Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities

The early identification of children with learning disabilities (LD) is difficult but can be accomplished. Observation of key behaviors which are indicators of LD by preschool and kindergarten teachers can assist in this process. This early identification facilitates the use of intervention strategies to provide a positive early experience for children at risk for academic difficulties.     

当实体书文化遇上数字人文

当“近代早期书籍”(early modern book)遇上“数字工具”,它们会发生怎样的化学反应?关于这一议题,目前的讨论集中在两个层面:“获取”和“文本”。文章以早期英语图书在线、福尔杰莎士比亚图书馆等机构的数字化馆藏为例,对上述两个议题进行讨论。如果数字工具可以帮助我们拉远与书籍的距离,重新认识这一习以为常的事物,或许可以藉此学到一些意料之外的新知识。     

从陈云的思路与对策看新中国成立初期的失业救助

失业救助是新中国成立初期(1)党的城市工作的重要内容之一。面对极其严重的失业状况,陈云在领导新中国经济建设过程中,把救助失业者作为政府的责任,并采取了一系列积极有效的措施,有效地治理了失业,为实现社会的稳定与发展作出了贡献。     

商洛"下户人"管窥

明末兵劫之后,清初康、乾年间在"招垦"政策的鼓励下,大量的东南客籍流民将商洛作为自已家族心目中理想的迁居之地,历史上民间流传的"湖广填陕西"的说法由此可窥全豹.本史根据地方志资料和迄今仍然保留于商洛各地移民先祖们的墓碑铭文,可以清楚地看到"下户人"当年的移民史实,旨在考察明、清交替之际,地方经济和社会恢复与发展的历史与轨迹,及民俗文化中的地缘结构因素的变动、异化和融合.     

清初经世致用的思想与实学的学风

清初社会的激烈动荡,导致思想文化领域出现了显著变化,以顾炎武、黄宗羲、王夫之、朱之瑜、傅山、李颙、颜元等人为代表的一代杰出思想家,清醒地认识到专制主义统治所造成的社会危机,以及封建理学对于思想界的扼杀,他们将学术探讨与经世致用结合起来,把批判的锋芒直指封建专制制度和唯心主义理学。他们的思想涉及到现实生活中的经济、政治、国家、民族、法制、教育、风俗、人情等各个方面,启迪人们去思考和探索改革时弊的途径,并且形成了与前代迥异的新思想、新学风。     

大陆与台湾土地改革实施的相同点分析

20世纪50年代初,大陆和台湾地区在各种因素的综合作用下,都进行了土地改革,．大陆和台湾地区的士地改革虽然是在不同的理论思想指导下进行的,所采用的方式和手段也各不相同,但二者在实施的过程中有诸多的相同点．如两地区的土地改革都经过充分的准备,都是分期、分阶段进行的;都有健全的领导机构来保证土改的顺利进行;都是由政府居间办理．完成土地所有权转移的;在土改的过程中都在一定程度上受到地主的破坏和阻挠等。     

美国早期（1780—1820）土地政策的特点及影响

1780—1820期间的土地政策是当时美国国内政策的一个重要组成部分,它的制定和提出具有鲜明的时代特征和政治特征,内容连贯,目标明确,在制定和实施的过程中也创造了一个比较稳定、科学的土地政策“模型”,为以后的土地政策的制定奠定了基础。同时,土地政策帮助美国度过了初期的种种困难,它的颁布和实施对美国的农业产生了巨大的影响,还极大地影响到了美国人口的分布,不断地推动美国边疆的“西移”,促进了西部地区的开发。作为一项国内政策,虽然它也有比较明显的局限性,但它对美国历史。特剐是西部历史,发挥的作用却是长期的,影响深远。     

浅谈民国早期播音风格——以电台播音节目为例

播音节目和播音风格是各个电台发展运营的特色展示,民国早期各地广播电台的设立和发展各具特色,不同类型的广播电台在节目设置方面不尽相同,民国早期的播音在其特定的历史背景下形成了独特的播音风格,为后来的广播电台的发展积累了丰富的历史经验。     

Interweaving a mindfully somatic pedagogy into an early childhood classroom

There has been considerable distress in early childhood classrooms due to a cultural bias of Cartesian dualism, which has led to the bullying and disappearance of Body in education. Efforts of bringing about shifts in pedagogical practices toward holistic, bodily views of the self must be supported and developed. However, with classrooms that are filled with less movement and play, the marginalization of Body is of major concern. Interdisciplinary educational settings may be rich in exposing potentials and challenges of a nondual pedagogy implemented in unconsciously dualistic classroom cultures. The purpose of this article is to describe the barriers to implementation of a Mindfully Somatic Pedagogy, as well as affordances to young children throughout a preschool yoga class over an academic year. This research provides a basis for understanding how a Mindfully Somatic Pedagogy can curate holistic, first-person experiences of young children’s bodily selves within a classroom. Likewise, differing expectations of Body from adults in classrooms can lead to mixed messages for children. Understanding how bodily experiences afford young children’s development and teachers responses to Body in the classroom is informative in understanding the roles a school culture can have on the relationship between child development and teacher pedagogy.     

Situated decoding of gender in a Swedish preschool practice

This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice.