Death Education in the United Kingdom

Abstract

This paper, which is in three parts, first surveys the development of some forms of informal death education in the United Kingdom since Gorer's (1965) post‐war survey of attitudes to death, grief and mourning. It notes how many of the responses made to the death of Diana, Princess of Wales, are part of such developments. Next it shows how the media in particular, together with exhibitions, courses and reports, continue to contribute to the attainment of four goals originally applied to American Death Education: (1) informing of facts not currently widespread in society, (2) learning to deal with feelings about one's own death and the deaths of significant others, (3) becoming informed consumers of medical and funeral services, and (4) clarifying one's values on social and ethical issues. The paper concludes by outlining some choices and challenges that death and bereavement present using Buber's I‐‐Thou perspective.     

Special Education in the United Kingdom

ALL CHILDREN of school age in the United Kingdom are the responsibility of the Education Authority and must be offered educational provision. About 1.3% of pupils attend special schools; other pupils with special educational needs receive support of various kinds in ordinary schools. The Education Act 1981 is the main legislative instrument concerned with special education: it defined special educational needs, established integration as a key principle guiding service provision and laid down detailed procedures for conducting assessments. Special educational provision is likely to be affected significantly by the general Education Act introduced in 1988 but the precise implications are not yet clear.     

发展教育在英国

半个世纪以来，发展教育的理念日益进入英国教育的主流，其组织规模也不断扩大。但理论基础薄弱，概念界定不清，实际操作性差仍是其存在的棘手问题，向操作性强、可塑性强的学习理论的转型，是它的必然选择。     

Teaching in transition: Examining school-based gender inequities in central/southeastern Europe and the former Soviet Union

In the last decade, gender equity has become one of the most prominent issues in education reform efforts worldwide. Yet, questions of gender equity have received very little attention in the education reform efforts in the post-socialist countries during the transition period. Focusing on the political, economic, and social changes of the 1990s, this article examines school-based gender equity as it is treated in textbooks, curriculum, teacher attitudes, school environment, leadership and tracking. The article presents gender-sensitive strategies for reform and explores how existing ‘gender-neutral’ education practices detrimentally affect gender equity in schools, providing country-specific examples. The article concludes with recommendations for teaching in transition, given the education sphere's strong potential to redress gender inequities.     

Education Statistics for the United Kingdom

Introduction: Statistics for the education systems in England and Wales, Scotland and Northern Ireland are collected and processed separately in accordance with the particular needs of the responsible Departments. Each Education Department—the Department of Education and Science, the Welsh Office Education Department, the Scottish Education Department and the Department of Education Northern Ireland—publishes a selection of statistics concerning education within the separate countries. More detailed statistics on universities can be found in the University Grants Committee's own publications.     

Deaf Students and Higher Education in the United Kingdom

Abstract

In the United Kingdom, 233 higher education institutions were surveyed in 1988 and 1989 providing 166 returns. The survey sought information on equal opportunities policies, provision of technical support, the availability of support personnel and interpreters, funding arrangements, and the numbers of deaf students within higher education (HE). With a few notable exceptions, the returns showed a generally poor level of services available to deaf students, an ignorance of the required support needs and a low representation of deaf people within HE. The need for positive action seemed to be least recognized within teacher training colleges. The study also highlighted the absence of any monitoring of deaf or disabled students within HE. Several suggestions are made on how policies and practices in institutions could be changed to widen access to this group of students.     

多元文化主义、多元文化教育和美国的文学教学

七、八十年代以来,美国兴起多元文化主义及多元文化主义教育同传统思想的斗争。前者要求在文化和教育上更多地体现多样性,体现少数种族和妇女等弱势群体的文化和价值观;后者则强调文化的统一性,认为多元文化主义及多元文化教育会导致美国社会的分裂。九十年代前后美国各界围绕文学教学中改革和反改革的争论实质是其具体体现。     

前苏联当代小说选择与观察的立足点

当代苏联小说叙述角度的变化经历了一个复杂的过程。我们从苏联当代中短篇小说叙述视角的变化 ,可以看出当代苏联文学发展中的局部突破与整体发展的轨迹。而作家要想写好一部作品 ,最重要的一点是选择好叙述的视角 ,也就是如何选择观察现实的立足点。     

Acculturation,school context,and school outcomes: Adaptation of refugee adolescents from the former Soviet Union

A differentiated model of acculturation was used to assess the relationship of acculturative styles to school adaptation among a group of 110 refugee adolescents from the former Soviet Union. Acculturation was assessed with respect to both American and Russian cultures and, within each culture, distinguished among language competence, behavior, and identity. School adaptation was assessed in terms of academic (GPA), behavioral (disciplinary infractions), and attitudinal (sense of school belonging) components. Results suggested that differing patterns of overall American and Russian acculturation were associated with differing school outcomes, as were language competence, behavior, and identity with respect to the different cultures. In general, higher levels of American acculturation predicted school adaptation while aspects of Russian acculturation were differentially related to school adaptation for different subgroups. Results indicated the importance of conceptualizing acculturation as a multidimensional concept with respect to both culture or origin and culture of resettlement. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 27–38, 2005.     

美国对苏联首次核试验的反应

战后初期,世界上唯一拥有原子弹的美国,对苏联核武器的研制做出了错误判断,过分相信美国可以长期垄断原子能秘密,而1949年苏联原子弹的成功试验打破了美国决策者的幻想,杜鲁门政府开始调整其核政策,做出了研制比原子弹威力更大的氢弹的决定,从而促使美苏核军备竞赛进一步加剧。而国家安全委员会第68号文件的出台,则为美国大规模扩充军备奠定了理论基础。     

从苏联解体的教训看“三个代表”思想的伟大意义

江泽民“三个代表”的思想 ,是总结世界社会主义运动的经验教训和我党八十年历史经验得出的科学结论。苏联演变和解体的重要原因就是不注重生产力的发展 ,搞乱了意识形态 ,党严重脱离人民。“三个代表”的思想 ,对于加强我党的思想建设有着重大的指导意义     

从苏联解体的教训看"三个代表"思想的伟大意义

江泽民“三个代表”的思想，是总结世界社会主义运动的经验教训和我党八十年历史经验得出的科学结论。苏联演变和解体的重要原因就是不注重生产力的发展，搞乱了意识形态，党严重脱离人民。“三个代表”的思想，对于加强我党的思想建设有着重大的指导意义。     

Industrial Collaboration in Engineering Education in the United Kingdom

In the United Kingdom engineering education as it was set-up was more divorced from industry it served than in, for example, Germany and France. During the last three decades some efforts have been made to achieve a partnership between industry and the institutions of higher education in the education and training of engineers. Up till a few decades ago much of engineering research in the universities was in the field of engineering science, but now more engineering research is being carried-out in co-operation with industry and it is realised that the advantages greatly outweigh the problems it poses. University engineering departments have also realised that they have a contribution to make in providing advisory services for industry and short post-experience courses for engineers in industry.     

苏联教师教育发展历史沿革及启示

俄罗斯的教师教育发展至今已有两百多年的历史,其中有很多新颖的、开放的、国际化的教学理念值得我们深入探讨和研究。因而,文章通过对苏联教师教育发展历程中取得的宝贵经验及存在的弊端进行系统的分析和总结,进而为我国的教师教育发展提供可借鉴的理论依据和教育理念上的新启示,形成中国特色的师范教育理论和体系。