WHAT DO FEMINISTS BELIEVE?

When a woman says "I am a feminist" what does she mean? What do other people think she means? We asked 71 women to complete the Feminist Perspectives Scale (Henley, Meng, O'Brien, McCarthy, & Sockloskie, 1998) from their own perspective and from the perspective of a "typical feminist." Women who self-identified as feminists had stronger beliefs than those who did not on all feminist perspectives except cultural feminism. Both groups believed that a typical feminist held stronger radical, socialist, and cultural feminist beliefs than they themselves did, although the discrepancies were greater for nonfeminists. Nonfeminists viewed a typical feminist as endorsing stronger cultural feminist views than did feminists. Our results indicate that feminist self-identity is related to endorsement of feminist ideologies, and that both feminists and nonfeminists think that a typical feminist is more extreme than they are. The results also suggest that cultural feminism is a contested ideology; it is not endorsed by feminists, but is ascribed to them by nonfeminists     

阿卜杜勒·嘎德尔及其苏菲思想初探

阿卜杜勒·嘎德尔·吉拉尼是十一世纪下半叶享誉伊斯兰世界的著名苏菲学者,嘎德忍耶(Q(a)diriyyah)苏菲教团的奠基者.其思想影响颇为广泛,遍及伊斯兰世界,是我国"嘎迪林耶"门宦的主要思想来源.本文在追述阿卜杜勒·嘎德尔生平及其苏菲思想形成过程的同时,以阿卜杜勒·嘎德尔的三部论集(<真道寻求者们的满足>、<主的启示>和<开启幽玄>)为基础,重点探讨了阿卜杜勒·嘎德尔的苏菲思想及嘎德忍耶教团的苏菲学理、社会理想和政治主张、教团的祷文和修行仪式等.     

Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention

This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.