“Quatrefoil: Decorative motif with four lobes, associated with Gothic tracery.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
“Quatrefoil: Decorative motif with four lobes, associated with Gothic tracery.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
“selective attention: Picking out the most relevant cue among stimuli in the environment, and excluding the rest. It is well established that people do not pay attention to everything; for example, at a party an individual can focus on the voice of one person with whom he or she is conversing.
Yet while it is clear that people do filter out a great number of stimuli, it is not at all clear how this is done, nor what information is noted unconsciously. In an attempt to find out, psychologist have often used dichotic listening experiments (that is, two different messages are presented separately to each ear), roughly along the lines of the situation at a party.
If a child’s ‘attention’ problems are selective—that is, appearing only in certain subjects—it suggests that he or she is capable of paying attention when the subjects are comprehensible and meaningful.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
“politics: as a general concept, the practice of the art or science of administering states or other political units. However, the definition of politics is highly, perhaps essentially, contested. There is a considerable disagreement on which aspects of social life are to be considered ‘political.”’At one extreme, many (notably, but not only feminists, assert that the personal is political, meaning that the essential characteristics of political life can be found in any relationship, such as that between a man and a woman, Popular usage, however, suggests a much narrower domain for politics: it is assumed that politics only occurs at the level of government and the state and must involve party competition. In the sense developed in Bernard Crick’s In Defense of Politics, the phenomenon of politics is very limited in time and space to certain kinds of relatively liberal, pluralistic societies which allow relatively open debate.
To say that an area of activity, like sport, the arts, or family life is not part of politics or is ‘nothing to do with politics,’ is to make a particular kind of political point about it, principally that it is not to be discussed on whatever is currently regarded as the political agenda. Keeping matters off the political agenda can, of course, be a particularly effective way of dealing with them in one’s own interests.
The traditional definition of politics, ‘the art and science of government,’ offers no constraint on its application since there has never been a consensus on what activities count as government. Is government confined to the state? Does it not also take place in church, guild, estate, and family?
There are two fundamental test questions we can apply to the concept of politics. First, do creatures other than human beings have politics? Second, can there be societies without politics? From classical times onward there have been some writers who thought that other creatures did have politics: in the mid-seventeenth century Purchas was referring to bees as the ‘political flying insects.’ Equally there have been attempts—before and since More coined the term to posit ‘Utopian’ societies with no politics. The implication is usually (‘Utopia’ means nowhere) that such a society is conceivable, but not practically possible.
A modern mainstream view might be: politics applies only to human beings, or at least to those beings which can communicate symbolically and thus make statements, invoke principles, argue, and disagree. Politics occurs where people disagree about the distribution of reasons and have at least some procedure for the resolution of such disagreements. It is thus not present in the state of nature where people make war on each other in their own interests, shouting, as it were, ‘I will have that.’ It is also absent in other cases, where there is a monolithic and complete disagreement on the rights and duties in a society. Of course, it can be objected that this definition makes the presence or absence of politics dependent on a contingent feature of consciousness, the question of whether people accept the existing rules. If one accepts notions of ‘latent disagreement,’ there is, again, no limit to the political domain.”
Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.
Posted in Quotes, Reference, Social Sciences
Tagged philosophy/religion, professional development, readings/research
“socializing intelligence: The expectation that students can be taught to think intelligently by developing ‘habits of mind’ to solve problems, not just to stockpile tidbits of knowledge.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“action research: Conventional social science research is concerned to describe, analyze and explain phenomena. The role of the researcher is detached, in order to minimize disturbance of the phenomena under investigation. In action research, however, the research role is involved and interventionist, because research is joined with action in order to plan, implement and monitor change. Researchers become participants in planned policy initiatives and use their knowledge and research expertise to serve a client organization.”
Excerpted from: Abercrombie, Nicholas, Stephen Hill, and Bryan S. Turner. Dictionary of Sociology. New York: Penguin, 2006.
“What was the interminable law case in Dickens’ Bleak House (1852-53)? Jarndyce v. Jarndyce, a case stemming from a dispute about distribution of an estate.”
Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.
“Ashcan School: (Also called The Eight and The New York Realists) A term applied, loosely and belatedly, to a group of American realist painters. Although they never actually formed a school, eight painters—Robert Henri (1865-1929), John Sloan (1871-1951), Maurice Prendergast (1859-1927), George Luks (1897-1933), Everett Shinn (1876-1953), William Glackens (1870-1938), Ernest Lawson (1873-1939), and Arthur B. Davies (1862-1928)—held an independent exhibition at The Macbeth Gallery in New York in February 1908. Their paintings, which featured prizefights, bars, and city street scenes, departed from the artistic conventions of the turn of the century and were greeted with a storm of critical disapproval. These depictions of the working-class milieu—romantic and vital, but also squalid and brutal—shocked viewers used to genteel and fashionable pictures. The exhibition and the work of the artists, however, exerted an enormous influence on the development of American realistic painting.
The original eight came to be associated with other painters, including Walt Kuhn (1880-1949), one of the organizers of the Armory Show, and George Bellows (1882-1925), whose work, of all of the painters of the school, has perhaps retained the most critical interest.”
Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.
“Quarto: A book, measuring not larger than 9 ½ by 12 ½ inches, which is composed of sheets folded into four leaves.”
Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.
“saliency: The relevance of an item or phenomenon to a task or activity. For example, the homework excitement that a teacher writes on the blackboard is highly salient to a student in the class, while the sounds of an activity out in the hallway are nonsalient. Problems with determining saliency (what is relevant or important to a particular task) are a significant issue in individuals with attention disorders.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
If you can use it, here is a Cultural Literacy worksheet on the Stanford-Binet Scale. As you probably know, this instrument purports to measure intelligence and rate it using an “Intelligence Quotient“–which gives us “IQ.” Over time, there have been questions (as well their should be) about the validity of this scale.
I can’t really comment on that. What I can tell you is that this is a half-page worksheet with a two-sentence reading and two comprehension questions. This is just the sparest of introductions to this high-stakes assessment, about which the late Steven Jay Gould (for which I thank him) had some things to say.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
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