ACES at Its Best: Celebrating the Human Spirit

Reproduced here is the presidential message delivered at the Association for Counselor Education and Supervision (ACES) luncheon held during the American Counseling Association National Conference in Washington, DC, in March 2000.     

ACES Beyond Fifty: Creating a Future

As the golden anniversary milestone of ACES passes, this article addresses counselor education for the 1990s and beyond, something future leaders and members can reference.     

Celebrating the Past,Creating the Future: 50 Years of Community College Research

The Council for the Study of Community Colleges (CSCC) celebrated its 50th anniversary in 2008. This article summarizes the establishment of the Council and sets it in the context of the development of the community college movement. Highlights of research conducted by CSCC members to address contemporary issues facing community colleges are described. A summary of insights offered by members during a 2008 plenary session, research presented at the 50th annual conference, and key community college leaders are described in the context of the historical evolution of community college research and future directions.     

珍惜过去

It is easy to be negative about past mistakes and unhappiness.But it is much more healing to look at ourselves and our past in the light of experience,acceptance, and growth. Our past is a series of lessons that advance us to higher levels of living and loving.The relationships we entered,stayed in,or ended taught us necessary lessons.     

塑造我国现代大学组织文化

大学组织文化是组织文化的一种。近年来, 我国大学组织文化建设取得一定的成绩, 促进了高等学校的改革和发展, 但存在对整体文化形象培育不够重视、办学理念缺少文化内涵等不足。加强现代大学组织文化建设, 要坚持正确的指导思想, 运用先进的理念, 构建现代大学制度, 实现学校全面、协调、可持续发展。     

继往开来 强院兴业

大连教育学院作为一所具有师范性质的成人本科高等院校,在60年的奋斗中,经历了应运而生、乘势而起、蓬勃发展、改革转型四个阶段,从无到有,从小到大,从弱到强,办院理念不断创新,综合实力不断增强,服务功能不断扩大,为区域教育的改革和发展作出了不可磨灭的贡献。在这个过程中,积累了丰富的办院经验,留下了宝贵的精神财富,也为今后的进一步发展奠定了良好的综合基础。学院人决心发扬优良传统,以自强不息的拼搏精神,传承辉煌,继往开来,志存高远,开拓创新,再创学院美好的明天。     

Greening Our Future

大自然造就了我们的文明。我们来自大自然,靠她的营养成长,然而却常常喜欢将我们自己看做她的主人。我们曾经试图征服她,让她成为我们的奴隶。结果,大自然痛苦地痉挛,失去了她新鲜的空气、干净的水和肥沃的土壤。我们滥用大自然,     

Pastoral Care: Past,Present and Future

Chris Watkins was a member of the first NAPCE executive in 1982, and has continued on that committee and on the London committee ever since. He was chair of NAPCE from 1992 to 1994, and is currently chair of the Publications Committee. He has been a maths teacher in a large secondary school, a teacher in charge of a unit for pupils whose effect on school was disruptive, and a trained school counsellor.

He is now head of the academic group ‘Assessment, Guidance and Effective Learning’ at the University of London Institute of Education, where his current areas of work include school behaviour, mentoring, tutoring, personal–social education – all centrally linked to effective learning in classrooms and school. He is course tutor to the MA in Effective Learning and the MA in School Development, and is involved in consultancy to schools and training others in consultation. Current research projects include ‘The Violence-resilient School’ and ‘Learning about Learning’.     

土耳其的医学教育:从过去到未来

本文从本科生医学教育、毕业后医学教育和继续医学教育的角度,论述了土耳其医学院校的历史和现状,医学教育的质量和专业风格,以及当前面临的问题和机遇.     

科学哲学:它的过去与未来

科学哲学在 2 0世纪的演变可归结为“在转向中的运动” ,即以“语言学转向”、“解释学转向”和“修辞学转向”等为基点和中枢的生成和发展。 2 1世纪科学哲学发展的可能趋向主要在于 :“后现代性”趋向、“语境分析方法”的运用和“语境论”科学实践观的建构     

Remembering Smithells: Past,Present, Future

In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold.     

Motor Development: Recognizing Our Roots,Charting Our Future

In this paper I explore the common history of developmental psychology and motor development, concluding that the field of motor development should be defined in a manner analogous to the way its parent field, developmental psychology, is defined. Therefore, I view the study of motor development as the study of change in motor behavior across the lifespan. This was the implicit definition used by the first textbook in the field, Espenschade and Eckert's (1967) Motor Development. Two implications of this definition are (a) with change in motor behavior as the focus of study, age becomes a “marker variable” in developmental research, and (b) the lifespan perspective frees (and forces) motor development researchers to reexamine causation. These implications further suggest that the organismic paradigm is no longer sufficient for the field of motor development. I propose that general systems theory, exemplified in the study of motor development by dynamical systems theory, is a possible, new paradigm for lifespan motor development research.