ART OF DRAMATIC CRITICISM. By S. R. Littlewood. London: Sir Isaac Pitman &; Sons, Ltd., 1952; pp. x+182. 15s.

TO THE ACTOR ON THE TECHNIQUE OF ACTING. By Michael Chekhov. New York: Harper &; Brothers, 1953; pp. xvi+201. $2.50.

PRACTICAL MAKE‐UP FOR THE STAGE. By T. W. Bamford. (Second edition.) London: Pittman Press, 1952; pp. 135. $3.50.

A RADIO AND TELEVISION BIBLIOGRAPHY. Edited by Burton Paulu. Urbana, Illinois: National Association of Educational Broadcasters, 1952; pp. 129.

DOCTORAL DISSERTATIONS ACCEPTED BY AMERICAN UNIVERSITIES, 1951–1952. Number 19. Compiled for The Association of Research Libraries and edited by Arnold H. Trotier and Marian Harman. New York: H. W. Wilson Co., 1952; pp. xv+269. $5.00.

EXPOSITORY PREACHING FOR TODAY. By Andrew W. Blackwood. New York: Abingdon Cokesbury, 1953; pp. 224. $3.00.     

Cultural Orientation Trajectories and Substance Use: Findings From a Longitudinal Study of Mexican‐Origin Youth

Cultural adaptation may influence Latino youth substance use (SU) development, yet few longitudinal studies have examined cultural change over time and adolescent SU outcomes. Using longitudinal data collected annually across ages 10–16 from 674 Mexican‐origin youth (50% female), the authors characterized cultural adaptation patterns for language use (English and Spanish use), values (American values and familism values), and identity (ethnic pride), and examined whether these cultural adaptation patterns were associated with differential SU risk. Youth with increasing bilingualism and high/stable family values had lower SU risk compared to youth who primarily spoke English and endorsed decreasing family values, respectively. Ethnic pride trajectories were not associated with SU. Findings highlight the importance of considering cultural change related to Latino youth SU.     

The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education

This paper examines the use and role of the term ‘hypothesis’ in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well‐known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning, introducing the notion of pivot terms to operationalise language use as a habit and mediated action. We describe three different customs of using the term ‘hypothesis’ within four cultural institutions that can be said to constitute science teacher education in Sweden. Students were found to habitually use the term hypothesis as meaning a guess about an outcome. This is contrasted to the function of this term in scientific research as a tentative explanation. We also found differences in how this term was used between the pure science courses given by the science departments of universities and science education courses taken only by teacher students. Findings also included further support for school students hypothesis fear reported in an earlier study. It is discussed how these findings can obstruct learning and teaching about the nature of scientific inquiry. Constructivist theories of learning are suggested as a possible origin of these problems. The findings are also related to curricular reform and development.     

Coping by Copying? Higher education institutions’ student recruitment strategies

Growing national and international competition for students puts pressure on higher education institutions (HEIs) to develop marketing and student recruitment strategies; these are also driven by financial stress caused by performance-based funding mechanisms. In this paper we explore Norwegian HEIs’ student recruitment strategies. What type of student recruitment strategies do HEIs develop? How are the strategies linked to the institutions’ student market position? We combine qualitative research strategies including in-depth interviews and document analysis with quantitative analyses of the student market positions of different types of institutions in Norway.

     

Developing Attitudes towards Science Measures

In this study, we describe the development of measures used to examine pupils’ attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science, science outside of school, importance of science, self‐concept in science, and future participation in science. In developing these measures, criticisms of previous attitude studies in science education were noted. In particular, care was taken over the definition of each of the attitude constructs, and also ensuring that each of the constructs was unidimensional. Following an initial piloting process, pupils aged 11–14 from five secondary schools throughout England completed questionnaires containing the attitude measures. These questionnaires were completed twice by pupils in these schools, with a gap of four weeks between the first and second measurements. Altogether, 932 pupils completed the first questionnaire and 668 pupils completed the second one. Factor analysis carried out on the resulting data confirmed the unidimensionality of the separate attitude constructs. Also, it was found that three of the constructs—learning science in school, science outside of school, and future participation in science—loaded on one general attitude towards science factor. Further analysis showed that all the measures showed high internal reliability (Cronbach’s α > 0.7). A particular strength of the approach used in this study was that it allowed for attitude measures to be built up step‐by‐step, therefore allowing for the future consideration of other relevant constructs.     

Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science,social science and language teachers

Abstract

In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching contributions in their own subject areas to education for sustainable development (ESD). The overall aim is to understand how teachers of these three subject areas can contribute to cross-curricular teaching in teacher teams in the context of ESD. This is done by analysing the group responses from data collected in group discussions concerning the teaching dimensions what (content), how (methods) and why (purposes) in relation to ESD. We first analyse the teacher group responses and arguments regarding their contribution to ESD teaching from each subject area separately. Thereafter, we comparatively analyse how the different subject areas’ contributions overlap or complement each other in a potential collaborative ESD teaching. The results show that teachers from different subject areas stress different yet complimentary dimensions of teaching and perspectives of ESD. The implications for cross-curricular teaching in ESD are also discussed.     

Estimates, Bias and “No Sales” in Latin-American Art Auctions, 1977–1996

Estimate bias and no-sales are investigated in the context of Latin American Art auctions conducted in New York between 1977 and 1996. We find that, using a new method for calculating bias, both Sotheby's and Christie's overestimated art (oil-on-canvas pieces) by 2.7 percent. The inclusion of no-sales raises that proportion to a full one-third of the art traded. Utilizing a binomial probit analysis, moreover, we find that the estimate window is negatively and significantly related to the likelihood of a no sale at auction.     

Effects of fast-velocity eccentric resistance training on early and late rate of force development

This study examined whether short-term maximal resistance training employing fast-velocity eccentric knee extensor actions would induce improvements in maximal isometric torque and rate of force development (RFD) at early (<100 ms) and late phases (>100 ms) of rising torque. Twenty healthy men were assigned to two experimental groups: eccentric resistance training (TG) or control (CG). Participants on the TG trained three days a week for a total of eight weeks. Training consisted of maximal unilateral eccentric knee extensors actions performed at 180°s-1. Maximal isometric knee extensor torque (MVC) and incremental RFD in successive 50 ms time-windows from the onset contraction were analysed in absolute terms (RFD_INC) or when normalised relative to MVC (RFD_REL). After eight weeks, TG demonstrated increases in MVC (28%), RFD_INC (0–50 ms: 30%; 50–100 ms: 31%) and RFD_REL (0–50 ms: 29%; 50–100 ms: 32%). Moreover, no changes in the late phase of incremental RFD were observed in TG. No changes were found in the CG. In summary, we have demonstrated, in active individuals, that a short period of resistance training performed with eccentric fast-velocity isokinetic muscle contractions is able to enhance RFD_INC and RFD_REL obtained at the early phase of rising joint torque.