Expressions Of Disapproval Research Articles

A Public Opinion Study of Anti-Semitism in New York City

A NTI-SEMITISM expresses itself in several forms of overt action. These include discrimination in industry, quotas in professional schools, acts of gangsterism and hoodlumism such as the defacing of synagogues and the beating up of Jewish youngters, to mention a few. A considerable body of public opinion tacitly approves of these activities and accepts the prejudices which are characteristic of anti-semitism. This study of anti-semitic opinions in New York City examined some of these attitudes, with special attention being paid to apparently contradictory differences found between some of the economic and educational groups within the major religious groups. To study the anti-semitic feelings of the population several questions were chosen which were considered suitable as reflectors of these feelings. The questions sought for expressions of disapproval of the number of Jews holding government jobs, judgments on the relative honesty of Jewish business men, criticism of the patriotism of Jews, and fear of the power of Jews in the United States. A schedule was constructed containing direct questions on these subjects, along with a number of background items. The sample selected to be analyzed was stratified on five characteristics, random samples being drawn from three rental groups, two education groups, two nativity groups (native and foreign born), and Negro and white groups, proportional to the relative size of these groups in the New York City population, as found in the Sixteenth Census of the United States. Samples were drawn from four religious groups, based upon the estimated proportions from each group

The Thirty Years' War (1900–1930)

The Thirty Years' War <i>(1900–1930)</i>

THE EVALUATION OF PREMARITAL LEGISLATION

During the past four years a number of state legislatures have imposed restrictions preventing the marriage of persons found to be afflicted with syphilis. This has been accomplished by the amendment of existing laws or the setting up of new statutes. The requirements to be met vary greatly in the twenty-six states which have adopted this type of legislation. In general, the issuance of a license is based on the result of physical examination, laboratory tests or in some instances the mere certification of freedom from venereal disease by a registered physician. The medical profession has not been unanimous in its sanction of such legislative efforts. The most definite expressions of disapproval have come from eminent syphilologists. 1 A summary of the dissenting opinion indicates the following objections: ( a ) Too great a reliance is placed on the results of blood examinations. ( b ) Many patients who have positive reactions of the

Culture in Education

T HIS article has two purposes. The first is to distinguish between the cultural and the practical aspects of a college curriculum. The second is to suggest a philosophy of education for the small college, especially for the college having both academic and engineering departments. In pursuing our first objective, we desire to define and differentiate, not to evaluate. In our opinion, we evaluate too much. It is the easiest thing in the world to make value judgments. We do this almost as easily as we breathe. In fact, most of the statements we make merely exhale our emotional preferences. When the silent films first relinquished their silence, expressions of disapproval were heard on all sides. No reasons for regretting the change were given, or even entertained; it was just disapproved. But there were at least two individuals, Hugo Mfinsterberg and Charlie Chaplin, who had been engaging in a little analysis. They knew why they regretted the change: the opportunity to develop a new art of pantomime s emed lost forever. For them, there was meaning in debating the issue. Evaluation after analysis is, as a procedure, very rare. The prevailing practice is to base our value judgments, not upon clearly discerned differences, but upon habit, convention, and tradition-that is, upon emotion; and, accordingly, we label certain courses cultural and certain other courses practical, blithely ignorant of what we mean by such division but, nevertheless, quite confident that the former are superior. It would be well for a college community to place a moratorium upon value judgments and to give special attention to judgments of the

The Phonemic Structure of English Monosyllables

and the labials [p], [b], [m]; (2) two affricates: the dentals [tf], [da]; (3) twelve patents or open consonants: the breathing [h], the tongue patents [f], [s], [0]; [z], [6]; [j], [r], [1], and the labials [f], [v], [w]; (4) six short vowels: the front vowels [i], [e], [ae] and the back vowels [u], [A], [D]; (5) three long vowels: the mean vowel [3] and the back vowels [a], [:]; and (6) six glides: the i-glides [ii], [ei], [ai] and the u-glides [uu], [ou], [au].* The monosyllabic words of English may be distinguished as monophonemic and pleiophonemic. A monophonemic word consists of a single phoneme; a pleiophonemic word, of a combination of phonemes. Certain phonemes may be words in themselves. Only the nasal [m], the tongue patents [f], [s], [r], the long vowels and the glides seem to have this capacity in English, and not all of these are actually so used in current speech. The nasal occurs as the so-called grunt, an expression of hesitation, doubt or dissatisfaction, often written umph or humph. Of the three tongue patents, [r] occurs (in western American speech) as the verb err and the proper name Ur; [f] occurs as the command sh 'hush'; [s] occurs as the so-called hiss, an expression of disapproval not unknown in public gatherings. Of the long vowels, [a] occurs as the exclamation ah! and [j] as the substantive awe and the exclamation aw!' Of the glides, [ii] occurs as the name of the