bluuebunny/crossref_metadata_2025 huggingface dataset:
Near-Optimal Solutions of Large-Scale Single-Machine Scheduling Problems
Authors: Avella Pasquale , Boccia Maurizio , D’Auria Bernardo
Published: May 2005

The single-machine scheduling problem (SMSP) with release dates concerns the optimal allocation of a set of jobs on a single machine that is not able to process more than one job at a time. Each job is ready to be processed at a release date and without interruption. The goal is to minimize the total weighted completion time of the jobs. In this paper the time-indexed formulation is considered and a new lagrangean heuristic is proposed, based on the observation that lagrangean relaxation of job constraints leads to a weighted stable set problem on an interval graph. The relaxed problem is polynomially solvable by a dynamic-programming algorithm. We report computational experience, showing that instances up to 400 jobs and maximum processing time 50 (around 5,000,000 variables) are solved in less than 40 minutes on a personal computer, yielding duality gaps never exceeding 3%. We also test a set of hard instances, built to produce bad performances where we yield duality gaps less than 5%.
LPFML: A W3C XML Schema for Linear and Integer Programming
Authors: Fourer Robert , Lopes Leo , Martin Kipp
Published: May 2005

There are numerous modeling systems for generating linear programs and numerous solvers for optimizing them. However, it is often impossible for modelers to combine their preferred modeling system with their preferred solver. Current modeling systems use their own proprietary model-instance formats that various solvers have been adapted to recognize. The existence of all of these formats suggests that one way to encourage modeling-system and solver compatibility is to use a standard representation of a problem instance. Such a standard must be simple to manipulate and validate, be able to express instance-specific and vendor-specific information, and promote the integration of optimization software with other software.

In this paper we present LPFML, an XML Schema for representing linear-programming (LP) instances. In addition, we provide open-source C++ libraries that simplify the exchange of problem-instance and solution information between modeling systems and solvers. We show how our system is used to enable previously unavailable language-solver connections and how our design improves on the state of the art under three different scenarios relevant to communication between solvers and modeling systems.
Dynamic Models Incorporating Individual Heterogeneity: Utility Evolution in Conjoint Analysis
Authors: Liechty John C. , Fong Duncan K. H. , DeSarbo Wayne S.
Published: May 2005

It has been shown in the behavioral decision making, marketing research, and psychometric literature that the structure underlying preferences can change during the administration of repeated measurements (e.g., conjoint analysis) and data collection because of effects from learning, fatigue, boredom, and so on. In this research note, we propose a new class of hierarchical dynamic Bayesian models for capturing such dynamic effects in conjoint applications, which extend the standard hierarchical Bayesian random effects and existing dynamic Bayesian models by allowing for individual-level heterogeneity around an aggregate dynamic trend. Using simulated conjoint data, we explore the performance of these new dynamic models, incorporating individual-level heterogeneity across a number of possible types of dynamic effects, and demonstrate the derived benefits versus static models. In addition, we introduce the idea of an unbiased dynamic estimate, and demonstrate that using a counterbalanced design is important from an estimation perspective when parameter dynamics are present.
Third-Party Product Review and Firm Marketing Strategy
Authors: Chen Yubo , Xie Jinhong
Published: May 2005

Product reviews by third parties are growing in popularity. This paper examines when and how a manufacturing firm should adapt its marketing strategies to such reviews. For example, should a firm receiving an unfavorable review reduce its price or adjust its advertising? Should a winning product of a product review (e.g., “editor’s choice”) boost its advertising expenditure to spread the good news? How should firms’ strategic responses to product reviews differ across different types of product reviews (description vs. recommendation) and different advertising media (the reviewer’s publication vs. other media)?

We develop a theory to address these issues and derive firms’ optimal responses to product reviews under different product/market/review/media conditions. We show that firms should choose advertising rather than price as a strategic variable in response to product reviews when enough consumers value horizontal product attributes. Surprisingly, we find that using a review-endorsed advertising format (i.e., advertisements containing third-party award logos) to broadcast its victory can hurt the winning product of a product review. Also, it is not necessarily wise for the winning products to boost advertising expenditures to spread the good news. Data from two industries—printers and running shoes—are used to illustrate some of our findings.
Narrow Focusing: Why the Relative Position of a Good in Its Category Matters More Than It Should
Authors: Leclerc France , Hsee Christopher K. , Nunes Joseph C.
Published: May 2005

This research examines whether a low-ranking member in a high-status category (e.g., a low-end model of a high-end brand) or a high-ranking member in a low-status category (e.g., a high-end model of a low-end brand) is favored, holding the objective qualities of the items constant. Brand equity research suggests that the quality of a brand is more important than the ranking of a product within a brand. Our research documents a robust ranking effect—whereby a high-ranking product in a low-status category is favored over a low-ranking product in a high-status category even when information on competing categories is made available. We explain this effect in terms of narrow focusing and evaluability, and we identify boundary conditions of the effect.
Customized Advertising via a Common Media Distributor
Authors: Gal-Or Esther , Gal-Or Mordechai
Published: May 2005

We show that when a single media content distributor (such as a television cable company or an Internet provider) delivers advertising messages on behalf of multiple competing brands, it can sometimes utilize customized advertising to implement monopoly pricing. Even though such monopolistic pricing can be implemented with varying degrees of customization of commercials, product revenues and consumer surplus are highest when the distributor chooses the highest level of customization feasible. Consumers would, obviously, prefer aggressive price competition in product markets. However, given that collusion on prices is facilitated anyway, when the distributor acts as a common agent, the welfare of consumers is enhanced when commercials are better aligned with their preferences.
The Effect of Standardized Information on Firm Survival and Marketing Strategies
Authors: Moorman Christine , Du Rex , Mela Carl F.
Published: May 2005

We argue that standardized information disclosure (information using a common format and uniform metrics) creates asymmetric opportunities for firms, which affects their strategies and survival. We test our predictions using a longitudinal, quasi-experimental field study, involving the Nutrition Labeling and Education Act of 1990 (NLEA), and we focus on firm market share within a category as a key asymmetry. Findings indicate that, in general, the NLEA had no effect on firm responses. However, when accounting for firm differences, we observe that the NLEA led to (1) an increase in small-share firm exits and (2) a greater increase in distribution for large-share firms. No concurrent increase in price by large-share firms following the NLEA was observed. We conclude by discussing the implications of these effects for firm strategy, the design of public policy, and theories regarding the impact of information on markets.
“Counting Your Customers” the Easy Way: An Alternative to the Pareto/NBD Model
Authors: Fader Peter S. , Hardie Bruce G. S. , Lee Ka Lok
Published: May 2005

Today’s managers are very interested in predicting the future purchasing patterns of their customers, which can then serve as an input into “lifetime value” calculations. Among the models that provide such capabilities, the Pareto/NBD “counting your customers” framework proposed by Schmittlein et al. (1987) is highly regarded. However, despite the respect it has earned, it has proven to be a difficult model to implement, particularly because of computational challenges associated with parameter estimation.

We develop a new model, the beta-geometric/NBD (BG/NBD), which represents a slight variation in the behavioral “story” associated with the Pareto/NBD but is vastly easier to implement. We show, for instance, how its parameters can be obtained quite easily in Microsoft Excel. The two models yield very similar results in a wide variety of purchasing environments, leading us to suggest that the BG/NBD could be viewed as an attractive alternative to the Pareto/NBD in most applications.
The Effect of Explicit Reference Points on Consumer Choice and Online Bidding Behavior
Authors: Dholakia Utpal M. , Simonson Itamar
Published: May 2005

Sellers often explicitly suggest to buyers that they compare one option to other (reference) options. Building on the notion that loss aversion is more pronounced when comparisons are explicit rather than implicit, we propose that the mere fact that consumers are explicitly told to make particular comparisons induces more risk-averse, cautious choice and bidding behavior. This proposition was supported in a field experiment involving real online auctions, in which comparisons among listings either were done spontaneously by bidders or were encouraged using an explicit instruction to compare the focal auction with adjacent listings. Results showed that explicit reference points (1) diminished the influence of adjacent auction prices on the focal auction’s price; (2) led participants to submit fewer, lower, and later bids; (3) increased the incidence of sniping; (4) decreased bidding frenzy; and (5) decreased the tendency to bid on multiple items simultaneously. The impact of explicit comparisons on risk-averse behavior was further tested in a very different context using a laboratory choice experiment. In that study, explicit instructions to compare option sets increased the tendency to choose the compromise, low-risk, and all-average alternatives. We discuss the theoretical and practical implications of this research.
Brand Loyalty Programs: Are They Shams?
Authors: Shugan Steven M.
Published: May 2005

Brand loyalty and the more modern topics of computing customer lifetime value and structuring loyalty programs remain the focal point for a remarkable number of research articles. At first, this research appears consistent with firm practices. However, close scrutiny reveals disaffirming evidence. Many current so-called loyalty programs appear unrelated to the cultivation of customer brand loyalty and the creation of customer assets. True investments are up-front expenditures that produce much greater future returns. In contrast, many so-called loyalty programs are shams because they produce liabilities (e.g., promises of future rewards or deferred rebates) rather than assets. These programs produce short-term revenue from customers while producing substantial future obligations to those customers. Rather than showing trust by committing to the customer, the firm asks the customer to trust the firm—that is, trust that future rewards are indeed forthcoming. The entire idea is antithetical to the concept of a customer asset. Many modern loyalty programs resemble old-fashioned trading stamps or deferred rebates that promise future benefits for current patronage. A true loyalty program invests in the customer (e.g., provides free up-front training, allows familiarization or customization) with the expectation of greater future revenue. Alternative motives for extant programs are discussed.
Police Accountability
Authors: Cheung Jocelyn
Published: May 2005

This article provides the reader with a literature review with the aim of finding out about the origin and meaning of accountability, and, based on a synthesis of the ideas of different scholars, developing a theoretical framework for ensuring police accountability. This theoretical framework will subsequently be used to facilitate an in-depth discussion of the conception and operation of police accountability in Hong Kong, research that will be conducted beyond the context of this article.1 It is hoped that the article will help to identify some important conceptual considerations that ought to be taken into account by any professsional and responsible police force seeking to embrace accountability in its policing procedures.
What is the Future Repeat Danger from Sexual Offenders against Children? Implications for Policing
Authors: Soothill Keith , Harman Juliet , Francis Brian , Kirby Stuart
Published: May 2005

This article reports a long-term follow-up study of persons detected for a sexual offence against a child between the ages of 5 and 12. The study focuses on the likelihood of a subsequent conviction, the success (or otherwise) of risk assessment and the geographical mobility of sex offenders. It is estimated that sexual recidivists coming to the attention of the police will come from three sources: just under one third from offenders who are convicted and in high-risk categories, around one third from those who are convicted and in the more numerous low/medium-risk categories and around one third from those strongly suspected of, but not convicted for, a sexual offence.
Minimising Loss of Information Relating to Victims' Interests during Police Investigations
Authors: Farajiha Mohammad
Published: May 2005

The way people cope as victims of crime depends largely on their experiences immediately following the crime. Law enforcement officers are usually the first officials to approach victims. For this reason, they are in a unique position to help victims cope with the immediate trauma of the crime and to help restore their sense of security and control over their lives.
TEACHING ANTHROPOLOGY AT THE COLLEGE LEVEL
Authors: Moore Dward A.
Published: May 2005

This section of the Quarterly is devoted to an exchange of ideas on the teaching of anthropology. Course descriptions, philosophical statements, reactions, and comments are welcome. Persons with material to contribute are requested to send them to the editor, Jamestown Community College, Jamestown NY 14701.
ASSESSING LANGUAGE DEVELOPMENT—WRITTEN AND/OR ORAL
Authors: Shuy Roger W.
Published: May 2005

Much dissatisfaction has been growing over the sole use of achievement tests for determining the success of written and/or oral language development in children. At the same time, the public continues to clamor for evidence that children are learning, and therefore that teachers are teaching and the schools are functioning as intended. Means must be developed that describe and identify learning outcomes. What are some promising practices that can do this, and how can they be utilized as alternatives to only testing for achievement, particularly in the area of assessing written and/or oral language development?
WHY DO DEMONSTRATIONS?
Authors: Dawson John E.
Published: May 2005

Growing out of the development of demonstration projects and the implementation of programs is the need to identify what, if anything, is different and what is changed as the result of installing such an innovation. How can such projects be evaluated, and what can we learn from such evaluation that can be applied to future implementation? What are the crucial elements to success, and how can these be identified?
HOW TO IDENTIFY EFFECTIVE TEACHING
Authors: Cooley William W. , Leinhardt Gaea , McGrail Janet
Published: May 2005

The study of teaching to date has relied on rather narrow definitions of what is effective teaching. Such definitions most usually are tied to student outcome measures such as achievement tests, while focusing on individual, isolated teaching acts rather than on teaching and learning in its total context. How can we identify effective teaching, recognizing the total ecology of the teaching‐learning environment?
QUALITATIVE/QUANTITATIVE RESEARCH METHODOLOGIES IN EDUCATION: A LINGUISTIC PERSPECTIVE1
Authors: Hymes Dell H.
Published: May 2005

The study of language has a special role in discussions of qualitative methodology by anthropologists. In Section (I) the origins of this role are sketched, and in (II) some consequences and implications. The principal implication is the need for a study of language that is equivalent to linguistic ethnography, addressed to institutions of our own society, such as education. This need, the possibility that change in this regard is up against deeply embedded cultural views of language, and the study of assessment of language development outside of schools are touched on in (III). (IV) takes up the characterization of the kind of ethnography that is intended, stressing a distinction between “ethnography” and “field work,” a conception of linguistic inquiry as generi‐cally the interpretation of codes, and a conception of ethnography as the discovery and interpretation of cultural worlds. (V) brings the discussion of ethnography and the preceding discussion of linguistic methodology together. (VI) adds reflections on uses of language by anthropologists. The possible democratic implications of one use of language in anthropology are also suggested.
A SOCIAL ANTHROPOLOGY OF EDUCATION: THE CASE OF CHIAPAS
Authors: Kelley John C.
Published: May 2005

In this study the author examines the utility of social anthropological theory for the analysis of education. The framework is equilibrium and processual analysis as developed by the British “school” of social anthropology. After discussing the most relevant literature, the author proceeds to apply this structural approach to the case of Chiapas and analyzes schools in two ecological zones within this state: the piedmont region of the Pacific Coast known as the Soconusco, and the highland Altos zone. This analysis is based on extensive fieldwork in the area over a two‐year period. The study also discusses the manner in which educational policy is shaped by the national and political structure by using concepts from political anthropology. The author concludes that the national educational system has failed to introduce major sociocultural change in the Altos region because it is not congruent with Indian allocation of time and resources and because the Indian mode of production must be transformed in order to produce sociocultural change. This stands in clear contrast with the Soconusco region where schools are valued as a resource and regarded as effective political institutions. The conservatism of the Indians in the Altos region and the openness to change in the Soconusco are outcomes of different systems of adaptation within different ecological settings. The Mexican case is often considered as an example of a revolutionary mode of education. In the case of the Soconusco, education did in fact for a period of time promote and secure the restructuring of society, albeit as part of a more general process of transformation. Patterns of stratification, ethnic identity and cultural patterns did change as a result of agrarian reform; education as an institution reflected and promoted the process of change. In the case of the Altos de Chiapas, education has not been revolutionary in nature but reflects and helps to perpetuate the existing ethnic differentiation and economic stratification of the region. The educational system has had little impact on the majority of Indian children and manages to siphon off the few students who do become acculturated.
Institutionalized Racism and the Education of Blacks
Authors: Spears Arthur K.
Published: May 2005

Research into the causes of the unsatifactory educational performance of many black students has focused on linguistic and cultural differences of black students to the neglect of institutionalized racism, which must be recognized as the major factor affecting black academic achievement. Given the nature of institutionalized racism, it becomes clear that the actual academic accomplishment of black students must not be evaluated by the same criteria employed in the evaluation of the academic accomplishment of white students.
Models of Culture and School Counselors: The Predicament of Black youth
Authors: Banks William M.
Published: May 2005

During the 1960s many blacks criticized the counseling profession for an alleged insensitivity to cultural differences among client groups. Responding to this criticism the profession initiated various programs designed to familiarize counselors with Afro‐American culture. However, most persons in the field conceived of Afro‐American culture as if it were a homogeneous and static entity. The article suggests serious limitations to this conceptualization, which Anthony Wallace calls the “replication of conformity” approach to culture, and advocates that counselors try to understand Afro‐American culture as an organization of diverse elements.
Museums, Anthropology, and Minorities: In Search of a New Relevance for Old Artifacts
Authors: Hodges David Julian
Published: May 2005

Despite the pressing need for substantive reform, museums, on the whole, have gone relatively unchallenged and unchanged for decades. This lethargy in the face of an expanding public interest in the work of museums has given rise to criticism of the traditional purposes and functions of these institutions from within the museum profession itself and from without. A result has been the fashioning of new museum facilities and programs throughout the nation. One example is the Heritage Museum in The Bronx, New York, a children's museum described herein as a case study. These new museums represent a challenge and an opportunity for anthropology and for minorities. For anthropology, the challenge resides in the opportunity to establish new research priorities. For minorities, the opportunity resides in discovering a new relevance in institutions formerly perceived as elitist.
Order of Difficulty of Standard English Grammatical Features among Cultural Minority Groups in the United States1
Authors: Day Richard R. , Gallimore Ronald , Tharp Roland G. , Chan Kenyon S. , Connor Michael E.
Published: May 2005

A measure of standard English (SE) performance was administered to children from ten culture/language groups in the Western United States. The measure consisted of 29 grammatical features of SE embedded in sentences selected from samples of child speech recorded in natural settings; reliability and validity data for the measure (an elicited imitation task) are reported. Rank order correlations were used to compare the order of difficulty of the 29 grammatical features among the ten groups tested. For SE, English as a second language (ESL) and nonstandard dialect speakers, the correlations were uniformly positive and statistically significant. These results suggested that elementary school children from a wide variety of cultural and linguistic backgrounds experience difficulty with the same SE grammatical features. A variety of research confirms the common order of difficulty hypothesis. Adjusting SE curricula to dialect‐ and ESL‐speaking populations can be based on the apparently invariant sequence with which SE is learned.
Reconstructing a High School Society After Court‐Ordered Desegregation
Authors: Collins Thomas W.
Published: May 2005

This paper examines a student subsystem in an urban high school in the deep South that is undergoing adjustment to recent court‐ordered desegregation. Although the school's administration and academic subsystems have remained relatively un‐changed, the student subsystem reflects a new order wherein traditional segmenta‐tion is crosscut by new ethnic lines. A model for desegregation similar to that of Barth's is presented where ethnic groups attempt to manipulate rewards and resources yet protect boundaries.
Social Distinctions and Emergent Student Groups in a Desegregated School
Authors: Clement Dorothy C. , Harding Joe R.
Published: May 2005

Ethnographic studies of desegregated schools indicate a prominent pattern of informal segregation among the students. In this paper, we examine conditions which influence the emergence of these patterns in a desegregated elementary school in the South. The role of school structure in cross‐color relationships is of primary interest, especially those circumstances under which the color barrier seems to dissolve.
Social Stratification and the Socialization of Competence1
Authors: Ogbu John U.
Published: May 2005

This paper treats competence as a linkage between socialization and adult role‐repertoire. The traditional approach to the study of socialization of cognitive, motivational, and social skills, or competences, in the United States generally makes an invidious comparison with white middle‐class socialization of the same skills. Investigators often conclude that subordinate‐group parents are a failure as socialization agents, incapable of transmitting white middle‐class skills to their children. The author suggests another interpretation. He argues that typical social, occupational, political, and other valued adult roles in a society determine what skills parents seek to transmit to their children. However, in a racially stratified society like the United States, such roles —and the cognitive, motivational, and social skills associated with them —tend also to be stratified. Consequently, subordinate‐group parents teach their children to acquire different skills necessary for their subordinate future adult roles, rather than the white middle‐class skills.
Education and Acculturation in Highland Guatemala1
Authors: Sexton James D.
Published: May 2005

The roles of formal education (years of schooling) and nonformal education (mass media exposure and travel) in the acculturative process are examined by employing both qualitative and quantitative data. (1) Social and economic variables, (2) traditional and modern behavioral variables, (3) psychological variables, and (3) environmental variables are analyzed to identify alternative sequences of change which are common and idiosyncratic to differentially developed towns in the western highlands of Guatemala. Although data from eight other towns are included, the analysis focuses on San Juan la Laguna and Panajachel.
Information Makes Might: The Relationship between Information and Power Explored1
Authors: Nelson Angie Guggenberger
Published: May 2005

An ethnographic study of special education directors in Minnesota lends support to the notion that access to, possession, use and abuse of information are significant variables in the acquisition and maintenance of power. The special education director in Minnesota has job responsibilities for which he has little or no authority to fulfill. Meeting his responsibilities necessitates, therefore, the acquisition of other forms of power. The behavioral machinations used to acquire and maintain these other forms of power and their relationship to the acquisition and use of information are analyzed.
Classmates as Workmates: Informal Peer Activity In the Elementary School1
Authors: Sieber R. Timothy
Published: May 2005

Drawing on case study data from an American urban school, this paper examines the elementary school classroom as a setting for children's learning of culturally appropriate modes of informal work group behavior. Rather than representing an intrusive, disfunctional element in schoolroom social organization, pupil peer activity is strongly conditioned, in form and function, by the classroom situational context and by school‐sponsored norms for peer conduct. School norms are communicated to children through both informal and formal channels, and are sanctioned in the classroom disciplinary process. Although several forms of peer activity occur at the expense of organizational goals, peer group activity takes a number of forms that evince cooperation with school goals and authority and that lend support to individual achievement. SCHOOLING, ORGANIZATIONAL SOCIALIZATION, PEER BEHAVIOR, HIDDEN CURRICULUM, ANTHROPOLOGY AND EDUCATION.
Having It BOTH Ways: The Reproduction and Transformation of Schooling
Authors: Moore David Thornton
Published: May 2005

At least rhetorically, alternative schools claim to manifest significant changes in the nature of educational experiences. This study utilizes the interactionist or constitutive ethnographic approach to analyze the extent to which the social relations underlying educational encounters were transformed in one innovative program. The author argues that, at the level of the structuring procedures by which participants organized their face‐to‐face interactions in various contexts, they both reproduced and transformed the conventional social order of schooling.
Merging Quantitative and Qualitative Research Techniques: Toward a New Research Paradigm1
Authors: Fry Gerald , Chantavanich Supang , Chantavanich Amrung
Published: May 2005

This paper focuses on the merging of qualitative and quantitative research approaches in educational research. Three Thai studies in the education‐related social sciences are reviewed as examples to illustrate the advantages to be gained by integrating qualitative and quantitative methods. Finally, ethnographic residual analysis is introduced as a new paradigm for developing a deeper and better understanding of the complex interrelationships among educational inputs, educational processes, and educational out comes.
Reputation and Respectability: How Competing Cultural Systems Affect Students' Performance in School
Authors: Gibson Margaret A.
Published: May 2005

The paper analyzes the complex interrelation of ethnicity, sex role, peer group, and social class, and the effect of these variables on school performance. Both micro‐ and macroethnographic techniques are employed. Drawing upon fieldwork in St. Croix, the paper examines the value of a cultural compatibility‐incompatibility framework for explaining school success. It treats intraethnic difference, as well as interethnic variation. SCHOOL ETHNOGRAPHY, CULTURAL DISCONTINUITIES, ETHNICITY AND EDUCATION, SEX ROLE CULTURE, PEER GROUP AND SCHOOL PERFORMANCE.
The Impact of Primary School Administration on Students' Parents in Rural Brazil
Authors: Fonseca Claudia
Published: May 2005

Although formal education cannot single‐handedly bring about rural development, the rural primary school in Brazil, being practically universal, could make important contributions, especially through its potential to involve adults (parents) in democratic group decisions. The system in its present design, however, suffers the negative influences of partisan politics and financial policies that favor urban areas. The administrative structures are arranged in a rigid hierarchy that allows no space for participation of lower‐echelon members in upper‐echelon decisions. The rural school thus parallels other forces in Brazilian society in conditioning low‐income groups for passive, uncritical collaboration. BRAZIL, ANTHROPOLOGY AND EDUCATION, EDUCATION AND RURAL DEVELOPMENT, SOCIALIZING INFLUENCES OF SCHOOL ADMINISTRATION.
Student Teachers and Change
Authors: Salamone Virginia A. , Salamone Frank A.
Published: May 2005

Action theory is used to examine the role of student teachers in Nigeria as culture and change brokers. Their use of open elements in Nigerian society is explored. Specific examples of the ways in which they have used their positions as middlemen to become indispensable are given. The authors conclude with suggestions regarding the dangers of non‐developmental change in developing countries.
The Anthropology of Learning1
Authors: Wokott Harry F.
Published: May 2005

Although anthropologists have often reported child‐training practices and formal efforts to transmit culture, they have not been overly concerned with the ways that individuals within a society actually “acquire” cu1ture. This paper calls for more attention to culture acquisition and suggests how the study of first‐language acquisition seems to offer a useful model. Attention is also given to inventorying myriad concepts and ideas about learning that anthropologists have contributed but have not subjected to systematic inquiry. ANTHROPOLOGY AND EDUCATION, CULTURAL ACQUISITION, CULTURAL TRANSMISSION, ENCULTURATION, LEARNING.
Nonhuman Primate learning: The Importance of learning from an Evolutionary Perspective
Authors: Pokier Frank E. , Hussey L. Kaye
Published: May 2005

Learning is adaptive, and throughout their evolutionary history primates have been programmed for ease of learning. Comparative studies of learning are of limited value if they ignore the biological referrent. Primates have a potential for learning broad sets of new tasks. Age, sex, social structure, and kinship relationships affect the learning process. An anthropology of learning must be an anthropology of the evolution of learning. This perspective raises a number of research questions for future investigation. ADAPTATION, CROSS‐SPECIFIC, EVOLUTION, LEARNING, PRIMATES.
A Comparative Approach to Educational Forms and learning Processes
Authors: Lave Jean
Published: May 2005

Craft apprenticeship among tailors in Liberia is a complex educational form which calls into question the school‐centric, simplistic dichotomy (formal and informal education) which pervades comparative research on education. Likewise, comparative analysis of apprenticeship and schooling shifts the focus from differences in the organization of teaching, to the rich variety of learning processes that are integral to every form of education. Noting a tendency among the other authors to suggest we pursue new directions by first becoming apprentice psychologists, the author suggests that an anthropological emphasis on learning as quintessentially contextualized, socially organized, activity, has much to offer. APPRENTICESHIP, CULTURAL TRANSMISSION, LEARNING PROCESSES, COMPARATIVE MODELS OF EDUCATION.
Education: Keystone of Apartheid1
Authors: Johnson Walton R.
Published: May 2005

This paper is an analysis of the relationship of education to the system of apartheid in South Africa. It explores the manner in which education is being manipulated to maintain a system of social stratification based upon race, ethnic background and language. It provides an historical view of the development of European and African education as it relates to patterns of social stratification.
Adequate Schools and Inadequate Education: The Life History of a Sneaky Kid
Authors: Wolcott Harry F.
Published: May 2005

Following a life history approach, this paper presents the story of “Brad,” a twenty‐year‐old school dropout who found himself living figuratively and literally at the edge of society and who could seem to find neither reasons nor help to get back in. The author uses the case to dramatize the importance of viewing education as comprising far more than schooling. Although Brad's involvement in school was marginal and his academic accomplishments modest, he did acquire basic literacy skills. And although he bounced “from pillar to post” as a child, the world view he described was largely consonant with that of mainstream society. But neither Brad nor the author could find any systematic, constructive educational effort being made on behalf of the community to guide, support, or influence the course of this alienated young adult's life once away from the purview of the school. As the author points out, we leave things to chance, and we take our chances. EDUCATION; ENCULTURATION; LEARNING; LIFE HISTORY; SCHOOLING.
Spelling ‘Mississippi’: Recontextualizing a Literacy‐Related Speech Event
Authors: Gilmore Perry
Published: May 2005

This article examines steps, a distinctive genre of black street rhyme, as a literacy‐related speech event and as a social statement made by its performers. The analysis shows that despite the presence and demonstration of language and literacy competence, the performers never were seen as possessing such skills because displays of their school‐required abilities were recontextualized in peer group activities that were considered part of black “street” repertoire. The features, functions, meanings and symbolic interpretations of this controversial speech event, which was banned from the school, are examined.
The Socialization of Juveniles in Primate and Foraging Societies: Implications for Contemporary Education
Authors: Herzog John D.
Published: May 2005

A symposium invitation in 1973 prompted the author to reflect on lessons about the lives of juveniles in foraging and primate societies and to explore the implications of those lessons for the understanding and reform of modern schooling.
Schoolchildren and Ganja: Youthful Marijuana Consumption in Rural Jamaica
Authors: Dreher Melanie Creagan
Published: May 2005

The use of marijuana by children in North America and its potential impairment on their health and school performance is cause for concern among parents and teachers. This study examines childhood cannabis use in cross‐cultural perspective, exploring the ideology and behavior surrounding childhood marijuana use in Jamaica, and the way in which it is articulated with the domestic and school life of children in two rural working class communities.
School Context, the Field Researcher Role, and Achieving Data Comparability in Multisite Research
Authors: CORBETT H. DICKSON
Published: May 2005

School context constrains and supports field researchers' data collection activities just as it can influence educational change processes being studied. More specifically, the availability of resources like staff time, the extent to which staff members work in isolation, and the degree of commitment to common goals affect how accessible the daily events of school life are to outsiders. These factors influenced the findings that emerged at one research site and had implications for achieving data comparability across several sites.
Role Boundaries and Paying Back: ‘Switching Hats' in Participant Observation
Authors: WADE JACQUELINE E.
Published: May 2005

Participant observers encounter researcher role dilemmas when they conduct studies in settings where they also are employed. Focusing on the technique of role‐switching as a practical field relationship tactic, this article describes how subjects may use the researcher's dual status during research. The author illustrates four instances of researcher role‐switching in her relationships with subjects in a study of black students in a university where she also is a faculty member and an administrator. The relationship between researcher role management and the premise of reciprocity in field research is conceptualized from the author's perspective of role‐taking in the participant observer's work site.
‘I Owe You One’: Considerations of Role and Reciprocity in a Study of Graduate Education for School Administrators
Authors: ROSSMAN GRETCHEN B.
Published: May 2005

This paper explores the dilemmas of conducting research in a setting where one is employed. Using the concept of reciprocity, I describe how trusting relationships with participants were built during a study of an off‐campus doctoral program for school administrators. When trust was threatened, either because of role structures or organizational events, I devised strategies to rebuild it. Two strategies underscored affiliation with students: sharing common experiences and using the personal pronouns we and they, and visiting students at their homes and places of work.
Elites, Bureaucrats, Ostriches, and Pussycats: Managing Research in Policy Settings
Authors: Marshall Catherine
Published: May 2005

Field research conducted by female researchers in policy settings requires special attention to access, entrée, reciprocity, and ethics. A researcher must manage information about informal coalitions or networks of influence and power, the posturing and manipulation in policy games, and the special norms and traditions in policy settings. The author proposes ways to manage role, entrée and access, data gathering, reciprocity, ethics, and reporting in policy settings, issues that must be managed differently at different stages in the research. The author also raises the issue of male‐female dynamics in field research, suggesting appropriate roles for female researchers in policy settings.
Cultural Metaphors: Some Implications for Science Education
Authors: Hewson Mariana G. A'B. , Hamlyn Daryl
Published: May 2005

This ethnographic study explores the question of whether cultural metaphors concerning heat still are subscribed to by a heterogeneous group of Sotho people in Southern Africa no longer strictly traditional in their way of life. The authors seek to investigate the implications of this particular metaphor for the learning of orthodox scientific theories of heat. ANTHROPOLOGY OF LEARNING; CROSS‐CULTURAL COMMUNICATION; METAPHOR; SCIENCE EDUCATION.
Cultural Maintenance and Cultural Transformation: Educational Anthropology in the Eighties
Authors: Schensul Jean J.
Published: May 2005

This article is a slightly revised version of the Past President's Address delivered at the annual business meeting of the Council on Anthropology and Education, Denver, 17 November 1984. EDUCATIONAL CHANGE; ETHNOGRAPHIC RESEARCH.
Theory, Research, and Application in Educational Anthropology
Authors: Eddy Elizabeth M.
Published: May 2005

The historical development of educational anthropology is examined within the context of the growth of professionalism and specialization in the discipline as a whole. It is argued that the 1954 Stanford Conference and the formal organization of the Council on Anthropology and Education in 1970 culminated previous developments in the field of educational anthropology and inaugurated new ones. However, these events also reflected changes in economic support for anthropology, modifications in anthropologists' relationships to applied problems, and redefinitions of the meaning of professionalism in the discipline.
Translating Culture: From Ethnographic Information to Educational Program
Authors: Jordan Cathie
Published: May 2005

This article describes how anthropological knowledge has been applied in the Kamehameha Elementary Education Program (KEEP), a multidisciplinary educational research and development effort to create a successful language arts program for underachieving Native Hawaiian children. Special attention is given to the process of translating anthropological knowledge into effective educational practice. Possible implications of the KEEP work for similar efforts are described.
Applying Ethnography in Educational Change
Authors: Schensul Jean J. , Borrero Maria Gonzalez , Garcia Roberto
Published: May 2005

Although educational anthropologists have been involved in researching and writing about most of the major educational debates of our times, it is difficult to find examples of ways in which anthropology has been applied directly to the solution of education‐related problems. This article explores reasons for this dilemma by analyzing the bases from which educational anthropologists carry out their research. It then outlines three case examples in which ethnographic research in the Hispanic community of Hartford, Connecticut, has been utilized to bring about changes in education‐related services to Hispanics. The article concludes with suggestions for using ethnographic research to bring about improved relations between education systems and the communities they serve.
The Social Organization of Knowledge and Practice: A Symposium: Introduction: Situationally Specific Practice
Authors: LAVE JEAN
Published: May 2005

In a discussion of closely related research, the authors of this symposium examine evidence for the situationally specific character of problem‐solving practices. They document situational variation in what constitutes a problem, in the procedures used, in the distribution of knowledge among people and settings, and in success at problemsolving by the same people in different contexts. These findings provoke speculation about relations among social contexts, knowledge, and activity, and about relations between school‐learned problemsolving techniques and those learned and used in other settings. Arithmetic practices observed in Liberian classrooms, among grocery shoppers and novice dieters, and in product assembly tasks among commercial dairy workers provide the empirical basis for the discussion.
Cultural Conflict in a School for Deaf Children
Authors: ERTING CAROL J.
Published: May 2005

Building upon a view of deafness as a sociocultural phenomenon similar to ethnicity, this article describes cultural conflict between hearing educators and deaf parents in a school for deaf children. Hearing and deaf interactants have different experiences with and definitions of deafness and language, resulting in expectations for each other's behavior that often clash.
The Study of Small Groups and Microevolution: A Project for Physical Anthropology
Authors: RICE PATRICIA C.
Published: May 2005

The author describes a hands‐on project where students play the role of professional physical anthropologists in collecting and analyzing data on a small group of contemporary humans. Use of simulated data to represent ancestral populations results in an analysis of microevolution.
Teaching Geoarchaeology
Authors: DONAHUE JACK , ADOVASIO JAMES M.
Published: May 2005

The authors describe the teaching of geoarchaeology in terms of interfacing geology with archaeology. The course focuses on a wide range of geological techniques that can be employed in the location, excavation, and interpretation of archaeological sites in order to enhance the understanding of the interaction between humans and their physical environment.
Individualism and Community: Ritual Discourse in a Parochial High School
Authors: Lesko Nancy
Published: May 2005

Students identified two contradictory emphases at St. Anne's High School. The school's religious foundation led to an emphasis on caring among its members. However, as a private secondary school it also had to promote competitive achievement. Two all‐school rituals are examined in light of this structural tension. The analysis suggests that the assemblies used “love” and “fun,” two American metasymbols, as temporary mediators or regulators of the school's tension.
“Talk to me of Disaster”: Authoritative Discourse in the Schools
Authors: Tennessen Carol
Published: May 2005

This essay examines the ways in which authority comes to inhabit language and argues that schools are directly involved in the production and distribution of authoritative discourse. Central to the discussion is the example of language use in the French‐speaking West Indies where there is an official language of authority which represents an official culture and where students are taught in a linguistic code (the French of France) which does not match the one of their everyday life (Creole).
The Individual and the Group: An Examination of American Folk Ideology
Authors: Shultz Jeffrey
Published: May 2005

The problems faced by children in school are often seen as residing in either the individual or in one of the groups of which the child is a member. Rarely, in the way practitioners, theorists, and researchers describe what happens in schools, is the relationship between the two, individual and group, taken into account. After examining this dichotomy, an interpretive approach is proposed in which individuals and groups, the worlds of actions and ideas, are seen as mutually defining and constitutive.