Development of sex-trait stereotypes among young children in the United Staes, England, and Ireland

The Sex Stereotype Measure II (SSM II), a 32-item revision of the Williams, Bennett, and Best Sex Stereotype Measure, was developed to assess children's knowledge of conventional, sex-trait stereotypes defined by American university students. The procedure employed brief stories and human figure silhouettes which were individually administered to 5- and 8-year-old children in the United States, England, and Ireland and group administered to 11-year-olds in the United States. In the United States, knowledge of sex-trait stereotypes was found to develop in a linear fashion between the ages of 5 and 11, with more male traits than female traits being known at each age level. Cross-nationally, there was a high degree of similarity in the nature of the sex stereotypes being learned by the children in the 3 countries, although the rate of learning appeared slower among the Irish children. In all countries there was a clear progression in sex-stereotype learning from age 5 to age 8. English boys had greater knowledge of stereotypes than English girls, but this was not true in Ireland and the United States. Generally, knowledge of male stereotype traits appeared to develop earlier while knowledge of the female traits increased more rapidly between ages 5 and 8. The similarity in sex-stereotype learning in the 3 countries is discussed, and studies in progress in other countries of greater cultural diversity are noted.     

The Matrix and Critical Theory's Desertion of the Real

This article uses the narratives of the popular films The Matrix, Matrix: Reloaded, and Matrix: Revolutions as a lens through which to discuss the problems of the real and human agency in contemporary critical theory. Alongside a reading of the films’ invocations of social theory, the article describes parallel academic theories whose strongest structuralist and poststructuralist manifestations abandon conceptions of the real and willful human agency. In a field whose pessimistic narrative of Marxism often begins with anti-humanist structuralism, classical Marxist discourse theories offer a viable standpoint-based concept of reality upon which to found solidaristic human action.     

(UN)Disciplining the Scholar Activist: Policing the Boundaries of Political Engagement

ALEXANDER HAMILTON'S PAPERS ON PUBLIC CREDIT, COMMERCE AND FINANCE. Edited by Samuel McKee, Jr., with an Introduction by J. Harvie Williams. New York: The Liberal Arts Press, 1957; pp. xiv +304. Cloth $3.50; paper $1.25.

ALEXANDER HAMILTON READER: A COMPILATION OF MATERIALS BY AND COMMENTING ON HAMILTON. Selected and edited by Margaret Esther Hall. New York: Oceana Publications, 1957; pp. 257. Cloth $3.50; paper $1.00.

ALEXANDER HAMILTON IN THE AMERICAN TRADITION. By Louis M. Hacker. New York: McGraw‐Hill, 1957; pp. xi+273. $4.75.

ALEXANDER HAMILTON: YOUTH TO MATURITY 1755–1788. By Broadus Mitchell. New York: Macmillan, 1957; pp. xvi+675. $8.75.

ALEXANDER HAMILTON AND THE FOUNDING OF THE NATION. Edited by Richard B. Morris. New York: The Dial Press, 1957; pp. xxi+617. $7.50.

THE BASIC IDEAS OF ALEXANDER HAMILTON. Edited by Richard B. Morris. New York: Pocket Books, Inc., 1957; pp. xxvii+ 451. $0.35.     

A functional model of the digital extensor mechanism: Demonstrating biomechanics with hair bands

The action of muscles about joints can be explained through analysis of their spatial relationship. A functional model of these relationships can be valuable in learning and understanding the muscular action about a joint. A model can be particularly helpful when examining complex actions across multiple joints such as in the digital extensor mechanism of the hand. A functional model using two hair bands representing the components of the digital extensor mechanism is described. Through superimposition of the model over one's digit, the combined actions of metacarpophalangeal joint flexion and interphalangeal joint extension are clearly demonstrated. The model provides a conceptual demonstration to enhance understanding of this unique combination of muscle actions about multiple joints. Anat Sci Educ, 2010. © 2010 American Association of Anatomists.     

青春痘和抑郁症：心情会使皮肤更糟吗？

一个国际研究团队对18～19岁青少年的青春痘问题进行调查,结果表明．青春痘与精神问题有关。     

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12–15 item ARS quiz assembled by six second‐year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first‐year DPT students in attendance. This study used a ten‐item questionnaire and a five‐point Likert scale in addition to three open ended questions to survey perceptions of both first‐year and second‐year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First‐year students overwhelmingly acknowledged the ARS system permitted each student to self‐assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first‐year students' level of understanding of anatomical concepts; and (2) effectively prepare first‐year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy. Anat Sci Educ 2: 286–293, 2009. © 2009 American Association of Anatomists.     

Simulating the multi‐disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound‐anchored interprofessional session

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi‐disciplinary care team. This study aimed to create a modified team‐based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first‐year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5–6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case‐based multiple choice post‐test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed‐rank test. Students scored higher on the collaborative post‐test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94–99. © 2017 American Association of Anatomists.     

“To veil the threat of terror”: Afghan women and the ⟨clash of civilizations⟩ in the imagery of the U.S. war on terrorism

This article explores the role of widely circulated images of Afghan people in building public support for the 2001–2002 U.S. war with Afghanistan. Emphasizing images of women, I argue that these representations participate in the more general category of “the clash of civilizations,” which constitutes a verbal and a visual ideograph linked to the idea of the “white man's burden.” Through the construction of binary oppositions of self and Other, the evocation of a paternalistic stance toward the women of Afghanistan, and the figuration of modernity as liberation, these images participate in a set of justifications for war that contradicts the actual motives for the war. These contradictions have a number of implications for democratic deliberation and public life during wartime.