美国公立大学教师申诉制度探析——以伊利诺伊大学芝加哥分校为样本

伊利诺伊大学芝加哥分校的教师申诉制度主要由四个部分构成:第一部分是关于学术型教师的普通申诉制度;第二部分是关于行政型教师即后勤和行政职员的申诉制度;第三部分是对行政型教师申诉中的听证程序的特别规定;第四部分是学术型教师涉及歧视问题的申诉制度。这四个部分不仅体现了美国公立大学的教师申诉制度的一些共性,也反映了其自身特色。该教师申诉制度对于从实体和程序上进一步完善我国公立大学的教师申诉制度具有一定的启示意义。     

Attention to semantic versus phonetic verbal attributes as a function of individual differences in arousal and learning strategy

It has been argued that deep processing of semantic information helps students to learn faster and perform better on classroom tests. Using paired associates tasks, it has been found that high arousal subjects make more errors when the response terms are phonetically similar. Subjects low on arousal make more errors when response words are semantically similar. If the encodings of semantic features are assumed to be “deeper” and more durable than the encodings of “shallow,” phonetic features, then studies have suggested that anxious students process shallowly and are thus at a disadvantage when learning information. The present study treats deep processing as a learning style and used the Synthesis—Analysis scale of the Inventory of Learning Processes to assess it. It is hypothesized that arousal would be negatively related to the learning style of deep processing. It is also hypothesized that the interaction obtained in earlier studies, i.e., greater susceptibility to semantic interference with low arousal and phonetic interference with high arousal, would occur only when Synthesis—Analysis scores are low. It is assumed that the habitual use of a deep processing strategy by students high on Synthesis—Analysis could counteract the limiting effect of arousal on cue utilization. The study provides support for both hypotheses.     

美国大学图书馆的发展经验浅析——以伊利诺伊大学厄巴那-香槟分校图书馆为例

文章以美国伊利诺伊大学厄巴那-香分校举办的"中国大学图书馆馆员培训班"项目为契机,展现了美国大学图书馆的发展现状,特别是美国大学图书馆应对数字化时代挑战的实践经验,为国内高校图书馆的的发展建设提供了有益的借鉴参考。     

Black power ideology rhetoric and reality in a student sample

In America the ethic of individual achievement has always been balanced by complementary norms of group action. Blacks, however, have been handicapped by a lack of the in-group loyalty required for a united struggle against racial oppression. Black power ideology was conceived as a sociotherapy to increase the level of black group cohesion. This study was designed to provide much needed data on the success of the “therapy.” A survey of 611 black high school students and 93 black college students yielded little evidence that verbally professed endorsement of black power ideology was translated into action. In an experiment. 323 black high school students manifested a consistent tendency to be less helpful to scientists identified as black than to unidentified scientists, regardless of the students' claimed level of black power orientation.     

A theoretical framework for the more efficient construction of culture assimilators

A theoretical framework is presented which consists of dimensions of cultural variation. These dimensions constitute a theory of cultural differences in social behavior that may be used to develop culture assimilators. A Japanese assimitator developed theoretically, basedon this framework, took one-thirteenth the amount of time required for the construction of a regular assimilator. The framework is offered as a stimulus for future research that will provide a comparative test of assimilators constructed in the more elaborate and expensive way and the present short-cut way.     

Use of cultural criterion groups and discriminant analysis in acculturation studies

Based on the argument that empirically verified cultural distance, rather than proximity to a set of arbitrarily determined cultural elements of the host culture, should be the base for the assessment of acculturation level, this report demonstrates methodological procedures involving the use of criterion groups and discriminant analysis for measuring cultural distance. Specifically, 158 Koreans in Korea and 125 Americans served as criterion groups who responded to a series of value statements. Discriminant analysis results indicate that this procedure is extremely useful in identifying value judgments and their relative weights, which contribute to the maximal distance between the two cultures. Classification and cross-validation results also exhibit that an individual's cultural identity can be predicted with an accuracy higher than 90%.     

A comparison of sex differences in career and achievement motivation in Iran and the U.S.

Differences in career and achievement motivation of U.S. and Iranian male and female college and high school students were compared, employing recently developed cross-cultural methodology. Of particular interest was the differential shift in achievement orientation at different age levels in the two cultural samples. Whereas achieving and career orientations were found to be higher in the U.S. college than in U.S. high school samples, the reverse was true in the Iranian samples. Compatible with observations made elsewhere, this suggests that age-related waxing and waning of achieving orientations occur in different cycles in different cultures. Also of interest was that the culture main effect was not significant but that the culture × sex interaction was. Thus, overall, achieving orientations between the culture samples were not different but Iranian males and females exhibited greater differences in achieving orientations than did U.S. subjects, as was predicted.     

中美高校农业经济管理专业本科课程设置的比较——以扬州大学与伊利诺伊大学香槟分校为例

文章对伊利诺伊大学香槟分校农业、消费经济学和扬州大学农业经济管理学本科课程设置进行了全面的介绍和比较,分析两国高校相同专业课程设置的异同,找出目前我国高校在课程建设中存在的不足和与国外大学的差距;并对我国大学课程改革提出了思考和建议。