B. Reviews: general

AN INTRODUCTION TO ISLAM. By GERHARD ENDRESS. Translated by CAROLE HILLENBRAND. Edinburgh, Edinburgh University Press, 1988. ix + 293pp. H/B £29.95, P/B £9.50.

A HISTORY OF ISLAMIC SOCIETIES. By IRA M. LAPIDUS. Cambridge, Cambridge University Press, 1988. 1002pp. £35.00.

THE GREAT POWERS AND THE MIDDLE EAST 1919–1939. Edited by URIEL DANN. (Collected Papers Series of the Dayan Centre for Middle Eastern and African Studies, Tel Aviv University.) New York and London, Holmes and Meier Publishers, Inc., Africana Publishing Company, 1988. 434pp. $59.50 cloth.

THE RENTIER STATE. Edited by HAZEM BEBLAWI and GIACOMO LUCIANI. London, Croom Helm for Istituto Affari Internazionali, Rome, 1987. 240pp.

DEVELOPMENT, ADMINISTRATION AND AID IN THE MIDDLE EAST. By GERD NONNEMAN. London and New York, Routledge, 1988. 203pp. Figures, tables. £25.00.

DOMESTIC POLITICS AND REGIONAL SECURITY: JORDAN, SYRIA AND ISRAEL. THE END OF AN ERA? By VALERIE YORKE. Aldershot, Brookfield ISA, Hong Kong, Singapore, Sydney, Gower. 1988. Published for the International Institute for Strategic Studies. 432pp. £35.00

THE BIRTH OF THE PALESTINIAN REFUGEE PROBLEM. By B. MORRIS. Cambridge, Cambridge U.P., 1988. 400pp. £30.00.

ETHNIZITÄT UND MACHTKONKURRENZ IN INTER‐ARABISCHEN BEZIEHUNGEN: DER SYRISCH‐IRAKISCHE KONFLIKT UNTER DEN BA'ATH‐REGIMEN. By EBERHARD KIENLE. Berlin, Verlag Das Arabische Buch, 1988. 63pp.

THE SHATT‐AL‐ARAB BOUNDARY QUESTION: A LEGAL REAPPRAISAL. By KAIYIN HOMA KAIKOBAD. Oxford, Clarendon Press, 1988. xix, 142pp. 10 maps and figures, table of legal cases. £25.00.

IRAN AND IRAQ AT WAR. By S. CHUBIN and C. TRIPP. London, I.B. Tauris, 1988. 328pp. £19.50.

THE ARAB GULF AND THE ARAB WORLD. Edited by BRIAN R. PRIDHAM. London, Croom Helm, 1988. xv, 302pp. £35.00.

THE GULF COOPERATION COUNCIL: RECORD AND ANALYSIS. By R.K. RAMAZANI. Charlottesville, University Press of Virginia, 1988. 256pp. $45.00.

SAUDI ARABIA IN THE OIL ERA—REGIME AND ELITES: CONFLICT AND COLLABORATION. By MORDECHAI ABIR. London, Croom Helm, 1988. xix, 247pp. £25.00.

THE IMAMATE TRADITION OF OMAN. By J.C. WILKINSON. Cambridge, Cambridge University Press, 1987. xii, 415pp. £40.00.

MUSADDIQ, IRANIAN NATIONALISM AND OIL. Edited by JAMES A. BILL and ROGER LOUIS. Austin, University of Texas Press & London, Tauris, 1988. 358pp.

STATE, DEMOCRACY AND THE MILITARY: TURKEY IN THE 1980s. Edited by METIN HEPER and AHMET EVIN. Berlin and New York, Walter de Gruyter, 1988. 265pp.

WHAT IS TO BE DONE: THE ENLIGHTENED THINKERS AND AN ISLAMIC RENAISSANCE. By ALI SHARI'ATI. Edited and annotated by FARHANG RAJAEE; Foreword by JOHN L. ESPOSITO. Houston, Texas, Institute for Research and Islamic Studies, 1986. xix, 181pp. $25.95 (hardback), $11.95 (paperback).

THE QUR'AN IN ISLAM: ITS IMPACT AND INFLUENCE ON THE LIFE OF MUSLIMS. By ‘ALLAMAH SAYYID M.H. TABATABA'I. Translated by ASSADULLAH AD‐DHAAKIR YATE; Foreword by SEYYED HOSSEIN NASR. London and Blanco, Texas, Zahra Publications, 1987. 118pp. $14.95.

ISLAMIC SPIRITUALITY: 1. FOUNDATIONS. Edited by SEYYED HOSSEIN NASR. (World Spirituality; an Encyclopedic History of the Religious Quest, vol. 19.) London, Routledge and Kegan Paul, 1987. xxix, 450pp. 35 monochrome illustrations. £39.50.

THE MANTLE OF THE PROPHET: RELIGION AND POLITICS IN IRAN. By ROY MOTTAHEDEH. Harmondsworth, Middlesex, Peregrine Books, 1987. 418pp. £6.95.

EL PALACIO OMEYA DE AMMAN I. LA ARQUITECTURA. By ANTONIO ALMAGRO GORBEA. Madrid, Instituto Hispano‐Arabe de Cultura, 1983. 207pp., including an English and an Arabic summary (30pp., unnumbered), 63 plates, 52 figures, 39 loose‐leaf drawings.     

The sporting life: Athletic activities during early adolescence

The decline in sports participation that begins in early adolescence has been well documented, and there has been considerable controversy regarding the reasons for this attrition. The present study addressed the attrition process by focusing on the subjective experience of sports as a function of grade, gender, and sport context. Following the procedures of the Experience Sampling Method, 401 5th–9th-grade boys and girls carried electronic pagers, similar to those worn by doctors, for one week, and filled out self-report forms on their activities and subjective states in response to signals received at random times. Older respondents spent less time in sports than their younger peers. This age difference was due primarily to a decline in informal sports participation, with less pronounced attrition from organized sports. Our findings suggest that the reasons for attrition from sport may be context specific. While informal sports were experienced more positively than gym class or organized sports, perceptions of skill were lowest during informal sports and declined with age. It seems youngsters stop participating in organized sports because these activities are less enjoyable to them, while attrition from informal sports is more performance based. Boys spent more time in sports than girls, and this difference was based primarily upon significant gender differences in informal sports participation. In spite of their differential rates of participation, boys and girls reported similar levels of affect, arousal, and skill during sports.This research was supported by NIMH grant number MH38324, Stress in Daily Life During Early Adolescence, awarded to Reed Larson, and was carried out while the first author was a Dissertation Fellow in the Department of Psychology at Loyola University of Chicago.Received Ph.D. in psychology from Loyola University of Chicago. Current research interests include athletic, involvement during early adolescence, body image, and adolescent mental health.Current research interests are stress and coping during early adolescence, and the adaptive use of leisure time.Received Ph.D. from the Committee on Human Development at the University of Chicago. Current research interests include pubertal development, the precursors of eating disorders, and the effects of maternal employment of young adolescents.     

Classwork and homework in early adolescence: The ecology of achievement

Recent studies have questioned whether the nation's educational system is adequately preparing children to function productively in today's society. To examine this issue, the present study utilized the Experience Sampling Method to investigate the amount of time young adolescents spent doing classwork and homework, their inner subjective experience while doing so, and their companions while doing homework. The relationship between these variables and students' academic performance was also examined. Results revealed that students spent only 15.5 hours per week engaged in school work and only 6 hours per week doing homework, with increased homework time associated with better academic achievement. In addition, students were found to complete homework primarily alone or in classes, although doing homework with their parents was associated with better academic performance. Lastly, students' affect was found to be relatively neutral when doing classwork, but comparatively more negative while doing homework, particularly when doing homework alone. The implications of these findings for understanding the socializing influence of school are discussed.This research was supported by NIMH grant number MH38324, Stress in Daily Life During Early Adolescence, awarded to Reed Larson. This paper was prepared while the first author was a Schmitt Dissertation Fellow at Loyola University of Chicago.Received her Ph.D. from Loyola University of Chicago, Current Research interest are familial and intrapsychic influences on adolescents' academic performance.Current Research interests are pubertal development, precursors of eating disorders, and the effect of maternal employment on young adolescents.     

Variables that discriminate bulimic from nonbulimic adolescent females

The present study identified variables that discriminated bulimic (N=71) from nonbulimic (N=71) adolescent females within a high school setting. A discriminant function analysis identified six variables that significantly differentiated these two groups. These variables included disturbed eating attitudes, negative perceptions of weight and body image, depressive symptomatology, and alcohol use. Post hoct tests indicated that, compared to the nonbulimic girls, the bulimic adolescents were significantly more depressed, viewed themselves as significantly more overweight, used alcohol significantly more frequently, possessed significantly more disturbed eating attitudes, had a significantly greater discrepancy between their current and ideal weight, and felt it was significantly more important to achieve this ideal weight. The implications of these findings for the etiology and early identification of bulimia in adolescence are discussed.Received Ph.D. from Kent State University. Research interest is applied clinical research.Received Ph.D. from University of Vermont. Research interest is behavioral medicine.     

Parental discord vs family structure: effects of divorce on the self-esteem of daughters

This study investigated the effects of family structure (parents together or not) and parental discord (ratings of the happiness of the marriage of biological parents) on the self-esteem of 199 female undergraduates. Family structure and happiness ratings were substantially related, with those separated rated as less happy. Self-esteem was significantly related to parental happiness, even with family structure controlled, but not to family structure with parental happiness controlled. With the sample divided into three groups (happy-together, unhappy-together, and separated) ANOVA showed a significant effect for group, with the unhappy-together group showing significantly lower self-esteem than the happy-together group, and the separated group intermediate. Parental discord thus appears to lower the selfesteem of daughters, whereas separation of parents does not. These findings support Heatherington's idea that children may be better off in a stable family where parents are divorced than in an intact family with much parental discord.Thanks are expressed to Susan Stevenson Cowles for her contributions to all stages of the study, and to Judith Fidati, Anita Katz, and Susanne Long for their assistance in the scoring and statistical analyses. The author is also grateful to Andrew Cherlin, Edmund Henderson, and Ruth C. Wylie for their helpful suggestions.Barbara H. Long is Professor Emeritus at Goucher College, where she has taught for 20 years. She is a social psychologist, having received her Ph.D. from the University of Delaware and has, at present, research interests in the attitudes of young women towards marriage and career.     

Compromise formation in social conflicts: The influence of age,issue, and interpersonal context

Adolescents' understanding of societal conflict and of compromise resolution in the context of peer and authority relations was investigated. Six conflict stories were prepared for three social issues. Each issue included two similar stories that were counterbalanced for presentation in peer or authority context. The adolescents—ages 11, 13, 15, and 17—were asked to develop dialogues by continuing conversations from the stories with the aim of resolving the conflict. Responses were categorized on a 3-point scale: (1) noncompromise, (2) routine compromise, and (3) constructive compromise. In addition, one moral and one political dilemma were presented in order to relate conflict resolution to moral and political development. The major findings were an increase in frequency of constructive compromise with age and in peer vs authority context. Further, both moral and political development were significantly related to conflict resolution scores in peer but not in authority context. Results corroborate an interpretation that considers peer communicative relations of mutual respect and cooperation as a primary path to mature stages of social reasoning.Received Ph.D. in 1986 from Catholic University of America. Research interests include conflict resolution, adolescent sexuality, and substance abuse.Received Ph.D. in 1960 from Portland University. Research interests include Development of knowledge.