1,196 research outputs found
APPENDIX_B_REV2 – Supplemental material for Factorial Validity of the Anxiety Questionnaire for Students (AFS): Bifactor Modeling and Measurement Invariance
No full textSupplemental material, APPENDIX_B_REV2 for Factorial Validity of the Anxiety Questionnaire for Students (AFS): Bifactor Modeling and Measurement Invariance by Annette Lohbeck and Franz Petermann in Journal of Psychoeducational Assessment</p
APPENDIX_A_REV2 – Supplemental material for Factorial Validity of the Anxiety Questionnaire for Students (AFS): Bifactor Modeling and Measurement Invariance
No full textSupplemental material, APPENDIX_A_REV2 for Factorial Validity of the Anxiety Questionnaire for Students (AFS): Bifactor Modeling and Measurement Invariance by Annette Lohbeck and Franz Petermann in Journal of Psychoeducational Assessment</p
Annette Harvey Diary, 1906-1910
No full textAnnette Harvey, of Arkansas, West Virginia, and Ohio, recounts events of her daily life in this 'Line a Day' diary. She was the daughter of William Hope Harvey, aka 'Coin' Harvey, a well-known businessman, politician, author and founder of the resort of Monte Ne and the Ozark Association. Annette's brief entries record visits, housework, dances, parties, a train trip to New York, weather, church services and socials over a 5 year period, 1906-1910. Addresses and miscellaneous thoughts, quotations, poems, are recorded at the end of the volume. A photograph of her home made in 1906 is tipped in at the front of the diary
Interview with Annette Lareau
No full textAnnette Lareau is the Stanley I. Sheerr Professor in the Department of Sociology at the University of Pennsylvania. She is the author of Unequal Childhoods: Class, Race, and Family Life (University of California Press). Unequal Childhoods won the best book award from three sections of the American Sociological Association: Sociology of the Family, Sociology of Children and Youth, and Sociology of Culture (co-winner)
Reactive and Proactive Aggression among Children and Adolescents: A Latent Profile Analysis and Latent Transition Analysis
No full textThe present study aimed to explore children’s and adolescents’ profiles of reactive and proactive aggression and the stability of those profiles over a six-month period using latent profile analysis (LPA) and latent transition analysis (LTA). Data were collected at two measurement points from a sample of N = 1468 children and adolescents aged from 9 to 18 years. Results of LPA revealed three distinct profiles, labeled as “Severe Reactively and Proactively Aggressive (S-RA-PA)”, “Highly Reactively and Proactively Aggressive” (H-RA-PA), and “Moderately Low Reactively and Proactively Aggressive” (M-RA-PA). All profiles appeared to be relatively stable over six months, supporting their within-sample consistency. The most stable and largest profile was the “M-RA-PA” profile, while the least stable and smallest profile was the “S-RA-PA” profile. However, there was also some within-person variability in children’s and adolescents’ profile membership because almost 40–50% of the participants of the “S-RA-PA” and “H-RA-PA” profiles transitioned to another profile across six months. In contrast, more than 90% of the participants of the “M-RA-PA” profile remained in their profile. These results provide a dynamic picture of children’s and adolescents’ development of reactive and proactive aggression and bear several implications from a short longitudinal person-oriented perspective
On the interplay of academic self-concept, learning enjoyment, concentration and academic achievement at elementary school age
No full textBasierend auf der Kontroll-Wert-Theorie (Pekrun, Educational Psychology Review 18:315–341, 2006), die vor dem Hintergrund des Erwartungs-mal-Wert-Modells (Eccles, Achievement and achievement motivation, W. H. Freeman, San Francisco, S. 87–134, 1983) entstanden ist, untersucht die vorliegende Fragebogenstudie die Zusammenhänge zwischen dem schulischen Selbstkonzept, der Lernfreude, der Konzentration und den Schulleistungen von 178 Grundschulkindern der vierten Jahrgangsstufe. Ziel ist es, die direkten und indirekten Zusammenhänge zwischen den drei Konstrukten und den Schulleistungen in Strukturgleichungsmodellen zu überprüfen. Die Ergebnisse zeigen in allen Modellen direkte Beziehungen zwischen Selbstkonzept und Schulleistungen, Selbstkonzept und Lernfreude, Selbstkonzept und Konzentration sowie Lernfreude und Konzentration. Dagegen liegen keine direkten Beziehungen zwischen Konzentration und Schulleistungen sowie Lernfreude und Schulleistungen vor. Die Lernfreude stellt zudem einen signifikanten Mediator zwischen dem Selbstkonzept und der Konzentration dar.Based on the assumptions of the control-value theory of Pekrun (Educational Psychology Review 18:315–341, 2006) and the expectancy-value model of Eccles (Achievement and achievement motivation, W. H. Freeman, San Francisco, pp. 87–134, 1983) the present study examines the relationships between academic self-concept, learning enjoyment, concentration and academic achievement of 178 fourth graders by quantitative questionnaires. The aim is to examine both direct and indirect relationships between the three constructs and academic achievement in structural equation models. Results show for all models direct associations between self-concept and academic achievement, self-concept and learning enjoyment, self-concept and concentration as well as between learning enjoyment and concentration. Conversely, no direct relationships between concentration and academic achievement as well as between learning enjoyment and academic achievement are found. Further, learning enjoyment is a mediator between self-concept and concentration
Interview with Annette J. Smith
No full textInterview in seven sessions, December 2010 to January 2011 with Annette J. Smith, visiting professor of French at Caltech from 1970 to 1982, appointed associate professor with tenure in 1982, promoted to professor of French in 1985, and Professor of Literature emeritus since 1993.
Family history, childhood and education in Algiers, Algeria. Family history and background of late husband, Caltech Professor of Literature David R. Smith (1960-1990). Bachelor’s degree in Classics (1948) from Sorbonne in Paris. Attended the School of Professors of French Abroad at the Sorbonne and taught at the University of Wales in Swansea. Master’s degree in English. Marriage to D. Smith and move to the United States.
Teaches at Scripps College and Claremont Men’s College [now Claremont McKenna College], where she had tenure position. Caltech hires D. Smith as professor and A. Smith as lecturer in French language. D. Smith as Joseph Conrad scholar. Doctorate degree (1964) and dissertation on author Nicole Védrès. D. Smith made Master of Student Houses (1969-1975); life in Virginia Steele Scott house. Descriptions of faculty and atmosphere within Division of Humanities and Social Sciences (HSS), beginning when Hallett Smith was chair. Friendship with Max and Manny Delbrück. Cultural life at Caltech; D. Smith brings poets, actors, directors and musicians to campus. Life as professor’s spouse and efforts to improve working conditions and salaries for female staff. Sexual discrimination in HSS and support for Jenijoy La Belle. History and founding of Baxter Art Gallery (1970), significant exhibitions organized by D. Smith, closing of Baxter Art Gallery (1985). Important relationships with Caltech professors, postdocs and staff: R. Sperry, R. Feynman, A. Hibbs, J. and F. Audouze, D. and C. Cesarsky, J.-P. Bibring, and N. and C. Corngold.
Elevated to associate professor (1982). Literature courses she taught and impressions of students. Two books accepted for publication: one on Arthur de Gobineau and translation of poems by Aimé Césaire. Explanation of racial theories of Gobineau and discussion of his fiction; impact of Gobineau’s racist writings and theories, including appropriation by Nazis. Discussion of Darwinism. Comments about translating poetry and working with poet Clayton Eshleman on four books of Césaire’s poetry. Description of Césaire’s life and politics and his importance as a leader and author. Reads her translations of Césaire’s poems.
Impressions of foreign language study at Caltech and further descriptions of HSS, including some unfortunate hires and tension in the division. D. Smith’s illness and death. Teaching in Papeete, Tahiti, 1990-1991. Circular nature of her life and work. Purchase of land and building of second home in Point Dume, Malibu, (1980-1981) and celebratory party there. Expressions of gratitude for Caltech and its brilliant scientists and community
The censor without, the censor within: the resistance of Johnstone’s improv to the social and political pressures of 1950s Britain
No full textKeith Johnstone's improv, popularly known through the Theatresports format, was forged in the cultural and historical context of 1950s Britain. In this paper I will argue that Johnstone's incarnation of theatrical improvisation was defined by its reaction to the normalising forces exerted by the social elite upon the broader population and by civilised society upon the individual.
Johnstone's improv was a reaction against the Lord Chamberlain’s power to censor the British stage and a challenge to the internalised 'censor' British society of the time implanted in the minds of his students, stunting their creative imaginations. Johnstone borrowed elements of professional wrestling to break down the regimented conventions of the theatre space and enliven the spectator-performer relationship. As well as echoing Roland Barthes’ idealistic analysis of professional wrestling (Barthes, 1984: n.p.), Johnstone’s improv shares Barthes’ critique of the authority of the author and allows meaning to be generated out of the encounter between performers and spectators in the instant of the performance’s emergence. Through these processes, Johnstone’s improv defies the censor without (The Lord Chamberlain) by rooting out the censor within (the socially learnt inhibitions to the creative imagination).
By delineating the political and social pressures at play in the historical context of 1950s Britain and the ways that the stylistic conventions of Johnstone's improv resist and subvert these forces, I will demonstrate the emancipatory power latent in this mode of popular performance. This is a particularly timely analysis given the increasing authority of free market economics to dictate what appears on contemporary British stages, and the internalised censor that panoptical CCTV and social media is implanting within the minds of British citizens today
Integrative Differentielle Relaxation (IDR) in der Psychotherapie – Möglichkeiten und Grenzen im dyadischen Setting
No full textIn der vorliegenden Arbeit wird der Ansatz der Integrativen Differentiellen Relaxation (IDR) unter Einbezug spezifischer Konzepte der Integrativen Therapie und aktueller stresstheoretischer Aspekte vorgestellt. Es erfolgt eine Standortbestimmung des IDR-Ansatzes bezüglich der allgemein üblichen Entspannungsverfahren wie bspw. Autogenes Training und Progressive Muskel-Relaxation. Die Spezifika des Ansatzes werden dargestellt und es wird der Frage von Möglichkeiten und Grenzen der Einbettung in das dyadische psychotherapeutische Setting nachgegangen. Hierbei wird insbesondere auf die Übertragungs- und Gegenübertragungsaspekte fokussiert, die es zu beachten gilt, wenn „übende Elemente“ in das psychotherapeutische Setting einbezogen werden. Die theoretischen Ausführungen werden durch ein Fallbeispiel aus der Praxis der Autorin ergänzt.This text discusses Integrative Differential Relaxation (IDR) in relation to specific Integrative Therapy and stress-theoretical aspects. It follows a localization of the IDR approach within traditional relaxation techniques such as autogenic training and Progressive Muscle Relaxation (PMR). The discussion outlines the specifics of IDR and addresses its options and limits within the dyadic psychotherapeutic settings. In particular it focuses on conceptual questions of transference and countertransference relative to exercising elements as part of psychotherapy.In conclusion the author applies the theory to a case study.https://www.fpi-publikation.de/polyloge/10-2008-frankenstein-anft-annette-integrative-differentielle-relaxation-in-der-psychotherapie/peerReviewedpublishedVersio
FTAA: What's in It for the South?
No full textNot everyone in the Americas thinks that negotiating an FTAA is desirable. Some argue that the timing of the negotiations is being set by the agenda of the developed countries, particularly the US, and not that of the rest of the region. Others say that negotiating tariff reductions will do little to increase exports. The argument is that non-tariff barriers to trade must be part of the package, or the whole idea is a waste of time. These are just some of the opinions coming from the South. Interestingly, a number of these ideas are coming from Brazil, the hemisphere's most populous country after the US, and clearly a leader in the region. Presidential elections in Brazil took place in the fall of 2002 just prior to an FTAA Ministerial in Quito. In the lead up to the election, the FTAA positions of the opposition candidates, including the eventual winner, were much more protectionist than that of the outgoing government. If the protectionism carries through to official government policy, then the FTAA process will be much more difficult. However, this might just have been electoral talk. This paper will attempt to sort out truth from rhetoric.Brazil, non-tariff barriers, FTAA, South, International Relations/Trade,
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