Outdoor adventure education for children in Scotland: quantifying the benefits

Outdoor adventure education (OAE) is widely recognised for its ability to elicit personal and social development for its participants. However, quantitative evidence on which this recognition is based is frequently questioned, and is virtually absent in Scotland. To provide some of the first statistically determined evidence from Scotland that OAE benefits personal and social development, and through this understand concerns over the robustness of quantitative evidence, a survey of children 10–12 years old attending a residential week of OAE was undertaken. A small positive benefit was measured after the intervention, but this was lost 10 weeks later. The loss is attributed to euphoria at the time and limited integration of experiences into subsequent classwork. Teachers said they were reluctant to integrate outcomes when some pupils could not participate, commonly those from poorer families. Pupils who perceived themselves as having relatively poor personal and social skills appeared to gain most benefit and then lose the least. Since these pupils may well come from poorer families, funding to allow them to participate would permit integration of outcomes into classwork and benefit all pupils. The methodology highlights the need for carefully selected samples, use of an appropriate questionnaire and control of numerous variables.     

基于主体功能区的土地利用分区研究——以内蒙古自治区为例

划分土地利用分区对科学制定土地利用方向、合理确定土地利用结构、提高土地利用集约化程度、促进区域协调发展具有重要意义。本文在总结前人开展的内蒙古自治区土地利用分区的基础上,充分考虑内蒙古自治区主体功能区规划确定的主体功能区对土地利用分区划分的影响,土地利用分区应有利于促进主体功能区形成的前提下,提出基于主体功能区的自治区土地利用分区构想,将自治区土地利用划分形成耕地与基本农田集中区、城镇村发展区、工矿建设区和生态安全保护与建设区4个土地利用功能区。     

Adding value to students in higher education: a 5-year analysis of student attainment of National Governing Body Awards in a UK Outdoor Education Degree Programme

Recent interest in ways of assessing the performance and ‘value-added’ aspects of higher education and how universities can enhance graduate employability skills has prompted this study into the acquisition of National Governing Body Award (NGBA) qualifications by students on a UK outdoor education degree programme. Students' age, gender, academic and NGBA qualifications, short-term and long-term goals on entry and after each year of study were compiled for students on the BSc (Hons) Outdoor and Environmental Education course at Liverpool John Moores University (n?=?151 students from five cohorts, 1998–2002). Some 78% of entrants held at least one NGBA with 36%, 9% and 2% holding ≥5, ≥10 and ≥15 NGBAs, respectively, and 100% of graduates held at least one NGBA with 57%, 35% and 8% holding ≥5, ≥10 and ≥15 NGBAs, respectively. Students with non-A-level entry held more NGBAs than students who entered with A-levels but A-level entry students gained NGBAs at a faster rate than those without A-levels. There was no clear relationship between students' age and either the number of NGBAs held on entry, or the number gained during the programme. There was a weak inverse relationship between the number of NGBAs that students held on entry and the number gained while on the programme. The data offer virtually no evidence that the pursuit and acquisition of NGBAs' impacts on students' academic achievement as measured by the class of degree that they are awarded. Comparisons of A-level entry points with final degree class showed surprisingly similar distributions in all classes except for first class awards, where students with A-level entry performed twice as well. Males held a significantly greater number of NGBAs on entry than females (mean of 4.8 compared to 2.9) but once on the programme, the achievements of males and females are equal. Analysis of 57 students' short-term and long-term goals showed that 74% and 72% of students specifically stated their intention to achieve NGBAs in their short-term and long-term goals, respectively, with 50% fully achieving their short-term goals by the end of the programme. Students who are good at setting achievable goals and have well-developed time management and study skills are more likely to be successful in courses such as this, which are demanding, require a lot of hours outside the formal class contact time, and require high level decision-making skills to be able to manage successfully conflicts in time and resources.     

小城镇土地集约利用研究综述

小城镇及其土地资源的集约利用一直是国内外土地科学及相关学科的研究重点之一。在归纳总结国内外学者对小城镇土地资源集约利用的内涵界定基础上,综述了小城镇土地集约利用的国外、国内研究动态与重要进展以及发展趋势。     

科学使用历史地图,培养学生学习兴趣

历史地图是历史教科书有的机组成部分，它形象地反映了课文的内容，能给学生以直观、整体的认识；历史教师在课堂教学中应重视历史地图的运用，以激发学生的兴趣加深学生对历史知识的理解和掌握。     

福州市城市化进程中土地利用问题探讨

土地是人类社会赖以生存与发展的最重要的自然资源之一.城市化作为当今世界重要的社会经济现象,是对土地利用目标能否实现构成关键性影响的因素之一.本文在分析福州市城市化发展和土地利用变化的基础上,指出福州市城市化过程中存在新增建设用地占用大量耕地、建设用地效率偏低、城市土地用地结构不尽合理、土地利用过度与闲置并存等问题,进而提出了科学规划和合理安排用地、提高土地利用效率、加强土地管理等建议,以期提高福州市城市化进程中土地利用水平.     

我国土地使用权制度之检讨

我国土地使用权是指非土地所有人利用国有土地进行建筑并取得其上建筑物所有权的权利。我国土地使用权产生至今已有十余年的历史,其对提高国有土地利用率,促进国民经济发展发挥了重大作用。然而由于该制度在形成之初就存在先天不足,导致至今仍有许多问题诸如土地使用权名称、土地使用权内容、土地使用权保护等需要我们去认真检讨和解决。     

池州杉山佛教史迹考略

池州境内石台的杉山唐代就建有佛寺,宋代后佛教相当兴盛,今尚有佛寺和僧人墓塔、墓碑的遗存。近年来随着杉山的旅游开发,杉山佛教的历史也渐为人们所注意,文章依据留存的文献、文物,对杉山的佛教史迹进行了查考,尽力勾画出杉山佛教发展的大致线索和基本轮廓,为地域文化研究、旅游开发提供参考。     

The history of citizenship education in England

The publication of the Crick report (1998) on citizenship education and the subsequent Order for implementing the compulsory status of the topic for Key Stages 3 and 4 have generated considerable comment. However, the historical background to this development has been only sketchily treated. This article attempts to provide a little more detail, to suggest a framework of analysis to illuminate the history and to indicate the relevance of this past experience for current work. The analytical framework is provided by the identification of five factors that have shaped the evolution of citizenship education in England. These are: the lack of central guidance and reliance on private initiatives; the extension of the franchise and the issue of maturity; social class and examination structures; war and peace; Empire and Commonwealth.     

高校专业设置与区域产业结构及发展的适应性研究——以福建师大福清分校专业设置与福清市产业发展的适应性为例

大学的基本功能之一是为社会服务,大学的专业设置合理与否,不仅关系到大学能否履行社会的服务功能,还与学生将来的就业、学校自身的发展密切相关。本文分析了福清分校专业设置现状及福清市产业现状与发展趋势,提出了其专业设置和建设的对策建议：1、要紧贴市场需求,以产业发展为坐标,以职业分析为导向,灵活地设置课程体系和教学内容。2、要“立足福清（福州）,面向海西”,要有一定的前瞻性,紧跟时代潮流,主动适应社会经济动态变化。积极为地方经济和社会发展服务。     

Policy and practice of Holocaust education in Scotland

In contrast to the situation in England and Wales, Holocaust education in Scotland is not mandatory and is not delivered to every school student. Still, it is offered frequently. In this article we show how Scotland’s changing curriculum, the introduction of Holocaust Memorial Day, and the Lessons from Auschwitz Project have contributed to the growth of Holocaust education in Scotland over the last decade. We discuss the significance of each of these three factors, the impact of Holocaust education, and the inter-related nature of their practice with relevant references to the English equivalent. We further examine the role of Holocaust education at both the primary and secondary level, consider the challenges for Holocaust education in Scotland, and conclude that although large numbers of students in Scotland are currently engaging with Holocaust education, these three factors continue to play a vital role in its success.     

河南高新技术产业发展环境体系的若干问题分析

从高新技术产业的发展特征和河南省经济发展的实际,论述了河南省高新技术产业发展中存在的问题,提出了建立健全河南省高新技术产业发展环境体系的方案和对策.     

The inclusive practice project in Scotland: Teacher education for inclusive education

While differences in national contexts are associated with variations in how teachers are trained and school systems are organised, the conceptual and philosophical problems of equity and inclusion in schooling are shared concerns. This paper describes how the structure and content of an initial teacher education programme for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core programme. A rationale is presented for the development of ‘inclusive practice’, followed by a discussion of the reforms and an outline of the effects that are expected in the classroom practices of teachers in schools.     

在历史教学中对感恩教育的拓展

在大力倡导和谐社会的今天,青少年中出现了一些不知感恩的现象。在对青少年的感恩教育中,历史课程有着不可或缺的作用,在以历史课堂教学为主的同时,抓住谦外等假期时间,对感恩教育进行拓展,已成为历史教学的重要课题之一。     

Outdoor physical education in French schools during the twentieth century

During the twentieth century, outdoor physical education (OPE) gradually integrated with the French education system. Culturally speaking, OPE had to overcome several hurdles because it promoted values such as freedom, initiative and responsibility that were deemed incompatible with the existing educational model. Beyond being a pedagogical tool, the health and welfare implications justified the existence of OPE within the school system, thus changing the meaning of those values. The question of human relations with nature truly facilitated the incorporation of OPE into French educational programmes even if the scope of its development is rather limited today. Some might regret the predominance of a kind of physical activity that conveyed values and was proven to be especially productive in terms of issues related to education, security and respect for the environment. Nevertheless, OPE physical activities found their rightful place within the school system because of the sports facet of the activities.     

Lost in the Australian bush: Outdoor education as curriculum

The concept of authenticity is an under-theorized design principle at the centre of debates about the relationship of school activities to professional practices. We explore one approach to articulating the concept of authenticity through the design of a novel curricular structure, which we call 'mutual benefit partnership', developed in collaboration with a telecommunications company and four middle schools. The partnership created products of value to the corporate partner as well as to the teachers and students. But attempts to provide significant benefits to all parties of the partnership brought out conflicts in cultural values between school and corporate communities, resulting in both learning opportunities and risks to participants. Mutual benefit from students' work resulted more from ancillary (or secondary) products of their work than from primary products, suggesting the need to design curricular structures to achieve joint focus of school and corporate participants on the primary products of student work.     

Drug use amongst 12- and 13-year-olds attending emotional and behavioural difficulty units in Belfast

Abstract

This article reports on the findings from a survey of 12- and 13-year-old young people with statements of special educational needs who are attending emotional and behavioural difficulty units in Belfast. The existing literature in the area of special education suggests that a gap in contemporary empirical evidence for drug use behaviours of adolescents attending EBD units and other special educational facilities exists at present. In attempting to redress this knowledge gap, the findings from the present study support the opinions of commentators in the field that young people attending EBD units are at a high risk of illicit drug use in comparison with their contemporaries in mainstream school.     

乡情与理性:"五四"乡土文学的风范

“五四”乡土学作为一个重要的现象，其发生发展并不是偶然的，它是五四化思想的影响在创作上的体现，表现出鲜明的理性批判的化精神。乡情乡愁与理性批判相纠结是本期乡土学的共同风范，这种共性有创作主体自身条件和客观历史情境的规定性。     

浅谈青海历史发展的特征

本文探讨了青海历史发展特征,认为青海历史具有跨越式发展,起步晚、起点较高,动力乏弱、进程缓慢,河湟领先,上层建筑为先导的特征。