Moral spaces,the struggle for an intergenerational environmental ethics and the social ecology of families: an ‘other’ form of environmental education

‘Green families’ in Australia were studied so as to shed light on how a more durable, everyday environmental ethic and ecopolitic might slowly be enacted in the intimacy of the home ‘place’ over an extended period of time in rapidly changing socio‐cultural‐ecological conditions. Of particular interest to this study of the green household, or postmodern oikos, was how its proximal ‘moral spaces’ have been nurtured intergenerationally by family members from within the broader global climate of what Zygmunt Bauman refers to as the ‘moral lag’ of postmodernity. Three layers of interpretive findings about the social ecology and family dynamics of this oikos are presented in an effort to provide detailed understandings about families’ eco being, dwelling and becoming. Implications for education for the environment can be gleaned from the ‘best’ ecopedagogical practices found in the home that are ‘other’ than those occurring in the formal education sector. This study adds to the theorizations of ‘social ecology’, ‘experiential education’, ‘ecopedagogy’ and, more generally, the notion of an everyday ‘ecocentrism’, while providing some clues for how environmental education in schools might mirror pedagogical aspects of the postmodern oikos.     

The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards. We draw on scholarship focused on dual language education, social justice leadership, and the new Professional Standards for Educational Leadership to describe how principals can create dual language programs and lead for social justice and conclude with implications for preparation programs.     

以“四在农家”为契机 构建遵义体育圈模式

运用文献资料法和归纳演绎等方法,阐述遵义体育圈的内涵,分析构建遵义体育圈的优势资源、发展机遇、面对挑战及存在问题的影响因素,探讨"四在农家"活动的内涵及为遵义体育圈构建提供契机,提出构建红色、特色和生态体育圈的遵义体育圈模式设想,为贵州区域经济发展提供参考意见。     

Effect of Including Parents in a School-Based Exercise and Nutrition Program for Children

Abstract

The purpose of this study was to examine the effect of parental involvement in a school-based program about exercise and nutrition. One fifth grade and one sixth grade class were randomly assigned to each of the three different treatment conditions, a school-and-home condition (n = 45), a school-only condition (n = 43), and a control condition (n = 44). In the school-and-home condition, the children's parents were also asked to participate in nutritional and exercise activities at home as a family “home team.” A multivariate analysis of variance on change scores was completed on the following variables: height, weight, skinfold, sit-and-reach, sit-ups, mile run, exercise knowledge, saturated fat, cholesterol, percent calories from fat, percent calories from carbohydrates, and nutrition knowledge. There was a significant difference among groups. The school-and-home and school-only groups showed significantly greater improvement than the control group but were not significantly different from each other. Univariate analyses on posttest scores indicated that the school-and-home children scored significantly higher than the control group on sit-and-reach flexibility and nutrition knowledge. The results indicate that including the family was primarily effective in facilitating children's improvements in flexibility and nutrition knowledge rather than in diet and exercise behaviors.     

北京市家长教师协会试点的探索与思考

未成年人思想道德建设是一项系统工程，需要家庭和学校协同合作、形成合力。2005年，北京市教委在门头沟区开展家长教师协会试点，以期通过建立制度来强化家庭和学校的合作。     

汉初的豪强政策与地方豪族势力的发展

汉初地方豪强势力得到一定规模的发展。这与汉初实行较为宽松和放任的豪强政策有密切的关系。西汉在武帝以前，社会的主要问题在于汉竽朝与诸侯王势力的对立，皇朝对地方势力基本上是无暇顾及的，迁豪政策是对豪族的打击与利用并重的，加之在经济上实行放任自由政策，与民生息，地方豪族在汉初得到了极大的发展，成为汉武时期重要的社会问题。     

特殊家庭子女心理健康状况的调查分析

采用自编的中小学生心理健康状况测查问卷测查了526名特殊家庭和510名普通家庭的小学生和初中生。结果表明,特殊家庭子女的自我概念(2.20±0.49)最差,其次为学习认知问题(2.09±0.66)较多,再者是性格缺陷(2.03±0.54)和情绪问题(2.00±0.51)。特殊家庭子女在学习认知、人际适应、行为问题、情绪问题、性格缺陷、自我概念等各个方面以及总体心理健康状况均显著劣于普通家庭子女。不同类型特殊家庭子女的心理健康状况的比较显示,分居家庭子女的心理健康状况最差,流动家庭子女的心理健康问题也较多,其次是离异、丧偶和再婚家庭子女,留守家庭子女的心理健康问题最少。特殊家庭初中生在学习认知上存在的问题显著多于特殊家庭小学生。特殊家庭小学女生的自我概念问题显著多于小学男生。特殊家庭初中男生的学习认知、人际适应、行为问题、性格缺陷和总体心理健康状况显著劣于初中女生。     

刘裕霸府政治述论

刘裕依靠京口集团的力量,击败桓玄,恢复名义上的东晋统治,实际上,刘裕确立起霸府统治,控制东晋的军国大权,东晋皇帝成为傀儡,东晋的朝廷机构形同虚设。刘裕的车骑将军府、太尉府、相国府、宋国机构是当时实际的政治、军事权力中心。     

高校贫困生资助模式探究

自我国高校实行扩招和收费制度改革以后,贫困生问题日益突显,成为高校发展中的一大难题。贫困生群体数量庞大,比例不断增加,不仅影响了学生的正常学业,而且引发了一系列的社会问题,严重制约了我国高等教育的发展。政府、高校均采取了一系列措施来救助贫困生,但仍存在许多问题。国外高校的先进做法值得借鉴,应在此基础上构建新的高校贫困生资助模式。     

Parental Explanatory Models of Child’s Intellectual Disability: a Q Methodology Study

This study with families caring for an individual with an intellectual disability in a mid-sized Indian city explored the diverse explanatory models that parents constructed of causes, preferred treatment approaches and perceived social effects of their child’s intellectual disability. Seventeen mothers and three fathers rank ordered 48 disability related statements and participated in a qualitative interview. The intercorrelations and factor analysis of participant sorts helped to generate three parental explanatory models which were named religious resilience, in search of treatment and social change, and it is a burden to bear. The three models extracted 23%, 20% and 9% variance respectively. Interpretations based on factor arrays, consensus and differentiating statements, and qualitative interviews indicated that the first explanatory model utilised religion and spirituality to positively frame their child’s intellectual disability. The second explanatory model rejected religious notions and did not dwell on the cause of disability, but rather focused on optimal rehabilitation of individuals with an intellectual disability. The third model was characterised by maladaptive religious attributions and rehabilitation approaches.