论死亡事件的教益

具有一定社会和个人教益并且能够唤起公众关注的死亡构成了死亡事件,在其诸多性质中最重要的性质是可谈论性。死亡事件的教益首先体现在它帮助人们领会死亡以何种极端方式与人们照面;其次,它构成思想史或文化史谈论的永恒话题,充分显示死亡问题取向立意的丰富,苏格拉底之死与王国维之死可以证明这一点;第三,从夏佛事件中认识到死亡事件可能影响人们对某些社会问题的思考与争议,推动法律和伦理等观念形态的变化;最后,通过对陆幼青与他的《死亡日记》的剖析能够看到,死亡事件成为个人表达复杂的临终感受的主观抒情活动,从而影响社会对濒死体验的认知方式,影响大众对死亡的思考方式、谈论方式。     

After the Regulated Life

Assuming that ordinary people have lacked the background, ability, and will to make prudent lifestyle decisions, Sargent and other human services professionals pursued visions of the rational, regulated life. That so many professions have entertained the same visions is not a mere coincidence. A human capital model, with its assumptions and implicit rules, unites these professions and their delivery systems. After offering a critique of this model, a human development perspective is presented, its assumptions identified, and its life-enabling education sketched. All human services professions face the need for transformations; the question is, will they make them?     

Death counseling and human development: issues and intricacies

Death counseling as a specialized service appeared in the 20th century in response to new needs for assistance with death-related crises and transitions. Significant experiences with death and dying can be viewed as maturational crises through which people learn to cope with themselves during adversity and change. Because these experiences have a significant impact on developmental tasks in childhood and adult life, the death counselor needs to be knowledgeable about human development across the lifespan and sensitive to the problems of communication across differences in age, sex, culture, and cohort experiences. Knowledge about the impact of different death-related experiences on individuals, families, and providers is also essential for understanding the disruptive effects of these events on persons and groups. Yet helping others by death counseling requires more than knowledge alone. It must be based on goals reflecting the integrity of those involved.     

Building research capacity for African institutions: confronting the research leadership gap and lessons from African research leaders

This study explores the meaning and competencies of ‘research leadership’ in the African context and investigates strategies for developing it. Data for the study were gathered through an online survey that targeted recipients of research grants/support from key research funders to selected African institutions. The recipients of these grants were either research leaders or team members. The study employs a mixed methodology approach with empirical data drawn from focus group discussions and online surveys of English-speaking research leaders and research teams whose research work was supported by the selected funding institutions. In line with literature of leadership styles in Africa, our results suggest that preferred research leadership style for African researchers is different in some ways, especially with its attention to the ‘human touch’. Respondents preferred ‘people/relationship orientated’, ‘task­orientated’ and ‘democratic/participative’ styles of leadership, all of which have strong elements of Ubuntu (humaneness). The study also showed that leadership development for many in Africa involves mostly ‘learning by doing’ and informal mentoring, and less formal training opportunities. We explore policy implications of our findings with reference to research leadership development in African institutions, paying particular attention to challenges faced by female research leaders, and stress that research leadership development in Africa must be seen as a long-term and continuous activity and calls for more formal leadership development opportunities to complement the existing informal approaches.     

Australian school practices and the education experiences of students with a refugee background: a review of the literature

Schools have the potential for significant impact on the lives of Australian students with a refugee background. Many of these young people speak at least one language other than English, have previous histories of interrupted schooling or have experienced trauma during times of displacement and forced migration. Combined with the further challenges of settling within an unfamiliar cultural frame, these students experience a range of circumstances which are not present for many of their Australian-born peers. Australian students with a refugee background have diverse skill and abilities, with many showing independence and resilience. Opportunities for academic learning and development of social capital within the school context can be enhanced with relevant pedagogy and policy which draws upon and highlights the positive individual qualities that these students exhibit. Australian school practices are shaped by both state and federal education policies, which are interpreted and applied by individual schools within their own frameworks. This review considers recent literature on the experiences of Australian students with a refugee background as they participate in schooling, with a focus on the ways in which schools provide either opportunities or barriers to engagement.     

Caring for the dying: advocacy or paternalism

Moral dilemmas in the care of a dying person ideally should be decided in the context of that person's own freely determined understanding of death. At the philosophical, the clinical, and the personal levels, the primal question of how to understand death must be addressed before decisions are made concerning much ethical problems as euthanasia. Philosophers and practitioners who fail to do this are guilty of an a priori paternalism toward the dying, on whom their conclusions will be imposed. Until we have determined, together with the person involved, the way in which that person wants to view his or her death, any prior ethical judgment not only is presumptuous but infringes on the most basic freedom, that of determining the meaning that one's own experience shall have. The role of advocacy is an alternative to the traditional paternalism toward the dying. The essay attempts to (a) develop the distinctions among paternalism, consumerism, and advocacy; (b) propose a concept of advocacy as the assistance to the dying in freely determining how to understand their dying and death; (c) describe three of the views of death (naturalistic, religious, and existentialist) that need to be understood by those who assist the dying in exercising their freedom of self-determination.     

Death education and attitudes toward euthanasia and terminal illness

The attitudes of a random sample of Cleveland clergy toward the experience of terminal illness and the circumstances justifying euthanasia are presented and analyzed. The clergy response patterns revealed that, although eager to prolong life as long as possible, terminally ill patients fear a prolonged period of illness more than death itself. They also agreed that most patients favor the disclosure of terminal illness. The clergy's response to a questionnaire exhibited a definite ranking (i.e., scaling) in the order of priority of the different circumstances justifying passive euthanasia. Using training in death counseling as a control variable produced sharper division in the response categories for each statement. The controversial nature of euthanasia and the problem of ascertaining the psychological needs of the terminally ill became more apparent with the group who had more training in death counseling. Interpretations of the findings are presented, and a need for a careful reexamination of the effects of death education on attitudes toward controversial subjects in death and dying is stressed.     

The Stony Path Toward Responsible Citizenship

There has always been a large number of people in Germany, and they are many in number today, who think that what they know and the fact that they know it represent the fulcrum of circumstances and must be the changing point of these circumstances. They have only the vaguest idea of the path this knowledge should take and the means by which it can be disseminated among the population. They stress that it just has to be spread. The thought that knowledge which contains no instructions as to possible ways of disseminating it is of little use, in reality is no knowledge, does not occur to them.     

Death Education and Counseling: A Survey

A survey of counselors and counselor educators was conducted to assess information and attitudes with regard to death education, training in death and dying, and the appropriateness of dealing with death in the schools. Results showed that an overwhelming majority of both the responding counselors and the counselor educators felt that school counselors should work in this area (both counseling and death education). Although both these groups recognize the need for training in death and dying, little is presently being done to help counselors acquire the necessary skills and awareness to work in the area of death and grief. Recommendations for changes are included.     

New technologies to support teaching for understanding

In this era of rapid change, educators increasingly recognize that students must learn how to develop and apply knowledge creatively, not simply remember what they have been told. To meet these demands, teachers need professional development opportunities that support them in a transformational process. New technologies appear to hold promise in overcoming the traditional limitations of professional development. In this chapter, we describe and analyze a program designed to provide such professional development. We begin by summarizing recurrent challenges and promising approaches to professional development organized around a set of qualities that characterize effective learning. Next, we use these qualities to describe a program that explicitly incorporates a model of teaching for understanding into the design of an online learning environment and professional development activities for educators. Finally, our analysis of this program emphasizes the Internet's unique advantages, as well as some remaining issues to resolve in online professional development for educators.In this era of rapid change, educators increasingly recognize that students must learn how to develop and apply knowledge creatively, not simply remember what they have been told. This goal requires shifting from traditional lessons based on transmitting information toward approaches that help learners build robust and flexible understanding. Such transformation of curriculum and pedagogy is a complex process for teachers who must develop new knowledge, skills and beliefs.To meet these demands, teachers need professional development opportunities that support them in a transformational process. Unfortunately, most learning opportunities for teachers fall short. They tend to be short-term workshops, focused on general topics rather than deep knowledge of subject matter and pedagogy, inattentive to teachers’ individual interests, disconnected from specific classroom practices, and isolated from ongoing support by coaches and colleagues. Formal professional development activities are often the antithesis of what is known to promote effective learning.New technologies appear to hold promise in overcoming the traditional limitations of professional development. The World Wide Web, with its rich trove of multimedia resources, interactive tools, and telecommunication facilities, accessible from anywhere on the planet, seems full of potential as a facilitator of teacher learning. Yet we know that mere access to technical resources is not sufficient to generate learning or to change practice. How might the Internet be used to support communities of reflective practitioners committed to teaching for understanding?     

Lifelong learning policies supporting young adults in two Portuguese regions

ABSTRACT

Precarious jobs and unemployment have become common issues for many young adults due to the unfavourable labour market situation in Portugal. Against this background, lifelong learning (LLL) policies have been called in to play a role in creating economic growth and supporting the social inclusion of young adults in vulnerable educational and economic circumstances. These policies are defined at the national level; however, their implementation depends on the action of local actors who face specific challenges. This paper explores disparities in the definition and implementation of LLL policies targeting young adults in two Portuguese regions. Specifically, we analyse professional courses in Vale do Ave (North) and adult education and training courses in Alentejo Litoral (South). These regions were selected due to their dissimilar economic structure. This study adopted a qualitative approach through interviews with LLL experts and policy roundtables with local stakeholders and decision-makers in both regions. Data were transcribed and analysed using NVivo 10. The study shows that the two regions have different cooperation networks between local stakeholders, and that these impact the opportunities to influence the regional skills formation system differently. Also, the study shows that LLL policies are not designed to address destandardised life courses.     

Right-and left-brain approaches to death education

Some recent advances in the understanding of brain function are considered in terms of their potential impact on death education. The notion of right- and left-brain cognitive styles is examined in terms of the pedagogic impact it may have on an individual's capacity to understand and therefore be educated on the subject of death. The idea that the human brain (mind?) relates to death in two diametrically opposed ways is discussed and a holistic death educational format is proposed based on the synthesis of these two oppositional styles.     

有关阎锡山的歌谣思考

歌谣是一定时期人们生产生活情况的真实记录 ,也是人们所追求理想的一种反映。有关阎锡山的歌谣 ,就真实地反映了阎锡山的“新政、村仁化、整理村范、军训、兵农合一”等政策和主张。     

高校学生思想政治工作现状与对策

在改革开放和市场经济条件下，当代大学生思想发生了新变化，出现了新特点，各种矛盾心理无从解惑，急需思想政治工作者给予帮助。加强高校思想政治工作必须有新举措、新成效。     

Unique Characteristics, Leadership Styles, and Management of Historically Black Colleges and Universities

Historically Black colleges and universities play a significant role in our nation's higher education system. Currently, there are 105 historically Black colleges operating in the United States. Over the years there have been many challenges for these institutions. Given the importance of these institutions, the purpose of this article is to explore and understand the leadership styles and management of the institutions and provide insight into how they might adapt their leadership styles to ensure that they not only survive but prosper. This article also highlights strategies suggested by former presidents of historically Black Colleges to ensure educational opportunities for African-American students and others.     

Making death,compassion and partnership ‘part of life’ in school communities

Death can be considered a social taboo, a common source of fear and public avoidance. School communities are not immune to this, as the topic of death is constantly avoided. It is vital to understand how we can socially and culturally cultivate a positive regard for death, dying and bereavement in our school communities. Community members need to discuss these difficult issues and use strategies to enhance compassion, connectedness and support. In this literature review we reason that death is specifically not ‘part of life’ in school communities. Due to the dearth of school community-based literature on this issue and the progressive literature residing in palliative care, we aim to coalesce palliative care and school-based research, evaluate it and highlight compassion and partnership as a way forward for school communities. Essentially, our societal attitudes about death and dying have been profoundly altered and our community ownership of these normal life events has largely disappeared. This is demonstrated for example, by palliative care moving from the social grass roots ‘modern hospice movement’ formed in the 1960s and being reintegrated into the mainstream health care system by the end of the 1990s, resulting in an overall medicalised morphing of death, dying and bereavement issues. Therefore, we recommend that further research be conducted in how to develop compassionate schools to inform us how death may be continually made ‘part of life’ in school communities, for the benefit of students, teachers and families alike.     

战国人才价值观刍议

我国最早以明确话语提出人才是宝的历史人物是战国时代的齐威王。战国时期虽然涌现出一批人才 ,但他们不像当今盛世的人才幸运。那时 ,没有人才开发与人才管理机制 ,机遇稀缺 ,埋没人才、委屈人才甚至扼杀人才的现象难以消除和避免 ,给人留下太多的叹息和遗憾。     

试论汉乐府中的生命态度

死亡是个体存在的必然归宿。汉乐府中充盈着对死亡的冥索与反思。人们面对死亡,分别采取了争竞人世、服食求仙、放情游乐的人生态度。它们的特点分别是战胜死亡焦虑,推迟死期和忘却死亡。这些不同的人生态度有一个共同的核心,都是对人生真谛的思索和内在人格的追求,是对生命强烈的欲求与留恋。