Life Experiences,Locus of Control,and School Satisfaction in Adolescence

This research investigated models of theinterrelationships among adolescents' lifeexperiences, locus of control, and schoolsatisfaction reports. Demographic variables(e.g., SES) did not relate to schoolsatisfaction. Environmental experiences (acutemajor events and chronic life experiences, bothpositive and negative) moderately related toadolescents' school satisfaction. Althoughadolescents' locus of control orientation didnot moderate school satisfaction, it didmediate the relationship between negative lifeexperiences and school satisfaction. It wasconcluded that theories of adolescent schoolsatisfaction should incorporate intrapersonalcharacteristics as well as environmentalstressors and resources. The promotion ofpositive attitudes toward school will likelynecessitate attention to a variety of schooland non-school contextual factors (e.g., familyresources and stressors) in addition tointrapersonal risk and protective factors.     

对历史的反思

德国著名"社会史"派(Gesellscha ftsgeschichte)因在(德国)历史研究中应用社会学现代化理论以及政治哲学现代化理论(sociological and politological modernization theories),为大众所熟知。汉斯.乌尔里希.韦勒(Hans-Ulrich Wehler)倡导现代化理论,并将其作为转变"传统"德国历史的方法:以少数"伟人"为中心的国家政治史,转变为综合比较的德国社会史,即政治之外的社会结构。1914年至1945年,德国处于灾难政治时期———德国"特殊道路",这段时期的政治被视为政治体制"延后的现代化"。同时,德国历史学家提出了能够解释社会结构和社会进程的社会科学理论及方法,以替代那些强调个人理解的"传统"研究方法。20世纪70年代和80年代初期,德国社会史学家通过运用现代化理论及社会科学方法对德国历史进行分析,在国内取得了主导地位。然而,80年代之后,这些社会史学家越来越受到"文化转向"支持者的批评,批评他们不是把文化融入社会史中,而是把政治归入社会,把个人归入到社会结构中。本文不仅认为这些批评基本正确,更认为这些与社会史相关的问题是概念倒置的结果。社会史学家所做的基本上就是将他们所批评的"传统"立场进行倒置(例如马克思对黑格尔学说的倒置)。这样一来,那些被批评的问题并没有得到解决,只是将立场倒置了一下而已。"传统"立场强调个人,倒置为"现代"立场强调结构;"传统"立场强调文化,倒置为"现代"立场强调结构;"传统"立场强调理解,倒置为"现代"立场解释因果。有人提出,社会史学家有必要提出一种新理论来摆脱倒置概念的陷阱。     

历史:表现形式,话语及功能

历史不能被假定为时间上的一种周期性、甚至重复性变化,而应被看作是一种不可逆的、非重复性发展过程的变化,这一观点的出现,为史学和社会科学发展成独立的学科搭建了平台.在18世纪伴随着现代性的出现,产生了历史叙述的现代问题.有关历史叙述的现代争论的基本根源可以追溯到亚里士多德对学科的界定、区分和古典修辞学采用修辞手法叙述过去.过去经验对现在有意义的假设曾被欧洲历史学家用两种界定策略予以确认,尼采则从根本上区分了研究过去的三种方法,以及与人类三种不同的态度和基本需要相一致的三种历史形态.20世纪70年代,由于行业中出现了大量的"批判"历史学家,使历史的典范功能近来被划分到了一个独立的领域.有关历史功能的讨论主要在史料编纂领域中才被直接与叙述及其局限性的讨论联系起来.     

Petrochemical Pollution and the Suppression of Environmental Protest

While research has established how elite actors can work to protect structures that contribute to environmental harm, relatively less is known about the cultural resources that can serve elite interests at the local level. In cases of localized pollution, multiple groups have vested interests in protecting corporate legitimacy. We draw on treadmill of production theory and collective identity to analyze a case of community petrochemical contamination. Specifically, we asked: (1) how elite actors appropriated cultural resources to protect productivity following a legitimization crisis; and (2) how discursive retaliation matters in understanding the pathways to violence when protest threatens an industrial community's economic identity. Our data for this research included in-depth interviews, newspaper coverage, and archival data. Findings indicate that the corporation, the city, and corporate employees responded to local environmental activism with a discursive campaign that ultimately paved the way for widespread threats and retaliation against the residents. This research highlights the ways in which local proponents of the energy industry can take advantage of cultural resources to suppress challengers to the industry.     

Game Theory in the Social Studies Classroom

This article explores using game theory in social studies classrooms as a heuristic to aid students in understanding strategic decision making. The authors provide examples of several simple games teachers can use. Next, we address how to help students design their own simple (2 × 2) games.     

Inspecting the inspectors: race equality and quality in initial teacher education

Equalities legislation in Britain has in recent years shifted towards requiring public bodies to proactively promote equality rather than simply prevent discrimination. This paper reports on a study of how this requirement, with specific reference to race equality, is enacted in the regulation and inspection of initial teacher education (ITE) in England. The study included a review of statutory guidance and inspection frameworks and quantitative analysis of how overall inspection outcomes reflect the quality of ITE providers’ engagement with race equality issues. The study also included case studies of ITE programmes judged by their students to be either particularly good or particularly weak at preparing them to address race equality issues in their teaching.

The study concludes that there is a significant gap between government rhetoric on race equality and the policy enactment of agencies involved in ITE. It argues that in the context of the high stakes accountability systems in place throughout all aspects of educational provision, this means that race equality issues are marginalised within institutional policies that focus on procedural compliance rather than substantive challenge to practices that normalise and so perpetuate structural inequality.     

Overcoming liability concerns in vaccine trials involving pregnant women

Without the protection of vaccines, the health of pregnant women may be compromised. But assessing the safety and efficacy of vaccines in pregnancy requires research in pregnancy. Furthermore, vaccinating women while they are pregnant may convey immunity to the fetus in utero, but assessing this possible benefit of maternal immunization also requires research. This article argues that one factor inhibiting vaccine research involving pregnant women is that vaccine manufacturers fear incurring liability if they fund such research. We argue that vaccine research in pregnancy can be ethical, and we explore some methods for overcoming vaccine manufacturers' fear of liability.