敦煌研究院旧藏一叶回鹘文《阿毗达磨顺正理论》残叶及其相关问题研究

敦煌研究院藏有一批不同文种的各类文献,内有不少回鹘文文献.本文首次对其中一叶回鹘文《阿毗达磨顺正理论》进行原文转写、汉译和注释,并就相关问题进行探讨.     

Use of the Support Group Method to Tackle Bullying, and Evaluation From Schools and Local Authorities in England

The Support Group Method (SGM), formerly the No Blame Approach, is widely used as an anti-bullying intervention in schools, but has aroused some controversy. There is little evidence from users regarding its effectiveness. We aimed to ascertain the use of and support for the SGM in Local Authorities (LAs) and schools; and obtain ratings of satisfaction with its use; sources of evidence for such ratings; and comments on how it is used in practice. Questionnaires were sent to LAs and schools in England, and were available on a website; useful replies were obtained from 57 LAs and 59 schools. Some two-thirds of LAs were supportive of the SGM in general terms, although fewer said they had sufficient evidence to judge effectiveness. The modal rating when given was 'satisfactory'. Most schools had used SGM for 1–5 years, often across the whole school. Two-thirds received direct training in the method. Over one-half of schools gave a rating of effectiveness, based on teachers, pupils and parents; the modal rating was 'very satisfactory'. Responses and open-ended comments revealed that details of use varied considerably and that some schools had substantially modified the method. In summary, a majority of LAs and schools that responded were satisfied or very satisfied with SGM. However, some confusion about the ways of implementing SGM was evident; this might explain some hostile comments reported elsewhere. Issues of parental involvement, and backup availability of sanctions, were commonly mentioned. Further research based directly on pupils and parents would supplement the findings of this survey.     

Governing the Stressed Self: Teacher 'health and well-being' and 'effective schools'

In diverse arenas there is much discussion about the dangerousness of contemporary lifestyles, including the stressful nature of work. These stresses associated with contemporary lifestyles and work are dangerous in so far as they are conceived as placing at risk the emotional, physical and psychic health and well-being of large populations. In this paper we engage with debates about the stressful nature of teachers' work, and the ways in which teacher health and well-being are constructed as being central to the task of delivering more effective schools. In this article we are not so much concerned with the nature of teacher stress as an indication of individual physical, emotional or psychic health and well-being, as with understanding how it is that at this particular historical juncture the self can be so widely conceived in terms of stress. Moreover, what processes make it possible at this moment to link the success or otherwise of a massive institutional process of state-regulated schooling to the health and well-being of teachers and the management of this health and well-being by school managers? We argue that in a policy context that devolves various responsibilities to self-managing schools, the government of the stressed self emerges as an ethical concern for teachers and those who manage them (Foucault, The Use of Pleasure , New York, Pantheon, 1985). Our purpose is to problematise these processes so that responsibilities for delivering on the promise of effective schools might be differently framed and debated.     

A workshop for medical librarians in Pakistan

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Developing Movement as inclusive pedagogy

This article details the emergence of a training framework to support professional development in inclusive Movement teaching. This arose from a collaborative research project in spring 2008 (supported by the Training and Development Agency, UK), between two universities in England and Israel. Movement education is surprisingly underused globally, even in the early years, with some recent revival within special education. This is despite the long-recognised importance of interactive physical activity for underpinning children's development, and particularly for those with special educational needs, supported by findings from neuro-science. The training framework falls within a hermeneutic view of the teacher informed by humanistic psychology and reflective practice, with Movement seen as an empowering, creative and dialogic pedagogy.