Adolescent Safety on the Internet

The article examines the opportunities and limitations of the coping behavior of children and teenagers on the Internet and the assistance that they receive from significant adults (parental mediation) in the context of the new developmental social situation, which is mediated by modern information and communication technologies, and in particular the Internet. The study was conducted on the basis of the EUKidsOnline II methodology in 11 regions in seven Russian federal districts (1,025 “parent–child” pairs). The study discovered that the most common risks include sexual and negative content, fraud and theft of personal information, as well as meetings with online acquaintances. The features of experiences and mechanisms used to cope with online risks depend on the predominant activity that a particular teenager pursues online, so that if children are focused on their studies online, they are less exposed to this risk. However, they are more deeply disturbed by such situations and remain so for longer periods of time, and they more frequently employ passive strategies to cope with them. So-called “content consumers” are at the greatest risk of encountering sexual content on the network. These users actively pursue various activities online, including search engines. They experience fewer negative emotions, and they often actively try to cope with the problem while rarely using offline support. There are few opportunities for parental mediation; these include blocking content and reducing the probability that children, and in particular the teenagers that are focused on their studies, will encounter risks. The strategy of explanation and encouragement is effective for teens who pursue various activities on the Internet, and is associated with a more realistic assessment of risk and young people's active use of coping and social support strategies. For the modern teenager, the Internet is a complex psychological “tool,” which he appropriates by probing its capabilities and opportunities for self-regulation, including coping with difficult life situations.     

关于历史题材创作的评价标准与方法问题

历史题材创作是当前中国文坛和大众文化领域十分突出的现象。目前学界的相关研究与评论存在一些误区,一是误把历史叙事等同于历史真实,认为不符合历史记载的文学创作就是违背“历史真实”。二是注重个别人物、事件的真实性而轻视作品整体的历史感。三是指责当前历史题材创作过于注重偶然性而歪曲了历史的必然性。导致这些误区的主要原因是论者对“真实”概念的理解有失偏颇。其实,“真实”这个概念,无论是指生活真实、历史真实还是艺术真实,实际上都是主观经验,只不过不是任意的主观经验,而是有条件或者限制的主观经验,是建立在具体语境中的、以主体间性为基础的主观经验,是一种“共识真理”。这才应该是评价历史题材创作的基本标准。具体研究方法则应该是以重建历史语境为基础的综合性阐释,其要有三:一是重建历史语境,从而形成深厚的历史感;二是提倡一种“循环阅读”的批语方法,从而把握文本与文化历史语境之间的关联性;三是深入体察接受者的普遍心理,从而寻绎出历史题材作品成功与否的现实原因。     

Becoming a “Foreigner”: The Principle of Equality,Intersected Identities,and Social Exclusion in the Norwegian School

This article explores how some minority pupils’ self-definition as “foreigners” leads to their inability to also consider themselves diligent and talented pupils in the Norwegian school. The minority pupils’ self-definition as “foreigners” creates binary understandings of being a diligent and conscientious pupil, a definition that is often interpreted as being “Norwegian.” Through observations and conversations with young minority pupils in upper secondary school about their everyday lives, this article shows how the bodies and behavior of some minority pupils are excluded in a firm and often instinctive understanding of equality conceived as sameness. It is argued that even if the concepts of diversity and tolerance are important foundations in the Norwegian education policy, this principle creates a specific notion of a “normal pupil.” This tacit normality has different consequences for different minority pupils, creating complex intersected identities along the categories of gender, social class, and ethnicity. While the notion of a normal pupil creates social exclusion for some pupils with a minority background, this article argues that the entanglement of other categories provides opportunities for success for other minority pupils in the same educational system.     

从社会流动率看当前“X 二代”的代际继承?

随着我国社会阶层结构调整进入了新阶段,各阶层之间流动,尤其是向上流动的机会是否公平合理成为带有普遍性的敏感话题。当前舆论热议的“富二代”“官二代”“穷二代”“拼爹”等现象反映了这个问题。但是大规模的社会调查显示,改革开放以来中国社会阶层结构日益开放,社会阶层呈现高流动特征。优势阶层的代际继承率低,农业劳动者阶层和失业、半失业人员阶层子女中的青年人向上流动机会较多,知识分子阶层则保持着较为稳定的阶层继承率。科学判断当前“X 二代”的代际继承程度,对于媒体和学界正确引导舆论理性认识“二代”现象具有重要意义。     

Word‐art for people: Toward a future of user‐friendly poetry and interactive fiction

Throughout history, word‐art has been valued as a source of magic, wisdom, and delight. The author argues that genre fiction, advertising, popular song lyrics, and greeting card verse all fulfill these traditional social roles, and that current definitions of “serious literature”; are far too narrow. The true importance of word‐art in daily life cannot be assessed without including such “genre”; work along with “speculative”; writing. The future significance of literature for society, though dependent to some degree on developments in computers and telecommunications, would be enhanced if critics, publishers, and writers adopted a more “user‐friendly”; attitude—helping genre readers to find satisfying material more easily, and respecting speculative readers for the additional time and effort they expend in seeking out the unpredictable and unfamiliar in word‐art.     

Patterns of Academic Inflow into the Higher Education System of the United Kingdom

This article examines the geographical mobility of highly skilled scientific personnel with reference to universities as principal recruiters of scientific skills. Its interest is the British academic labour market primarily because the United Kingdom has been a traditional academic destination for foreign scientists and students. Despite much of the talk about the internationalization of the scientific/academic community in the advanced world, the academic community of the United Kingdom is still far from being truly globalized. It is more Europeanized than internationalized. Inflows of foreign skills will enrich the science pool of the United Kingdom, but these, however, will mostly benefit the already high performing universities and departments. Lower performance universities might benefit less, as they will attract fewer foreign “stars” to their modest departments. The concept of “brain circulation” might be skewed through the biased division of this circulation between high performing and less performing institutions.     

“Research-based” and “profession-oriented” as prominent knowledge discourses in curriculum restructuring of professional programs

This article questions what kind of actors become involved and analyzes what forms of knowledge are activated, when discourses such as “research-based” and “profession-oriented” become basic preconditions in national curriculum change processes in Norway. A “mapping” is conducted, comprised of actors and ideas, played out in two national curriculum change processes in Norway, namely “the Integrated Master Program in Teacher Education” and “the Bachelor Program in Engineering.” The analysis shows that actors and the roles they were able to play may have had an effect on what kind of knowledge forms was prioritized in the curriculum change processes. In both, curriculum process integration of discipline-based/theoretical knowledge and practical and context-specific knowledge are emphasized. However, in the teacher education process, principled knowledge about specific professional problems and theory-based decisions are highlighted as important, while, in the engineering education process, procedural knowledge about how to solve problems and innovative capacity is more emphasized. The analysis shows a relationship between such curriculum change processes and the composite “epistemology” of the wider and contextually developed policy space. It is also demonstrated, in the two cases, that the knowledge base for professional work is subject to negotiations far beyond the academic community and is embedded in a wider set of social, professional, and political institutions and frames.     

个性化教育困境的原因探析——基于个人理论的视角

个性化教育要求尊重每个独特生命的价值,挖掘个体生命的潜能,培养其个性的自由发展。然而现实中,学生的个人性化教育却困难重重,这与学校生态课堂的"缺失"、课程的文化"遮蔽"、规训教学"控制"和闲暇教育精神"远离"等多重因素不无关系。     

Aptitude,learner control,and adaptive instruction

‘'Learner control'’ refers to the proposal that learners will benefit if given more control over the pace or style of instruction they receive. It is often assumed that providing increased learner control will “accommodate”; individual differences. This article argues that such a view is naive. It is argued that research on learner control will benefit from (a) avoidance of reference to panacea, (b) basic work on a detailed taxonomy of the various forms learner control might take, and (c) a substantial review of related research which, while not labelled “learner control,”; has implications for the educational benefits that can be expected from giving learners control of certain aspects of instruction. Research examples are used to explicate these suggestions. It is concluded that no form of individualization of instruction, including learner control, has yet been shown to erase the relevance of prior individual differences to learning from instruction.     

Conceptual Construction of Fields Through Tactile Interface

This paper examines the role of tactile perception in conceptual construction of forces and fields. The learning environment includes a simulation of a force field. The force applied by the field on an object is transferred to the learner's hand through a tactile interface designed as a trackball. The learner experiences varying resistance from the trackball when moving an object on the screen. The forces are actually “felt”, exerted on the screen-object as if the learner's hand is immersed in the “field.” We hypothesize that a tactile interface acts as an agent aimed at recruiting the body non-propositional knowledge, for construction of formal physics knowledge on fields of forces. Twelve subjects were asked to explore the structure of several invisible fields through tactile interface, then to design a series of situations that generate current and that energetically trap a particle in a particular area. The results of the study show that s tudents with no background in physics constructed a graphical representation of a field force of a single and double center of forces similar to the formal physics representation, though they had no conceptual background (i.e., vectors, field lines). Based on the tactile information, they constructed a representation of force as a vector, of force lines, equal-force lines (potential lines for particular cases), potential well (“trap”) and motion of a charged particle in a field of forces. We show that computer tactile interface acts as a trigger for access to non-propositional knowledge employed in everyday bodily activity, but not in formal learning. The computer environment turns into a virtual environment, carrying the features of perception within “reality”, providing opportunities for conceptual construction.     

学前师资的“宽松入职”及其消极影响

学前师资多层次分布与多样态培养在丰富不同层次、不同类别、各有所长的师资力量的同时,“宽松入职”与狭隘的专业知识观也导致学前师资水平参差不齐,产生幼儿园教师排斥理论的“反智倾向”,导致幼儿园教师专业发展的基础动力不足,形成幼儿园教师流动失衡的“恶性循环”。对此,应提高幼儿园教师的职业吸引力与“地位”,通过一定的政策倾斜吸引更多优秀人才有志于从事学前教育,同时加强和完善严格的幼儿园教师资格和准入制度,进而从源头上保障幼儿园教师队伍的质量。     

School Choice in London,England: Characteristics of Students in Different Types of Secondary Schools

In England, parents make “choices” (in reality, “preferences”) for the state-maintained secondary schools they wish their child to attend. If there are more applicants than places, the school's published admissions criteria are used to give priority to applicants. This article examines how school composition in London varies by first comparing schools that are overtly academically selective with those that are nominally “comprehensive” (“all ability”); second, comparing “comprehensive” schools that control their own admissions with those that do not; third, comparing schools with and without selective admissions criteria; and fourth, comparing schools that use religious criteria with those that do not. We find that school compositions vary. Academically selective schools have fewer students from poor households than comprehensive schools in the same area and have fewer Black and more Indian and Chinese/Other Asian students. Comprehensive schools with autonomy over admissions admit higher attaining students and have fewer students from poor households and with special educational needs, and those with selective admissions criteria admit higher performing children. There are fewer Bangladeshi/Pakistani students and more Black students in schools with a religious character than in those without. Although a range of factors are likely to play a role in explaining the variation in school composition, the evidence suggests that there is “selecting in” and “selecting out” of more desirable students by some schools. Implications for policy are highlighted.     

Hypertext and collaboration: Observations on Edward Barrett's philosophy

In a departure from the view that characterizes hypertext as a new writing paradigm based on old associationist ideas, Edward Barrett has proposed a model for hypertext that rejects cognitive and associationist language as both unnecessary and inaccurate. In this view, knowledge, reality, and even facts are community generated, “linguistic entities,” and hypertext supports the “social interface” rather than the “deep structure” of thought. This essay considers some of the premises of Barrett's proposal. A central issue is the rejection of the “authorial imperative” of structured information in favor of a view of writing as an open‐ended ever‐changing conversation in which readers and writers collaborate to discover—or generate—reality.     

The new organization and implications for training

In our work over the past 15 years, we have been guided by a premise, right or wrong, that fundamental changes in how organizations work require fundamental changes in how we think and interact. Changes in the “outer world” do not necessarily produce change in the “inner world”… I am skeptical of what can be accomplished by changes in structure alone.… What leads us to believe that lots of local managers, focused on their own profits, will be any more far‐sighted than a few corporate managers focused on corporate profits? Will they be any better at systems thinking? … What good is it to have more free movement of information if people cannot discuss the information that is most important, but that is also the most threatening? (Sugarman, 1997).     

论增值税会计核算模式

长期以来，我国财务会计与税务会计在核算方法上一直处于一种财税合一的模式。增值税是我国第 一大税种，并且增值税会计与财务会计的差异比较大，这种财税合一的核算模式使得财务会计信息的可比性、配比 性与税务会计信息的保真度在某种程度上受到了弱化，给财务会计信息和税务会计信息的使用者带来不便，甚至 可能误导投资者和债权人。本文针对上述问题，论证了增值税会计核算的基本模式和信息报告方法，以期对建立 独立的税务会计核算模式有所裨益。     

Quality in Teacher Education: a suppressed theme?

With the emergence of neo‐conservative and neo‐liberal ideologies since the early eighties the formula “quality” has superseded continuously the leitmotif “equality of educational opportunities” in debates on education in most member states of OECD—initially as reaction against reforms in the secondary sector of education, then in higher education by focusing on economic and administrative aspects. Although the term “quality” has remained rather vague, it has dominated debates on education since the early nineties and some observers even speak of a “quality movement”. With a certain delay, the same applies to teacher education (TE) and one may hold the impression that TE has been surprised by discussions on “quality in/of TE” which focus on economic and administrative aspects—aspects suppressed in most systems of TE in the member states of the European Union (EU) so far. This article analyses the complex background of debates on “quality in TE” by focusing on sociological perspectives and arguments of the educational sciences. Then it defines problem areas of TE which seem to be in need of improvement. Thirdly, it discusses measures to deal with perceived problems by taking into account experiences in various European countries discussed on occasion of an all‐European seminar of experts supported by the Commission of the European Union. In dynamic societies even preserving the existing “quality” of education systems and TE calls for permanent improvement. If it is intended to increase the “quality” of TE, improvements seem to be indispensable both permanently and of a substantial nature. Based on existing strength of TE and on continuous evaluation, improvements and reforms will be necessary both in its curricula (e.g. aims contents, methodologies) and in its organisational as well as administrative areas. Research in TE as well as competencies of teacher educators will have to play crucial roles. It might become possible to deal with a suppressed theme more pro‐actively.     

基于语料库的英语博士论文摘要中元话语but和however的用法研究

本文以实证研究的方法收集了文学、教育、经济、物理等十门学科2007年至2012年间发表的英语本族语者博士论文摘要共600篇,对其中出现的两种表示转折关系的元话语but和however 进行了学科间的对比分析。结果显示,虽然整体上but的出现频率高于however,但它更多是用作句内成分的连接词,而当被用作元话语功能更显著的句外连接词时,however的使用频率比but更高,而且这种趋势不存在明显的学科差异性。这项研究对非英语本族语者的论文写作有着一定的实用价值和启示意义。     

THE STATE,PARENTING, AND THE POPULIST ENERGIES OF ANXIETY

In this essay James Conroy raises the question of how far the state should engage in the rearing of children, looking in particular at homeschooling as a site for contestation. He considers this question by looking specifically at recent developments in the United Kingdom around the elision of child safeguarding issues with concern about the control of home education. In the first part of the essay, Conroy explores some general questions about the relation between politics and populism, and the consequences for the prerogatives of parents. In the second part of the essay, he interrogates constructivist accounts of the family and offers something of a historical corrective to the widely held view (emanating from Philippe Ariès) that the very conceit of the family is a “modern” invention. This analysis leads Conroy to conclude that, while states do have a proper locus in the upbringing of children, they must make certain presumptions in favor of the parent if governmental responses to home education are to be considered political rather than populist and “controlling.”     

“ Suggestive Books”: the Role of the Writings of Mary Somerville in Science and Gender History

In 1874 the eminent Scottish scientist, James Clerk Maxwell, said of Mary Somerville's On the Connexion of the Physical Sciences that it was one of those “suggestive books” which communicate intelligibly the “guiding ideas” already in the minds of “men of science” and so lead the latter to further discoveries. ^{1 1} Elizabeth Patterson, “ Mary Somerville”, British Journal for the History of Science, IV (1968/1969), p. 322. Mary Somerville's three main publications, all of them updated and reedited a number of times, had a significant impact upon the scientific world of Britain in the nineteenth century. She was seen and, indeed, saw herself, as an expert expositor of science rather than a scientist in her own right. Unusually for a woman, however, she wrote for adults ‐ students and practitioners of science ‐ not children. This paper will explore how influential her scientific writings were in the nineteenth‐century, how and why they came to be written,for whom they were intended and what were the reactions to their publication. This case study will be used as an exemplar of how far, as authors of influential books, women could find a niche in science education or the academic world, or even within the changing cultural construct of “science” itself.

     

Revisiting the Wittgensteinian legacy: perspectives on representational and non-representational language-games for educational history and theory

Debates in science seem to depend on referential language-games, but in other senses they do not. Language works in more complex ways, even in work that purports to be purely scientific. This article investigates the scope and limitations of language-games in educational history and theory. The study addresses concepts and pictures as examples of how language can work in theoretical, philosophical and historiographical interpretation. Attention is drawn to the legacy of Wittgensteinian insights, which highlights the “pictorial form”; thus the article deals with the problems that occur when our “picturing” of reality is forgotten, which led to the particular turn educational research has taken nowadays. This forgetting distracts the attention from the kind of research that is required to do justice to the educational field. From his stance, it is argued that though some kind of correspondence theory will always be part of the objectivity to which educational research aspires, there is no need to limit such a theory to a naive form of it. Instead, a broadened notion of correspondence theory can be offered where the various levels and language-games that are involved can be taken into account.