Developmental trajectories of personal and collective self-concept among American Indian adolescents

Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural groups (N=1,252). An accelerated longitudinal design was used to estimate developmental trajectories from 14 to 19 years; parallel-process and covariate models were used to examine variation in trajectories. Both personal and collective self-concepts were generally positive and showed small gains; they were moderately related to one another and differentially related to cultural group, gender, and perceived social support. The findings highlight the complexity of self-concept for American Indian youth and the significance of both personal and collective identity.     

A parable

CHARLES JAMES FOX: A MAN FOR THE PEOPLE. By Loren Reid. Columbia: University of Missouri Press; London: Longmans, Green and Co.; 1969; pp. xvi + 475. $7.50.     

The MSU Educational Technology Certificate Courses and Their Impact on Teachers’ Growth as Technology Integrators

The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master’s of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology integration in the classroom. In this article, we provide examples of our approach to the teaching of technology skills and mindsets in ways that are adaptable across four distinct modes of instruction (online, hybrid, overseas and faceto-face). We also present student feedback and survey data that inform a critical evaluation of the program’s effectiveness. Findings suggest that the certificate courses help students to gain technological skills, to become more confident users of technology and more likely to help colleagues with tech-related questions. Interestingly, respondents also reported feeling like better teachers, in general, after taking these courses.     

Practicing what we teach.

Brown, Roger. A First Language: The Early Stages. Cambridge, Mass.: Harvard Univ. Press, 1973; pp. xx+437. $15.00.

Emig, Janet. The Composing Processes of Twelfth Graders. Urbana, Ill.: NCTE, 1971; pp. 151. $3.00.

O'Hare, Frank. Sentence Combining: Improving Student Writing without Formal Grammar Instruction. Urbana, Ill.: NCTE, 1971; pp. 108. $2.50.

Young, Richard E. and Frank Koen. The Tagmemic Discovery Procedure: An Evaluation of its Uses in the Teaching of Rhetoric. Ann Arbor: Univ. of Michigan, n.d.; pp. 69+.     

Uplift,climate and biotic changes at the Eocene–Oligocene transition in south-eastern Tibet

The uplift history of south-eastern Tibet is crucial to understanding processes driving the tectonic evolution of the Tibetan Plateau and surrounding areas. Underpinning existing palaeoaltimetric studies has been regional mapping based in large part on biostratigraphy that assumes a Neogene modernization of the highly diverse, but threatened, Asian biota. Here, with new radiometric dating and newly collected plant-fossil archives, we quantify the surface height of part of the south-eastern margin of Tibet in the latest Eocene (∼34 Ma) to be ∼3 km and rising, possibly attaining its present elevation (3.9 km) in the early Oligocene. We also find that the Eocene–Oligocene transition in south-eastern Tibet witnessed leaf-size diminution and a floral composition change from sub-tropical/warm temperate to cool temperate, likely reflective of both uplift and secular climate change, and that, by the latest Eocene, floral modernization on Tibet had already taken place, implying modernization was deeply rooted in the Palaeogene.     

Why ‘the uplift of the Tibetan Plateau’ is a myth

The often-used phrase ‘the uplift of the Tibetan Plateau’ implies a flat-surfaced Tibet rose as a coherent entity, and that uplift was driven entirely by the collision and northward movement of India. Here, we argue that these are misconceptions derived in large part from simplistic geodynamic and climate modeling, as well as proxy misinterpretation. The growth of Tibet was a complex process involving mostly Mesozoic collisions of several Gondwanan terranes with Asia, thickening the crust and generating complex relief before the arrival of India. In this review, Earth system modeling, paleoaltimetry proxies and fossil finds contribute to a new synthetic view of the topographic evolution of Tibet. A notable feature overlooked in previous models of plateau formation was the persistence through much of the Cenozoic of a wide east–west orientated deep central valley, and the formation of a plateau occurred only in the late Neogene through compression and internal sedimentation.