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First published in 1986, this book proposes and illustrates a new
approach to the comparative analysis of educational policy, based
on anthropological and historical inquiry. It reviews the
transitions of Western countries, Japan, and the People's Republic
of China and in doing so investigates cultural ideas of human
potential and how they inform social and economic goals of
education. An analysis of the problems and emerging patterns in
developing countries reveals how and why the meanings of life for
the majority of their populations were still influenced by agrarian
cultural models, even after the introduction of new educational and
occupational careers. In place of universalistic economic models
and homogenous modernization strategies, the authors propose that
culture-specific meanings of education are determined by each
country's particular transition from its agrarian past to its
socio-economic conditions at the time. They argue that change in
educational development has been as varied in ends, means and
significance outcomes as the cultures in which it has occurred and
point to the need for a deeper understanding of cultural contexts
in which policy choices and development plans are made.
This book presents an overview of the sense of theoretical problem
in culture and personality research and a biological perspective on
culture and the individual. It describes relations between
psychological theory and method, and explores the psychology of
culture and social change.
First published in 1986, this book proposes and illustrates a new
approach to the comparative analysis of educational policy, based
on anthropological and historical inquiry. It reviews the
transitions of Western countries, Japan, and the People's Republic
of China and in doing so investigates cultural ideas of human
potential and how they inform social and economic goals of
education. An analysis of the problems and emerging patterns in
developing countries reveals how and why the meanings of life for
the majority of their populations were still influenced by agrarian
cultural models, even after the introduction of new educational and
occupational careers. In place of universalistic economic models
and homogenous modernization strategies, the authors propose that
culture-specific meanings of education are determined by each
country's particular transition from its agrarian past to its
socio-economic conditions at the time. They argue that change in
educational development has been as varied in ends, means and
significance outcomes as the cultures in which it has occurred and
point to the need for a deeper understanding of cultural contexts
in which policy choices and development plans are made.
In this concise, gold-standard 4th edition book, the volume editors
and authors synthesize the prior three editions and provide a
comprehensive and expanded review on the latest in the diagnosis
and management of thyroid nodules, as well as an update on
parathyroid disease and non-endocrine lesions of the neck. This
user-friendly edition again emphasizes a multidisciplinary approach
to thyroid ultrasound and UGFNA, offering all the new information
and subtleties clinicians must know in the application of this
technique, now firmly established as a primary tool for diagnosing
and managing thyroid disease. Developed by renowned experts in
thyroid and parathyroid disease, the book covers not only thyroid
and parathyroid disease, but also imaging of the salivary glands
and other non-endocrine lesions of the neck. In this edition, the
authors expand the chapters on both surgical and non-surgical
management. Given the increased use of molecular markers in thyroid
evaluation, an excellent chapter addresses this topic. Finally, as
more endocrinologists and surgeons perform ultrasounds in their
office practices, a chapter on authoring ultrasound reports is now
included. Combining the collective wisdom of specialists who treat
patients with thyroid nodules, thyroid cancer and parathyroid
disease, Handbook of Thyroid and Parathyroid Ultrasound and
Ultrasound-Guided FNA, 4th Edition is an invaluable resource and
will continue serving as the "go to" guide for surgeons,
endocrinologists, fellows and residents. Foreword by Peter A.
Singer, MD, Chief of Clinical Endocrinology and Director, Thyroid
Diagnostic Center, Keck School of Medicine of USC, Los Angeles, CA.
This new edition of Culture, Behavior, and Personality is organized
into ve parts. Part I de nes the eld of inquiry, Part II presents a
critical review of existing theories and methods, Part III expounds
LeVine's unique Darwinian model of culture and personality, Part IV
deals with the strategies and methods with which to study
individual dispositions within the sociocultural matrix, Part V
concludes with two essays on cultural and personality research
including new advances and avenues of research that have appeared
within the last seven years.
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Chemistry and Biology of Pteridines and Folates - Proceedings of the 12th International Symposium on Pteridines and Folates, National Institutes of Health, Bethesda, Maryland, June 17-22, 2001 (Paperback, Softcover reprint of the original 1st ed. 2002)
Sheldon Milstien, Gregory Kapatos, Robert A. LeVine, Barry Shane
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R4,614
Discovery Miles 46 140
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Ships in 10 - 15 working days
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Pteridine and folate research has long been recognized as important
for many biological processes, such as amino acid metabolism,
nucleic acid synthesis, neurotransmitter synthesis, cancer,
cardiovascular function, and growth and development of essentially
all living organisms. Defects in synthesis, metabolism and/or
nutritional availability of these compounds have been implicated as
major causes of common disease processes, e.g. cancer, inflammatory
disorders, cardiovascular disorders, neurological diseases,
autoimmune processes, and birth defects. Since pteridine and folate
biology uses concepts and experimental techniques drawn from all of
these disciplines, the breadth of this volume is its great
strength, bringing together researchers from a wide variety of
fields including biochemistry, chemistry, physics, biophysics,
genetics, microbiology, cell and molecular biology, virology,
immunology, cancer, neurobiology and medicine. This volume should
be a valuable and unique reference work for scientists with
interests in these areas as well as those seeking up to date
information.
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Chemistry and Biology of Pteridines and Folates - Proceedings of the 12th International Symposium on Pteridines and Folates, National Institutes of Health, Bethesda, Maryland, June 17-22, 2001 (Hardcover, 2002 ed.)
Sheldon Milstien, Gregory Kapatos, Robert A. LeVine, Barry Shane
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R4,930
Discovery Miles 49 300
|
Ships in 10 - 15 working days
|
Pteridine and folate research has long been recognized as important
for many biological processes, such as amino acid metabolism,
nucleic acid synthesis, neurotransmitter synthesis, cancer,
cardiovascular function, and growth and development of essentially
all living organisms. Defects in synthesis, metabolism and/or
nutritional availability of these compounds have been implicated as
major causes of common disease processes, e.g. cancer, inflammatory
disorders, cardiovascular disorders, neurological diseases,
autoimmune processes, and birth defects. Since pteridine and folate
biology uses concepts and experimental techniques drawn from all of
these disciplines, the breadth of this volume is its great
strength, bringing together researchers from a wide variety of
fields including biochemistry, chemistry, physics, biophysics,
genetics, microbiology, cell and molecular biology, virology,
immunology, cancer, neurobiology and medicine. This volume should
be a valuable and unique reference work for scientists with
interests in these areas as well as those seeking up to date
information.
When it comes to parenting, more isn't always better-but it is
always more tiring In Japan, a boy sleeps in his parents' bed until
age ten, but still shows independence in all other areas of his
life. In rural India, toilet training begins one month after
infants are born and is accomplished with little fanfare. In Paris,
parents limit the amount of agency they give their toddlers. In
America, parents grant them ever more choices, independence, and
attention. Given our approach to parenting, is it any surprise that
American parents are too frequently exhausted? Over the course of
nearly fifty years, Robert and Sarah LeVine have conducted a
groundbreaking, worldwide study of how families work. They have
consistently found that children can be happy and healthy in a wide
variety of conditions, not just the effort-intensive, cautious
environment so many American parents drive themselves crazy trying
to create. While there is always another news article or scientific
fad proclaiming the importance of some factor or other, it's easy
to miss the bigger picture: that children are smarter, more
resilient, and more independent than we give them credit for. Do
Parents Matter? is an eye-opening look at the world of human
nurture, one with profound lessons for the way we think about our
families.
Women's schooling is strongly related to child survival and other
outcomes beneficial to children throughout the developing world,
but the reasons behind these statistical connections have been
unclear. In Literacy and Mothering, the authors show, for the first
time, how communicative change plays a key role: Girls acquire
academic literacy skills, even in low-quality schools, which enable
them, as mothers, to understand public health messages in the mass
media and to navigate bureaucratic health services effectively,
reducing risks to their children's health. With the acquisition of
academic literacy, their health literacy and health navigation
skills are enhanced, thereby reducing risks to children and
altering interactions between mother and child. Assessments of
these maternal skills in four diverse countries - Mexico, Nepal,
Venezuela, and Zambia - support this model and are presented in the
book. Chapter 1 provides a brief history of mass schooling,
including the development of a bureaucratic Western form of
schooling. Along with the bureaucratic organization of healthcare
services and other institutions, this form of mass schooling spread
across the globe, setting new standards for effective communication
- standards that are, in effect, taught in school. Chapter 2
reviews the demographic and epidemiological evidence concerning the
effects of mothers' education on survival, health, and fertility.
In this chapter, the authors propose a model that shows how women's
schooling, together with urbanization and changes in income and
social status, reduce child mortality and improve health. In
Chapter 3, the authors examine the concept of literacy and discuss
how its meanings and measurements have been changed by educational
research of the last few decades. Chapter 4 introduces the
four-country study of maternal literacy. Chapters 5, 6, and 7
present the findings, focusing on academic literacy and its
retention (Chapter 5), its impact on maternal health literacy and
navigation skills (Chapter 6), and changes in mother-child
interaction and child literacy skills (Chapter 7). Chapter 8
presents a new analysis of school experience, explores policy
implications, and recommends further research.
How do we motivate ourselves and others to take action or change
behavior in response to the threat of dementia - a threat that may
or may not be relevant to everyone? Yet, with such high stakes and
devastating outcomes, how can we ignore those methods that could be
useful in heading off this dreaded scourge? Longtime neurologist
Robert Levine argues we cannot continue the way we have, pretending
that dementia cannot happen to us. The earlier the campaign is
initiated to repel and defend against the threat of dementia, the
greater the chances the combatant will emerge victorious. Dementia
is merciless, comes in various forms, and does not necessarily
discriminate, so taking action early is one of our best defenses.
Once dementia has taken hold, however, there are considerable
challenges for both the sufferer and his or her loved ones. Levine
urges us to take action to prevent the onset of dementia, but also
caringly discusses ways to handle it once it takes root. As
American society continues to grow older, tackling one of the more
confusing and frightening diseases becomes a more urgent need. This
book urges understanding, offers preventative measures, considers
various treatments, and looks to the future to see where we might
be headed. In a new afterword, Levine updates the state of the
research into dementia, its causes and constitution, and considers
the various approaches both the medical community and everyday
people can take to deal with it.
Japanese Frames of Mind raises the question as to what Japanese psychology offers Western psychology, in light of research conducted by Japanese and American researchers. The chapters provide a wealth of new data related to Japanese child development, moral reasoning and narratives, schooling and family socialization, and adolescent experiences. By placing the Japanese evidence within the context of Western psychological theory and research, the book calls for a systematic reexamination of Western psychology as one psychology among many other ethnopsychologies.
Japanese Frames of Mind raises the question as to what Japanese psychology offers Western psychology, in light of research conducted by Japanese and American researchers. The chapters provide a wealth of new data related to Japanese child development, moral reasoning and narratives, schooling and family socialization, and adolescent experiences. By placing the Japanese evidence within the context of Western psychological theory and research, the book calls for a systematic reexamination of Western psychology as one psychology among many other ethnopsychologies.
The relationship between everyday experience and culture is revealed through essays concerned with the role of symbols and meaning in the development of mind, self and emotion and the dynamics of cultural interaction and transmission.
Child Care and Culture examines parenthood, infancy, and early childhood in an African community, revealing patterns unanticipated by current theories of child development and raising provocative questions about the concept of "normal" child care. Comparing the Gusii people of Kenya with the American white middle class, the authors show how divergent cultural priorities create differing conditions for early childhood development. Combining the perspectives of social anthropology, pediatrics, and developmental psychology, the authors demonstrate how child care customs can be responsive to varied socioeconomic, demographic, and cultural conditions without inflicting harm on children. This text will be of interest to researchers in child development and anthropology.
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