Sex and Pregnancy: A Perinatal Educator's Guide

This article is a continuation in the author's growing series of articles on intimacy and sexuality in the transition to parenthood and its relationship with perinatal education. So many couples in the author's perinatal education practice feel that health professionals are uncomfortable discussing sex and pregnancy. Indeed, the couples have so many questions and concerns regarding this subject; they are seeking answers so that they may better understand and cope with the changes in this aspect of their relationship. Perinatal education group encounters or special sessions are the ideal setting to discuss intimacy and sexuality during pregnancy. The objectives of this article are to provide the perinatal educator with content for the group sessions and tools for teaching strategies and activities.     

Making Sense of What Students Know: Examining the Referents, Relationships and Modes Students Displayed in Response to a Decimal Task

Written tasks that request an explanation can offer detailed information concerning students' knowledge to the classroom teacher. The examination of students' written responses for the mathematical systems that are employed (referents), the connections that are displayed (relationships) and the communication methods that are utilized (modes) provides evidence that suggests how the student is making sense of a problem. The purpose of this article is to describe the constructs of referents, relationships and modes and to illustrate how these constructs may be reflected in students' written responses to a decimal task that requests an explanation. This article will also examine sets of responses from two classrooms using the proposed framework to illustrate the type of information that teachers may acquire through the application of this framework. This revised version was published online in July 2006 with corrections to the Cover Date.     

Universal Design: A Tool to Help College Students With Asperger's Syndrome Engage on Campus

Transitioning from high school to college is challenging for many students, but for none more so than students with Asperger's syndrome. Colette M. Taylor and Kathryn L. Colvin introduce the concept of universal design as an effective approach to supporting this increasing subpopulation of students.     

青春期自卑感的产生、危害及克服

自卑感是青春期容易产生的一种心理障碍 ,它产生的原因是复杂的 ,带来的危害是消极的。而自卑感的克服 ,是青春期心理健康教育的重要内容。本文详细剖析了自卑感产生的原因及其危害 ,并从七个方面探讨了自卑感克服的有效策略     

Making Sense out of Incentives: A Framework for Considering the Design,Use, and Implementation of Incentives to Improve Attendance

ABSTRACT

Accumulating evidence indicates that student attendance is closely tied to a range of educational outcomes, and yet millions of students are chronically absent each year. Under the Every Student Succeeds Act (ESSA), schools are now held accountable for their students' attendance at a scale this country has never before seen. As such, this is a crucial time to understand what research and evaluations suggest about what schools can do to move the needle on student attendance. As researchers work toward understanding the impact of different interventions and practices, and how results vary by grade level, on-the-ground experiences in schools highlight the pervasive use of incentives from pre-K to grade 12. Schools have employed a wide range of incentives to improve attendance, with varied levels of success. Unfortunately, there is little guidance on what policymakers and practitioners ought to consider when deciding if incentives are an appropriate intervention, and then how to design incentives in ways that align with the nature of specific attendance barriers and problems. This article presents a framework to fill that gap. We outline the design considerations when creating attendance incentives and offer guidance to practitioners deciding what to implement in their school.     

遵义人学习普通话声调指南

一、正确掌握普通话的调值,念准普通话的四声;二、学会辨认所读字在本地方言中所属的调类,利用声调对应规律正确变换调值;三、记住古入声字在普通话中的读法.     

Parallel Text: Making Research Accessible to People with Intellectual Disabilities

The full involvement of people with intellectual disabilities in research that relates to them is a central concern at present. An important aspect of involvement is making academic writing more accessible. While this can be achieved by including a simplified synopsis or by producing separate simplified documents, such attempts can still represent a “them” and “us” ethos. One alternative is to publish academic papers with a “parallel text” for people with intellectual disabilities. This not only provides a simplified version but also facilitates access to the main document. In this paper, we describe background research for developing the idea of parallel texts and discuss the technical considerations for others wishing to present academic work in a similar manner.     

Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World

The concept of emergent "levels" (i.e., levels that arise from interactions of objects at lower levels) is fundamental to scientific theory. In this paper, we argue for an expanded role for this concept of levels in science education. We show confusion of levels (and "slippage" between levels) as the source of many of people's deep misunderstandings about patterns and phenomena in the world. These misunderstandings are evidenced not only in students' difficulties in the formal study of science but also in their misconceptions about experiences in their everyday lives. The StarLogo modeling language is designed as a medium for students to build models of multi-leveled phenomena and through these constructions explore the concept of levels. We describe several case studies of students working in StarLogo. The cases illustrate students' difficulties with the concept of levels, and how they can begin to develop richer understandings.     

Making Every Child Matter: A Model for Good Practice in Counselling Children and Young People with Learning Disabilities

This paper is set against the backdrop of new policies and legislation regarding the health, welfare and education of children and young people in England. In response to these policies, the Department for Education and Skills has developed an increasing number of strategies to support the psychological health and well-being of children and young people and thereby signalled greater recognition of the value of improving mental health in relation to children's learning, achievement, attendance and behaviour. Counselling is increasingly seen as an effective strategy for addressing the psychological needs of children and young people with social, emotional, behavioural and academic problems. The aim of this paper is to explore the inclusion of children and young people with learning disabilities (13–19 years) in mainstream counselling services. The nature of learning disabilities is examined in relation to accessing counselling services and a model for inclusive counselling practice is developed from the research findings. Findings are based on data collected from a quantitative survey ( n =396) of 3000 counsellors and analysed using SPSS, along with qualitative data from the survey, which was analysed using a thematic approach.     

(Un)Making Sex,Making Race: Nineteenth-Century Liberalism,Difference, and the Rhetoric of Elizabeth Cady Stanton

Elizabeth Cady Stanton has been celebrated for her astute rhetorical contributions to woman's rights advocacy and highly criticized for her racist and elitist sentiments about citizenship and the franchise. Although there appears to be a discontinuity between Cady Stanton's commitment to (sexual) equality and her racism/elitism, this tension is reconciled through a consideration of the ways her early rhetoric embodies, revitalizes, and resists a liberal enlightenment idiom of difference. Responding to immediate exigencies of nineteenth-century politics and an enduring tension between universality and biological difference in liberal political theory, Cady Stanton articulates a view of sexual and racial difference that is extracorporeal.     

阿斯伯格症及高功能自闭症青少年社会技能干预的研究进展

阿斯伯格症(Asperger’s syndrome,AS)和高功能自闭症(High-functioning autism,HFA)是自闭症研究领域中较为特殊的一部分,虽然其划分界限尚存在争议,但都具有包括社会技能缺乏在内的自闭症核心特征.本文回顾了近年来国外以AS或HFA青少年为对象的社会技能训练(social skills training,SST)项目文献,在总结针对自闭症患者的社会心理干预理想模式的基础上,将现有研究成果分为三类,即传统社会技能训练(Traditional social skills training,TSST)、认知行为方向的社会技能训练(Social skills training with cognitive behavioral orientation,SST-CB)和包含父母参与的社会技能训练(social skills training with additional parents component,SST-PC).文章还讨论了现有研究的局限性和未来的研究方向.     

Making Sense of Hurtful Mother-in-law Messages: Applying Attribution Theory to the In-Law Triad

This study focused on hurtful messages daughters-in-law (DILs, N = 132) reported receiving from mothers-in-law (MILs). Results reveal various hurtful message types: under- and overinvolvement, personal attacks, and hurt communicated to or through a third party. Grounded in attribution theory, we examined DILs’ attributions for MILs’ hurtful messages and their perceived agreement with their husbands’ reasoning for the message. Our findings illuminate distress-maintaining and relationship-enhancing attribution biases for MILs’ behaviors, such that DILs who were less satisfied with their MILs tended to make more internal attributions for MIL hurtful behaviors, and more satisfied DILs tended to make more external attributions. The degree to which a DIL believed she and her husband interpreted his mother’s behavior similarly was also important and positively predicted marital satisfaction. Findings addto the growing portrait of in-law communication, offering directions for hurtful messages and attribution theorizing in the in-law context.     

Effects of ICT group work on interactions and social acceptance of a primary pupil with Asperger's Syndrome

The aim of this study was to ascertain whether collaborative group work on a computer, facilitated by an adult, could provide a means for a primary schoolboy with Asperger's Syndrome (AS)—moderately‐highly affected in all areas of the “triad of impairments”—to develop appropriate task‐related interactions with his peers. Data were gathered before, during, and after group work sessions. A combination of interviews and questionnaires established background data and concerns of parent and teachers. Sociometric testing of classmates was used to determine social acceptance and friendship grouping among the child's immediate peer group. During the adult‐facilitated ICT sessions an interaction process schedule (IPS) was used to record interactions of the three children involved. The results indicate moderate improvements in the child's ability to interact with his peers, both in social and task‐related contexts, as well as a raised social profile among his classmates in general. Although this was a discrete setting, the findings are encouraging and this strategy may be replicated in schools to support mainstream inclusion for children with AS.     

论高校校务公开与民主管理

深入学习贯彻十六大精神，坚持以人为本，依法治校，全面推进校务公开，加强民主管理。在开展校务公开工作中，全院干部和群众形成共识，加强学习，提高认识，坚持教代会制度，充分发挥民主，通过深入开展多层次的校务公开，稳步推进了学院的民主管理，进一步加强了学院的民主法制建设。     

马克思主义--使多数人成为社会主人的学说

从社会历史观的角度认识马克思主义学说的精髓，实质，可以归结为使多数人真正成为社会主人，它与目前流行的实事求是是马克思主义的精髓并不矛盾，而是统一的，是从不同角度的阐发，这是马克思主义相互依赖，相互联系的两个方面。