全球性问题与２１世纪国际教育

人类面临的全球性问题构成了人类教育的氛围,人类的困境人人都必须分担,人类的生存和发展同样取决于各国人民和所有国家间的合作,国际教育已成为建树道义和增强人类团结的最有力的工具。２１世纪的国际教育应当对一切社会里进行的人类价值观的教学和实践确定一个普适的方向,以促成一种新的同心同德与合作的化的形成,追求人的价值应成为２１世纪国际教育的基本目标,以人为基础的学习应是２１世纪国际教育的基本内容和方法。     

Indirect evidence of human skeletal muscle damage and collagen breakdown after eccentric muscle actions.

Indirect markers of muscle damage and collagen breakdown were recorded for up to 9 days after a bout of concentric, followed by a bout of eccentric, muscle actions. Nine untrained participants performed two bouts of 50 maximum effort repetitions on an isokinetic dynamometer (angular velocity 1.05 rad x s(-1), range of motion 1.75 rad). An initial concentric bout of muscle actions was followed by an eccentric bout 21 days later, using the same knee extensors. Concentric actions induced no changes in maximum voluntary isometric contraction force (MVC), nor induced any changes in the serum enzyme activities of creatine kinase, a lactate dehydrogenase isoenzyme (LDH-1), or alkaline phosphatase. Similarly, concentric actions induced no change in markers of collagen breakdown, namely plasma hydroxyproline and serum type 1 collagen concentration. In contrast, eccentric actions induced a 23.5+/-19.0% (mean+/-s) decrease in MVC immediately post-exercise (P < 0.05), and increased the serum enzyme activities of creatine kinase and LDH-1 to 486+/-792 and 90+/-11 IU.l(-1) respectively on day 3 post-exercise, and to 189+/-159 and 96+/-13 IU x l(-1) respectively on day 7 post-exercise (all P< 0.05). Eccentric actions induced no significant changes in plasma hydroxyproline, but increased collagen concentration on days 1 and 9 post-exercise (48.6% and 44.3% increases above pre-exercise on days 1 and 9 respectively; both P < 0.05). We conclude that eccentric but not concentric actions may result in temporary muscle damage, and that collagen breakdown may also be affected by eccentric actions. With caution, indices of collagen breakdown may be used to identify exercise-induced damage to connective tissue.     

Charting the waves of prevention: two steps forward,one step back

BACKGROUND: Over the past 30 years, the political response to child maltreatment and its prevention in the US has experienced periods of frantic activity, often followed by long periods of benign neglect. In reflecting on this history, Dick Krugman has referred to this uneven level of attention as a series of "waves" in which apparent progress is often minimized by an inability to sustain political commitment to a given reform or course of action. To an extent, this pattern reflects deep differences among child welfare advocates, researchers, and practitioners on how best to proceed. While most everyone agrees that "it shouldn't hurt to be a child," how to prevent this hurt and at what cost is less clear. METHOD: To address this dilemma, prevention advocates, researchers, and practitioners have struggled with a variety of conceptual frameworks and programmatic reforms. This article summarizes the relative gains and limitation of three such efforts and outlines the lessons these efforts offer those formulating future prevention policies and programs. RESULTS: Specifically, the authors suggest that future prevention efforts will need to take care in avoiding some of the most common mistakes experienced by earlier efforts. CONCLUSIONS: These mistakes or pitfalls include oversimplifying the problem of child abuse; overstating preventions' potential and appropriate target populations; failing to establish a significant partnership with child protective services; compromising depth or quality in an effort to maximize breadth or coverage; and failing to fully engage the public.     

Developing a Community of Practice to Support Preservice Elementary Teachers’ Nature of Science Instruction

This study explored ‘To what extent will preservice teachers with adequate nature of science (NOS) conceptions and who participate in a community supporting NOS instruction teach NOS in their internship settings?’ Using a combination of focus group discussions and peer feedback, five preservice teachers met with university personnel bi-monthly during their internships to share NOS teaching and assessment ideas and ask questions. Field notes and voice recordings were used to track conversations at focus group settings and videotapes were made of science instruction in each internship setting. None of the preservice teachers had cooperating teachers who taught NOS, yet results showed that all five preservice teachers were able to explicitly teach NOS in their science lessons, albeit in different ways and to different degrees.     

Students' Ideas about Reaction Rate and its Relationship with Concentration or Pressure

This cross‐sectional study identifies key conceptual difficulties experienced by upper secondary school and pre‐service chemistry teachers (N = 191) in the area of reaction rates. Students' ideas about reaction rates were elicited through a series of written tasks and individual interviews. In this paper, students' ideas related to reaction rate and its relationship with concentration or pressure are discussed. Evidence is presented to support the following claims. First, school students tended to use “macroscopic” modelling rather than using “particulate” and/or “mathematical” modelling. By contrast, undergraduates were more likely to provide explanations based upon theoretical models and entities within established chemical ideas. Nevertheless, second, they had conceptual difficulties in making transformation within and across different theoretical models. Finally, students did not generally use a scientifically acceptable concept of reaction rate across contexts. Although an acceptable concept may have been used in one context, incorrect ideas may, nonetheless, have been used in other contexts. However, undergraduates' responses were less affected by context. Several conceptual difficulties exhibited by school students persisted among undergraduates. Some possible implications for planning the curriculum and teaching are proposed in the light of the results.     

束手无策?回归初心

"初学者的思维饱含可能,久习者的思维饱受羁绊。"——禅修大师铃木俊隆多年前,我还是一个瑜伽学生时,就在想象教授瑜伽会是件多么美妙的事。作为一个初学者,我总能接受新思想:我开始对瑜伽练习产生了狂热的兴趣,我就     

The Australian Education Union: A History of Opposing School Choice and School Autonomy Down-Under

In this article, I chronicle the recent history of efforts to broaden school choice in the Commonwealth of Australia and the opposition to these efforts put forth by Australia’s largest teacher union, the Australian Education Union (AEU). Evidence is presented on the positive effects that flow from the public funding of nongovernment schools and of the perception held by principals that less external regulation improves school functions. In spite of this, the Union continues to oppose choice efforts. I conclude that, at least in Australia, the influence of the AEU has placed impediments in the way of increased school choice and autonomy. Readers in other countries may draw their own conclusions from these observations in Australia.