# tellPearson: the activist ‘public education’ network

This paper investigates the contemporary nature of education activism in the context of the Global Education Industry (GEI). Theorising around contentious politics, the activist teaching profession, and notions of ‘connective’ action, suggests that educational activists are now using social media to oppose the increasing commercialisation of education. This paper focuses on the ‘#tellPearson’ campaign to explore how Twitter was leveraged as a social space to promote a campaign against the activities of Pearson plc. Analysis of this Twitter network shows how new social structures are being used to frame issues, mobilise resources and promote stakeholder action. While it is difficult to offer definitive conclusions about the success of this campaign, it is possible to reflect on the strategies now being used to hold those in positions of power and influence in the GEI to account.     

对当下精神教育的再思考

生活在物质至上的时代,科技教育越来越受到重视,精神教育却越来越被冷落。当下的教育忽视学生的精神塑造,易导致反精神教育的盛行。精神教育的实现需要具备四个基本条件:教师应在提高自身修养的同时,关注学生的精神发展;大学教育在保证学生自由学习的同时,还应给予教师教学的自由;精神教育需选择经典文化作为教学内容;师生间的爱贯穿前面三个基本条件及精神教育的始终,是其实现的动力源泉。     

灯台树根的木材解剖学研究

灯台树(cornus controversahemsl)别名女儿木,属山茱萸科山茱萸属植物[1].落叶乔木,高10~15m.原产于我国长江流域及西部各省,在我国各地可广泛栽培,北起东三省,南至两广至台湾,西达中亚边境,东至朝鲜半岛,均可良好生长.灯台树的自然群落分布于海拔400~1800m的林缘或溪畔.灯台树     

Letter coding affects movement production in word writing: an English–Italian cross-linguistic study

Reading and Writing - The present research is a cross-linguistic study indicating that the timing of motor production not only depends on the shape of a letter and the activation of its motor...     

屏障系统动物实验室建设与管理的思考与实践

根据医学院校屏障系统动物实验室的特点,结合本单位的工作实际,从4个方面探讨对屏障系统动物实验室建设和管理方面的问题,对完善管理方法,推进管理规范化等探索实践进行了探讨。     

University Lecturers’ Understanding of Sustainability

This paper describes the results of a research project that investigated the ways that academics understand sustainability within their own disciplines. It describes a range of ways in which academics view sustainability in the context of their teaching, and a range of ways they suggest that sustainability could be integrated into their teaching. Its genesis was an industry/university forum held at Macquarie University (Australia) that identified the need to integrate ideas of sustainable development within university curricula in all disciplines to prepare students for their professional roles. At a global level, participants in the 2002 Johannesburg Earth Summit emphatically endorsed the proposal that sustainable development needs to be an integral component of all levels of education. Environmental bodies have often focused their attention on development of materials to support sustainable development within specific environmentally focused disciplines. In contrast, the present project acknowledges that issues of sustainability need to span the whole range of subjects and extend to the development of appropriate curriculum. Real change in thinking about sustainability requires creative pedagogy which acknowledges the different ways that people think about sustainability and provides spaces in which their ideas can be developed.     

段氏鲜卑起源考

段氏鲜卑一直以东部鲜卑的族称出现于历史记载中。然而考查其起源的历史过程。却不同于匈奴、蒙古等其他古代民族。有其特殊性。它不是由血缘部落发展而来的民族。而是由鲜卑族的段氏家族招集多个少数民族组成的地域集团。它可以被称作段部、段国。却不是鲜卑族的民族共同体。     

Inner‐city femininities and education: ‘race’, class,gender and schooling in young women’s lives

This paper considers how urban, ethnically diverse working class girls’ constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as ‘speaking my mind’—which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was inherently paradoxical because it countered dominant discourses of the normative (middle class) female pupil and hence resulted in drawing girls into conflict with schools—a position that many girls came to ‘regret’. We illustrate how the girls’ attempts at resistance and transgression were constrained by gender‐ and class‐based discourses around moral worth, as girls struggled to be recognized as ‘good underneath’ and attempted to ‘change’ over the course of the project and their final year/s of schooling (to ‘become good’). This process, we suggest, illustrates the implication of reflexivity in the production of gendered and classed identities and inequalities, and illuminates how an internalization of multiple discourses of authority and surveillance of the self is integral to the production of the working class female educational subject.     

英语教学中重视文化渗透

随着现代科技的发展,人类赖以生存的家园越来越像一个“地球村”。我国有不少大学生在学习外国语言时为了省时省力而忽视外语语言文化的学习,结果学习效果不好,而且在交际中常会冒犯对方,引起文化冲突,造成双方不愉快。为此,文章论述了英语教学中渗透文化意识的意义,并结合自己的教学实践从使用氛围、背景、习俗和细节等方面入手阐述了教学中渗透文化意识的方法。