Book reviews

CHINA

CHIU‐YEE CHEUNG. Lu Xun: the Chinese “Gentle” Nietzsche. Frankfurt am Main: Peter Lang, 2001. xviii, 197 pp. SFR 56.00, paper.

PAMELA KYLE CROSSLEY. The Manchus. Oxford and Maiden, MA: Blackwell Publishing, 1997; 2002. xvi, 239 pp. 26 plates, 2 maps. £30.00, hardcover; £16.99, paper.

GLORIA DAVIES (ed). Voicing Concerns: contemporary Chinese Critical Inquiry. Lanham, MD: Rowman and Littlefield Publishing Group, 2001. xii, 270 pp. US$75.00, hardcover; US$26.95, paper.

ANDREW F. JONES. Yellow Music—media Culture and Colonial Modernity in the Chinese Jazz Age. Durham and London: Duke University Press, 2001. ix, 213 pp. Glossary, notes, bibliography, index. US$49.95 hardcover, $17.95 paper.

KAM LOUIE. Theorising Chinese Masculinity. Cambridge: Cambridge University Press, 2002. 239 pp. Bibliography, index. A$80.00, hardcover.

LUNG‐KEE SUN. The Chinese National Character: from Nationhood to Individuality. New York: M. E. Sharpe, 2002. xx, 299 pp. US$65.95, hardcover.

JAPAN, KOREA

MICHAEL LEWIS. Becoming Apart: national Power and Local Politics in Toyama, 1868–1945. Cambridge, MA: Harvard University Press, 2000. Harvard East Asian Monographs, no. 192. $US45.00, hardcover.

KATO SHUICHI. A Sheep's Song: a Writer's Reminiscences of Japan and the World. Berkeley: University of California Press, 1999. 470 pp. Translated and annotated by Chia‐ning Chang. Index. US$24.95, paper.

SUSAN FISHER (ed). Nostalgic Journeys: literary Pilgrimages between Japan and the West. Proceedings of a conference held in Vancouver, British Columbia, September 1999. Vancouver: University of British Columbia, Institute of Asian Research, 2001. 194 pp. Notes on contributors. No price given, paper.

MICHAEL MOLASKY and STEVE RABSON (eds). Southern Exposure: modern Japanese Literature from Okinawa. Honolulu: University of Hawai'i Press, 2000. 362 pp. Introduction, Notes on translators. US$27.95, paper.

RAJYASHREE PANDEY. Writing and Renunciation in Medieval Japan: the Works of the Poet‐Priest Kamo no Chōmei. Michigan Monograph Series in Japanese Studies No. 21, Center for Japanese Studies, The University of Michigan. Ann Arbor: The University of Michigan Press, 1998. xi, 197 pp. US$32.95/£24.50, hardcover.

TAKAMIZAWA JUNKO. My Brother Hideo Kobayashi. Translated by James Wada, introduction by Leith Morton. Sydney: Wild Peony, 2001. x, 166 pp. Photographs. A$30.00, paper.

SOUTH, WEST & CENTRAL ASIA

I. QADEER, K. SEN and K. NAYAR. Public Health and the Poverty of Reform. New Delhi: Sage Publications, 2001. Rs 700, hardcover.

JAVED AHMAD KHAN. India and West Asia: emerging Markets in the Liberalisation Era. New Delhi/Thousand Oaks/London: Sage Publications, 1999. 263 pp. Rs. 395, hardcover.

SOUTHEAST ASIA

PHILIP J. ELDRIDGE. The Politics of Human Rights in Southeast Asia. London: Routledge, 2001. 256 pp. £55.00, hardcover.

KASIAN TEJAPIRA. Commodifying Marxism. The Formation of Modern Thai Radical Culture, 1927–1958. (Kyoto Area Studies on Asia, Centre for Asian Studies, Kyoto University, Volume 3). Kyoto: Kyoto University Press; Melbourne: Trans Pacific Press, 2001. xiv, 390 pp. Index. No price given, paper.

NICHOLAS TARLING. A Sudden Rampage: the Japanese Occupation of Southeast Asia, 1941–1945. London: C. Hurst & Company, 2001. xvi, 286 pp. £12.95, paper.     

Quantifying Ship Shape in Archaeology: Evaluating 3D Geometric Morphometrics

The analysis of the archaeological remains of ships and boats, in particular hull shapes, have been central to wider analysis of performance, function, and significance within past societies. This article reviews established methods of quantifying shape in ship and boat archaeology—linear measurement ratios and form coefficients—and evaluates the utility of 3D geometric morphometrics (GM). The 3D shape of 30 vessels from north‐west Europe dating between 325 BC and AD 1915 are quantified to study how hull shape relates to a vessel's function and intended operating environment. A comparison of the three methods highlights the importance of analysing the complexity of a hull in a holistic manner and demonstrates that 3D GM outperforms the traditional methods.     

Learning Styles in Relation to Academic Performance in Middle School Mathematics

Research was conducted with middle‐school Kuwaiti children to assess the effectiveness of student learning styles in predicting students' academic performance in Mathematics. A group of middle school students who had received first quarter grades and enrolled in an after‐school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in a Markova learning style‐tutoring program. Results show that the students in the experimental group (mean = 45.91), whose learning styles were accommodated for, performed better than the students in the control group who studied using the traditional method (mean = 43.80) of teaching. Gender, type of school attended, and area in which the students lived were all analyzed within the experimental group. The experimental group results show that the highest‐grade improvement in Mathematics was found to be predominately male students attending private institutions, and living in the urban areas of Kuwait. Students learn in a variety of ways, and their ability to attain this information also varies. A student's capacity to learn is impacted by the teacher's style of conveying information. Unfortunately, little attention has been given to how children think (Markova, 1992). Often, it is assumed that students' minds operate in the same way as the teacher's does. So much of student failure in school comes directly out of the larger failure to stimulate all those areas in the children's brains, stimulation which could open up their minds in so many ways (Markova, 1992). Student's academic performance is a matter of concern to educators, parents, and students themselves. The ways in which an individual characteristically acquires, retains, and retrieves information are collectively referred to as his or her learning style (Felder and Henriques, 1995). Unfortunately, the manner in which children acquire the information to perform well academically is too often ignored. Considerable research has examined the relationship between students' learning styles and their academic performance (Witkin, 1973; Gregorc, 1979; Claxton and Murrell, 1987; Brunner and Majewski, 1990; Schroeder, 1993; Klavas, 1993). These studies have consistently found that when learning styles were considered in the teaching process, academic performance increased. Schroeder states that accommodating the variations in learning styles could improve curricula and the teaching process (1993). The results of a study by Dunn et al. (1995) suggested that students whose learning styles are accommodated would be expected to achieve 75% of a standard deviation higher than students for whose learning style had not been accommodated. Many researchers have reported that students often classified as poor achievers, learning disabled, at‐risk youth, or dropouts were able to improve their academic performance when instruction was redesigned to respond to their particular learning style preferences (Stone, 1992; Perrin, 1990; Elliot, 1991; Andrews, 1990). Children suffer deeply when their natural way of thinking, of absorbing and processing information, of creating and expressing is criticized, mocked, or ignored (Markova, 1992). However, learning efficiently empowers children to gain confidence since many believe they have learned a skill only after they can perform it easily. Markova acknowledges that many approaches to understanding individual differences include something about the fact that most of us have one sense we are most comfortable using in the learning process. Understanding these patterns of processing information is crucial to finding the most effective ways to educate our children. Markova has identified six patterns of personal thinking, which are different combinations of the perceptual kinesthetic (K), auditory (A), and visual (V) channels. He posits that information is first received by the conscious mind, sorted by the unconscious mind and finally integrated by the subconscious mind (Markova, 1992). The six different combinations (KAV, KVA, AVK, AKV, VKA, and VAK) are referred to as personal thinking patterns and determine the most comfortable and effective way for each learner to learn.     

An Interwoven Learning Exchange: Transforming Research‐Teaching Relationships in the Top End,Northern Australia

In this paper, we explore processes of learning through a focus on relationships. Situated within the context of our research on educational tourism with Indigenous tour operators in the Northern Territory, we examine the relationships built between three groups: ourselves, Indigenous tour operators and undergraduate university students. We develop a conceptualisation of teaching and research as an interwoven learning exchange characterised by multi‐directional learning experiences within which all collaborators teach, research and learn. By viewing all contributors, including ourselves, as active and multiple situated co‐learners, we begin a process of recognising and reconfiguring power relationships. We reflect on how an interwoven learning exchange may bring new subjectivities into being through transformed research‐teaching relationships.     

Media Framing and Racial Attitudes in the Aftermath of Katrina

In the aftermath of Hurricane Katrina, many African Americans held fairly negative attitudes about effective and speedy government response to the storm. We employ framing theory to examine the role of race in shaping attitudes following Katrina. We hypothesize that a dominant media frame of Black storm victims led African Americans to develop a stronger empathy with storm victims, and thus, more negative views about government response. We test this hypothesis using a unique national poll of adults conducted in September 2005 that over sampled African Americans. Our results support the hypothesis that race strongly shaped attitudes following the storm.     

“We Seem to Have Always Spoken in Prose . . .” Policy Analysis Is a Clinical Profession: Implications for Policy Analysis Practice and Instruction

The purpose of this article is (i) to propose the concept of policy analysis as a clinical profession, (ii) to relate to the clinical intellectual processes involved in policy analysis, and (iii) following studies in other clinical disciplines, to infer implications for policy analysis and policy analysis instruction. The article will highlight notions of clinical reasoning and clinical cognitive processes relevant to policy analysis and will address reasoning errors associated with bounded rationality and uncertainty in the clinical analytic process. The article seeks to promote awareness of clinical notions and of their relevance for policy analysis practice and instruction.