Brian A. Curran; Anthony Grafton; Pamela O. Long; Benjamin Weiss. Obelisk: A History

No abstract

Review: Pamela O. Long, Openness, Secrecy, Authorship: Technical Arts and the Culture of Knowledge from Antiquity to the Renaissance (Baltimore and London, 2001)

Reviewed work: Pamela O. Long. Openness, Secrecy, Authorship: Technical Arts and the Culture of Knowledge from Antiquity to the Renaissance. Baltimore: Johns Hopkins University Press, 2001. Pp. xii+364. $55

Pamela ovvero la ‘Venere Bianca’: Il racconto dissidente di fausta cialente*

The article examines the long story “Pamela, or the beautiful summer” by Fausta Cialente analysing the main protagonist, Pamela, an Italian Levantine living in Alexandria in Egypt. Using the concepts of ‘levantinism’ by Hochberg and ‘mimicry’ by Bhabha, I will show her intermediate position between the worlds of the colonizer world (the French) and the colonized (the Egyptians), interpreting the character of Pamela as a hybrid ‘white Venus’ (as opposed to the “Black Venus” of colonialist myth). I argue that for this reason, the story may be contrasted with the contemporary Italian Fascist literary production.Keywords: Fausta Cialente – Pamela o la bella estate – colonialismo – levantinismo – venere bianca – fascismo – Alessadria d’Egitt

School Counselor Educators as Educational Leaders Promoting Systemic Change

If the full impact of the transformation of the school counseling profession is to be enacted, it is incumbent upon school counselor educators to model the same skills and professional mindset that are expected of practicing school counselors. Specifically, school counselor educators can serve as leaders within their educational communities in order to promote systemic change that will remove barriers to student success. The notion of school counselor educators as educational leaders represents a philosophical and behavioral congruence that churns the professional ecosystem, from the professor to the practitioner to the P-12 student. This article outlines the role that school counselor educators can play in modeling leadership and other essential skills for the profession

Stress begins in kindergarten: A look at behavior during standardized testing

Kindergarten children’s behavior before, during, and after standardized achievement testing was explored through a qualitative study in two classrooms (n = 36). Simultaneously quantitative data were collected in one of the classrooms (n = 21) before and during the testing. Data were collected through observations in the classrooms, interviews with children and teachers, and audio and video taping of the children. For the quantitative component of the study, frequencies of stress behaviors were observed using a scan sampling method. Qualitative findings indicated an increase in behaviors reported to be stress related during the testing and a decrease in those behaviors following the testing. Copying and calling out answers during the testing were also observed frequently. Children also marked incorrect answers, but when interviewed after the test, could respond correctly. Quantitative results supported the qualitative with a statistically significant increase in the proportion of stress behaviors observed during testing (M = .77; n = 21) when compared with the proportion during normal classroom activities (M = .25; t[20] = -13.37, p \u3c.001). © 1992 Taylor & Francis Group, LLC

Graduate School Commencement Exercises Program, May 25, 1990

Graduate School Commencement Exercises Program, May 25, 1990