Suchergebnisse

L'idée d'« éducation nationale » était débattue à travers toute l'Europe au tournant du XIXe siècle, mais l'expression cachait des différences significatives selon les lieux et les moments. Le cas britannique exploré par cet article est particulièrement révélateur : les réponses dans les quatre royaumes variaient de manière importante, souvent en lien avec les différences de structures politiques et ecclésiastiques. L'article revisite donc la diversité culturelle réelle au sein des Îles britanniques, et comment elle informe la compréhension de ce qu'était la « nation », notamment par rapport au référent que constituait la pratique en Europe continentale. Although "national education" was a talking point across much of Europe in the late eighteenth and early nineteenth centuries, the phrase was given different meanings in different times and places. This article explores the take-up of the idea within the British Isles, emphasising differences of response in different British kingdoms; these reflected among other things differences in ecclesiastical and political structures from one kingdom to another. It sheds light on cultural diversity within the British Isles, on understandings of the "nation" in this context, and on the varying ways in which continental practice figured as a reference point in British debates.

By the late 1970s, the great hopes for social indicators to become a major influence on public policy had been tempered. The outpouring of literature using the term 'social indicators' dwindled. Policy scientists turned their attention to other topics or found new labels for their interest. But the movement has left important legacies despite considerable wasted effort and unrealistic expectations. (SJK)

The present paper examines the thesis that the opportunity to think about an issue or object polarizes subjects' evaluation of that issue. Two variables hypothesized to affect the thought/polarization relationship were examined: the cognitive tuning set (Zajonc, 1960) given
to the person prior to thinking, and individual differences in the ability to generate associations. It was hypothesized that an expectation to provide information to another would, by the required structuring of the material, induce more polarization with thought than would a set which induced
an expectation to receive information. It was also hypothesized that subjects able to generate more associations would be less influenced by the tuning set. The data showed that thinking did not produce a polarization of evaluation compared with a distraction condition, contrary to hypothesis,
but that the tuning sets enabled the subjects who were relatively more capable of generating associations to avoid depolarization after thought. For the less capable subjects, however, reception tuning aided polarization, contrary to hypothesis.

A study of the extent to which people are likely to attribute traits to other people rather more than to themselves produced support for the Jones and Nisbett (1972) hypothesis. The level of trait attribution in the present study was, however, higher than that obtained in previous studies.
Subjects low in conservatism assigned more traits than did those high in conservatism, but there was no interaction between conservatism and attribution of traits to self versus others. No support was found for the hypothesis that high conservatives make more extreme judgments than low conservatives.

This paper reviews research on occupational stress as it is relevant to the demands made upon members of the emergency services, in particular fire service and ambulance personnel. Personal characteristics which may enhance or alleviate reactions to job stress are considered in concert with the effects, both positive and negative, of the support provided by other people, whether co-workers or family members. Particular attention is paid to the impact of stress upon volunteer personnel, as the characteristics which motivate people to take voluntary positions may in some cases heighten their reaction to job stressors.