DO COMPARATIVE AND REGIONAL STUDIES OF NATIONALISM INTERSECT?
The question behind this article evolved from two separate observations. While the expansion of comparative and cross-regional research has been actively promoted by leading scholars of the Middle East (and was later encouraged by such bodies as the Middle East Studies Association and this journal), so has the incorporation of scholarly insights from area studies been urged by leading political scientists as a prerequisite for revitalizing all of the discipline's subfields and institutionally endorsed by the American Political Science Association. Viewed as interrelated, these observations prompted the question framing this text: if the aims of many Middle East scholars and institutions are compatible with the aims of many political scientists and their association, why have they remained largely parallel, as suggested by scholars within both fields?
"Mizrahim, Abstracted: Action, Reflection and the Academization of the Mizrahi Cause"
(2008). Mizrahim, Abstracted: Action, Reflection, and the Academization of the Mizrahi Cause. Journal of Palestine Studies: Vol. 37, No. 2, pp. 89-100.
Cognitive Correlaretes of Physics Achievement of Some Nigeria Senior Secondary Students
Some cognitive correlates of physics achievement of some Nigeria senior secondary students were considered in the study. Specifically, the study examined the relationship between measures of student’s field independency. Cognitive tasks, formal reasoning and their achievement in physics. Purposive and stratified random sampling techniques were employed to obtain a sample of 524 senior secondary two students from six education zones in Kogi State of Nigeria. Three instruments were used. They are science Reasoning Tasks (SRTs). Group Embedded Figures Test (GEFT) and Physics Achievement Test (PAT). Data analysis using multiple regressions reveals that measures of students’ fields’ independency and cognitive tasks predicted student’s achievement in physics generally. However, only measure of field independency predicted students’ achievement in physics in the higher order cognitive demand questions. Measures of formal reasoning had no significant relationship with students’ achievements in physics generally or in higher order cognitive demand questions in physics. However, the overall relationships between measures of field independency, cognitive tasks, formal reasoning and students’ achievement in physics generally and in higher order cognitive demand questions in physics were both significant. Educational implications of these findings were discussed.