Search

The article reproduces the four original papers which served as the thematic base for the media production of the 1970 National Convention of the American Alliance for Health, Physical Education and Recreation (AAHPER) in Seattle, Washington and at the Canadian Biennial AHPER Convention of 1971. These papers are "Is Sport the Struggle or the Triumph?," by W. R. Morford, "Are Sports Education?," L. F. Locke, "Is Sport Really Colorblind?," and "Is Sport Experience?," by Seymour Kleinman. The papers examine the relevance of sports in a changing society.

Copyright of British Journal of Addiction (to Alcohol & Other Drugs) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We want to do three things in this paper: (1) to propose a more general probability model than the one considered by Toby or Davies for dealing with the number of buses a student would see, on the average, going in the wrong direction; (2) to show that, with this general model, one would not see more wrong-direction buses, or the same number of wrong-direction buses, as suggested by Toby and Davies, but fewer wrong-direction buses; (8) to question the advisability of using a student's experiences with wrong-direction buses as the way to shake his faith in the validity of personal experience. As Davies has said, clarification is especially necessary now that Toby's paper has appeared in books of readings designed for the course in introductory sociology. [ABSTRACT FROM AUTHOR]

Comments on the isssue about learning from experience. Description of the two methods of learning; Analysis of the individual countertransferase situations; Recognition of the personal attitudes and limitations specific in countertransference responses; Interplay between patient-analyst interaction and unconscious process.

The article presents author's comments in response to the criticism of his research paper by Professor Herbert Blumer. To begin with, he defends his metaphorical reference of blank mind with which Symbolic Interactionism researcher approaches data. He clarifies that the blank mind describes a mind whose knowledge derives from experience. Blank mind indeed is like a sheet of white paper and derives all knowledge from experience alone because the mind has no innate ideas. Next, he supports his charge that inadequate testing and replication procedures in the Symbolic Interactionism model permit the influence of power and personality on findings. He states that Symbolic Interactionism researchers should rely on sensitizing concepts grounded on sense instead of on explicit objective traits. The study of the ongoing real world requires a high order of careful and honest probing; creative yet disciplined imagination, resourcefulness, flexibility, pondering, and a constant readiness to recast one's images as this world can best be studied by two modes of naturalistic inquiry: exploration and inspection.

wish to state at the outset that this paper is based on my conviction that a conference such as this one is more profitable if its participants attempt to concentrate on constructive exchanges of ideas rather than on destructive disagreements concerning the value of one approach as opposed to that of another. Accordingly, I have chosen inquiry into sport as meaningful human experience as my focal point and have attempted to point out ways in which philosophers might improve their attempts to understand sport as experience. I will first set forth some of my beliefs concerning some distinctions and clarifications which must be made by those who would make philosophic inquiry into sport as experience. I will then point out some aspects of sport which must be considered by the serious sport philosopher in his/her attempt to understand the sport experience. Finally, I will attempt to expand the usual notion of who constitutes the sport experiencer and try to outline my notion of the task of the philosopher who would make inquiry into sport as experience. [ABSTRACT FROM AUTHOR]

Social experiences can be scaled. Three subsidiary hypotheses are examined in this paper, (1) the experiences which an individual reports as his own are generally the same as those he reports for his community; (2) attitude and experience are interdependent; and (3) lectures on race relations will not shift the mean experience scores of students, but they will shift attitude scores. In this work, attitude and experience will refer to scores assigned individuals as the result of their having selected answers on certain scales, which purport to quantify these variables. The attitude scales employed are those of sociologists E. D. Hinckley and E. S. Bogardus, and the experience scales constructed by the author which appear here for the first time. Two such scales are presented, one for Community Contacts with Negroes and another for Personal Contacts with Negroes. The scales are reliable and valid according to usually accepted standards. Experiences an individual reports for himself are generally the same as those he reports for his community. Furthermore, his experiences and his attitudes are positively related. Evidence indicates that the scales are not disguised opinionnaires of the Thurstone or Bogardus type, because attitude shifted when experience as measured here did not. This must be strictly interpreted in terms of the procedures involved, the questions asked, and the individuals who responded.

The present paper has reviewed a few of the findings of the National Opinion Research Center studies of human behavior in disasters. The findings reviewed indicate that 1. Panic flight and other highly uncontrolled forms of behavior appear to occur under quite restricted conditions present only in some disasters and only for some of the persons involved in such disasters. It is not the irrationality or uncontrolled nature of individual behavior that raises the major control problems in disasters; rather it is the lack of coordination among the large number of persons acting on the basis of different (and oftentimes conflicting) personal definitions of the situation. 2. The amount of warning of an impending disaster may have very substantial bearing upon the actions taken and the losses sustained by the individuals and groups involved. There is evidence that inadequate warning may actually lead to more serious loss than no warning at all. 3. There is evidence that emotional reactions to disaster may be greatly aggravated by the experiences of separation from other family members and of intimate contact with the dead and injured. The evidence is far from conclusive but would suggest that further research along these lines may well be extremely fruitful. [ABSTRACT FROM AUTHOR]

The article focuses on significant differences between the U.S. and Canada requirements for the Certified Public Accountants (CPA) and Chartered Accountants (CA) certificates. In the U.S. the examinations and requirements are set and administered by an agency of the state government while in Canada the provincial institutes of chartered accountants determine the requirements. The author compares the CPA requirements of New York State, Illinois, California and Alabama with the Ontario CA requirements. The practical experience requirements for the prospective CPA or CA vary between jurisdictions and even within the same state or province depending upon the candidate's formal education. At the present time, all states included in the sample except Illinois require some experience before the certificate is awarded, although California does not require any prior to the taking of the examination. The candidate in New York State must obtain three years' experience before he is eligible to complete taking the CPA examination while in the case of California the length of experience required not only depends upon the amount of formal education but also upon the type of practical experience gained by the candidate.

In the fifty years since the first law was enacted to license certified public accountants, there have been increasing efforts toward standardization within the profession. For the most part, the progress toward uniformity has been on a national scale through the efforts of national organizations. From a theoretical standpoint, at least, it would appear that the education and training of accountants for the profession should also approach uniformity on a national scale. The important question for CPA examiners is: "What type and how much training must a candidate have before he can be allowed to practice?" This question, of course, includes formal education or training in accounting schools or colleges, as well as what is termed "practical experience" in accounting work, and particularly in public accounting. Theoretically, the answer to this question should be the same in one U.S. state as in another. And it is reasonable to believe that approximate uniformity in answering the question will affect the degree to which high standards of public accounting practice are adopted and maintained throughout the U.S.. If, in some states, little or no training is required before candidates enter the profession it is possible, but by no means certain, that some will obtain additional education and practical training before practicing on their own account. But others, having the stamp of approval from a CPA board, will plunge into engagements for which they are not qualified and will make mistakes which a longer training period would have prevented.

The article presents a rejoinder by the author on comments made by scholars Arthur L. Stinchcombe and Neil J. Smelser on his paper discussing the book "Constructing Social Theories." Despite modest disclaimers of, Stinchcombe and Smelser make the same substantive points in their replies, so I shall treat them together. First, it is denied that functionalism is in any way incompatible with historicism, and that indeed the functionalists have recently made more contributions to historical sociology than historicists. I am accused of failing to see that it is general theories, which are applied to particulars in historical sociology. Second, everyone agrees about the centrality of phenomenology, but also that we don't really know what to do about it except note that it's there and go on theorizing in the old ways. On the question of historical sociology, I am challenged to count who has done the most work. My count comes out a little different from Stinchcombe's. But I suppose the main point is not what has been done but what is likely to be productive for the future. Here I think there is a real dispute over the nature of good historical sociology. As I've stated, historical sociology stands on the borderline between history and sociology. It might be clearer if we conceive of a continuum in which the mixture of generalizing concepts ordering particularistic descriptions varies from a very little to a very large proportion.

Research findings in child development are reviewed to shed light on female achievement motives. It is suggested that females have high needs for affiliation which influence their achievement motives and behavior, sometimes enhancing and sometimes blocking them. Since girls as compared to boys have less encouragement for independence, more parental protectiveness, less pressure for establishing an identity separate from the mother, and less mother-child conflict which highlights this separation, they engage in less independent exploration of their environments. As a result they develop neither adequate skills nor confidence but continue to be dependent upon others. Thus while boys learn effectance through mastery, the effectiveness of girls is contingent on elicting the help of others. Affective relationships are paramount in females and much of their achievement behavior is motivated by a desire to please. If achievement threatens affiliation, performance may be sacrificed or anxiety may result. [ABSTRACT FROM AUTHOR]

The article discusses different effective research approaches and models in education. The author has focused on the supervision of thesis research- both in the instruction and guidance, as well as the training of research workers in education. The idea is to be able to execute a logical plan which will bring forth some new knowledge. One of his recommendations centered on enhancing research ability in students by providing them appropriate practicum experiences and share in the ongoing drama of an investigation. He has discussed two basic features of research: problem formulation and problem solution.

The article focuses on the measurement of the application of training in aspects of scientific thinking to the student's out of school behavior. In developing an experimental course, certain principles have formulated. These include a minimum of one-half of the clock hours devoted to a laboratory, laboratory exercises dedicated to scientific thinking and a problem-solving approach to be used in the laboratory. The shortage of situations wherein a student can address himself in order to apply what he has learned serves as the difficulty in making the concept of scientific thinking applicable in the life of the student.

This is a preliminary report on relationships between changes in life events and changes in psychiatric symptomatology in a community sample of 720 adults in New Haven, Connecticut. Over a two-year period it was found that the greater the net change in life events the more likely was the individual's mental status to have changed. A net increase in life events was associated with a worsening of symptoms, while a net decrease resulted in improvement. Similar patterns were found for most of the 64 individual life events [or which information was gathered as well as for events categorized according to type of social activity, changes in the respondent's social field, and degree of desirability. [ABSTRACT FROM AUTHOR]

The article discusses the summery to a paper that was delivered in the fifty-first and fifty-second annual meeting of the American Sociological Society. The paper discusses the four identifiable dimensions, herein called the experiential, the behavioral, the ideological and the ethical. The experiential dimension bears on what the society defines as religious feeling or experiences, the behavioral has to do with religious practices, the ideological with religious belief and the ethical with the attitudinal and action consequences of experience, practice and belief.

The author reflects on poetry in the field of sports. He reiterates the fact that sports has found a place in poetry in every age though the styles, intents, and meanings vary. The paucity of poems containing sport as a central theme has been largely caused by the rarity of combination of sportsman and poet in one individual. He discusses the vital concerns in examining sport in poetry such as the role of sport in culture and the factual content in search of insight into the times when the sport took place. The poetry involves metaphor, the experience, the imagery, and the transference of the reader from ordinary worldly concerns.

The article presents a paper on the development of an experience register for engineers. Using specific descriptive phrases about experiences, it is possible to classify a group of people into categories. The fewer the number of these experiences used in the classification, the less likely an individual's personality will be preserved. The greater the number of items involved, the greater the information processing problem. In this paper a technique is developed for handling one segment of personnel information--experience. The technique is to describe a person through information related to his work experience. The study covers the development of an experience matrix and shows that such information can be reasonably classified in this form. Two factor analyses were carried out.

This article focuses on Kurt Lewin, who grew up on a farm in Germany. It is perhaps this early down to earth experience which is responsible for what he likes to call one of his pet prejudices: that when a philosopher can't turn a key to open a door, one may suspect that his theory does not unlock any great wisdom, either. Dr. Lewin received his Ph.D. in philosophy at the University of Berlin and soon thereafter he went to war as a private and later became an officer in the German army. He emerged from the experience wounded in the knee and with an intense interest in how the army thinks as compared with civilians. It was then that he wrote a paper about the psychological landscape of a soldier. In 1922 he became an instructor at the University of Berlin, where he taught psychology and philosophy. He settled in the United States in 1933 to teach successively at Cornell University, New York and the University of Iowa, with intermittent teaching sessions at the University of California and Harvard University, Cambridge, Massachusetts.