肥胖使中国不堪重负

随着经济发展，人民物质文化生活的提高，一些富贵病如肥胖也如雨后春笋一样，迅速在中国蔓延开来，这已经引起了众多有识之士的担忧.     

Moving the goalposts: Education policy and 25 years of the Black/White achievement gap

Drawing on a secondary analysis of official statistics, this paper examines the changing scale of the inequality of achievement between White students and their Black British peers who identify their family heritage as Black Caribbean. We examine a 25‐year period from the introduction of the General Certificate of Secondary Education (GCSE), in 1988, to the 20th anniversary of the murder of Stephen Lawrence in 2013. It is the first time that the Black/White gap has been analysed over such a long period. The paper reviews the changing place of the Black/White gap in education debates and notes that, despite periods when race equality has appeared to be high on the political agenda, it has never held a consistent place at the heart of policy. Our findings shed light on how the Black/White gap is directly affected, often in negative ways, by changes in education policy. Specifically, whenever the key benchmark for achievement has been redefined, it has had the effect of restoring historic levels of race inequity; in essence, policy interventions to ‘raise the bar’ by toughening the benchmark have actively widened gaps and served to maintain Black disadvantage. Throughout the entire 25‐year period, White students were always at least one and a half times more likely to attain the dominant benchmark than their Black peers. Our findings highlight the need for a sustained and explicit focus on race inequity in education policy. To date, the negative impacts of policy changes have been much more certain and predictable than occasional attempts to reduce race inequality.     

Education for democratic citizenship in Malawian secondary schools: balancing student voice and adult privilege

In countries that embraced democracy after the fall of communism, education became a particular focus for policy change, particularly within their citizenship programmes. Schools that had been used to inculcate obedience to and unfailing support for authoritarian regimes were now being required to adopt citizenship programmes incorporating democratic values. This paper reports a study in Malawi that explored the school as a location where democratic citizenship is practiced. Using a multiple case study approach in three different kinds of secondary schools to explore students’ participation in school affairs, the study found that different forms of participation were being encouraged, with each school apparently socialising students to distinctive kinds of citizenship roles. The paper highlights a conflict between democratic values and traditional roles of schools leading to new and hybrid school cultures. Providing scope for student voice to be heard can lead to tensions and paradoxical practices.     

An Examination of the Outcomes of a Brief and Innovative Partnership: SJSU and Udacity

In an examination of a brief and innovative partnership, we compared outcomes for two disciplines, Elementary Statistics and General Psychology, across three formats: online as part of the San José State University-Udacity partnership (termed SJSU Plus), face-to-face (FTF), and online in a redesigned course offering. We also examine predictors of student performance in the SJSU Plus courses. The first offerings of the SJSU Plus courses showed poorer performance compared to their FTF and redesigned online equivalents. Redesigned online courses and FTF courses had similar pass rates. SJSU Plus course performance was significantly improved in the second offering of the Elementary Statistics course. More completed assignments in the SJSU Plus courses were associated with higher exam scores and final grades. We conclude that mode of delivery did not contribute significantly to variations in pass rates.     

Developing Resilience in Children Who are in Public Care: The educational psychology perspective

Significant adults who support and teach children are only too aware of the effects of adverse experiences on intellectual, social and personal development. Less easily predicted, however, is a small number of young people who, despite many negative experiences, seem to make a considerable success of their lives. In this paper, the intriguing notion of 'resilience' will be explored and some suggestions will be offered on how educational psychologists could use both the concept and the underpinning research to challenge current practice in childcare and education, and to generate strategies for carers and teachers that can enable them to enhance the resilience of vulnerable children and young people.     

Refusing to settle for pigeons and parks: urban environmental education in the age of neoliberalism

The institutionalization of neoliberal reforms that began to take hold in the 1970s were by and large ‘common-sense governance’ by the 1990s. While the growing predominance of neoliberal discourse and marginalization of alternatives in environmental education is disconcerting on the level of policy, this paper explores an equally troubling phenomenon: the deepening of a neoliberal logic, such that it pervades the way we understand and relate with the world. Specifically, this paper draws upon an experience at a recent environmental education conference whereby participants were invited to explore three place-based inquiries inspired by Aldo Leopold in an urban environment: what is happening here? what has happened here? and what should happen here? Although the intention of the workshop was to explore some of the challenges involved in implementing a critical pedagogy of place, many of the participants seemed unwilling to criticize the way in which an urban downtown core suppresses the more-than-human aspects of place. We contend that environmental education is a key arena for debating the limits of neoliberalism and explore how these well-intentioned, but ultimately uncritical responses, run the risk of being appropriated by the ecologically destructive logic-informing neoliberal natures.     

Teaching an Old Dog New Tricks: Past,Present, and Future Priorities For Higher Education Physical Activity Programs

Physical education programs in colleges/universities have been called on to provide students with opportunities to develop an appreciation for, and increase participation in, lifetime physical activity. Higher Education Physical Activity Programs (HEPAPs) have evolved over the past 100 years in response to changing societal and institutional expectations. The purpose of this article is to celebrate the long history of HEPAPs and recommend innovative strategies for program development that will maintain their position as a valued aspect of campus life. After tracing the historical roots and trends of HEPAPs, the authors suggest (a) adopting a public health perspective, (b) applying theoretical models as a framework for program development, (c) focusing on meaningful learner engagement, and (d) employing learner-centered instructional approaches. Within these overall themes, specific recommendations for program improvement are provided, including the use of alternative content areas, model-based instruction, universal design, instructional technology, and professional development for faculty/staff.     

The violence of peace and the role of education: insights from Sierra Leone

Research on peacebuilding has mushroomed over the last decade and there is a growing interest in the role of education in supporting peacebuilding processes. This paper engages with these debates, UN peacebuilding activities and the location of education initiatives therein, through a case study of Sierra Leone. In the first part, we explore the complex and multi-dimensional nature of violence in post-conflict Sierra Leone. In the second, we critically address the role of education in the conflict and post-conflict period, highlighting education’s centrality as a catalyst to conflict, and then reflect on the failure of the post-conflict reconstruction process to adequately transform the education system into one that could support a process of sustainable peacebuilding. Finally, we conclude by exploring the ways that greater investment and focus, both financial and human, in the education sector might, in the long term, better contribute to a sustainable and socially just peace.     

Empowering teachers to implement innovative content in physical education through continuous professional development

The purpose of this study was to examine teacher perceptions regarding their experiences in a research-informed continuous professional development (CPD) initiative and its influence on their professional readiness to implement innovative content in physical education (PE). Participants included four PE teachers who engaged in a series of hands-on workshops and collaborative activities related to the design and implementation of a mountain biking unit in two middle schools. Qualitative data were collected through post-workshop surveys, semi-structured interviews, and a focus group. Data were analyzed using inductive content analysis, and results revealed four themes: (a) igniting change, (b) transferring to the classroom, (c) student response, and (d) sustaining beyond a single unit. Findings from this study reinforce the need for research-informed CPD efforts in PE and highlight its role in generating a sense of teacher empowerment and promoting systemic change within school-based PE.