Breaking out,breaking through: accessing knowledge in a non‐western overseas educational setting—methodological issues for an outsider

This paper is concerned with processes of international enquiry. It focuses upon the relationship between a research problem and access to conduct research in a country. It uses data from an ethnographic study of primary education in a Northern Indian District. Conceptually drawing upon the insider‐outsider debate within the sociology of knowledge, the paper raises issues about the relationship between the research problem, accessing knowledge and being an outsider to a research setting. It considers problems facing a particular form of outsider—a foreigner. The paper maintains that when researchers who are outsiders embark on designing research in non‐western international educational settings, then questions considering the relationship between the research problem, access strategies and the culture of the research setting are vital. Grappling with such questions allows for the development and promotion of new forms of partnership, alongside a deeper understanding of culture and context, when developing comparative and international research policy agendas.     

论20世纪初中国女子职业教育产生的原因

中国近代女子职业教育发轫于20世纪初,它的产生是当时中国政治、经济、思想文化等多种因素相互作用的结果。本文主要从政治、经济、思想文化三个方面分析了它产生的原因。     

Novel dissection of the central nervous system to bridge gross anatomy and neuroscience for an integrated medical curriculum

Medical schools in the United States continue to undergo curricular change, reorganization, and reformation as more schools transition to an integrated curriculum. Anatomy educators must find novel approaches to teach in a way that will bridge multiple disciplines. The cadaveric extraction of the central nervous system (CNS) provides an opportunity to bridge gross anatomy, neuroanatomy, and clinical neurology. In this dissection, the brain, brainstem, spinal cord, cauda equina, optic nerve/tract, and eyes are removed in one piece so that the entire CNS and its gateway to the periphery through the spinal roots can be appreciated. However, this dissection is rarely, if ever, performed likely due to time constraints, perceived difficulty, and lack of instructions. The goals of this project were (i) to provide a comprehensive, step‐by‐step guide for an en bloc CNS extraction and (ii) to determine effective strategies to implement this dissection/prosection within modern curricula. Optimal dissection methods were determined after comparison of various approaches/tools, which reduced dissection time from approximately 10 to 4 hours. The CNS prosections were piloted in small group sessions with two types of learners in two different settings: graduate students studied wet CNS prosections within the dissection laboratory and medical students used plastinated CNS prosections to review clinical neuroanatomy and solve lesion localization cases during their neurology clerkship. In both cases, the CNS was highly rated as a teaching tool and 98% recommended it for future students. Notably, 90% of medical students surveyed suggested that the CNS prosection be introduced prior to clinical rotations. Anat Sci Educ 11: 185–195. © 2017 American Association of Anatomists.     

论19世纪末20世纪初梁启超对日亲切感的原因

19世纪末 2 0世纪初 ,梁启超对日怀有亲切感。原因有四 :一、受到 19世纪后期一些有识之士和资产阶级维新派对日思想的熏陶 ;二、日本明治维新给梁启超以改革中国的素材 ;三、时下流行的中日“同文同种”之说的影响 ;四、国内外形势迫使他向日本靠拢 ,为中国前途找出路     

Counselor Education and Title IX: Current Perceptions and Questions

This national survey of counselor educator perceptions of the Title IX requirement to report student disclosures of gender‐based discrimination revealed the need for greater clarity about faculty strategies for serving counseling program students while upholding the federal law. The authors describe the recent expansion of the requirements and provide a suggested statement for course syllabi.     

A cross‐national review of evidence‐based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom,Ireland, and United States

The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school‐based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists.     

20世纪魏晋南北朝乐府歌辞研究历史与现状

20世纪乐府歌辞研究始于“五四”时期“平民文学”的号召,经历建国前、建国后到1976年、1977年到2000年、2000年以后等四个时期。每个时期的研究各有侧重,显示其时代特征。第一期研究从文学、文化、音乐等角度全面展开;第二、第三期重在主题学、风格学研究,适当引进了一些新方法与文化学视角;第四期在前三期基础上全面拓展与深入,突出了文化学、历史学、音乐学对乐府歌辞研究的意义。     

延安文学批评与文学创作悖逆现象论

文学批评是建立在一定的作家、作品、现象的解释、分析和评价的基础之上，它在某种程度上指导着文学创作实践活动。但是在20世纪40年代解放区文学中，文学批评与文学创作却呈现出与此悖反的情形。功利主义的艺术观是延安文学批评与文学创作产生悖逆现象的主要原因。     

An exploratory study of Special Educational Needs Co‐ordinators' knowledge and experience of working with children who have sustained a brain injury

This research aimed to measure Special Educational Needs Co‐ordinators' knowledge of the educational implications of acquired brain injury in children and young people and whether experience of working with pupils with a brain injury or additional training impacts upon this knowledge. Data was collected within one local authority in England using an online survey. The results indicated that the respondents had high levels of uncertainty regarding the impact of a brain injury although they were more confident in those areas which related most closely to their practice. The responses suggested that experience of working with a pupil with a brain injury promoted greater knowledge than receiving training; the results, however, showed that only a minority of SENCos had received any training and those who had tended to have undertaken this independently. This suggests that there is a need for SENCos to be provided with specialist training in order to increase their understanding of the impact of acquired brain injury in children and young people.