Apps-olutely Perfect! Apps to Support Common Core in the History/Social Studies Classroom

The inclusion of technology in the classroom is an increasingly important feature of effective instruction. The implementation of Common Core Standards in many states also requires teachers to consider new pedagogical strategies to support meaningful learning. This article explores the intersection between technology demands and curricular change by examining apps that can be used to support Common Core State Standards instruction in history/social studies. Specifically, the authors highlight several apps that they presented at a professional development workshop for six to twelve history/social studies teachers and discuss the teachers' feedback regarding the strengths and limitations of apps to support their instruction. Conclusions are drawn and recommendations for history/social studies teachers using apps in the classroom are provided.     

论我国国外马克思主义研究的三个核心问题——兼论我国国外马克思主义研究的自我身份认同

研究边界的日益模糊、研究对象选择的随意性和研究方法的非历史性,是制约我国国外马克思主义研究进一步走向深入的三大核心问题。应当对国外马克思主义研究的边界和理论性质作大致明确的规定,并且立足于推进中国马克思主义理论建设和现代化实践这一目的出发,破除形而上学的两极思维方式,展开对国外马克思主义理论的研究,实现国外马克思主义研究在当代中国的价值。     

“走廊”与“通道”:中国西南区域研究的人类学再构思

中国西南的人类学研究有着深厚的区域研究传统。改革开放之后,西南研究陆续出现了＂区域模式＂、＂族群模式＂和＂跨境模式＂三种研究范式。其中＂区域模式＂更贴近于社会历史现实,具有强烈的学科问题意识。至二十一世纪,基于历史上民族的源流考察与走势判断,兴起了诸如西南丝绸之路、茶马古道、滇黔驿道、进藏公路等＂通道＂研究。这种基于＂走廊＂学说和＂通道＂研究而展开的＂区域模式＂,将交互性和流动性作为研究之重点,来深入地阐释形塑西南中国社会人文特质的关系结构,将有利于中国人类学获得更符合中国历史文化经验的世界图式,也有助于具体研究者获得真正的文化自觉和认知主体性。人类学的中国西南研究只有基于＂区域性＂的大视野来展开,在一种关系格局中来寻找西南研究的问题意识,才能摆脱＂民族性＂的现代叙事,并对＂民族认同＂这样的问题有所超越,最终回归到当地的社会历史现实和人文形态特质来深化对中国西南的认识把握,从而在学理上展开一些更为深入的对话。     

Effective eProcurement implementation process

As eProcurement is gaining popularity in business practice, researchers as well as practitioners have addressed the need of defining a proper eProcurement implementation strategy. This article aims to build an eProcurement implementation framework, which considers the main variables that have an impact on the eProcurement success and the links among them. The goal is to identify the main decisions that companies should take during the three principal phases of the eProcurement adoption (pre-implementation; implementation and post-implementation). Six case studies at different levels of eProcurement adoption have been used to identify the peculiarities of each phase of the process and to provide contingent guidelines.     

Marginal homogeneity,symmetry, and independence

A contingency table of the mc form provides a convenient summary of data when c individuals in a matched set9 each belonging to a different one of c classifications, are identified as belonging to one of m categories, A study in which matched sets (c=3) of 1 case, 1 hospital control, and 1 neighborhood control are classified into one of m=4 occupational categories would be an example, Independence in the cxm tables for each of the matched sets implies symmetry in the summary mc table with consequent marginal homogeneity. Adaptation of the Mantel-Haenszel procedure for testing independence to the case of many cxm tables so as to yield a chi square with (cl)(ml) degrees of freedom (DF) provides a test of marginal homogeneity in the summary mc table. This can be viewed as a test of symmetry directed against alternatives which would make for marginal inhomogeneity and can differ     

民族社会学视野下的回族女性研究

回族女性研究是中国妇女研究的重要组成部分,20世纪90年代以来,中国回族女性研究取得了长足的进步和发展。本文着力于回顾既往回族女性研究中所涉及的诸多问题展开历史追溯与反思,就回族女性研究的内涵、研究的对象与范围、研究的意义与作用、研究的方法、理论构建、学术素养等学术界较为关注的几个问题进行了论述,在追溯中反思我们今后研究的拓展方向,力求为未来回族女性的发展提供一定参考。     

近十年来土族研究综述

本文从历史、语言文字、文学艺术、宗教文化、婚姻家庭、经济发展等方面 ,对土族近十年来的研究状况作了总结 ,可资参考     

北亚突厥百年研究(1900-2000年)

突厥是生活在我国北方的一个游牧民族。其在公元六世纪中叶,兴起于今新疆东北部,势力扩大到漠北、漠南及中亚一带,衰于八世纪中叶。本文综述阿尔泰以东的突厥即传统上所说的东突厥的范围近百余年的研究。包括族源、族属、社会性质、社会经济、语言、文字、习俗、宗教、碑文、官号、与周边各族各国间的关系和其他方面的内容。通过这些研究,可以发现我国学者在百年来对突厥巨大成就,使国际学术同行了解我国学者在这一领域取得的成果,促进此方面的进一步研究。该文可能对方家一些著述有遗漏,或者评述失当之处,请予指教。     

Intergenerational class mobility in contemporary Britain: political concerns and empirical findings

In Britain in recent years social mobility has become a topic of central political concern, primarily as a result of the effort made by New Labour to make equality of opportunity rather than equality of condition a focus of policy. Questions of the level, pattern and trend of mobility thus bear directly on the relevance of New Labour's policy analysis, and in turn are likely be crucial to the evaluation of its performance in government. However, politically motivated discussion of social mobility often reveals an inadequate grasp of both empirical and analytical issues. We provide new evidence relevant to the assessment of social mobility - in particular, intergenerational class mobility - in contemporary Britain through cross-cohort analyses based on the NCDS and BCS datasets which we can relate to earlier cross-sectional analyses based on the GHS. We find that, contrary to what seems now widely supposed, there is no evidence that absolute mobility rates are falling; but, for men, the balance of upward and downward movement is becoming less favourable. This is overwhelmingly the result of class structural change. Relative mobility rates, for both men and women, remain essentially constant, although there are possible indications of a declining propensity for long-range mobility. We conclude that under present day structural conditions there can be no return to the generally rising rates of upward mobility that characterized the middle decades of the twentieth century - unless this is achieved through changing relative rates in the direction of greater equality or, that is, of greater fluidity. But this would then produce rising rates of downward mobility to exactly the same extent - an outcome apparently unappreciated by, and unlikely to be congenial to, politicians preoccupied with winning the electoral 'middle ground'.     

Generating Dynamic Democratic Discussions: An Analysis of Teaching With U.S. Presidential Debates

Researchers have found that when young people participate in discussions of controversial political issues, they often become more politically engaged and informed (Hess, 2009 Hess, Diana E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.[Crossref] , [Google Scholar]). Nonetheless, some educators avoid fostering such discussions because they can become heated and distract from academic learning (Hess, 2002 Hess, Diana E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory &; Research in Social Education, 30(1), 10–41.[Taylor &; Francis Online] , [Google Scholar]). Presidential elections, including the highly publicized debates, provide substantial material for discussions of major national and international issues, but no published research has examined how educators can leverage these events to generate productive civic learning experiences. In this article, we analyze data collected in seven high school classrooms during the 2012 presidential election to examine the challenges and opportunities associated with generating substantive, dynamic discussions of presidential debates. Our findings indicate that students enjoyed learning about candidates' different perspectives and that certain strategies were especially helpful for fostering substantive discussions: (a) scaffolding students' preparation for discussion; (b) providing opportunities for students to address open-ended questions; (c) redirecting students' engagement in competitive, interpersonal dynamics to learning about public issues; and (d) countering students' partisan tendencies. We discuss implications for practice and research and present a conceptual framework for generating dynamic, substantive democratic discussions.