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This essay reads Toni Morrison’s 1973 novel Sula as a critical response to Daniel Patrick Moynihan’s 1965 report “The Negro Family” as well as to the various lines of criticism the report received. Blaming black female-headed households and the absence of black fathers for causing poverty in African American communities, the Moynihan Report provoked great controversy during the 1960s and 1970s. Although many black activists and writers were galvanized in opposition to the report’s racism and sexism, some of their critiques turned out to be problematic. This essay shows how some responses to the report reinforced white regulations imposed on black women, denied the possibility of black women serving as heads of families, celebrated black women’s resistance without delving into the underlying reasons, and dismissed the political importance of bonds between black women. By portraying two starkly different kinds of female-headed households and a disruptive friendship between two black women, Morrison’s Sula criticizes the Moynihan Report and addresses its problematic reception by recognizing and complicating the figure of the black matriarch, exposing the structural discrimi)nation that makes black women suffer and black families disintegrate in the first place, and proposing the feminist political work that uneasy black female friendships can launch. [ABSTRACT FROM AUTHOR]

This study examines whether intersecting identities of race/ethnicity and sex are associated with attitudes toward gender equality policies, using online survey data from a representative sample in the United States carried out in August 2020. Participants (N = 2,443) were categorized as White Male, Black Male, Hispanic Male, White Female, Black Female, and Hispanic Female. Findings reveal that women across racial/ethnic groups and minority men, as compared to White men, have more egalitarian views on the importance of gender equality in policy and politics. While there is general support for women in political leadership, the race/ethnicity by sex differences in attitudes related to gender equality in employment are larger. These findings update and extend prior research on sex differences in gender equality attitudes, including highlighting the presence of a sex and race/ethnicity interaction. HIGHLIGHTS Attitudes are drivers of change when it comes to gender equality. In the US, there is majority support for gender equality, albeit with key gaps by race/ethnicity and sex. Women are more likely than men to hold egalitarian views. Men are more attached to traditional family roles for women, regardless of race. All men tend to relatively gain from patriarchal norms around paid and unpaid work. [ABSTRACT FROM AUTHOR]

Copyright of Ethos (00912131) 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.)

An excerpt from the article "Claiming Ourselves as Teachers" by Diane Gillespie in the July/August 1989 issue is presented.

Interprets several stories to explore the potential of using narrative for faculty development in institutions of higher education in the U.S. Appreciation of the interactions between narrative and metaphor in reflective teaching practice; Use the term gestalt to emphasize the way in which experience gains coherence; Deduction that the metaphors instructors employ matter for their thinking and practice.

This essay focuses on the photographs of Patti Smith that were shown at the Dulwich Picture Gallery's exhibition titled 'Legacy: Photographs by Vanessa Bell and Patti Smith' (London, February 8 to June 4, 2017). It tracks the parallel resonances between Smith and Bloomsbury with respect to ideas concerning the inseparability of materiality, emotion, and the body. The essay argues that Smith's photographs of 'Bloomsbury objects' convey that the immaterial can only be expressed through the material, a paradox that is key to understanding how such objects function as spiritualized relics that both highlight and supersede the dominion of the everyday. [ABSTRACT FROM AUTHOR]

Copyright of Revista Chilena de Literatura is the property of Universidad de Chile, Facultad de Filosofia y Humanidades 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.)

An introduction to the journal is presented in which the editor discusses articles including one by Cinnamon Hillyard, Diane Gillespie and Peter Littig on the benefits of group work to students, one by Helen Pokorny and Pamela Pickford on the importance of providing feedback to improve students' future performance, and one by Charles Alan Buckley, Bill Norton, Edd Pitt and Tessa Owens on the use of computers to support students' learning.

This paper revisits Sinclair's use of stream of consciousness techniques as a means to explore Mary Olivier's psycholinguistic development. Sinclair's pre‐, para‐ and metalinguistic versions of the stream of consciousness provide a complex, fictional response to one of her earlier philosophical discussions of "the limitations of language" (1917, p. 346), which stressed the lack of fit between the way other theorists defined the term "consciousness" and her personal understanding of the concept. Mary Olivier's complex acquisition, appropriation, exploration and deconstruction of language also shed light on Sinclair's idiosyncratic integration of psychology, philosophy and feminism into her fiction and thus appears as a distinctive and hybrid feature of this modernist Bildungsroman. [ABSTRACT FROM AUTHOR]

Qiyun shengdong气韵生动, the first of the six canons of painting (Lu Fa六法) laid down by Hsieh Ho in the late fifth century, had been made known to the Western art criticism in the early twentieth century and has aroused great enthusiasm ever since. By examining the 19 translations of Qiyun shengdong by different Western art critics, this paper endeavours to delineate the reception and dissemination of this classic Chinese aesthetic notion in the West and analyse how it had contributed to the development of the modernist critical theory, of both painting and literature, especially the discussion of artistic rhythm and vitality. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editors discusses various reports on topics including depressions in classroom, writing narratives, and story-telling.

Copyright of Gender & Development is the property of Taylor & Francis Ltd 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.)

Teaching and learning research typically focuses on learning outcomes relating to the acquisition of knowledge. In this article, we shift focus to a different outcome: student commitment to, and thus successful completion of, a course. By examining the relationship between instructor pedagogical choices and rates of student retention—as measured primarily by withdrawal rates—we hope to help instructors think about ways to limit the incidence of their students "going AWOL." How strong is the evidence that an instructor's teaching behavior influences student retention or attrition? If an instructor's decisions do seem to matter, exactly which patterns are evident? To begin answering these questions, we report results from a major data collection effort, which involved undergraduate research assistants attending a wide variety of courses and recording details related to the instructor's pedagogical approach—such as the extent to which the instruction was student-centered or instructor-centered, the extent to which the classroom environment was regulated, elements of entertainment incorporated into class sessions, and efforts to facilitate rapport with students. Comparing this information to end-of-semester grade and enrollment statistics, we identify the relationship between how a course is taught and the retention of its students. We find a pattern of lower retention in courses where class sessions are heavily structured, in the sense that students are "cold-called" to participate or discouraged from such behaviors as phone use. We also find a relationship, weaker but still significant, between higher retention rates and both the showing of videos and the use of active learning. [ABSTRACT FROM AUTHOR]

The article focuses on the concept of coupling that complicates the conceptualization of being, the philosophical deliberation. It mentions that the philosophical thinking excludes the specificity of black femaleness. It offers information on Patricia Bell Scott’s 1982 anthology,"All the Women Are White, All the Blacks Are Men, But Some of Us Are Brave?,".

A literary criticism of the book "The Divine Fire" by May Sinclair is presented. It outlines the characters and explores their symbolic significance. It examines the modernist metaphysics and the psychological realism that's evident in this Edwardian novel. An overview of the portrayal of genius and the commodification of literary values is also given.

This article critically examines neo-republican democratic theory, as articulated by Philip Pettit, with respect to its capacity to address some of the pressing challenges of our times. While the neo-republican focus on domination has great promise, it mistakenly commits to the position that democracy-the primary tool with which we fight domination-is limited to state activity. Examining this error helps us make sense of two additional problems with his theory: an overestimation of the capacity of legislative bodies to identify sufficient responses to practices of domination, and the potential conflict between avoiding state domination of the general citizenry and avoiding state domination of a part of it. Minimizing domination is simply too demanding and complex a task for us to rely on one institutional structure, no matter how well designed, to accomplish. [ABSTRACT FROM AUTHOR]

A literary criticism of the book "Vanessa and Virginia" by Susan Sellers is presented. It outlines the characters of the novel and finds that it is situated at the intersection of Bloomsbury art theory, fiction and biography. It discusses the important contribution of the novel to an active field of criticism. An overview of the story is also presented.

An essay is presented on the snapshot aesthetics of the novel "To the Lighthouse," by Virginia Wolf. Topics discussed include the role of photography in the writings and life of Woolf, the use of Kodak camera to capture visual moments in literature, and literary modernism. It also mentioned the impact of technological developments on authors' works.

The article presents literary criticism of the novel "Pilgrimage" by Dorothy M. Richardson and the novel "Villette" by Charlotte Brontë. Particular focus is given to the influence of canonical literary traditions, such as the Bildungsroman and the roman fleuve, and feminine literary traditions, such as those used by Brontë, on Richardson's novel. According to the author, "Pilgrimage" can be seen as a link between 19th-century feminine and 20th-century modernist literary styles.

Experiential learning is a useful teaching tool in the undergraduate community psychology classroom. In addition to improving student outcomes, experiential learning is particularly relevant for community psychology, as it aligns with several core values of the field and can prompt not only student learning, but also civic engagement, social justice, and community betterment. In this article, we provide an overview of the themed issue on “Experiential Teaching Practices in Undergraduate Community Psychology.” The issue contains a variety of experiential teaching examples that fall into three clusters: (a) individual and group service-learning exercises; (b) using community experiences to augment in-class learning outside of a service-learning context; and (c) ways of having students draw on prior out-of-class or in-class community experiences to increase student understanding. [ABSTRACT FROM PUBLISHER]

Despite widespread critical condemnation, paintings centred on the naturalistic depiction of contemporary life remained a significant presence at the Edwardian Royal Academy, as artists re-invented genre painting for the twentieth century. This article focuses on the work of Charles Moxon Quiller Orchardson, and argues that his paintings deliberately conflated the visual conventions of Victorian narrative painting and newer modes of Aestheticism, as he worked to negotiate the shift between a continuing academic tradition that focused on character and expression and the desire to forge a new narrative language reflecting modern conditions and emerging modernist subjectivities. [ABSTRACT FROM AUTHOR]

This paper examines the anthropological framework shaping the attempt of the late dramatist and author Luigi Pirandello to master the innovations brought about by films, an approach he reportedly shares with Modernist writer Virginia Woolf. It discusses their responses to the advent of cinema in relation to traditional aesthetic forms, and their way of exposing and sanctioning the ideological component of the Modernist anti-modern cultural imagination.

An essay is presented on the title piece of the Moment and Other Essays called "The Moment: Summer's Night." It also features the formalists aesthetics which arose from Roger Fry and Clive Bell's theorization of Post-Impressionist art. It also highlights the relationship of Virginia Woolf with Bloomsbury aesthetic theory.

Dystonia is a hyperkinetic movement disorder characterized by sustained muscle contractions that produce repetitive movements and abnormal postures. Specific information on the prevalence of dystonia has been difficult to establish because the existing epidemiological studies of the condition have adopted different methodologies for case ascertainment, resulting in widely differing reported prevalence. Medline and Embase databases were searched using terms specific to dystonia for studies of incidence, prevalence, and epidemiology. All population-based studies reporting an incidence and/or prevalence of primary dystonia were included. Sixteen original studies were included in our systematic review. Fifteen studies reported the prevalence of dystonia, including 12 service-based and three population-based studies. We performed a meta-analysis on the results of the service-based studies, and were able to combine data on the prevalence of several dystonia subtypes. From these studies, we calculated an overall prevalence of primary dystonia of 16.43 per 100,000 (95% confidence interval [CI]: 12.09-22.32). The prevalence of dystonia reported in the three population-based studies appears higher than that reported in the service-based studies. Only 1 of the 16 studies reported an incidence of cervical dystonia. This corresponded to a corrected incidence estimate of 1.07 per 100,000 person-years (95% CI: 0.86-1.32). Despite numerous studies on the epidemiology of dystonia, attempting to determine an accurate prevalence of the condition for health services planning remains a significant challenge. Given the methodological limitations of the existing studies, our own prevalence estimate of primary dystonia likely underestimates the true prevalence of the condition. © 2012 Movement Disorder Society [ABSTRACT FROM AUTHOR]

According to critical consensus, Virginia Woolf is the most "inward" of all modern British writers. Even critics who emphasize the socio-political vision of Woolf's writing, such as Alex Zwerdling, read the character of Mrs. Dalloway in terms of her "private," in contradistinction to her "public," self. This essay seeks to question this "private"/"public" split, and argues that Woolf's text evinces a privileging of intersubjectivity—the consciousness of other consciousnesses—over subjectivity—an individual's "private" world as defined apart from any other subjects. First tracing how Woolf rewrites Mrs. Dalloway from short story to novel in order to foreground the deeply intersubjective nature of her central character, I will proceed by analyzing how Mrs. Dalloway narrativizes the other minds she encounters—by imposing the form of a story onto her recounting of events—in order to illustrate why she is indeed the model for ethico-affective response in the novel. [ABSTRACT FROM AUTHOR]