College Adjustment Difficulties and the Overt and Covert Forms of Narcissism

Overt narcissism correlated negatively with emotional distress and interpersonal difficulties among female, but not male, students. After controlling for self‐esteem, overt narcissism correlated positively with depression among female students and with emotional distress and interpersonal difficulties among male students. Covert narcissism correlated positively with emotional distress and interpersonal and academic difficulties among both male and female students. Associations between covert narcissism and emotional distress and interpersonal difficulties remained after controlling for self‐esteem.     

At the Convergence of Input and Process Models of Group Discussion: A Comparison of Participation Rates across Time,Persons, and Groups

We investigate the stability and change of participation patterns in small groups by examining two longitudinal data sets at the individual and group levels of analysis. Rejecting the dichotomy between input and process models, we advance a view at the convergence of these two perspectives. We argue that stability in participation reflects input factors and that change emerges from process mechanisms. Study 1 analyzed discussion data from zero-history laboratory groups that worked on three similar tasks in succession, each with stable membership across the tasks. Results showed significant variation within participants and between groups, indicating that group members varied their participation as needed and that group-level factors influenced participation. Study 2 analyzed longitudinal data collected from the Australian Citizens' Parliament, where tasks and group membership varied over time. Study 2 replicated Study 1's findings, but analyses showed more complex patterns of both stability and change across groups and tasks. Taken together, results from the two studies support our position that both input and process mechanisms cause variation in participation. Our Conclusion examines how structural features and participation impact democratic group deliberation.     

Stars

Whitney Stine's Mother Goddam: The Story of the Career of Bette Davis (New York: Hawthorne, 1974---$12.95)

Elizabeth: The Life and Career of Elizabeth Taylor (New York: Doubleday, 1974---$10.00)

Marilyn Monroe, My Story (New York: Stein & Day, 1974---$5.95)

Raymond Strait's The Tragic Secret Life of Jayne Mansfield (Chicago: Henry Regnery, 1974---$7.95)

Jack Hawkins' Anything for a Quiet Life: An Autobiography (New York: Stein and Day, 1974---$7.95)

Richard Schickel's Harold Lloyd: The Shape of Laughter (Greenwich, Conn.: New York Graphic Society, 1974---$14.50)

Roger Manvell's Chaplin (Boston: Little-Brown, 1974---$6.95)

John McCabe's The Comedy World of Stan Laurel (New York: Doubleday, 1974---$7.95)

Arthur Lennig's The Count: The Life and Films of Bela “Dracula” Lugosi (New York: Putnam, 1974---$10.00)

Donald F. Glut's The Dracula Book (Metuchen, N.J.: Scarecrow Press)

David Dalton's James Dean: The Mutant King (New York: Straight Arrow Books, 1974---$9.95)

Ray Milland's Wide-Eyed in Babylon: An Autobiography (New York: Morrow, 1974---$7.95)

Warren G. Harris' Gable and Lombard (New York: Simon and Schuster, 1974---$7.95)

Anthony Curtis (ed.) The Rise and Fall of the Matinee Idol: Past Dieties of Stage and Screen, Their Roles Their Magic, and Their Worshippers (New York: St. Martin's Press, 1974---$9.95)

Sol Chaneles and Albert Wolsky's The Movie Makers (Secaucus, N.J.: Derbibooks, 1974---$19.95)

John Kobal's 50 Super Stars (New York: Bounty Books/Crown, 1974---$9.95, paper)

John Springer and Jack Hamilton's They Had Faces Then: Super Stars, Stars and Starlets of the 1930s (New York: Citadel, 1974---$19.95)

James Robert Parish's Hollywood's Great Love Teams (New Rochelle, N.Y.: Arlington House, 1974---$14.95)     

WHEN PUBLIC SERVICE RENDERS PERSONAL CHANGE: PORTRAITS OF SIX AVOCATIONAL TEACHERS

This paper presents portraits of six parents who became actively involved as avocational teachers in their synagogue's religious school. Based on two in‐depth interviews, the portraits trace avocational teachers' public commitment to the school and personal renewal as Jews. The portraits provide us with a closer look at the powerful impact that teaching and learning had on participants' views of themselves and their relationship to Jewish texts.     

The Meaning of Work/Life: A Corporate Ideology of Work/Life Balance

Organizations wield great power over the structure of contemporary life. Using the rhetorical method of cluster analysis, we investigated the construction of work/life issues on Web sites of companies on Fortune's 2004 list of “100 Best Companies to Work for.” By identifying key terms and the terms that clustered around them, we uncovered a corporate ideology of work/life: 1) work is the most important element of life; 2) life means family; 3) individuals are responsible for balance; and 4) organizations control work/life programs. We conclude that organizational work/life programs may increase, rather than decrease, the amount of control organizations exercise over personal life. We explore the implications of this finding as well as directions for future research.     

The Impact of an Ongoing Professional Development Program on Prekindergarten Teachers' Mathematics Practices

Mathematics is a natural part of daily life for young children as they explore and investigate the world around them. To build on these experiences, and to begin establishing a mathematical foundation, early childhood educators must not only be knowledgeable about mathematical concepts, they must also be aware of the most developmentally appropriate ways in which to teach these concepts to young children. After participation in an ongoing professional development program, specifically targeting teachers of prekindergarten children in public school, Preschool Programs for Children with Disabilities (PPCD), Head Start, and child care settings, teachers reported positive changes in math practices. Specifically, teachers reported a stronger alignment to national mathematics standards and increased awareness pertaining to developmentally appropriate mathematics practices as they apply to early childhood classrooms. Teachers reported a shift towards more hands-on activities and a shift away from the use of worksheets in their prekindergarten classrooms. Implications from this study suggest that ongoing professional development that is designed to meet the specific needs of early childhood educators can have a positive impact on reported mathematics content knowledge and instructional practices.     

Information and Communication Technologies for Development: The Bottom of the Pyramid Model in Practice

The currently influential model for information and communication technologies for development (ICT4D) is based on increasing the well-being of the poor through market-based solutions, and by using low-cost but advanced technologies. Using ethnographic methods, we chart out the contradictions that could arise when such a development-through-entrepreneurship model is implemented. We examine the Akshaya project, a franchise of computer-service kiosks in Kerala, India, which strives simultaneously for social development through access to computers and financial viability through cost recovery and entrepreneurship. We show that tensions within the state and among entrepreneurs and perceptions of public versus private among consumers make it challenging to meet the twin goals of commercial profitability and social development.