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Lyn Harrison 《Gender and education》2000,12(1):5-19
HIV/AIDS discourses have not only made people aware of HIV as a disease entity but have opened up new ways of thinking and talking about sex and sexuality. This article draws on findings from an evaluation of a pilot sexuality education programme, conducted in secondary schools in Victoria (Australia), to examine gender relations and the production of difference. Participating schools were required to incorporate teaching and learning experiences which normalised and affirmed sexual diversity and explored issues around HIV-related discrimination and homophobia. Two examples, gender, power and menstruation and heterosexism and homophobia, are used to analyse the language and practices students engage in as part of the process of achieving a (hetero)sexual identity. It is argued that HIV/AIDS education and sexuality education, more broadly defined, presents a particular challenge to dominant forms of masculinity and that programmes need to address gender, power and heterosexuality and its discontents if they are to have a positive impact on HIV-related discrimination and homophobia. 相似文献
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Anna Henderson Endreny 《科学教学研究杂志》2010,47(5):501-517
This study aimed to determine how 33 urban 5th grade students' science conceptions changed during a place‐based inquiry unit on watersheds. Research on watershed and place‐based education was used as a framework to guide the teaching of the unit as well as the research study. A teacher‐researcher designed the curriculum, taught the unit and conducted the research using qualitative data sources such as concept maps, science notebooks and interviews. Most students came to understand that their watershed was part of an urban environment where water drains from the surrounding land into a body of water. Thus, they began to understand how urban land use affects water quality. This study provides evidence for the use of place‐based learning in developing students' knowledge of the National Science Education Standards (NRC, 1996) and watersheds. Implications of this study include the use of place‐based learning in urban settings and the experiences needed for students to conceptualize watersheds. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 501–517, 2010 相似文献
446.
From an ecological perspective, the inclusion of children in school-age child care (SACC) requires collaboration among policy
makers, educators, parents, and child care providers. Both typically and atypically developing children benefit from inclusive
programs, yet they pose challenges for care-givers primarily due to lack of training, resources, and identification of successful
inclusive program components. The process of successful SACC inclusion should be at the forefront of human service and research
agendas. 相似文献
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V Henderson 《Bulletin of the Medical Library Association》1971,59(1):53-64
A consideration of federal support of library facilities, resources and services provided through Regional Medical Programs and the National Library of Medicine's Extramural Programs as they relate to nursing is presented. The position of nurses in policy making and their limited role in the programs are noted.Suggestions are made for greater nursing involvement. It is strongly advised that nurses make greater use of library resources and that administrators and staffs of libraries be more concerned with meeting their needs. 相似文献
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Albert Henderson 《Publishing Research Quarterly》1997,13(4):31-40
Analysis of the circumstances surrounding Gordon & Breach vs. American Institute of Physics.
Albert Henderson has worked in publishing for over thirty-five years. He has provided consulting services to many commercial
and nonprofit publishers, including Gordon & Breach, and has been following this case for nearly ten years. He has edited
Publishing Research Quarterly since 1994. 相似文献