EDUCATION FOR SOCIAL SERVICE

Employing humanities religious studies resources, a special curriculum was designed to complement established social science offerings in advocating better understanding and acceptance of persons suffering from long‐term mental disorders. A private denominational university formed the background, and the professor's family consumer viewpoint further shaped the syllabus.

The educational vision sought first to expose misinformation and describe recent brain research indicating a biological cause for serious mental illness; next, cultural stigma was studied in reference to selected literary and sacred texts.

Titles of other appropriate readings—as well as audio‐visual resources—are provided. Positive and negative student response to the course as a whole suggest the value of an envisioned advocacy, as did post‐classroom learner activities in both the 1991 class and its 1992 repeat.

The instructor lists recommendations for those who may wish to venture similar efforts in the subject.     

Between Worlds: Poetry,Ethnicity and Class

The world of contemporary poetry can be extremely polarised, most obviously between the so‐called page poets, who are often academically trained in creative writing programmes, and the so‐called stage poets, who are performers as well as poets and, even if they were so inclined, would be hard pressed to find a college or university where they might receive instruction in their chosen art form. This essay investigates how this division is made manifest in the poetry community and how the students of a tremendously diverse, urban community college experience it and are affected by it.     

稳态、测量与时空

事物运变中相对稳态的客观存在是科学研究的基础,概念的抽象由此而确立,人天科学体系与精密科学体系遵循上述法则提取概念,元极学中的三元三极是从本原稳态上抽象出来的,它可通过不同的具体生化运变过程类比,测量是建立于一定时空及其生化稳态之上的专门化类比,该时空稳态对应三元生化过程中的一个相对的客观存在,反映了作为观察测量体系的本质特征,相应的测量不能超越这一稳态,时间是自然事物生化节律的内在类比,空间是具体物质存在的特征,时空一体运化构成时空境界,这一整体性观点是整体性学科研究的基础。     

Family Relationships, Parenting Practices, the Availability of Male Family Members, and the Behavior of Inner-City Boys in Single-Mother and Two-Parent Families

The primary goal of this study was to clarify if and how differences in the functioning of single-mother and two-parent families relate to the occurrence of behavioral problems among inner-city boys (ages 10–15). Data were collected on family relationships, parenting practices, the positive influence of male family members, and the severity of externalizing behavior problems. Results indicated that (1) multiple family risk factors contribute to the occurrence of behavior problems; (2) most family risk factors were generalizable to both single-mother and two-parent families; (3) although boys in single-mother families were at greater risk for developing behavior problems than boys in two-parent families, the risks associated with single motherhood were offset by a structured family environment, an effective disciplinary strategy that allowed for some degree of adolescent autonomy, and the positive involvement of a male family member; and (4) not all differences in the functioning of single-mother and two-parent families were associated with problem behavior, underscoring the importance of distinguishing between adaptive and maladaptive aspects of single-mother family functioning.