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The Readers' Guide to Periodical Literature has been described as a cultural barometer. It supports scholars of history and culture by providing access to ideas circulated via the mass media in earlier times, but its own coverage and indexing practices also reveal attitudes and values toward issues of the time. The Progressive Era (1900–1924) coincides with the founding and growth of the Readers' Guide. Examining how the Readers' Guide directed readers' attention to matters of sexual and reproductive health in its first quarter century demonstrates changes in social attitudes and has implications for scholarly work. The array of index terms required to locate information on this topic indicates both barriers to information access for contemporary readers as well as challenges for present-day scholars concerned with recovering information of the era. 相似文献
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This study examined the motivational profiles of elite youth athletes to determine whether individual differences in goal orientation corresponded with differential levels of imagery use. Two hundred ninety male (n = 88) and female (n = 202) young athletes (M = 16.6 years, SD = 1.48) completed the Perceptions of Success Questionnaire (POSQ, Roberts, Treasure, & Balague, 1998) to assess dispositional goal orientations and the Sport Imagery Questionnaire (Hall, Mack, Paivio, & Hausenblas, 1998) to assess frequency and function of imagery use. A two-stage cluster analysis on the POSQ scores revealed a three-cluster solution with a multivariate analysis of variance indicating significant differences among cluster groups in imagery use. Athletes in Cluster 3 (higher task/higher ego) used significantly more imagery, regardless of the function than athletes in Cluster 1 (lower task/moderate ego) or Cluster 2 (moderate task/lower ego). These findings are discussed with reference to the role of achievement motivation in influencing young athletes' behavioral investments in mental strategies. 相似文献
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John White 《Journal of Philosophy of Education》2000,34(4):697-707
Andrew Reid's essay on the value of education in this journal distinguished the intrinsic features of education from what education is for, the latter being ultimately located in the promotion of personal well-being. At a meta-ethical level, this response accepts Reid's claim about ultimate location, but challenges his view that prudential goods are desire-independent, arguing for a desire-dependent conception based on supra-individual, but not always universal-human, preferences. It also questions his claim that the source of educational value lies in the intrinsic features of education, rejecting the suggestion that epistemological rather ethical considerations should be the starting-point. 相似文献