Education Through School and Community Coöperation

To a surprising degree, how you communicate determines your effectiveness as a teacher. Relationships are built on communication and easily destroyed by it. (Charles 2000, 48–49)     

Classification System for English Language Learners: Issues and Recommendations

High‐stakes decisions for the instruction and assessment of English language learner (ELL) students are made based on the premise that ELL classification is a valid dichotomy that distinguishes between those who are proficient in the use of the English language and those who are not. However, recent research findings draw a vague picture of the term “ELL” and call for a more valid classification system for ELL students. Thus, the purpose of this paper is twofold: (1) to reveal issues concerning the validity of the current ELL classification system based on the results of several empirical studies, and (2) to initiate a discussion on ways to improve the validity of the ELL classification system by proposing a system that uses existing multiple criteria in a stepwise manner. While the suggested system has its own limitations and controversies, we hope this discussion stimulates thoughts and brings much needed attention to this very important national issue.     

Bibliographically coupled patents: Their temporal pattern and combined relevance

Bibliographically coupled patents reveal a temporal pattern associated with their ages (how long ago they have been issued) and spans (their distance in time). The coupling strength of the aged or long-spanned patent pairs may be inherently limited, especially for fields that reveal patent and reference expansions. This study proposes a simple measure, combined relevance (CR), to counter such impact. Unlike traditional measures, CR provides more balanced treatment to short- and long-spanned but favors more aged patents pairs. A fixed CR threshold may be more safely applied with a reduced possibility of erroneously removing patent pairs that are truly related. For observing long-term knowledge dissemination or tracing overall development trajectory, CR may be an alternative.     

年金价值的计算技巧

即付年金、递延年金等在实际运用中,由于其公式复杂且难以记忆,往往影响了其作用的发挥.本文提出了一种简便的即付年金、递延年金的计算方法——减凑加补法.通过减凑加补法,转化成普通年金的形式,从而运用普通年金的公式计算即付年金、递延年金的现值和终值,有利于减少对即付年金、递延年金公式的记忆,加快对年金问题的学习、理解和运用.     

Childhood maltreatment in South Korea: retrospective study

Objective

This study explored the prevalence of childhood maltreatment in South Korea using the retrospective version of ICAST and the associations between perceptions of abuse experienced during childhood and recent interpersonal problems and depression.

Methods

539 young persons, aged 18–24 years, from various universities, work places, and clinical settings participated in a study using the ISPCAN Child Abuse Screening Tool-Retrospective Version (ICAST-R), the short form of the Korean-Inventory of Interpersonal Problems Circumplex Scale (KIIP-SC), and the Korean version of the Beck Depression Inventory (K-BDI).

Results

While males reported more physical abuse, females reported being exposed to more emotional or sexual abuse. The proportion of reported extra-familial or peer abuse was relatively high. Interpersonal problems and depression were significantly high for those who experienced all types of abuse during childhood. Perception of physical abuse as reasonable/justified discipline affected interpersonal problems and perception of emotional abuse when compared to peers affected interpersonal problems and depression. Unlike previous studies, this study identified more depressive symptoms reported with disclosure of sexual abuse.

Practice implications

These findings highlight the importance of understanding how one perceives maltreatment. Perceiving an abusive act as a justifiable disciplinary method may affect reporting as well as longer term consequences for the victim. A wide range of perpetrators and different settings in which maltreatment may occur must be considered as influencing these perceptions. This study contributed to the determination of validity of the ICAST-R for use in wider population surveys.     

论“无痛德育”

传统的学校德育正受到后现代道德的冲击,新的重视主体幸福和享乐的道德文化要求学校德育进行相应的调适。无痛德育充分尊重学生作为道德实践主体的自主权利,提倡不损及他人的宽容,鼓励并引导学生在消费、娱乐和享受中追求个体的幸福和快乐,在现实的生活中自然获得道德成长。     

“做中学”对儿童情绪发展影响综述

做中学作为我国课改的一大亮点,已在我国实施了近9年时间。这段时间,对这方面的研究层出不穷,可是,对做中学教育模式下儿童的情绪发展的影响的研究却鲜见发表。本文旨在文献综述中探索做中学对儿童情绪发展的影响及原因,指出不足,并给以建议。     

多校区大学学生心理危机特征分析与干预机制研究

通过对多校区大学学生心理危机特征的分析,提出了以预防性干预为主的多校区心理危机预防机制,通过建构多校区大学学生心理危机预警和干预系统,全面、有效地预防和干预学生心理危机的发生,促进学生心理健康的发展。     

以师生发展为本为学生人生奠基

＂以师生发展为本,为学生人生奠基＂就是＂提高教师的生命质量,提高学生的在校生活质量,创造最适合人发展的学校教育生活＂。＂以师生发展为本＂是学校办学的基础。其核心是建设最适合教师与学生发展的文化,具体体现在尊重教师与学生在学校的主体地位,充分发挥他们的主体作用。最有效的教育,是能够融入学生血脉、内化为学生品格和习惯的教育,是能够影响学生一生的教育。＂为学生人生奠基＂是学校办学的最高境界。学校教育不仅要为学生的现在负责,更要为学生的将来负责。     

孔子"有德无位":一个儒学史上的伤感问题

孔子“有德无位”是儒者二千多年以来的伤感,伤感系由孔子的“无位”引发,而以“德位合一”的政治理想追求为思想背景。孔子“有德无位”在带来伤感的同时,也为孔门带来了潜在的认同危机,这既关涉到儒学的发展,也关涉到儒者的个体生存,这是该问题在儒学史上被不断提起、解释的原因。“有德无位”问题不仅存在于古代,而且有其现代延续的一面,它是我们理解现代政治生活的一条重要线索。