A Different Type of Summer Camp: SNCC,Freedom Summer,Freedom Schools,and the Development of African American Males in Mississippi

The civil rights movement of the late 1950s and 1960s had a transformational effect on American society and on grassroots movements for social justice at home and abroad during that era and beyond. But much of the history of the push for racial equality in America is often told as if it is on a constant repetitive loop, when other accounts are given less attention. One less talked about story is the innovative way that the youthful Student Nonviolent Coordinating Committee (SNCC) carried out major campaigns in the south, and particularly Mississippi, when other groups were hesitant to do so. During and long before the movement, Mississippi was a stronghold of racial prejudice and violence against African Americans. Despite the dangers associated with engaging in civil rights work in Mississippi, the SNCC workers, many of them only college students, planned a massive campaign to confront the system of injustice in the state during the summer of 1964. This undertaking came to be known as the “Freedom Summer.” Significantly, the organization established summer “Freedom Schools” as a compliment to the summer project that would address the severe lack of attention school-aged Black children received as a result of Mississippi's intentional neglect. It is within this story that we find a compelling case for the need to identify alternative means of providing academic support for marginalized youth.     

“单子”与“此在”之自由

历史上每位伟大的哲学家的体系中所提出的最基本概念都包含着极其丰富的内容 ,而由这些基本概念出发的探讨必然涉及对人生具有重要意义的问题 ,自由问题便是其中之一。作为莱布尼茨的基本概念“单子”与海德格尔特别是在《存在与时间》中的“此在”都关涉到了对自由问题的讨论。本文试图展示由这两个概念出发而对自由之不同解释 ,同时也将尽力找出其共同点     

Responding to Academic Freedom

W. Richard Bond's “Zero Tolerance: A New Enemy of Academic Freedom?,” Michael Kubara's “Academic Freedom,” and Fred Wilson's “In Defence of Speech Codes” included in the Symposium published in Interchange, Volume 27, #2, 1996, deal with the role and importance of academic freedom in Canadian universities and the pressures both within and without the academy for its attenuation. Although the Bond paper begins with the recent controversy in Ontario universities over the attempted introduction of a policy of zero tolerance of harassment and discrimination, it quickly moves to a summary of the traditional position regarding academic freedom in which that right is balanced by a corresponding responsibility. As insistent as Bond on the importance of academic freedom, Kubara and Wilson both approach the topic in a more argumentative fashion. Kubara and Wilson differ, however, in the kinds of arguments they propound. Kubara defends the traditional liberal conception of the university and attacks what he regards as the trendy feminist attack on academic freedom. Wilson recognizes that along with the rights bestowed by the acceptance of the principle of academic freedom is an obligation to engage in rational debate. The mechanism in Wilson's view for ensuring such debate is a well-crafted speech code in which professionally unacceptable speech acts are unambiguously defined. The fundamental difference between these two positions is that, whereas Kubara advocates an academic discourse that is as unfettered as is permissible within the law, Wilson proposes stricter limitations. I will discuss the Bond, Kubara, and Wilson papers in turn, commenting briefly on their positions. I will then present my own position on academic freedom and speech codes.     

RACE AND SCHOOLS AND RELATED TOPICS: BIBLIOGRAPHY

This article is based on a paper delivered at Lake Luzerve, New York at a Teacher Training Institute entitled “Liberty and Justice For All: The Foundations of Freedom,” July 25‐29, 1988, sponsored by The New York State Bar Association, which has given permission to publish this version.     

“房地产开发与经营”课程创新改革与实践研究

在新常态背景下,为顺应我国房地产市场的快速发展,“房地产开发与经营”课程作为房地产开发与管理专业的专业必修核心课程,课程内容与教学手段需要不断更新和与时俱进。“房地产开发与经营”课程以课程思政为引领,利用案例法、讨论法和PBL翻转课堂等混合式教学法提升教学质量,为高等院校本科“房地产开发与经营”课程教学改革提供方向性指导。     

Orwell: 1984 and Counselor Educators

In 1949, Eric Blair, the English Socialist, wrote his powerful novel, 1984, under the pen name of George Orwell. The novel depicted a world in the year 1984 where the masses would be controlled by technology masterfully manipulated by “Big Brother.” The Ministry of Truth would provide such slogans as “War is Peace,” “Freedom is Slavery,” and “Ignorance is Strength.” The old languages of the world would be replaced by the official language of 1984, Newspeak. This article discusses how close we are, in 1984, to an Orwellian world and what the role of counselor educators is in combating an Orwellian philosophy. How can we use the knowledge, skills, and technologies we possess to assist ourselves and our fellow human beings in reaching higher levels of personal, intellectual, and social development and awareness? What changes are needed in counselor education to prepare counselors for the rest of this century and the first quarter of the 21st century?     

信息化教学设计的探究与实践

随着信息技术的迅速发展,信息化教学得到了广泛的应用,与之相关的教学设计也逐渐被重视。该文从教学目标、学习环境与资源、学习情境、活动组织等6个方面重点介绍了信息化教学设计的主要内容和方法,并以《直流电动机的使用与维护》为案例,具体阐述了基于“世界大学城”空间和“3G实景课堂”的信息化教学设计内容与方法。     

数字化学习资源画面色彩表征影响学习注意的研究

在学习过程中,学习注意是保证学习者对知识信息进一步记忆与深入思考、学习真正发生的重要前提。当前的研究仍有在数字化学习资源画面设计中,对学习注意这一重要影响因素重视不足的问题。数字化学习资源画面色彩表征影响学习注意的“关系模型”,以及促进有效学习注意形成的色彩表征设计的“操作模型”,就是针对这一问题而提出的。“关系模型”提出了数字化学习资源画面色彩表征知识内容形态影响选择性学习注意,色彩表征知识关系形态影响持续性学习注意,色彩表征知识目标形态影响分配性学习注意等观点,并从中推衍出学习注意的“自动加工→序列加工→精细加工”的过程。“操作模型”从促进有效学习注意形成、优化数字化学习资源画面设计的研究视角,提出了“色彩编码设计形式”“色彩线索设计形式”和“色彩信号设计形式”等三种色彩表征设计形式,并通过对色彩表征设计流程的系统梳理,推导出“学习注意类型分析、色彩表征设计形式分析、色彩表征语义设计、色彩表征语用设计、色彩表征语构设计”的设计流程。对数字化学习资源画面的色彩表征设计,影响着学习注意的定位策略、匹配策略和管控策略,这为提升数字化学习效果提供了新思路。     

试析孔子近仁的四种品质“刚”“毅”“木”“讷”

"刚""毅""木""讷"在孔子的理想人格君子的修养过程中是极为重要的。达到了这四者并不意味着成为了君子,但要成为君子这四种品质一种都不能少,所以只说是近仁而并非仁。此四者既有各自深刻的内涵,彼此之间又是紧密联系的。"刚"着重从人的内在修炼来讲,而"毅"则是这种修炼的持之以恒。在此基础上逐渐形成了"木"的人格特质和"讷"的言语特征。这是一个修己以达仁的过程,但还并不完备。在达到了"木""讷"之后,还需要"学"与"礼"的辅助,使得文质相得益彰,方不失君子本色。     

Nothing Human

In this essay C. C. Wharram argues that Terence's concept of translation as a form of “contamination” anticipates recent developments in philosophy, ecology, and translation studies. Placing these divergent fields of inquiry into dialogue enables us read Terence's well‐known statement “I am a human being — I deem nothing human alien to me” as a recognition of the significance of the “nothing human” for contemporary humanism. By recasting Terence's human/foreign pairing through Freud's concept of the uncanny, Wharram draws a parallel between a “nothing human” that is radically interior to the human subject and an exterior agency of “nothing human” described by actor‐network theory and object‐oriented ontology. Only through an “alien phenomenology” (a concept borrowed from Ian Bogost) dependent on metaphors and translations that are necessarily approximate (or “contaminated”) can we begin to approach this “nothing human.”     

莎士比亚十四行诗中“summer’s (s’) ...”词组的翻译

“夏天”是莎士比亚十四行诗中一个重要的意象。而由“夏日的……”组成的词组所传达的意象较“夏日”单独使用时的翻译要难。通过对梁宗岱、屠岸和梁实秋三位先生译文的对比,试图探究并评价三位译家在处理“夏日的……”词组的异同之处,以期为今后重译莎翁十四行诗的译者提供一些借鉴。     

说“吕之代嬴,黄之易羊”

顾炎武《音学五书·音论》卷中有“吕之代嬴,黄之易”一语。江永《四声切韵表·凡例》中亦有此语,写作“吕之代嬴,黄之易”。张斌、许威汉二位先生主编的《中国古代语言学资料汇纂·音韵学分册》一书中引用顾、江二君语,写作“吕之代嬴,黄之易羊”,其中“羊”字有误,应为“芈”字。     

An exploration of the impact of the Emotional Literacy Support Assistant (ELSA) programme on wellbeing from the perspective of pupils

ABSTRACT

The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of the data set identified the following themes: “Feelings and Emotions”, “Engagement”, “Resilience”, “Hopes and Aspirations” and “Relationships”. The findings suggest the ELSA programme has a perceived positive impact on multiple components of pupil wellbeing. These components include positive emotions, negative feelings, engagement, resilience, optimism, accomplishment and relationships, as described by the New Economics Foundation (NEF) and Seligman’s “PERMA model”. The positive wellbeing changes experienced by the pupils occurred through strategies, talking, and forming a close relationship with the teaching assistant. Overall, this research provides evidence to suggest a positive impact of the ELSA programme on pupil wellbeing.     

Religious Education: The Depth of the Field

This article responds to sociologist Christian Smith's claim that many teenagers today have lost traditional religious faith and instead espouse a new and erroneous faith in God the “Cosmic Therapist.” The author challenges this claim by comparing two of Smith's chief complaints vis-à-vis teen faith to established portraits of adolescent faith. The comparison reveals that despite differences significant continuities exist between adolescent faith “then” and “now,” a finding that underscores the inherently (but not exclusively) developmental nature of religious faith. The article concludes by affirming Christian Religious Education as a dynamic process of bringing “life to faith and faith to life” with humility, compassion, and hope.     

Follow-up of children “at risk” of child abuse: Effect of support on emotional and intellectual development

This study is a follow-up of 47 children previously reported, who were referred to one paediatric unit and found to be “at risk” of child abuse. They were classified as “Satisfactory” (12), “Unsatisfactory” (18), and “Uncertain” (17), on the basis of breakdown of natural parenting, growth failure, developmental delay, behaviour disturbance and nonaccidental injury. Three years later, of 6 “unsatisfactory” children still with natural parents, 3 were unchanged and 3 had deteriorated. Of 10 fostered children from this group, 4 were considered normal and 5 had improved. Of 17 children in the “Uncertain” group, 3 are reclassified as “Satisfactory,” 3 are now “Unsatisfactory” and in 3 significant organic disease makes attribution of disability difficult. Ten out of 12 children in the “Satisfactory” group have remained in this category. These findings point to the conclusion that in those families where child rearing practices are so poor as to produce emotional and developmental impairment, the usual social work support and other conventional methods are not able to reverse the harm and in some cases to prevent further deterioration.     

Envisioning the industrial present: pathways of cultural learning in Luxembourg (1880s–1920s)

Abstract

This article examines how and to what extent Luxembourg society was “exposed” to visual representations of the prospering steel industries and labour and working-class culture(s) from the 1880s until the 1920s – a period of massive industrialisation – and how it thus gradually “learned to labour”. Indeed, modern visual media were seen as ideal catalysts for the circulation, transmission, and production of meaning, since they were considered to be appealing, objective, direct, and capable of inspiring the imagination. The article takes the reader through various mundane moments and events of industrial enculturation (annual funfair, slide lecture, vocational school, etc.) and engages with different “technologies of display” (photographs, fair albums, postcards, scale models, etc.) that subtly calibrated, conveyed, and inculcated the new industrial reality “through the eye” and, in the process, (re)produced national identifications. By zooming in on these different “visual encounters” with industry and by bringing these isolated encounters together in one story, the article (re)constructs a “learning route” – one among many possible pathways through this huge dynamic field of learning resources (or, “cultural ecology”) – and thus suggests how (informal) “cultural learning” might have taken place at the time. While accompanying us on this journey, the reader gains insights into how this field of resources evolved and how the industrial present was (re)framed, visually performed, and (re)configured over time.     

论蜀虎小说《酒脸》主人公车辟形象

蜀虎的长篇小说《酒脸》重点描写了经受政治磨难的主人公车辟,在“文革”后直至新世纪仍然难于谅解那段历史的复杂心理活动。尽管车辟最终融入主流社会,但作品的这种“滞后性”写作自有其可贵之处。《酒脸》由于渗透其中的价值观念及其表现内容和表现手法的特点,具有了与上世纪80年代的“伤痕文学”或“反思文学”作品的相似性,也证明了关于历史记忆的复杂性。作品对于“伤痕”或“反思”历史的执著叙述,在新的语境中,凸显了自己一定的价值。关于主人公车辟形象的塑造,尤其关于主人公在历史面前所发生的心理变化及其采取态度的描写,也许是作者的预期设计,但这种写作的实际效果增添了作品的矛盾性和丰富性,从而使得这部作品有了容易引起人们进行新的思考的作用。     

Children’s Typically‐Perceived‐Situations of Force and No Force in the Context of Australia and Korea

Typically‐Perceived‐Situation (TPS) refers to the situation rising spontaneously in an individual’s mind when she/he first thinks of a phenomenon or concept. The purpose of this study is to go well beyond the many studies that describe conceptions of force and explore children’s TPS of “force is acting on a thing” and “force is not acting on a thing”, and to do this in the differing contexts of Australia and Korea. Data were collected by drawings and written explanations from 145 Grade 6 Australian children and 150 Grade 6 Korean children. These data showed some significant differences between the Australian children’s and Korean children’s TPSs. For example, considering the whole context of children’s TPS, the contexts of “someone pushes or pulls something” and “someone/something is floating in the air or not moving because there is no gravity” were the most frequent ones, as a “force” and as a “no force” situation respectively, in the case of Australian children, while “a sort of energy is provided into someone/something and they can be active/working” and “a sort of energy is not provided into someone/something and they cannot be active/working”, were most frequent in the case of Korean children. These differences are very likely the consequence of different everyday meanings for the word “force” in the two cultures. In addition, it appears that these children’s TPS affect their judgement of “force” and “no force”.     

安徽宿松方言的指示代词

与普通话中指示代词二分不同 ,安徽宿松方言的指示代词基本上是三分的 ,具体来说 ,共有五组 :( 1 )这、那、畏 ;( 2 )这些、那些、畏些 ;( 3 )这里、那里、畏里 ;( 4)这乎子、那乎子、畏乎子 ;( 5)这样、那样、畏样和这□、那□ (□表示有音无字的音节 )。其中 ,“畏”类词的意义和用法最为独特     

英语毗邻原则研究

谓语动词与其相临近的主语在人称和数上一致性的原则适用于 :“Therebe”句型 ;有Ei ther…or…连接的两个主语 ;由Neither…nor…连接的两个主语 ;由Notonly…but(also)…连接两个并列主语 ;以及由Not…but…连接两个并列主语的情况