绘画观察谈

绘画观察的目的是为绘画有选择地寻求自然形态中那些具有审美价值的因素，只有运用正确的观察方法才能全面地认识客体。这就需要对客体有选择地、深入细致地进行观察，需要对客体进行整体的及在思维的参与下的观察。同时，要提高主体的主观认识、艺术修养和审美能力，才能更好地把握客体中的审美因素。要了解不同化背景和观念形成的不同的观察方式，才能更有助于绘画的表现。     

依托油脂行业 办好《中国油脂》

介绍《中国油脂》依托油脂行业，办好期刊的做法和体会。     

Assessing the interrelatedness of multiple types of adverse childhood experiences and odds for poor health in South Carolina adults

Adverse childhood experiences (ACEs) have been linked to negative health outcomes in adulthood, but little research has been done on the effect of ACEs on the health and well-being of adults in South Carolina (SC). This study analyzed a sample of 9744 respondents who participated in the 2014 South Carolina Behavioral Risk Factor Surveillance System (BRFSS) to examine the relationship among childhood experiences of physical, sexual, and emotional abuse, as well as witnessing household violence, on mental and physical health outcomes in adulthood among SC residents. Twenty-two percent of survey respondents reported poor general health (22.1%), and a smaller proportion reported high frequent mental distress in the past month (13.1%). Each category of childhood experiences was associated with an increase in the risk of poor general health. Individuals reporting three or more types of experiences were more likely to report poor health (aOR 2.89; 95% CI 2.86–2.92) than adults without such experiences. Respondents reporting three or more types of childhood adverse experiences were more likely to report frequent mental distress (aOR 3.29; 95% CI 3.26–3.33) compared to adults who did not report three or more types of adversity. Findings from the SC BRFSS highlight a connection between ACEs and negative health outcomes later in life. Given that results of this study also demonstrated that increased exposure to ACEs was associated with greater odds of negative health in adulthood, preventing adverse events such as experiencing abuse or witnessing domestic violence in childhood will have significant effects on later adult health.     

《文史通义·原道》篇发微

求学以明道也是章学诚的为学目的 ,对道的新认识与其学术理论方法的建立关系重大。道为立言之本 ,道不离器是六经皆史论的立论根据。对闻道的重视也使他在为学方法上迥异于时人 ,而偏重对义理的探究。而《文史通义 .原道》篇是其对道的论述的集中体现。     

Out of the book and into the classroom: The experiences of Korean social studies pre-service teachers in an international teaching practicum in the United States

Despite the growing interest and importance of pre-service teachers’ cross-cultural experiences, a review of the literature shows that few studies have discussed the international teaching practicum experiences of pre-service teachers from Asian countries. Bridging this gap, this qualitative case study examined the perceptions and experiences of 15 Korean social studies pre-service teachers who participated in an international teaching practicum in the United States. The findings of the study demonstrated that although participants encountered difficulties in speaking a foreign language and adjusting to a different culture, they also gained confidence and self-efficacy by negotiating and actively participating in the teaching and learning process. This international teaching practicum also helped participants promote their own understanding of multiculturalism and their different perspectives of the teachers’ roles, teaching pedagogies, and local education systems. This study offers implications for future multicultural professional development in teacher education and contributes to developing a body of research and scholarship on international teaching practicums from Asian contexts that have, to date, been largely underexplored.     

关于空间实验室(站)发展技术途径的思考

苏联/俄罗斯、美国、欧洲和日本等国已先后发展了载人航天器。虽然他们采用了不同的战略和途径,但总的技术路线都是先研制技术较为简单、载人时间较短的空间实验室,然后研制技术较为复杂、载人时间较长、用途更为广泛的空间站。由于各国在发展空间实验室（站）的模式上有很大差异,因此所获得的成果也有天壤之别。通过分析、归纳和比较国外空间实验室（站）的发展技术途径,可以发现不少值得借鉴的经验与教训,对我国空间实验室（站）的发展战略和技术途径有一定启示。     

浅谈如何开展行动研究

本文根据当前中小学教育科学研究中存在的问题以及行动研究的特点,分析了中小学教师开展行动研究的优势,提出中小学教师应根据教学实践中的真实问题,拟定开放务实的研究计划;应用教学叙事研究、教学反思研究、合作研究等行动研究策略,将教学工作和教育科学研究活动结合起来,开展卓有成效的研究过程;并以多样化的方式呈现行动研究的成果。     

为随书电子出版物建立数据库

电子出版物大量涌现且不断地增加，如何建立“随书电子出版物光盘数据库”成为一个新课题。作者在总结多年工作经验的基础上，提出了一些可行的方法。     

Adverse family experiences and flourishing amongst children ages 6–17 years: 2011/12 National Survey of Children’s Health

Adverse Childhood Experiences (ACEs) are prevalent in the population and linked to various negative long-term health and social consequences. However, due to the retrospective nature of most studies on the topic, little is currently known regarding ACEs' immediate health impact. This study aims to provide insight into this area by examining the association between a new measurement, Adverse Family Experiences (AFEs), and flourishing amongst children ages 6–17 years in the United States. Data from the 2011/12 National Survey of Children's Health were analyzed. Adjusted prevalence ratios assessed flourishing by the number of AFEs (0 events versus 1, 2, 3/3+) controlling for individual/household characteristics. A sub-analysis examined characteristics of flourishing children ages 12–17 years with 3/3+ AFEs. The results showed children with 1 AFE (APR = 0.87; 95% CI = 0.83-0.91), 2 AFEs (0.74; 0.69–0.79), and 3/3+ AFEs (0.68; 0.62–0.72) were less likely to flourish compared to those without any AFEs. Sub-analysis of children ages 12–17 years with 3/3+ AFEs revealed a higher proportion of flourishing children volunteering, participating in extracurricular activities, and working for pay compared to those who did not flourish. Findings show significant differences in flourishing by number of AFEs and suggest that social connectedness may play a role in determining flourishing amongst children with 3/3+ AFEs. Furthermore, the results highlight the potential importance of identifying children with high AFE counts and helping them build resilience outside of the home.     

Problem-Based Learning in Social Work Education: Students’ Experiences in Denmark

Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when they experience learning the most. Possible reasons for this discrepancy, and implications for teaching, are discussed.