CATEGORIZE THEN CHOOSE: BOUNDEDLY RATIONAL CHOICE AND WELFARE

We propose a boundedly rational model of choice where agents categorize alternatives before choosing. The model explains some behavioral anomalies, and it is fully characterized by a property of choice data: a categorizer can never exhibit certain patterns of “revealed preference reversals”. This model offers clues on the problem of making welfare judgements in the presence of boundedly rational agents.     

梵语诗歌韵律发展述略

文章简要分析了古代梵语诗歌在"吠陀时期"、"史诗时期"、"古典梵语文学时期"三个阶段的诗律特征,并尝试说明其历史成因,最后指出即使如迦梨陀娑这样彪炳梵语诗史的杰出诗人,其成就也正是继承了这些诗歌传统和艺术积淀的结果。     

论20世纪早期马克思主义在中国传播的特点

马克思主义在中国的传播史中,20世纪早期是关键时期,这一时期马克思主义在中国的传播速度快、影响迅猛,传播的特点十分鲜明。因此,探求20世纪早期马克思主义在中国传播的特点,对于探求中国社会发展规律,使马克思主义更好地发挥在中国社会主义现代化建设中的指导作用具有十分重要的意义。     

媒介嬗变与近代上海词坛生态——以早期《申报》为中心

近代上海,是中西文明与文化碰撞激烈的地方。而词是一种古老的文学样式。如何认识新的时代与旧的文学之间的关系,是学界一直思考的问题。《申报》是近代上海文明的产物,也是近代中国历时最久、影响最大的报纸。早期《申报》共刊载词作一千三百余首,涉及词家近三百五十人,由此着眼,可以考察上海词坛在19世纪后半叶至20世纪初这样一段新旧交替时期中的词学生态,厘清媒介变化对词家词作的影响,探索近代社会中词这样一种古老的文学样式在现代化进程中的发展道路。     

Family socioeconomic status and sibling correlations in upper secondary education. An empirical analysis of educational inequalities in Italy

The study examines the educational inequalities in upper secondary education in Italy, with a focus on the vertical dimension of school enrolment and the horizontal dimension of track and curriculum choice. To measure the importance of family background, we use the estimation of sibling correlations, which has seldom been used in the analysis of track choice in upper secondary education. Using data from the Italian Labor Force Survey 2005–2020 (ILFS), which includes detailed information on household characteristics such as the gender composition of siblings and parental education and occupational status, we find that around half of the variation in the probability of attending upper secondary school in Italy is related to the family of origin. We also show that comparing sibling correlations on binary outcomes should be complemented by additional statistics, such as variances at the individual and family levels and proportions of enrolled sibling pairs. For upper secondary school enrolment, advantaged families have a relatively lower sibling correlation due to minor variations at both individual and family levels. However, in terms of track choice, the sibling correlation is relatively higher for enrolment in the academic track compared to the technical and vocational tracks. Additionally, with respect to the attendance of science/technical curricula within each track, the results indicate a lower sibling correlation for the academic track than for the other two tracks, which suggests that individual characteristics have a greater impact than family background when these outcomes are considered.     

Forced to deal with the future: uncertainty and risk in vocational choices among Portuguese secondary school students

In contemporary societies, adolescents' individuation is largely staged within the educational system, and is defined by several schooling options. This is particularly true when young people reach upper secondary education, as this transition implies the definition of a personal project. In the Portuguese context, authenticity is linked to the ‘obligation’ of choosing – by means of a compulsory vocational choice. To define a personal project that gives studies a meaning becomes a problem pupils have to deal with. Supported on empirical data based on in‐depth interviews to pupils attending 10th and 12th years of upper secondary education in Portuguese public schools, this article discusses some of these issues. Specially, we intend to explore pupils' obligation to exhibit their autonomy by choosing a school path with the awareness of risks that may emerge along with their options.     

The efficacy of tables versus graphs in disrupting dark networks: An experimental study

An agent tasked with disrupting a dark (covert and illegal) network must first be presented with information about the organization's structure. This paper uses a behavioral experiment to test in a stylized dark network disruption setting whether an agent makes a better disruption choice when the information is displayed in a table or a graph format. We find that subjects make decisions more quickly when presented with graphs, but that subjects perform weakly better with tables. An important lesson is that the display should explicitly distinguish non-existent links from potential links of unknown status.     

“History Teaches …”

The author conducted research in Jordan, where he interviewed secondary school social studies teachers about their perspectives on teaching critical-thinking skills in their classrooms. All interviews were audiotaped or videotaped in Arabic and later translated into English. The author qualitatively analyzed data, including the translations of the interviews, the Ministry of Education's teaching guidelines, and textbook teacher manuals. The study's results indicate that Jordanian secondary school social studies teachers have little familiarity with the definition and teaching strategies of critical thinking; the Jordanian Ministry of Education requires teachers to teach critical thinking only to a small extent. In addition, teacher's manuals for the state-required textbooks provide detailed content information, with only minor references to teaching critical thinking. Previous research, conducted by the author on middle and high school students in Jordanian public schools, supports the finding that students do not acquire critical-thinking skills from their public school education in Jordan.     

Suggestions for a Beginning Teacher

This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the development of a full curriculum, and what constitutes the boundary between a curriculum and a framework, based on examination of the work of scholars and institutions in the field. Analysis of existing frameworks according to criteria developed by the authors has yielded the finding that a framework can only guide teachers to an extent because of its looser structure. A full curriculum, however, is structured with greater detail and more direct ways of determining evidence that demonstrates understanding of the content and mastery of essential skills. Recommendations are provided for Holocaust Education curriculum development, underscoring the significance of an engaging design that makes learning more lasting and meaningful.     

Geometry,Logic and Social Studies

This article presents an approach that teachers can use to strengthen students’ ability to make sense of the past at museums. Specifically, we propose a photography exercise to help students to learn from museums and to view museums critically, weighing both the objective realities and subjective interpretations offered by museums. To get the most from a lifetime of museum-going and history learning, students should learn to view museums as reflecting the kinds of perspectives, decision-making, and challenges that accompany any effort to make sense of the past.