Showing papers on "Shadow (psychology) published in 1973"

Dilemmas of development: the village polytechnic movement as a shadow system of education in Kenya

Abstract: A RISING TIDE of professional sentiment in the world is questioning a view of society which equates schooling with education. Inspired by the credo of "relevance," this tide is challenging the validity of existing patterns of educational provision and stimulating a search for alternatives. The leading apostles of this contagious iconoclasm view the school itself as the major obstacle to economic and social development and advocate its abolition.2 The revelationary force of their criticism has stimulated widespread and beneficial rethinking about the purposes and process of education. However, despite the trenchant logic which has accompanied it the "deschooling" prescription is not based on new empirical understanding of the relationships between schools and society. It seems rather to reflect a heightened awareness of such pressing social problems as educated unemployment, economic inequality, and student elitism and the choice of institutional education as a scapegoat for them. The decision to abolish the school seems premature unless it derives from a comparison of both school and nonschool types of educational program and an empirical assessment of their relative contribution to economic growth, employment creation, social equality, or whatever are the principal goals of national policy. In the absence of definitive data which point inexorably to the abolition of the school it seems appropriate to treat educational enterprises outside the formal system not as self-evident substitutes for it but as shadow systems. These shadow systems have meaning firstly in the extent to which they may complement the formal system by meeting needs which it is not covering, and secondly in the extent to which they display principles which may have wider application in the national system. A number of such shadow systems have sprung up recently in various countries. Examples range from the British open university and the American free school to the National Service of Tanzania, Brigades in Botswana, and Escuela al Campo in Cuba. The claim for such practices is often that their flexibility enables them to be more responsive to the needs of individ-

Theory of Measures of Effectiveness for General-Purpose Military Forces: Part II. Lagrange Dynamic Programming in Time-Sequential Combat Games

Abstract: This paper develops a method for converting the overall objectives of a military campaign into specific time-dependent objectives, suitable for guiding strategic decisions during the evolution of the campaign. In a mathematical sense, the paper deals with time-sequential two-person zero-sum games, in which the feasible strategies in any period depend on the resources left by strategy choices in previous time periods. The technique produces time-dependent shadow values for the various types of combat forces. While these shadow values derive ultimately from the national values at stake in the war, they escalate exponentially as we move backward in time from the projected end of the war. Thus, at the start of a long war, the shadow values of military forces and equipment can completely dominate the intrinsic economic and political values, so that initial combat strategy is motivated almost exclusively by the goals of force preservation and the destruction of enemy forces. This sensitive time dependence of th...

2. Shadow and substance of specific language disability: A longitudinal study

Abstract: Throughout the years there have been uncounted numbers of students such as those described in the following pages Bizarre though their stories may seem, similar situations are being experienced frequently around the country today The drama, the hopes and frustrations, the struggle not only to overcome but to survive in a society where it is assumed that one has com mand of our written language, are being repeated over and over These people (young and old) have specific language disabilities—— "dyslexia" Specific language disability has run a gamut of labels No matter what we call it, this is a specific problem It affects any area of language (speech, reading, spelling, and/or writing) and sets the person with normal hearing and vision and average intelligence apart from his peers in dealing with our language Although there is a tendency to sugar-coat the word "dis ability" and call it an "inability," the fact is that these people are disabled as surely as if they had lost any of their faculties

Synge's The Shadow of the Glen: Repetition and Allusion

Abstract: IT WOULD BE INACCURATE TO CLAIM that Synge's one-act play The Shadow of the Glen has been neglected. Certainly by comparison with Riders to the Sea and The Playboy of the Western World, all of his other work has been relatively neglected; yet The Shadow has had its share of attention — a chapter or half a chapter in every full-length study of Synge, a reference in most essays and articles. Unfortunately, accounts of the play have almost always included extensive discussion of the background to its first production. Was The Shadow based upon the story of the Widow of Ephesus? or was it an attack on Irish loveless marriages, as J. B. Yeats suggested? The audience reaction to The Shadow is an integral part of the story of Synge's relation with the Irish nationalists, a story which has been re-told ad nauseam. It should be possible to set aside these familiar controversial issues, and to look at the dramatic effect of the play in itself. As a means to that end I want to consider particularly Synge's use of th...