Download A Researcher's Guide to Sources on Soviet Social History in by Sheila Fitzpatrick, Lynne Viola PDF

By Sheila Fitzpatrick, Lynne Viola

The Stalin period has been much less available to researchers than both the previous decade or the postwar period. the fundamental challenge is that in the Stalin years censorship limited the gathering and dissemination of knowledge (and brought bias and distortion into the information that have been published), whereas within the post-Stalin years entry to files and libraries remained tightly managed. therefore it isn't striking that one of many major manifestations of glasnost has been the trouble to open up files of the Thirties. during this quantity Western and Soviet experts aspect the untapped strength of assets in this interval of Soviet social heritage and likewise the hidden traps that abound. the entire variety of resources is roofed, from memoirs to authentic records, from urban directories to automatic facts bases.

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30 (or even lower) correlation between their height and measures of how well they perform. We would not then conclude that height is not an important requirement to play center in the NBA and proceed to recruit players under six feet for the position. The reason the correlation is so low is that in order to play center in the NBA at all requires being of a certain height. Thus virtually all centers are around seven feet tall, and relatively small differences in height among those who play may not explain differences in their performance.

Having members of minority groups or women in positions of importance and authority (such as professors) serves a basically symbolic function. As Addis puts it, “the presence of members of traditionally excluded groups will provide visible reassurance to the aspiring role occupants that the dominant group does not devalue them and their horizons of significance . . In other words, the presence of supposed role models of the same race or gender provides a counter narrative to the dominant narrative that has reinforced the exclusion of these marginalized groups” (p.

At the beginning of his career Astin’s research suggested that institutional characteristics of colleges had very little effect on all the outcome measures he studied. His later research suggests that college environmental characteristics are more important than originally thought. But an examination of results presented in one of his more recent monographs 21 THE PROBLEM (Astin 1993) raises some questions as to how well college characteristics can help one understand outcomes once input variables are controlled.

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