Reshaping Southern history: Studies in the development of Agrarian capitalism in the nineteenth‐century South∗

The Reshaping of Plantation Society: The Natchez District, 1860–1880. Michael Wayne. Baton Rouge, La: Louisiana State University Press. 1983. xiv, 226 pp. £22.95.

White Land, Black Labor: Caste and Class in Late Nineteenth‐Century Georgia. Charles L. Flynn, Jr. Baton Rouge, La.: Louisiana State University Press. 1983. xiv, 196 pp. £17.90.     

Diet of the crowned eagle (Stephanoaetus coronatus) in an urban landscape: potential for human-wildlife conflict?

Urban Ecosystems - The study of diet is pivotal in understanding a species, particularly for quantifying a predatory raptors’ economic niche and potential for human-wildlife conflict. The...     

How Do you Repair a Broken World? Conflict(ing) Archives after the Holocaust

Qualitative Sociology - In contrast to the portrayal of archives as neutral sites that contain evidence of times past, this paper examines the construction of three archives during and after the...     

Shooting at the Moon (A Folk Story of the Yao Ethnic Nationality)

ACCORDING to legend, long, long ago there was only the sun in the sky. But suddenly one night, a strangely shaped moon appeared, it's light scorched the grain seedlings in the fields, and thc terrified people prayed to heaven for help. At the foot of a mountain lived a beautiful lady named Ni Er and her husband, Ya La. She was in no mood to weave her brocade that     

英语1(基础模块)Unit4 How can I get to the museum?教学设计

本课教学突显实际运用能力,激发了学生浓浓的学习兴趣。本课以任务教学为引领、情景教学为手段,运用多种信息化教学手段使复杂的学习内容简单化,抽象的思维具体化。学生在真实场景中进行语言的学习与技能的操练,达到以发展学生英语应用能力为最终目的的教学效果,克服了就知识讲知识的陈旧方法。     

Mobile (in)security? Exploring the realities of mobile phone use in conflict areas

Across disciplines, scholars extol the revolutionary potential of mobile technologies in developing nations. Mobile phones in particular may facilitate economic and social development. However, our understanding of mobile phone’s interaction with a developing country’s society is limited by two factors: first, development is often accompanied by social and political conflict; and second, scholars often provide a broad overview on the use of these technologies. We address these limitations through the use of data collected from ethnographic interviews conducted in the eastern part of the Democratic Republic of Congo. We highlight the everyday use of mobile technologies in developing nations that experience political conflict. We conclude that while mobile technologies have some potential of mitigating social inequality, political conflict, and safety concerns, these opportunities for meaningful use are hampered by limitations associated with daily life in developing countries such as irregular access to electricity and network coverage boundaries.     

When Robert E. Park was (Re) writing “the city”: Biography,the social survey,and the science of sociology

Sociological production is a situated and embodied activity carried out by individuals inserted in actual social relations. Considering that this feature has an influence upon the content of scholarly literature and that it can be revealed in the scientific text itself, I propound a new interpretation of the writing process of Robert E. Park's “The City,” the famous paper he published initially in 1915. Customarily depicted as a manifesto for an autonomous urban sociology, I argue on the contrary that its general economy has to be linked to Park's biographical background. When he affiliated with the Sociology Department at the University of Chicago, Park was brought to teach a course on the social survey. “The City” was to be the academic expression of his point of view on the topic. Park's biographical encounters with some active promoters of the social survey approach are evidenced and their influence onhis 1915 essay is carefully analyzed, showing notably that curious intellectual omissions in “The City” can be traced back to these previous encounters. Park's latter texts, and the 1925 revised version of “The City” in particular, are shown to provide the interwar sociologists with a peculiar narrative about the history of sociology: Park's predecessors are deliberately confined in a pre-scientific stage of the discipline and Park's original essay is presented as a seminal research program destined to be later fulfilled by the newly established urban sociologists. The author wishes to thank the anonymous reviewers for their insightful and helpful comments on the first draft of the paper, Lawrence T. Nichols for his kindly editorial guidence, and Jacques Marquet and Felice Dassetto for their marerial support.     

(Un)willing to resist? the discursive production of local workplace opposition ∗

Workplace resistance is conventionally regarded as the product of worker consciousness and intentionality. More recent studies of resistance have questioned this notion, seeing workplace resistance as emerging out of more spontaneous and non-calculative types of action. This paper examines the discursive production of routine resistance in an organization, showing how notions of employee intentionality and non-intentionality were categories through which resistance itself was produced. We look at an alleged case of sabotage, the enactment of “careful carelessness” and “dumb resistance” as complex discursive productions of both resistance and intentionality. We conclude with a brief discussion of implications for managerial control.     

Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

In the last decade, the issue of teaching the Palestinian perspective on the Jewish–Arab conflict in Israeli schools gave rise to considerable debate and competing curricula. A quasi-experimental study compared the effects of these competing approaches on learners’ attitudes to out-group narratives and perceived in-group responsibility (IR). A total of 176 Israeli Jewish and Arab participants were randomly allocated into teaching approaches differing in method of engagement with historical narratives (single authoritative narrative, empathetic dual narrative, and critical analysis of conflicting sources). Results revealed effects for teaching approach and majority–minority status. Engagement with a single authoritative narrative decreased interest in out-group perspectives while empathetic engagement with out-group and in-group perspectives increased it, though the effect was more pronounced for members of the Arab minority than for those of the Jewish majority. Among Jewish participants, an empathetic teaching approach led to a decrease in perceived IR while the critical approach led to the opposite outcome. The trends were inverted for Arab participants. Engagement with historical perspectives also moderated the impact of interest in out-group perspectives on acceptance of IR. Educational implications point to the harmful effects of enforcing a single narrative in conflicted societies and to the beneficial outcomes of multiple perspective teaching.     

Sociology,narrative, and the quality versus quantity debate (Goethe versus Newton): Can computer-assisted story grammars help us understand the rise of Italian fascism (1919–1922)?

At the heart of this article is a structural approach to narrative, based on the work of Propp, Labov, van Dijk, Halliday, and others. The article highlights the structural features of narrative—basically, the organization of the genre around the semantic template actor-action-actor (syntactically rendered as subject-verb-object but where, in narrative, the subject is typically a social actor and the verb a social action) and the modifiers of each element of this triplet, such as time and space of action—and shows how to implement this structure in a computer environment and how to use this methodological tool in socio-historical research (namely, the rise of Italian fascism, 1919–22). But, taking a cue from Halliday’s cover jacket of his An Introduction to Functional Grammar, with its representation of a color circle, the paper takes the reader on an intellectual journey from Newton to Goethe—and the quality versus quantity debate—to Goethe and Propp, to end, back home, with Simmel and Weber.     

Causativity in Czech: The Verbs dá(va)t and nech(áv)at

In the present essay I employ archetypal criticism to explore the mythological subtext of Valerii Shevchuk’s novella Hunchback Zoya. I argue that the theme of initiation of the male characters—congruous with the theme of healing repeatedly present in Shevchuk’s works—is central to this particular novella. My analysis of this topic relies on such Jungian notions as the archetype, the conscious and unconscious psyche, and individuation. I further argue, that like Shevchuk’s other works, his Hunchback Zoya endorses implicit post-colonial arguments, inviting parallels between the characters’ and the nation’s individuation. On this level the novella suggests that modern Ukraine is capable of reintegratiing its cultural and spiritual heritage and restoring its national selfhood.     

Religious multiculturalism and intercultural education: Reflections on the educational experiences at the Waldensian Collegio della Santa Trinità in Torre Pellice (Italy)

In this paper the author reflects on the educational experience of students attending the Waldensian high school in Torre Pellice (Italy), drawing on the findings of her own ethnographic fieldwork in the Waldensian valleys. The original research aim was to explore the meaning that education and schooling traditionally have for this religious minority group, and their relevance to the latter's identity construction as minority persons, as well as Italian citizens. But additional findings emerged which allow for an interpretation of the Collegio della Santa Trinità as a place where intercultural education has also been achieved. Fifteen fifth year high school students describe in in-depth interviews how this denominational high school is both open to diversity and attentive to a pluralism of views. As a consequence the school is perceived as providing its students not only with high quality education but also with a distinctive cultural perspective built around the common concerns of its students.