Decisional procrastination correlates: personality traits, self-esteem or perception of cognitive failure?

The aim of the present study is to examine a number of decisional procrastination correlates. A sample of 258 subjects attending secondary school were administered the Melbourne Decision Making Questionnaire, Cognitive Failures Questionnaire, Self-Esteem Scale, Big Five Questionnaire and Five Factors Adjective Short Test. The data were subjected to correlation and multiple regression. Decisional procrastination is best explained by the Cognitive Failures Questionnaire. The results enable a further analysis in the field of decisional procrastination.     

Arab Mediterranean youth's values: The role of values and value congruence on intentions to Emigrate

This paper analyses the role of personal values, value congruence and intentions to emigrate among Middle East and North Africa (MENA) youth. We use a survey data set (N = 8.087) from Algeria, Egypt, Lebanon, Morocco, and Tunisia, collected among respondents aged 15–29. Results showed that beyond demographic characteristics, such as being male, highly educated and not having a job, personal values predicted higher chances of reporting intentions to emigrate. Logistic regression results showed that stimulation and achievement values predicted higher, and tradition values predicted lower chances of reporting intentions to emigrate. Furthermore, value congruence (i.e., having similar values as those of most of their co-nationals) was related to lower chances of reporting intentions to emigrate. These results support the notion that those who intend to emigrate differ from their co-nationals in terms of value priorities. We discuss the policy implications of our findings.     

高本汉《中国音韵学研究》研究综述

高本汉的《中国音韵学研究》出版以来,在国内引起了强烈反响,批判者有之。赞誉者有之。前贤时俊多撰文阐释已见。在前贤时俊研究的基础上,从研究材料与研究方法、声母问题和韵母问题三个方面对其进行述评。     

生活、体验与创作：从贺加斯《时髦婚姻》谈起

贺加斯讽刺组画《时髦婚姻》由于运用了幽默的手法和辛辣的讽刺,具备了现代漫画的重要特征,所以被人们认为是最早的现代漫画,作者也因此被誉为最早的漫画家。贺加斯创作的成功奠基于他对生活深刻的艺术体验之上。贺加斯通过观察生活、认识生活、理解生活、体验生活,成功地用绘画形式像小说一样讲述了一个充满滑稽、幽默、严肃、讽刺的世俗故事;以喜剧风格批判人性疯狂和卑劣,真实、敏锐地重现最肮脏、最庸俗的社会黑暗面。贺加斯这样的现实主义画风直到今天仍然对许多画家有着重要的启迪作用。     

“说句玩笑话”“开个玩笑”及相关语篇现象

话语中独立使用的＂说句玩笑话＂＂开个玩笑＂,凝固性强,是语用标记语,简称为＂玩笑标记语＂。有语用标记功能及相应的篇章功能。提前引导或后置补充所标记话语的理解方向,消除其不合适性或误解可能,增强其内容和言语形式的可接受性,并突出自己的观点和态度。玩笑标记语与所标记话语构成语篇中的＂玩笑言语块＂,内部,形式衔接语义连贯;外部,作为一个言语整体在语篇中相对独立地存在,并与上下文取得形式和语义上的多重联系。有言语幽默效果。     

Te Whāriki,the New Zealand early childhood curriculum: is it effective?

Te Whāriki, the New Zealand early childhood curriculum, has received much praise since its introduction in 1996. There is, however, little research evidence about the implementation or effectiveness of the curriculum in early childhood centres. This article raises questions about the structure and content of Te Whāriki. The holistic and integrated nature of the curriculum means that subject content areas (e.g., art, music, science, literacy) can be overlooked. The generalised nature of the guidelines in Te Whāriki on programme planning allows for flexibility but may result in children being provided with an inadequate range of learning experiences. Concerns are also raised about the value of Learning Stories, a novel form of assessment that was designed to align with the approach of Te Whāriki.     

The gown and the korowai: Māori doctoral students and the spatial organisation of academic knowledge

This paper draws on 38 student interviews carried out in the course of the team research project ‘Teaching and Learning in the Supervision of Māori Doctoral Students’. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy and Lefebvre’s conceptual trilogy of perceived, conceived and lived space. The paper falls into six parts. Section 1 is an overview of the research and is followed in Section 2 by identification of intersecting ‘locations’ in which Māori students’ theses are produced. In Section 3, Henri Lefebvre’s spatial analysis highlights connections between students’ multiple allegiances and affinities. Drawing on Bernstein, Section 4 relates the theses to the organisation of ‘Western’ academic disciplines. Section 5 addresses students’ cultural locations beyond the reach of ‘Western’ disciplines. We conclude with implications for supervision.     

巴林左旗出土辽代青铜佛板图像分析

巴林左旗盖家店出土辽代青铜佛板,为便携式类佛龛造像。佛板内容关联北朝以来数百年造像史,还多有牵涉印度造像艺术,反映了基层民众的西方净土信仰情况,不同于寻常所见具有官方性质的辽代佛教造像,有助于深化认识辽代佛教物质文化和社会。     

Scholarisation, apprenticeship and social differentiation. Analysis of the non-industrial craft sector in Morocco

The article approaches the question of the schooling processes in the particular environment of the Moroccan craftsmen of Fez. It shows that the weak schooling of the children is bound to the representations and to the ways of transmission of craft industry knowledge. Schooling is, indeed, the object of tensions between a school system of western inspiration and the Muslim system of transmitting patrimonial knowledge. The article shows then that schooling is integrated into craftsmen's ‘relationships with knowledge’ and ‘reasons of knowing’: because of historic development factors of the school system in Morocco, and of sociological factors of domination in the craftsmen's environment, schooling is not indeed legitimate for most craftsmen. It is not even always “possible”: in fact, social reproduction in craftsmen's environment is indeed, and because of the previous factors, based on holding positions bound to the mastery of the traditional knowledge and of the production market, rather than to the possession of school capital. On the other hand, schooling has gained strong legitimacy at a general society level, so that the craftsmen, and especially their children, are more and more the victims of social declassification.     

Putting Sylvia in her place: history,geographical theory and the “New” Education

New Zealander Sylvia Ashton‐Warner, a teacher in remote rural Māori schools in the 1940s–1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro‐, meso‐ and micro‐levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush‐encircled Māori communities in which Sylvia taught and wrote in the 1940s–1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia’s non‐fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors’ reports. What Lefebvre terms a “Rhythm analysis” of Ashton‐Warner’s educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”.