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Abstract The principal aim of the present study was to examine whether there is a difference of withdrawal threshold between children of divorced parents and children from intact families as regards schoolwork. Three different school‐type tests, designed to be long and frustrating, were administered to two groups of children. One group consisted of 31 children of divorced parents (15 boys and 16 girls); the second consisted of children from intact families and was of equal size and had a matching number of children of both sexes. There were three dependent variables: level of achievement, level of determination and the time spent on the test. The main results show that children of divorced parents have lower levels of achievement and lower withdrawal thresholds than do children from intact families. These findings are presented in the context of a consideration both of the children's experience and interpretation of their parents’ divorce and of the generalisability of the concept of withdrawal threshold. 相似文献
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A.C. Fieldner S.H. Katz S.P. Kinney E.S. Longfellow 《Journal of The Franklin Institute》1920,189(4):543-544
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Elihu Katz 《Mass Communication and Society》2014,17(4):454-463
To achieve “deliberative democracy,” Gabriel Tarde's formula not only demands the press hold a nation together, but also offers an agenda of issues that serves as a kind of menu for discussions in cafés and salons, which leads, in turn, to more considered opinions, and thus provides the consensual valuations that inform political, economic and aesthetic actions. The elements of the formula consist of press, conversation, opinion, and action. I argue that the long-run effect of the mainstream media—the newspaper, but even more the radio and television— moved politics off the street and into the home, hence the concern over “the narcotizing dysfunction” of the news media. In the era of the Internet, I argue that media—old or new, mass or social—are far from being the whole of the story. It is some combination of these media, plus word of mouth, plus some rather well-known elements of social-movement theory, plus the social psychology of collective behavior that help to explain. But let us not lose sight of the different functions served by the different media. If the mass media—newspapers, radio, and television—may be said to have moved people “inside,” the social media, so called, serve to mobilize, and may bring them “outside,” again. 相似文献
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Meredith Katz 《Journal of Jewish Education》2015,81(2):162-188
In this article I investigate how one group of teachers deliberated about Israel education with the intention to “modify the myth” as they engaged in curriculum reform. I begin from the idea that curriculum development should be an in-house endeavor that encourages faculty to embrace their roles as curricular decision-makers. Participants readily shared insights and suggestions from personal experiences and practices and explored goal language for teaching a critical Israel. However, moving from individual reflection to practical decision-making proved complicated due to factors stemming from personal and professional identities, school structure and culture. I consider implications for harnessing teacher potential as Israel education curriculum developers. 相似文献