Exposure of Taiwanese adolescents to pornographic media and its impact on sexual attitudes and behaviour

This article examines the use of pornographic media by Taiwanese high school students, and explores the effects of exposure to such on their attitudes and behaviour in terms of sexual permissiveness.

The results of this research indicate that more than 90 per cent of the students interviewed had at least some exposure to a variety of pornography, with males reporting significantly higher exposure frequencies than females. The results also show that exposure to pornographic media has significant effects on high school students’ sexual permissiveness and nonexclusive sexual attitudes and behaviour.     

Sites of attractiveness: Japanese women and westernized representations of feminine beauty

Ever since Japan's entry into global geopolitics, scholars have identified Japanese popular cultural texts as a terrain on which this country's complex relationship to the West is negotiated. Few studies, however, have adequately addressed how such texts—and Western influence in general—might be experienced differently by different groups and/or strata of Japanese society. Inspired by the work of postcolonial feminist scholars who argue that gender, race, class, and cultural identity must be examined in relationship to each other, this study focuses on a group of 29 women with whom the author conducted interviews and extensive participant observation during eight months of fieldwork in a small Japanese community. It examines, in particular, how these women negotiated Westernized representations of feminine beauty omnipresent in the Japanese media. This article argues that even though informants assertively critiqued and actively negotiated media representations, their own conceptions of attractiveness—and their daily relationships to their physical selves—matched those of the Westernized media‐defined ideals. In view of these findings, it concludes with a call for a more systematic and critical assessment of gender in transcultural relations.     

The information needs of occupational therapy students: a case study

This article summarises a case study on the information needs of Masters level Occupational Therapy 5 (OT) students at one English university. A mixed methods questionnaire was used to explore motivators for information‐seeking, preferred information resources and barriers inhibiting the satisfaction of information needs. Thirteen recommendations for practice were formulated, focusing on how information professionals can best facilitate OT students’ learning and evidence‐based research skills in preparation for clinical practice. The study was completed by Jane Morgan‐Daniel, who received a Distinction for her work from Aberystwyth University, where she graduated with an MSC in Information and Library Studies in December 2016. She has written this article together with her dissertation supervisor, Hugh Preston. A. M.     

胡瑗"苏湖教法"的社会价值

宋代的胡瑗顺应社会政治、经济、教育的发展需要,在继承宋以前儒家教育的传统基础上,创造了“苏湖教法”。胡瑗把“创新”作为“苏湖教法”的核心,以此选育人才,取得了极大的成功。胡瑗的“苏湖教法”成为宋代的主要教育方法,胡瑗的教育思想也为“宋学”的产生奠定了基础。     

数学分析课程教学内容改革之我见

高师数学专业数学分析课程内容应突出师范性，体现高初结合；精简传统内容，渗透现代数学观点；注重学生创新意识，加强数学应用观念。     

Sources of stress for Greek students with intellectual disabilities attending mainstream schools

Students with intellectual disabilities often experience school‐related stress. As a result, they are confronted with many difficulties in their daily school life. The goal of this study was to assess situations of school life that students attending Greek mainstream settings are likely to experience as stressful. Twenty students with mild intellectual disabilities were interviewed about their feelings and thoughts regarding possible stressful situations in school. Qualitative analysis of the interviews' data was conducted. As a result, five main sources of school‐related stress were mentioned: school achievement and classroom participation; peer interactions; student behaviour and risk of injury; parents' expectations; and teacher acceptance. The findings suggest that children with intellectual disabilities experience school‐related stress mainly to a normal degree. Concerning the stress factors that emerged as crucial, a basic conclusion can be drawn: mainstream schools should be changed into inclusive communities where student differences are fully respected, and wherein all children, with and without disabilities, are supported according to their individual abilities, potentials and needs.