F.M.L. Thompson (ed.)
- Published in print:
- 2003
- Published Online:
- January 2013
- ISBN:
- 9780197262788
- eISBN:
- 9780191754210
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197262788.001.0001
- Subject:
- History, Historiography
The twenty-one scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic ...
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The twenty-one scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Elizabeth Anscombe, Anthony Baines, Charles Boxer, Kenneth Cameron, Francis Carsten, John Chadwick, Donald Coleman, Robert Cook, Terry Coppock, Francis Haskell, Martin Hollis, John Kent, Stephan Körner, Donald McKenzie, Kathleen Major, Michael Roberts, Robert Robins, Alan Tyson, John Varey, Glanville Williams and Vincent Wright. Also included is a chapter on James Bryce, President of the British Academy 1913–17.Less
The twenty-one scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Elizabeth Anscombe, Anthony Baines, Charles Boxer, Kenneth Cameron, Francis Carsten, John Chadwick, Donald Coleman, Robert Cook, Terry Coppock, Francis Haskell, Martin Hollis, John Kent, Stephan Körner, Donald McKenzie, Kathleen Major, Michael Roberts, Robert Robins, Alan Tyson, John Varey, Glanville Williams and Vincent Wright. Also included is a chapter on James Bryce, President of the British Academy 1913–17.
Ron Johnston (ed.)
- Published in print:
- 2011
- Published Online:
- January 2013
- ISBN:
- 9780197264904
- eISBN:
- 9780191754081
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264904.001.0001
- Subject:
- History, Historiography
The eighteen scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic ...
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The eighteen scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Frank Barlow, John Arundel Barnes, Gerald Allen Cohen, Herbert Edward John Cowdrey, Ralf Gustav Dahrendorf, Robert Arthur Donkin, Simon Frederick Peter Halliday, Arthur Thomas Hatto, Leszek Kolakowski, Peter Hugh Jefferd Lloyd-Jones, Douglas Maurice MacDowell, Michael Isaac Podro, Peter Edward Lionel Russell, Maurice FitzGerald Scott, Peter Brereton Townsend, Frank William Walbank, Michael Williams and Donald John Wiseman.Less
The eighteen scholars whose obituaries are published in this book were Fellows of the British Academy (FBA) and were outstanding in their fields. The Fellows remembered for their academic achievements and leadership are: Frank Barlow, John Arundel Barnes, Gerald Allen Cohen, Herbert Edward John Cowdrey, Ralf Gustav Dahrendorf, Robert Arthur Donkin, Simon Frederick Peter Halliday, Arthur Thomas Hatto, Leszek Kolakowski, Peter Hugh Jefferd Lloyd-Jones, Douglas Maurice MacDowell, Michael Isaac Podro, Peter Edward Lionel Russell, Maurice FitzGerald Scott, Peter Brereton Townsend, Frank William Walbank, Michael Williams and Donald John Wiseman.
Valerie Tiberius
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780199202867
- eISBN:
- 9780191707988
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199202867.001.0001
- Subject:
- Philosophy, Moral Philosophy
How should you live? Should you devote yourself to perfecting a single talent or try to live a balanced life? Should you lighten up and have more fun, or buckle down and try to achieve greatness? ...
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How should you live? Should you devote yourself to perfecting a single talent or try to live a balanced life? Should you lighten up and have more fun, or buckle down and try to achieve greatness? Should you try to be a better friend? Should you be self-critical or self-accepting? And how should you decide among the possibilities open to you? Should you consult experts, listen to your parents, or should you do lots of research? Should you make lists of pros and cons, or go with your gut? These are not questions that can be answered in general or in the abstract. Rather, these questions are addressed to the first person point of view, to the perspective each of us occupies when we reflect on how to live without knowing exactly what we're aiming for. To answer them, this book focuses on the process of living one's life from the inside, rather than on defining goals from the outside. Drawing on traditional philosophical sources as well as literature and recent work in social psychology, this book argues that to live well, we need to develop reflective wisdom: to care about things that will sustain us and give us good experiences, to have perspective on our successes and failures, and to be moderately self-aware and cautiously optimistic about human nature. Further, we need to know when to think about our values, character, and choices, and when not to. A crucial part of wisdom, the book maintains, is being able to shift perspectives: to be self-critical; to be realistic; to examine life when reflection is appropriate, but not when we should lose ourselves in experience.Less
How should you live? Should you devote yourself to perfecting a single talent or try to live a balanced life? Should you lighten up and have more fun, or buckle down and try to achieve greatness? Should you try to be a better friend? Should you be self-critical or self-accepting? And how should you decide among the possibilities open to you? Should you consult experts, listen to your parents, or should you do lots of research? Should you make lists of pros and cons, or go with your gut? These are not questions that can be answered in general or in the abstract. Rather, these questions are addressed to the first person point of view, to the perspective each of us occupies when we reflect on how to live without knowing exactly what we're aiming for. To answer them, this book focuses on the process of living one's life from the inside, rather than on defining goals from the outside. Drawing on traditional philosophical sources as well as literature and recent work in social psychology, this book argues that to live well, we need to develop reflective wisdom: to care about things that will sustain us and give us good experiences, to have perspective on our successes and failures, and to be moderately self-aware and cautiously optimistic about human nature. Further, we need to know when to think about our values, character, and choices, and when not to. A crucial part of wisdom, the book maintains, is being able to shift perspectives: to be self-critical; to be realistic; to examine life when reflection is appropriate, but not when we should lose ourselves in experience.
Karolyn Tyson (ed.)
- Published in print:
- 2011
- Published Online:
- May 2012
- ISBN:
- 9780199736447
- eISBN:
- 9780199943951
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199736447.001.0001
- Subject:
- Sociology, Education
An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing ...
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An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, this book argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, the book shows how equating school success with “acting white” arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about “the burden of acting white” emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The narratives in this book throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how America organizes its schools.Less
An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, this book argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, the book shows how equating school success with “acting white” arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about “the burden of acting white” emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The narratives in this book throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how America organizes its schools.
Michael S Kelly
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195343304
- eISBN:
- 9780199863945
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195343304.001.0001
- Subject:
- Social Work, Children and Families
School social work enters its 2nd century as a profession still conflicted about its central mission. Are school social workers meant to be “in-house” clinicians providing services to kids in need, ...
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School social work enters its 2nd century as a profession still conflicted about its central mission. Are school social workers meant to be “in-house” clinicians providing services to kids in need, or are they meant to be involved in program development to enhance the social and emotional learning of all students in a school? How much time should they devote to serving whole families, or consulting with teachers? Whatever school social workers claim to do in their schools, it’s clear that they are going to have to prove that they are effective doing it. The demands of federal legislation and state requirements for certification are making it increasingly necessary that school social workers demonstrate that they are highly qualified school-based mental health and social service professionals who can demonstrate outcomes that impact school “bottom line” issues like student achievement, attendance, and behavior. Rather than recoil from this pressure, school social workers can utilize the skills of evidence based practice (EBP) to help them enhance both their effectiveness and their knowledge of interventions that work to help students, teachers, parents, and staff in school contexts. This book demonstrates how EBP can be integrated into school social worker’s daily practice, advancing the debate about where social workers can and should intervene, and how to do so effectively. Highlighting primary clinical issues, family problems, and school-wide needs faced by school social workers, helps practitioners make the best use of evidence to be flexible, effective advocates at all levels of practice.Less
School social work enters its 2nd century as a profession still conflicted about its central mission. Are school social workers meant to be “in-house” clinicians providing services to kids in need, or are they meant to be involved in program development to enhance the social and emotional learning of all students in a school? How much time should they devote to serving whole families, or consulting with teachers? Whatever school social workers claim to do in their schools, it’s clear that they are going to have to prove that they are effective doing it. The demands of federal legislation and state requirements for certification are making it increasingly necessary that school social workers demonstrate that they are highly qualified school-based mental health and social service professionals who can demonstrate outcomes that impact school “bottom line” issues like student achievement, attendance, and behavior. Rather than recoil from this pressure, school social workers can utilize the skills of evidence based practice (EBP) to help them enhance both their effectiveness and their knowledge of interventions that work to help students, teachers, parents, and staff in school contexts. This book demonstrates how EBP can be integrated into school social worker’s daily practice, advancing the debate about where social workers can and should intervene, and how to do so effectively. Highlighting primary clinical issues, family problems, and school-wide needs faced by school social workers, helps practitioners make the best use of evidence to be flexible, effective advocates at all levels of practice.
Mary Beth Harris and Cynthia Franklin
- Published in print:
- 2007
- Published Online:
- April 2010
- ISBN:
- 9780195172942
- eISBN:
- 9780199893249
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195172942.001.0001
- Subject:
- Social Work, Communities and Organizations, Children and Families
Taking Charge is the first empirically tested program of its kind, designed specifically to improve academic achievement and self-sufficiency for adolescent and teenage mothers, who face ...
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Taking Charge is the first empirically tested program of its kind, designed specifically to improve academic achievement and self-sufficiency for adolescent and teenage mothers, who face increased risk of dropping out and experiencing poverty. This eight-session, in-school group-intervention uses cognitive-behavioral principles to bolster life skills such as focusing on action, setting goals, solving problems, and coping. The message embedded in the curriculum is one of self-efficacy and self-confidence, drawing on young women's strengths and teaching them how to manage the challenges of school, relationships, parenting, and employment. A treatment manual with detailed guidelines for establishing and leading a culturally diverse group, this guide also reviews the successful results of three school-based trials of the program, illustrated with vignettes and containing the handouts and materials necessary to implement the program.Less
Taking Charge is the first empirically tested program of its kind, designed specifically to improve academic achievement and self-sufficiency for adolescent and teenage mothers, who face increased risk of dropping out and experiencing poverty. This eight-session, in-school group-intervention uses cognitive-behavioral principles to bolster life skills such as focusing on action, setting goals, solving problems, and coping. The message embedded in the curriculum is one of self-efficacy and self-confidence, drawing on young women's strengths and teaching them how to manage the challenges of school, relationships, parenting, and employment. A treatment manual with detailed guidelines for establishing and leading a culturally diverse group, this guide also reviews the successful results of three school-based trials of the program, illustrated with vignettes and containing the handouts and materials necessary to implement the program.
Virginia Yans-McLaughlin (ed.)
- Published in print:
- 1991
- Published Online:
- October 2011
- ISBN:
- 9780195055108
- eISBN:
- 9780199854219
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195055108.001.0001
- Subject:
- History, Historiography
Providing an interdisciplinary and global perspective on immigration to the United States, this book represents an important step forward in the development of immigration studies. The book aims to ...
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Providing an interdisciplinary and global perspective on immigration to the United States, this book represents an important step forward in the development of immigration studies. The book aims to help redirect thinking on the subject of immigration by giving a summary of the current state of immigration studies and a coherent new perspective that emphasizes the international dimensions of the immigrant experience from the time of the slave trade to present-day movements of Asian and Latin American peoples. This book challenges ethnocentric American or European perspectives on immigration, disputes the classical assimilation model of a linear progression of immigrant cultures toward a dominant American national character, questions human capital theory as an explanation of ethnic group achievement, reveals conflicting ethnic and racial attitudes toward immigration restriction, and examines the revival of interest in oral history, immigrant autobiographies, and other subjective documents.Less
Providing an interdisciplinary and global perspective on immigration to the United States, this book represents an important step forward in the development of immigration studies. The book aims to help redirect thinking on the subject of immigration by giving a summary of the current state of immigration studies and a coherent new perspective that emphasizes the international dimensions of the immigrant experience from the time of the slave trade to present-day movements of Asian and Latin American peoples. This book challenges ethnocentric American or European perspectives on immigration, disputes the classical assimilation model of a linear progression of immigrant cultures toward a dominant American national character, questions human capital theory as an explanation of ethnic group achievement, reveals conflicting ethnic and racial attitudes toward immigration restriction, and examines the revival of interest in oral history, immigrant autobiographies, and other subjective documents.
Roland Bleiker
- Published in print:
- 2004
- Published Online:
- January 2005
- ISBN:
- 9780199265206
- eISBN:
- 9780191601866
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199265208.003.0011
- Subject:
- Political Science, International Relations and Politics
In this final chapter of Part Two, the author addresses arguably the central stumbling block for those who would enlarge international society to incorporate elements of world society, alternative ...
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In this final chapter of Part Two, the author addresses arguably the central stumbling block for those who would enlarge international society to incorporate elements of world society, alternative levels of analysis, and subject matters: namely, the problem of order. He argues that a concern with order, in its methodological, theoretical, and empirical guises, is the principal feature of the understanding of international society by the English School of International Relations. While order may endorse methodological pluralism, the author argues that the approach does not embrace it and has powerful canons that structure its work, one being the requirement that to count as valid knowledge about international society, a piece of work must begin by referring to the established fathers of the tradition. This preoccupation with order carries over into the empirical and theoretical work conducted by those associated with the School, and the author attempts to critique this by challenging the assumption, central to English School theorizing since Henry Bull, that a degree of order is necessary for the achievement of social goods. Instead, he argues that an over‐preoccupation with order can serve the cause of oppression, and therefore insists that progressive change tends to come about through periods of disorder.Less
In this final chapter of Part Two, the author addresses arguably the central stumbling block for those who would enlarge international society to incorporate elements of world society, alternative levels of analysis, and subject matters: namely, the problem of order. He argues that a concern with order, in its methodological, theoretical, and empirical guises, is the principal feature of the understanding of international society by the English School of International Relations. While order may endorse methodological pluralism, the author argues that the approach does not embrace it and has powerful canons that structure its work, one being the requirement that to count as valid knowledge about international society, a piece of work must begin by referring to the established fathers of the tradition. This preoccupation with order carries over into the empirical and theoretical work conducted by those associated with the School, and the author attempts to critique this by challenging the assumption, central to English School theorizing since Henry Bull, that a degree of order is necessary for the achievement of social goods. Instead, he argues that an over‐preoccupation with order can serve the cause of oppression, and therefore insists that progressive change tends to come about through periods of disorder.
Richard Layte and Christopher T. Whelan
- Published in print:
- 2004
- Published Online:
- November 2004
- ISBN:
- 9780199258451
- eISBN:
- 9780191601491
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199258457.003.0007
- Subject:
- Political Science, European Union
The Irish case provides a particularly appropriate test of the consequences for social mobility of economic growth and, in particular, of the hypothesis of increasing merit selection. This is so not ...
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The Irish case provides a particularly appropriate test of the consequences for social mobility of economic growth and, in particular, of the hypothesis of increasing merit selection. This is so not only because the lateness and speed of economic change allows us to capture it through a set of national surveys conducted in the past three decades but because such change was based on a sustained policy of increased openness to international competitive forces. The functional requirements of the economy and a rapid increase in the supply of those with higher educational qualifications provided an ideal context in which to observe the predicted movement from ascription to achievement. However, while changes in the class structure and a rapid expansion of educational opportunity had significant consequences in terms of absolute mobility, there was no clear evidence of a significant shift towards meritocratic principles; indeed, the impact of educational qualifications on class destination diminished. Controlling for education, we find that the impact of class origin effects is substantial and shows relatively little sign of diminishing over time.Less
The Irish case provides a particularly appropriate test of the consequences for social mobility of economic growth and, in particular, of the hypothesis of increasing merit selection. This is so not only because the lateness and speed of economic change allows us to capture it through a set of national surveys conducted in the past three decades but because such change was based on a sustained policy of increased openness to international competitive forces. The functional requirements of the economy and a rapid increase in the supply of those with higher educational qualifications provided an ideal context in which to observe the predicted movement from ascription to achievement. However, while changes in the class structure and a rapid expansion of educational opportunity had significant consequences in terms of absolute mobility, there was no clear evidence of a significant shift towards meritocratic principles; indeed, the impact of educational qualifications on class destination diminished. Controlling for education, we find that the impact of class origin effects is substantial and shows relatively little sign of diminishing over time.
Snejina Michailova and Nicolai J. Foss
- Published in print:
- 2009
- Published Online:
- January 2009
- ISBN:
- 9780199235926
- eISBN:
- 9780191717093
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199235926.003.0001
- Subject:
- Business and Management, Knowledge Management
This introductory chapter briefly outlines the arguments for the importance of knowledge governance. It poses a number of questions and unsolved issues in the knowledge governance area. The chapter ...
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This introductory chapter briefly outlines the arguments for the importance of knowledge governance. It poses a number of questions and unsolved issues in the knowledge governance area. The chapter also introduces the contributions to the book.Less
This introductory chapter briefly outlines the arguments for the importance of knowledge governance. It poses a number of questions and unsolved issues in the knowledge governance area. The chapter also introduces the contributions to the book.
Robert Merrihew Adams
- Published in print:
- 2006
- Published Online:
- January 2007
- ISBN:
- 9780199207510
- eISBN:
- 9780191708824
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199207510.003.0009
- Subject:
- Philosophy, Philosophy of Mind
Psychological experiments and other empirical data seem to show that good traits of character (even if real) are frail, rather easily overcome by some types of temptation, and are dependent on social ...
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Psychological experiments and other empirical data seem to show that good traits of character (even if real) are frail, rather easily overcome by some types of temptation, and are dependent on social context and social support (and thus on ‘moral luck’) for their development, continuance, and behavioural manifestation. It is argued that excellence is not incompatible with fragility, and that the excellence of virtue is no less valuable for being in large part a gift rather than an individual achievement.Less
Psychological experiments and other empirical data seem to show that good traits of character (even if real) are frail, rather easily overcome by some types of temptation, and are dependent on social context and social support (and thus on ‘moral luck’) for their development, continuance, and behavioural manifestation. It is argued that excellence is not incompatible with fragility, and that the excellence of virtue is no less valuable for being in large part a gift rather than an individual achievement.
Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Laura E. Berk, and Dorothy G. Singer
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195382716
- eISBN:
- 9780199893522
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195382716.003.0004
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
Play and playful learning promote all aspects of early childhood psychological development and, in so doing, provide the springboard for successful academic and social adjustment to school. Early ...
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Play and playful learning promote all aspects of early childhood psychological development and, in so doing, provide the springboard for successful academic and social adjustment to school. Early childhood programs that squeeze out spontaneous and guided play in favor of formalized academic training dampen children's enthusiasm and motivation to learn and fail to equip children with the full range of capacities they need to thrive at school. Furthermore, lifelong learners are not created through overly didactic curricula where children are passive recipients. Returning play to its evidence-based, rightful place in preschool education is a first step toward restoring developmentally appropriate play experiences to children's home lives, as parents look to educators for advice and models of development-enhancing learning activities. This chapter offers policies and practice recommendations directed to all those who are concerned with the well-being of children and who are charged with preparing our children to become competent, contributing, and contented members of the global world by focusing on their social development and its role in academic achievement.Less
Play and playful learning promote all aspects of early childhood psychological development and, in so doing, provide the springboard for successful academic and social adjustment to school. Early childhood programs that squeeze out spontaneous and guided play in favor of formalized academic training dampen children's enthusiasm and motivation to learn and fail to equip children with the full range of capacities they need to thrive at school. Furthermore, lifelong learners are not created through overly didactic curricula where children are passive recipients. Returning play to its evidence-based, rightful place in preschool education is a first step toward restoring developmentally appropriate play experiences to children's home lives, as parents look to educators for advice and models of development-enhancing learning activities. This chapter offers policies and practice recommendations directed to all those who are concerned with the well-being of children and who are charged with preparing our children to become competent, contributing, and contented members of the global world by focusing on their social development and its role in academic achievement.
C. Tane Akamatsu, Connie Mayer, and Steven Hardy-Braz
- Published in print:
- 2008
- Published Online:
- September 2008
- ISBN:
- 9780195368673
- eISBN:
- 9780199894161
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195368673.003.0005
- Subject:
- Psychology, Developmental Psychology
This chapter examines the importance of assessing the language abilities of DHH students in order to understand their potential for achievement in mathematics and science. It considers the ...
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This chapter examines the importance of assessing the language abilities of DHH students in order to understand their potential for achievement in mathematics and science. It considers the Cattell–Horn–Carroll (CHC) theory, a three-stratum hierarchical framework of cognitive abilities that postulates a general factor (g) and ten broad factors: crystallized intelligence (Gc), fluid reasoning (Gf ), auditory processing (Ga), visual processing (Gv), short-term memory (Gsm), long-term retrieval (Glr), processing speed (Gs), reaction time (Gt), literacy (Grw), and quantitative abilities (Gq). These ten broad abilities subsume over seventy narrow-stratum abilities. It argues that using CHC theory will aid in understanding the cognitive processes underlying language and literacy weaknesses that are unusual even within the deaf population.Less
This chapter examines the importance of assessing the language abilities of DHH students in order to understand their potential for achievement in mathematics and science. It considers the Cattell–Horn–Carroll (CHC) theory, a three-stratum hierarchical framework of cognitive abilities that postulates a general factor (g) and ten broad factors: crystallized intelligence (Gc), fluid reasoning (Gf ), auditory processing (Ga), visual processing (Gv), short-term memory (Gsm), long-term retrieval (Glr), processing speed (Gs), reaction time (Gt), literacy (Grw), and quantitative abilities (Gq). These ten broad abilities subsume over seventy narrow-stratum abilities. It argues that using CHC theory will aid in understanding the cognitive processes underlying language and literacy weaknesses that are unusual even within the deaf population.
Curtis J. Evans
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780195328189
- eISBN:
- 9780199870028
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195328189.003.0006
- Subject:
- Religion, Religion and Society
Debates about instrumentalism or using the black churches as instruments of social and political reform deepened even as black leaders began emphasizing the drama of black life and religion. Drama ...
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Debates about instrumentalism or using the black churches as instruments of social and political reform deepened even as black leaders began emphasizing the drama of black life and religion. Drama was turned to because of high hopes that black contributions in the realm of arts, literature, and cultural achievements would help address racial problems in a way that a social scientific approach could not. An aesthetic appreciation of black religion and an emphasis on dramatizing black life proceeded apace even as black leaders continued to engage in scathing critiques of actual black churches in the North and South. The Great Migration heightened expectations and fears about how black churches could more authentically represent what were seen as the unique cultural contributions of blacks to American society. In the end, drama did not substantially solve the problem of contintuing traditional and stereotypical images of black culture, especially in the realm of religion.Less
Debates about instrumentalism or using the black churches as instruments of social and political reform deepened even as black leaders began emphasizing the drama of black life and religion. Drama was turned to because of high hopes that black contributions in the realm of arts, literature, and cultural achievements would help address racial problems in a way that a social scientific approach could not. An aesthetic appreciation of black religion and an emphasis on dramatizing black life proceeded apace even as black leaders continued to engage in scathing critiques of actual black churches in the North and South. The Great Migration heightened expectations and fears about how black churches could more authentically represent what were seen as the unique cultural contributions of blacks to American society. In the end, drama did not substantially solve the problem of contintuing traditional and stereotypical images of black culture, especially in the realm of religion.
Ann Jefferson
- Published in print:
- 2014
- Published Online:
- October 2017
- ISBN:
- 9780691160658
- eISBN:
- 9781400852598
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691160658.003.0002
- Subject:
- Literature, Criticism/Theory
This chapter examines the characteristics of genius as set forth during the eighteenth century, when the modern idea of genius first took root and when the secular values of the Enlightenment took ...
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This chapter examines the characteristics of genius as set forth during the eighteenth century, when the modern idea of genius first took root and when the secular values of the Enlightenment took hold of the notion in order to celebrate human achievement, advance intellectual and artistic innovation, and support the emergence of new disciplines and genres. The century is characterized above all by a huge appetite for knowledge, and it is in this context that genius began to take its modern form. It became the object of new enquiry, but was also regarded as its privileged source. The chapter takes a look at certain defining characteristics of genius in this century and expounds on them.Less
This chapter examines the characteristics of genius as set forth during the eighteenth century, when the modern idea of genius first took root and when the secular values of the Enlightenment took hold of the notion in order to celebrate human achievement, advance intellectual and artistic innovation, and support the emergence of new disciplines and genres. The century is characterized above all by a huge appetite for knowledge, and it is in this context that genius began to take its modern form. It became the object of new enquiry, but was also regarded as its privileged source. The chapter takes a look at certain defining characteristics of genius in this century and expounds on them.
Susan Stone
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195310122
- eISBN:
- 9780199865284
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195310122.003.0010
- Subject:
- Social Work, Social Policy, Children and Families
Schools are increasingly implementing policies not only to educate children, but to deliver programs that meet the non-academic needs of students including health and mental health conditions, low ...
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Schools are increasingly implementing policies not only to educate children, but to deliver programs that meet the non-academic needs of students including health and mental health conditions, low levels of social competence, and prevention of risky behaviors. This chapter reviews the empirical evidence on programmatic efforts to meet an array of non-academic needs in school settings. Evidence reveals, for example, usually limited effects in programs for the prevention of risky behaviors The most successful programs are those delivered by well trained staff using cognitive-behavioral techniques in schools with high levels of academic achievement and strong administrative leadership. As a general policy orientation, the chapter suggests that rather than expanding supplementary programs, resources might be better invested in promoting schools with student-centered high-quality instruction and administrative leadership, which are the necessary and often sufficient conditions for meeting the non-academic needs of many students.Less
Schools are increasingly implementing policies not only to educate children, but to deliver programs that meet the non-academic needs of students including health and mental health conditions, low levels of social competence, and prevention of risky behaviors. This chapter reviews the empirical evidence on programmatic efforts to meet an array of non-academic needs in school settings. Evidence reveals, for example, usually limited effects in programs for the prevention of risky behaviors The most successful programs are those delivered by well trained staff using cognitive-behavioral techniques in schools with high levels of academic achievement and strong administrative leadership. As a general policy orientation, the chapter suggests that rather than expanding supplementary programs, resources might be better invested in promoting schools with student-centered high-quality instruction and administrative leadership, which are the necessary and often sufficient conditions for meeting the non-academic needs of many students.
Sumie Okazaki and Nancy Abelmann
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781479804207
- eISBN:
- 9781479834853
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479804207.001.0001
- Subject:
- Anthropology, Social and Cultural Anthropology
This book about Korean American immigrant families is the result of a collaboration between an anthropologist and a psychologist. Combining quantitative surveys with family ethnography, the book ...
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This book about Korean American immigrant families is the result of a collaboration between an anthropologist and a psychologist. Combining quantitative surveys with family ethnography, the book explored the central question, How do Korean American teens and parents navigate immigrant America? Both survey and ethnographic data revealed that acculturation differences between parents and teens—long assumed in the psychological literature to account for distress—did not necessarily make for family hardship. Instead, this research found that families struggle together, although not always easily, to figure out how best to navigate an American society that they all understood to be racist. This is not to say that the parents did not speak about cultural distinctions or that they were unconcerned about academic achievement. But what these parents anguished over most was how to fortify their children with protective psychological health and character traits that would allow them to succeed. Ethnographic chapters on five Korean American immigrant families introduce the parenting strategies and adolescents’ responses, which were at times defiantly resistant, sometimes accommodating, and at other times enormously appreciative. The book examines the delicate negotiations between parents and teens in the intimacy of family life, following them from homes to shopping malls, music recitals, church, workplaces, and school. The five families reflect a diversity of family dynamics, but uniting them all is the hard work that parents and children engage in to maintain the bonds of their family relationships.Less
This book about Korean American immigrant families is the result of a collaboration between an anthropologist and a psychologist. Combining quantitative surveys with family ethnography, the book explored the central question, How do Korean American teens and parents navigate immigrant America? Both survey and ethnographic data revealed that acculturation differences between parents and teens—long assumed in the psychological literature to account for distress—did not necessarily make for family hardship. Instead, this research found that families struggle together, although not always easily, to figure out how best to navigate an American society that they all understood to be racist. This is not to say that the parents did not speak about cultural distinctions or that they were unconcerned about academic achievement. But what these parents anguished over most was how to fortify their children with protective psychological health and character traits that would allow them to succeed. Ethnographic chapters on five Korean American immigrant families introduce the parenting strategies and adolescents’ responses, which were at times defiantly resistant, sometimes accommodating, and at other times enormously appreciative. The book examines the delicate negotiations between parents and teens in the intimacy of family life, following them from homes to shopping malls, music recitals, church, workplaces, and school. The five families reflect a diversity of family dynamics, but uniting them all is the hard work that parents and children engage in to maintain the bonds of their family relationships.
David S. Wendler
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780199730087
- eISBN:
- 9780199776689
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199730087.003.0005
- Subject:
- Philosophy, Moral Philosophy
The fifth chapter first describes three reasonable conditions on any acceptable justification of nonbeneficial pediatric research: risk allowance, risk threshold, and preference for adults. The first ...
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The fifth chapter first describes three reasonable conditions on any acceptable justification of nonbeneficial pediatric research: risk allowance, risk threshold, and preference for adults. The first condition holds that it can be acceptable to expose children to some risks for the benefit of others. The second condition places a limit on the level of risks which are acceptable in this context. The third condition holds that any justification for enrolling children should not imply that enrolling children is on a par with enrolling competent adults who consent. The chapter then focuses on developing an account of our interests by describing five categories of interests and the complex relationships between them. The extent to which this account is subjective and the extent to which it is objective is considered in some depth before evaluating when it is in our interests to contribute to valuable projects. This account of our interests provides the framework for evaluating when it might be in children's interests to participate in nonbeneficial pediatric research to help others.Less
The fifth chapter first describes three reasonable conditions on any acceptable justification of nonbeneficial pediatric research: risk allowance, risk threshold, and preference for adults. The first condition holds that it can be acceptable to expose children to some risks for the benefit of others. The second condition places a limit on the level of risks which are acceptable in this context. The third condition holds that any justification for enrolling children should not imply that enrolling children is on a par with enrolling competent adults who consent. The chapter then focuses on developing an account of our interests by describing five categories of interests and the complex relationships between them. The extent to which this account is subjective and the extent to which it is objective is considered in some depth before evaluating when it is in our interests to contribute to valuable projects. This account of our interests provides the framework for evaluating when it might be in children's interests to participate in nonbeneficial pediatric research to help others.
Joachim C. Brunstein
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195335156
- eISBN:
- 9780199776955
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335156.003.0012
- Subject:
- Psychology, Social Psychology
This chapter reviews research highlighting the importance of the concept of motivational congruence, defined as the degree of correspondence between what people consciously seek to attain and what ...
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This chapter reviews research highlighting the importance of the concept of motivational congruence, defined as the degree of correspondence between what people consciously seek to attain and what they nonconsciously would like to do, in the prediction of well-being experiences. It begins with a brief overview of research showing that implicit motives assessed with Picture Story Tests do not overlap with self-reported goals and subjective intentions. It then reviews research demonstrating that a high degree of motivational congruence is an important prerequisite for high emotional well-being. The chapter considers potential mechanisms (goal achievement and motive satisfaction) accounting for this relation and discusses procedures helping people achieve a sense of harmony between their implicit and explicit motives.Less
This chapter reviews research highlighting the importance of the concept of motivational congruence, defined as the degree of correspondence between what people consciously seek to attain and what they nonconsciously would like to do, in the prediction of well-being experiences. It begins with a brief overview of research showing that implicit motives assessed with Picture Story Tests do not overlap with self-reported goals and subjective intentions. It then reviews research demonstrating that a high degree of motivational congruence is an important prerequisite for high emotional well-being. The chapter considers potential mechanisms (goal achievement and motive satisfaction) accounting for this relation and discusses procedures helping people achieve a sense of harmony between their implicit and explicit motives.
Falko Rheinberg and Stefan Engeser
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195335156
- eISBN:
- 9780199776955
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335156.003.0018
- Subject:
- Psychology, Social Psychology
The chapter starts out discussing achievement motive trainings for entrepreneurs with the aim of fostering economic performance. Next, we review a variety of the original motive training programs and ...
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The chapter starts out discussing achievement motive trainings for entrepreneurs with the aim of fostering economic performance. Next, we review a variety of the original motive training programs and discuss how the training was extended to the educational domain, with a particular focus on the importance of individual reference norms for motive training. The chapter ends by stating that motive training programs should not necessarily change the implicit motive, but should rather foster the congruence of implicit motives and the motivational self-concept (e.g., the congruence between implicit and explicit motives). This aims at increasing motivational competence in trained individuals, enhancing flow experiences during goal pursuit.Less
The chapter starts out discussing achievement motive trainings for entrepreneurs with the aim of fostering economic performance. Next, we review a variety of the original motive training programs and discuss how the training was extended to the educational domain, with a particular focus on the importance of individual reference norms for motive training. The chapter ends by stating that motive training programs should not necessarily change the implicit motive, but should rather foster the congruence of implicit motives and the motivational self-concept (e.g., the congruence between implicit and explicit motives). This aims at increasing motivational competence in trained individuals, enhancing flow experiences during goal pursuit.
