Suchergebnisse

Intro -- Copyright -- Introduction -- Prepare to Repair -- Where Do I Look? -- What Do I Look For? -- What Tools Do I Need? -- Computers & -- Peripherals -- Project 1 Old Webcam to Backup Camera -- Project 2 Turning an Old Laptop into a Projector -- Project 3 CD-ROM Drive to 3D Printer -- Mobile Devices -- Project 1 Old Smartphone to Security Camera -- Project 2 Revive an Old iPod -- Project 3 Old Cell Phone to Smartwatch -- Photo Glossary -- Old Webcam to Backup Camera -- Turning an Old Laptop into a Projector -- CD-ROM Drive to 3D Printer -- Old Smartphone to Security Camera -- Revive an Old iPod -- Old Cell Phone to Smartwatch -- Project Journal -- Parts & -- Tools Check List -- Parts & -- Tools Check List -- Parts & -- Tools Check List -- Parts & -- Tools Check List -- Parts & -- Tools Check List -- Parts & -- Tools Check List -- Afterword -- Acknowledgements -- About the Author.

The sociological literature on identity construction falls into three broad traditions. One, rooted in social psychology, underscores how individuals internalize identities that become stable self-structures. The second, rooted in dramaturgy, emphasizes how individuals contextually perform their identities through various scripts. The third, rooted in social movements literature, stresses how collective identity is nurtured and mobilized. Through 56 interviews with undergraduate entrepreneurs, I show that the three traditions are not contradictory, but rather highlight complementary processes and divergent layers of analysis. This synthesis is pedagogically and analytically useful, providing a heuristic for designing future empirical inquiry on entrepreneurial identity construction.

This study investigates the relationship between age at immigration and educational achievement at age 14 among all the students (about 45,000) who immigrated to Israel between 1952 and 1970. The relationship is examined for verbal and nonverbal components of an achievement test, in subpopulations defined by gender and ethnic background (Westernversus Eastern-born children). The findings indicate a monotonic decrease in achievement as a function of immigration age starting at the age of 7. This decrease is considerably stronger for the Verbal subtest than for the Mathematical subtest, particularly in the Western group. These results refute the vulnerable age hypothesis: They support the view that the foreign language acquisition factor plays a central role in the relationship between age of immigration and scholastic achievement, and are consistent with the expectation of a monotonic decline in achievement as age of immigration increases (and length of residence decreases). Hence, when immigration involves the need to learn a new language, the drop in school achievement is likely to be particularly marked in subject areas requiring higher levels of mastery of the language of instruction. Finally, the results suggest that age 7 may represent a critical age for the scholastic achievement of immigrant students.