A historical‐sketch of intercollegiate debating: III

LANGUAGE AND PHILOSOPHY. Studies in Method. By Max Black. Ithaca, New York: Cornell University Press, 1949; pp. xiii+264.

ELEMENTE DER LITERARISCHEN RHET‐ORIK. Eine Einführung für Studierende der romanischen Philologie. Von Heinrich Lausberg. München: Max Hueber Verlag, 1949: pp. 93.

AFRICANISMS IN THE GULLAH DIALECT. By Lorenzo Dow Turner. Chicago: University of Chicago Press, 1949; pp. xi+317. $7.50.

A WORD GEOGRAPHY OF THE EASTERN UNITED STATES. By Hans Kurath. Ann Arbor: University of Michigan Press, Studies in American English, No. 1, 1949; pp. xi+88+163 maps. $4.00.

THE GOLDEN NIGHTINGALE; Essays on Some Principles of Poetry in the Lyrics of William ButlerYeats. By Donald A. Stauffer New York: The Macmillan’ Company, 1949; pp. 165‐$3.00.

STUDIES IN POETRY. An Introduction to the Critical Reading of Poems. By Neal Frank Doubleday.’ New York: Harper and Brothers, 1949; pp. xxiii+380. 52.25.

TRAVELLING TONGUES. By Kenneth Harris. London: John Murray, 1949; pp. 215. 8s 6d.

STAGE TO SCREEN. Theatrical Method from Garrick to Griffith. By A. Nicholas Vardac. Cambridge: Harvard University Press, 1949; pp. xxvi+283. 56.00.

ACTORS ON ACTING. Edited with Introductions and Biographical Notes by Toby Cole and Helen Krich Chinoy. New York: Crown Publishers, 1949; pp. xiv+596. $5.00.

THE IDEA OF A THEATER. By Francis Fergusson. Princeton: Princeton University Press, 1949; pp. xiv+240. $3.75.

STAGE MAKE‐UP. By Richard Corson. (Revised edition). New York: Appleton‐Century‐Crofts, Inc., 1949; pp. vii+211. $3.50.

CHILDREN WITH MENTAL AND PHYSICAL HANDICAPS. By J. E. Wallace Wallin. New York: Prentice‐Hall Inc., 1919; pp. xxii+ 549. $5.00.

PUBLIC SCHOOL AUDIOMETRY. Principles and Methods. By Loraine Anson Dahl. Danville, Illinois: The Interstate Printers and Publishers, Inc., 1919; pp. 290. $3.00.

CLINICAL AUDIOLOGY. By Maurice Saltzman, M.D. New York: Grune and Stratton, 1919; pp. xiii+195. $5.00.

ACUTE LARYNGOTRACHEOBRONCHITIS. By A. Harry Neffson, M.D. New York: Grune and Stratton, 1949; pp. vii+197. $5.00.

YOUR CHILD'S SPEECH AND HOW TO IMPROVE IT. By Amy Bishop Chapin and Ruth Lundin. Cleveland: The Press of Western Reserve University, 1949; pp. 30. 75c.

THE COMMAND OF WORDS. By S. Stephen‐son Smith. (Second edition). New York: Thomas Y. Crowell Company, 1949; pp. xii+ 305. $3.50.

PORTFOLIO OF TEACHING TECHNIQUES. New Facts and Techniques to Invigorate Classroom Teaching—Including Tested Practices in Group Dynamics for the Classroom Teacher. Edited by the Staff of the Educator's Washington Dispatch. New York, New London, and Washington: Educator's Washington Dispatch, 1949; pp. 31. 75c.

TWO LESSONS OF GROUP DYNAMICS. So You Appointed a Committee. When a Schoolman Runs a Conference. By the Staff of the Educator's Washington Dispatch. New York, New London, and Washington: Educator's Washington Dispatch, 1948; pp. 10. 25c.

WEBSTER'S GEOGRAPHICAL DICTIONARY. John P. Bethel, General Editor. Springfield, Massachusetts: G. &; C. Merriam Company, 1949; pp. xxx+1293. §8.50.

DIPHTHONGS IN AMERICAN SPEECH. By George Whiting Hibbitt. New York: Columbia University Bookstore, 1948; pp. 86. $2.50.

GENERAL SPEECH. An Introduction. By A. Craig Baird and Franklin H. Knower. New York: McGraw‐Hill Book Company, Inc., 1949; pp. ix+500. $3.50.     

Investigating higher Education Students’ Professional Socialisation: a revised framework

Research on professional socialisation in higher education has been conducted in nursing, pharmacy, teaching and law, but there is a lack of studies on professional socialisation in tourism and hospitality education. This paper contributes to the body of knowledge by revising the professional socialisation framework ‘Conceptualising Graduate and Professional Student Socialisation’ through the findings of a broader study on the professional socialisation of Chinese international students enrolled in tourism and hospitality degrees at a particular Australian university. The study examined diverse stakeholders’ perceptions of attributes needed by Chinese graduates with Australian university qualifications in tourism and hospitality management entering the Chinese hotel industry. The revised framework, ‘Higher Education Students’ Professional Socialisation Framework’, suggests different processes for enhancing the socialisation and career development of Chinese international students with an Australian tourism and hospitality management degree through work-integrated learning; language learning and communication; teamwork and mentoring; and interactions among different stakeholders. Furthermore, workplace socialisation emphasises mentoring and recognises different approaches to career development. Finally, the revised framework explains how the different stakeholders impact on the professional socialisation of students and graduates. The revised framework, which has a cross-cultural dimension, is generic and can be applied to other fields of study and to both international and domestic students in higher education.     

The determinants of grades three to eight students' intentions to engage in laboratory and nonlaboratory science learning behavior

Data were collected from students in grades three to eight (N = 377) in order to identify the determinants of their intentions to perform laboratory and nonlaboratory science activities. Fishbein and Ajzen's theory of reasoned action was used as the basis for the study. The theory posits that the immediate determinant of behavior is intention. Intention is determined by the weighted attitude toward the behavior and the weighted subjective norm. Attitude toward behavior and subjective norm are determined by combinations of beliefs, evaluations, and motivations to comply. Cores of salient beliefs related to attitude toward laboratory and nonlaboratory behaviors and cores of salient beliefs related to subjective norm for laboratory and nonlaboratory behaviors were identified. Hypotheses generated from the theory were confirmed. Attitude toward behavior and subjective norm explained significant amounts of variance in behavioral intention for both laboratory and nonlaboratory behaviors. Attitude toward behavior had a greater relative weight than subjective norm for both laboratory and nonlaboratory. The correlations between adjacent constructs in the theoretical model were significant in all cases.