Response on Borders,Conflict Zones,and Memory

In response to five essays (including the historiographical introduction) written in her honour, Luisa Passerini offers precise commentary and wide-ranging reflections on the different authors’ applications of such key concepts as subjectivity, intersubjectivity, memory, narration, love, utopia, and ego-histoire. Mixing the intellectual, emotional, professional, and personal, she considers the varied implications of the transnational and multigenerational panel of scholars whose respective contributions address Mennonite refugee women's food memories; testimonies by far-left Chilean women tortured by the military dictatorship after the 1973 coup; memories of the war between East and West Pakistan, and India and Pakistan; and a self-reflexive re-visitation of her career-encompassing work.     

Social-Demographic,School, Neighborhood,and Parenting Influences on the Academic Achievement of Latino Young Adolescents

Using data from a national sample of 388 Latino young adolescents, this study identified the social-demographic characteristics, influences in the broader social environment, and parenting practices that predict youth academic achievement. Youths who were Mexican American, older, and had an English language problem had lower levels of reading and mathematics achievement. Youths of mothers who began childbearing at older ages, had higher levels of intellectual abilities, and reported no English language problem scored better on both types of achievement tests, but poverty was related only to reading achievement. Attendance in higher-rated schools was associated with higher reading and mathematics scores, but residence in better quality neighborhoods was related only to reading achievement. Three parenting practices—providing cognitive stimulation, parent–youth conflict, and academic involvement—predicted both types of achievement. The effect of poverty on reading achievement was explained by residence in lower quality neighborhoods, lower levels of cognitive stimulation, and parent–youth conflict.Associate Professor, University of Illinois at Urbana-Champaign. Received PhD in Social Welfare from the University of Wisconsin – Madison. Research interests include examining the effects of poverty and other risk factors on the well-being of children, adolescents, and families.     

Feminists on peace,war and ecology

Diana E.H. Russell (ed.) Exposing Nuclear Phallacies (Pergamon Press, The Athene Series), New York, 1989; Birgit Brock Utne, Feminist Perspectives on Peace and Education (Pergamon Press, The Athene Series), New York, 1989; H. Patricia Hynes, The Recurring Silent Spring (Pergamon Press, The Athene Series), New York, 1989.     

Inheriting, marrying, and founding farms: women's place on the land

This article considers rural women's place on the land in south-central New York during the first half of the twentieth century. Based on a community history and ethnographic study conducted during the 1980s, the article draws on women's oral narratives to explore the connections between women's sense of agency and their relationship to the land through descent and inheritance, marriage into a landowning family, founding a farm in partnership, and the experience of dispossession.     

The Effects of Ethnic Identity,Ethnicity, and Gender on Adolescent Well-Being

Ethnic identity was conceptualized into three categories: (1) unexamined, (2) searching for identity, and (3) achieved ethnic identity. Analyses of data collected from 12,386 adolescents showed that ethnic identity is an important qualifier of the relationships between independent variables of ethnicity and gender, and dependent variables of global self-esteem, academic self-confidence, and purpose in life. Whites and Native Americans had lower ethnic identity, and Blacks and Hispanics had higher ethnic identity. Asians and repondents of mixed ethnicity had intermediate levels of ethnic identity. The greater the ethnic identity, the higher the self-esteem, purpose in life and self-confidence. This mechanism applies to ethnic minorities and to women among whom achieved ethnic identity may blunt the negative effects of social denigration and stereotyping, and it applies to whites, too. The paper argues that multiculturalism in the schools can increase ethnic identity.     

Effects of class,race, sex,and educational status on patterns of aggression of lower-class youth

The influence of class, race, sex, and educational status on ways of handling aggression and temper control were studied by means of responses to open- and closed-ended questions. The sample consisted of 1844 inner-city youth in two northern cities. Race was found to be the only important discriminator: blacks were less aggressive and exhibited more temper control than whites, but once aggression occurred blacks were more likely than whites to assault others.Area of specialization is social psychology. Currently working on an interpretation case history of a holocaust episode in a rural German community.Area of specialization is social psychology. In Israel has studied the effects of ethnicity on a number of attitudinal and behavioral variables.     

A Multi-mediation Model on the Relations of Bullying,Victimization, Identity,and Family with Adolescent Depressive Symptoms

This study investigated a multi-mediation model of the relationship between bullying behavior, peer victimization, personal identity, and family characteristics to adolescent depressive symptoms in 194 high school students, 12–18 years of age. In the first model, peer victimization mediated the relation between bullying behavior and depressive symptoms. In the second model, personal identity mediated the relation between peer victimization and depressive symptoms. In the final model, the two mediation models were combined. The relative influence of family characteristics on all variables in the two mediation models was studied using structural equation modeling. The results supported both mediation models and confirmed the influence of family characteristics on all variables in the mediation models. This study indicates that victimization by one’s peers has consequences for adolescents’ psychological health when their personal identity is affected. In addition, the study was able to model several processes in which family characteristics were related to adolescent depressive symptoms. Moreover, the final combined model (in which the two mediation models and the influence of family characteristics on all variables were confirmed) explained half of the variance in adolescent depressive symptoms.

The effects of pubertal timing on body image,school behavior,and deviance

Variation in the timing of pubertal maturation may result in behavioral differences among early, mid-, and late maturers. Using data from the National Health Examination Survey, a national probability sample of children and youth aged 12–17, we investigated the relationships between maturational timing and body image, school behavior, and deviance. In terms of body image, the early maturing boys were the group most satisfied with height and weight. The early maturing girls were most dissatisfied with weight, with 69% wishing to be thinner. This great dissatisfaction with weight reported by early maturing girls is probably not an affect of early maturation, but a concomitant of maturation in general. The majority of girls became dissatisfied with their weight as they matured, and females from the higher social groups were more likely to want to be thinner than females from lower groups. Thus, a normal developmental process is being viewed negatively by females and positively by males. Male early maturers more often had deviant behavior, but there were no consistent findings for girls. There was no effect of maturational timing on teacher reports of school absence, adjustment, popularity, need for discipline, or grade repetition.This research was supported by the Stanford Center for the Study of Youth Development and by the Robert Wood Johnson Foundation.Received M.D. from The Medical College of Pennsylvania.Received Ph.D. in anthropology from Stanford University.Received Ph.D. in sociology from the University of Chicago.Received M.D. from Columbia College of Physicians and Surgeons.Received Ph.D. in psychology from Harvard University.     

“智慧工会”的特征、问题与对策研究

“智慧工会”不仅是党和国家信息化建设的重要组成部分，也是工会自身发展的内在要求。“智 慧工会”必须具备高度智能化、高度信息化、深度融合性和服务普惠性等特点。目前，“智慧工会”建设还存 在着思想认识不到位、专业人才缺乏、内容不充分、功能设置不人性化、资源缺乏有效整合和“以职工为中心” 的服务宗旨体现不突出等问题。要从统一思想、凝聚共识，做好顶层设计、加强系统规划，突出服务的宗旨和 整合资源、实现共享等方面着手，推动“智慧工会”建设健康发展。