Studying categorical data over time

A review of recently developed simple techniques for analyzing data in the form of proportions from replicated, cross-sectional, sample surveys. (A) One variable over time—tests for homogeneity, pooling homogeneous proportions, tests for linear trends with as few as three time points, tests for departures from linearity; (B) Two variables with a constant percentage difference—four fold tables as rudimentary causal models, decomposing change with linear flow graphs; (C) Extension of the flow graph techniques to—three or more variables and changing coefficients; (D) Comments implying panel designs are somewhat over-rated and successive cross-sections somewhat under-rated.     

Havelock Ellis's Literary Criticism,Canon Formation,and the Heterosexual Shakespeare

Famous as the author of an early full-length scientific study of sexual inversion or homosexuality, English sexologist Havelock Ellis was also a literary critic responsible for initiating publication of the famous Mermaid Series of “The Best of Plays of the Old Dramatists” in the late-nineteenth century. Personally editing the first volume of plays by Christopher Marlowe and a later collection by tragedian John Ford, Ellis associated these playwrights here and in his scientific work, Sexual Inversion, with ideas about normative and so-called abnormal sexualities at the start of the twentieth century. Ellis, thus, helped give expression to a literary canon of early English dramatists in which modern, anachronistic ideas about sexual subjectivity play a part. While this article does not claim that Ellis was the necessary source for later criticism, it shows how, over the whole of the twentieth century, Shakespeare's priority in the literary canon came to be posited at least in part on his apparent sexual normality in contrast with a supposedly homosexual Christopher Marlowe and other playwrights such as Ford or Francis Beaumont and John Fletcher associated with varying degrees of sexual difference.     

中国大学生非理性观念与情绪困扰的调查研究

依据艾里斯提出的"非理性观念与情绪困扰的ABC理论",对中国当代大学生情绪困扰的内在认知因素--非理性观念进行本土研究.从两性对比的角度,对非理性观念在大学生认知方式中存在的现状、特点和差异进行调查,以期为消除情绪困扰和重建认知方式提供一定的科学依据与对策.结果表明(1)大学生普遍存在非理性观念且自我意识不足.(2)非理性观念是导致他们产生大部分情绪困扰的原因.(3)男女大学生的非理性观念诸项目因子无明显性别差异.     

论蔼理斯“中庸之道”对周作人思想的影响

蔼理斯对周作人思想的影响,主要体现为科学精神,他能以深厚的思想和宽广的眼光来统驭科学,以致能实现科学与艺术的相通。     

Homophobic Bullying and Same-Sex Desire in Anglo-American Schools: An Historical Perspective

SUMMARY

Homophobic bullying has come into new prominence given its alleged connection to several recent acts of school violence. This article traces the historiography of homophobic bullying, both in recent years and with reference to the original era of concern over this problem, Victorian England. As can be seen through novels and autobiographies of school life, Victorians linked bullying and sexuality in several important ways. Their traditional understanding actually supported many acts of bullying as a way to teach boys accepted codes of masculine behavior. In the late- and post-Victorian era, growing scientific investigation into human sexual behavior and increasing openness about homosexuality changed this picture to some extent, leading writers to understand bullying as a product of the bully's repressed same-sex desires. Both these views persist today and provide a stimulating context for present-day investigations of homophobic bullying.     

East European Jewish migrants and settlers in Belgium, 1880–1914: a transatlantic perspective

This article analyses whether the Jews leaving Tsarist Russia and the Austro‐Hungarian Empire, part of the transatlantic mass migration of the end of the nineteenth century, became subject to state control. Most emigrants from Eastern Europe in this period passed through the ports of Bremen, Hamburg and Antwerp. In the 1880s only a few emigrants were not welcome in America and sent back to Europe, but economic competition and the supposed health threat immigrants posed meant the US became the trendsetter in implementing protectionist immigration policy in the 1890s. More emigrants were returned to Europe because of the newly erected US federal immigration control stations, but many more were denied the possibility to leave for the United States by the remote control mechanism which the American authorities enforced on the European authorities and the shipping companies. At the Russian–German border and the port of Antwerp, shipping companies stopped transit migrants who were deemed medically unacceptable by American standards. The shipping companies became subcontractors for the American authorities as they risked heavy fines if they transported unwanted emigrants. The Belgian authorities refused to collaborate with the Americans and defended their sovereignty, and made shipping companies in the port of Antwerp solely responsible for the American remote migration control. Due to the private migration control at the port of Antwerp transit migrants became stuck in Belgium. The Belgian authorities wanted these stranded migrants to return “home.” It seems that the number of stranded migrants remained manageable as the Belgian authorities did not make the shipping companies pay the bill. They were able to get away by making some symbolic gestures and these migrants were supported by charitable contributions from the local Jewish community.     

The Historical Newspaper

Education in the twenty-first century requires that all students learn the social studies skills that help them understand the complex issues related to civic ideals and practices. One of these skills is developing multiple perspective-taking. Many educators believe that this critical thinking ability is not only for upper level students but also plays an important role in elementary social studies education. The author shows how he has worked with elementary preservice teachers to develop multiple perspective-taking. Immigration history is one of the areas that is especially appropriate for using multiple perspective-taking. This article shows how to develop these skills by comparing two main immigration stations, Ellis Island and Angel Island, during the first half of the twentieth century. It challenges the commonly held perspective that both immigrant stations served very similar functions. Indeed, it shows how to teach the perspective that the treatment of the Chinese immigrants at Angel Island was more inhumane and racially discriminating than that experienced by their counterparts on Ellis Island. It is important for students of all ages to learn that the immigration policies of our nation have not always lived up to the civic ideals and practices of a democratic pluralistic society.