The inadvertent creation of a neocolonial culture: A study of western sojourners in India

Field work and structured interviews with 139 foreign sojourners in India were analyzed to describe the socialization of aliens into their role. Attitude scales measuring favorability toward the host country and people were also examined in relation to the respondent's occupational status and elapsed time in India. The results from the field work and interviews suggest that the privileges and high status accorded many Western visitors may contribute to the visitors' derogation of their hosts, a process which is often subtle but unmistakable. The visitors appear to become socialized into the world of aliens rather than the world of their hosts. The higher the visitor's status and the longer the elapsed time in India, the more pronounced these patterns appear. While the correlational nature of the study makes it impossible to determine whether persons with initially unfavorable attitudes are selected into the high status positions or whether the positions themselves create such attitudes, it appears reasonable to conclude that there would be less derogation and alienation if the lures of status and money were removed; persons would be neither selected nor influenced by such factors.     

关于《孙子》先于《老子》的一些重要性

:《老子》不仅运用了那些适宜于《孙子》的一般概念 ,而且运用了相对于《孙子》来说几乎是独一无二的特殊术语。从这一证据有可能证明不仅《老子》比《孙子》出现得相对晚一些 ,而且《孙子》对《老子》还有一些影响。     

Requirements for being “Japanese” : Stories of returnees

After living outside Japan for one to ten years, the college students I interviewed reflected on how they have been transformed. Some transformations are short-lived physical changes in hair and clothing; some are visible behavioral changes in how they walk or move their arms or faces. The more serious changes are in interpersonal styles and expressions, changes that make them seem “un-Japanese.” The returnees are ambivalent about the latter changes; they recognize the problems but they are reluctant to suppress or give up entirely the newly acquired aspects of themselves.     

废墟上的医生

1987年,一位叫保罗·法莫尔的年轻医生与一小帮朋友成立了一个叫做"医疗保健伙伴"的组织,并着手在海地中心一个贫困的违章建筑区内建立 一个诊所.现在,在2010年.这个组织已经管理着10家医院和诊所,直接为 超过100万的海地穷人服务.在众多私人援助组织当中,"医疗保健伙伴"与 众不同:它坚持与海地政府机构紧密合作,在该组织大约4000名的医生、护士以及社区健康工作者中,只有少数是海地人,而且很少一部分机构设在首都太子港.所以,在1月12日的地震中,该组织的诊所或医院没有一家遭到破坏.在上个星期二(1月12日)之前,P.I.H.一直是海地农村最大的医疗保健服务提供者.而地震之后,至少一段时间之内,它会成为全国最大的,并且仍一定会是最重要的医疗保健机构.     

Promoting toddlers' self-regulation and healthy eating habits among families living in poverty: A randomized controlled trial of Recipe 4 Success

The Recipe 4 Success preventive intervention targeted multiple factors critical to the health and well-being of toddlers living in poverty. This randomized controlled trial, which was embedded within Early Head Start home visits for 12 weeks, included 242 racially and ethnically diverse families (51% girls; toddler mean age = 2.58 years; data collected 2016–2019). Compared to parents in usual practice home visits, parents in Recipe 4 Success displayed greater sensitive scaffolding of toddlers' learning and more responsive food parenting practices (Cohen's d = .21–.30). Toddlers in Recipe 4 Success exhibited greater self-regulation and had healthier eating habits (Cohen's d = |.16–.35|). Results highlight the value of Recipe 4 Success in promoting parent and toddler behavior change that could have life-long benefits.     

GENDER DIFFERENCES IN WRITTEN EXPRESSION CURRICULUM‐BASED MEASUREMENT IN THIRD‐ THROUGH EIGHTH‐GRADE STUDENTS

Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators.     

Student–teacher relationships matter: Moderating influences between temperament and preschool social competence

Ecological approaches to preschool assessment, which consider both within‐child and environmental variables, are considered best practice for school psychologists. This study employs such a model to investigate the interactive influence of child temperament and student–teacher relationship quality on peer play behaviors. Parents of 44 preschool children (25 girls, 19 boys) ranging in age from 40 to 68 months (mean [M] = 53.00) and primarily White (92.9%) provided ratings of their children's temperaments on the Behavioral Style Questionnaire. Their teachers completed the Student–Teacher Relationship Scale and the Penn Interactive Peer Play Scale. Results indicate that (a) student–teacher relationships characterized by low conflict and low dependence are associated with less disruptive peer play, and (b) the association between temperament and disruptive play is attenuated in low conflict student–teacher relationships. Implications for school psychologists include the importance of student–teacher relationships in the context of preschool assessment and intervention planning. © 2009 Wiley Periodicals, Inc.