The reality of living with AD/HD: children's concern about educational and medical support

A diagnosis of AD/HD may tell us that the child has the core characteristics of inattentiveness, impulsivity and or hyperactivity, but it fails to convey the extent to which the social context of the child's environment manipulates these characteristics. This article reports on how children with a diagnosis of AD/HD view the impact their social environment has on their behaviour; providing us with insight into how educational and medical intervention strategies are failing to achieve their potential. The findings suggest that if children with AD/HD and their families are to benefit from educational and medical intervention then stakeholders need to work together to provide coordinated and consistent support.     

Parental perspectives of the role of school factors in school refusal

The aim of this study was to explore parents’ perspectives on the role of school factors in school refusal (SR). Semi-structured interviews were conducted with 17 parents who had experienced SR with their own child. They identified several school factors related to SR. Some of these findings suggest that students who are prone to SR need more predictability and more teachers’ support than they sometimes get in school. Their need for predictability seems to occur particularly during less structured activities and during transitions in school. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects perceived predictability and support for SR-prone students. All parents expressed concern about bullying, and roughly a third of them reported that their child had been a victim of bullying. Insufficient adaptation of schoolwork was also mentioned relatively frequently. Parents emphasized that adaptation of schoolwork needs to be done in close cooperation with the student and parents to avoid negative differentiation from classmates or stigma. Finally, several parents commented that teachers and schools need more knowledge about SR and felt that schools needed a more coordinated approach to supporting students who are at risk of SR.     

从对话层面重读霍桑及其《红字》

霍桑与时代的对话关系在相当长的时间内为评论家所忽视。本文试图从对话层面重读霍桑及其《红字》,阐释其与时代﹑与历史﹑与未来的对话关系,还原作家作为他所属的那个时代的敏锐的观察者﹑记录者和思考者的本来面目。     

社会主义大众文化建设刍议

[摘要]产生于上世纪二三十年代的大众文化,于上世纪九十年代初在中国全面兴起。经过二十多年的发展,大众文化已经成为今天中国发展最迅速、对社会生活产生影响最大的文化形态。大众文化作为与市场经济紧密相连的文化形态,对繁荣社会主义文化市场发挥了重要作用。不过,大众文化本身具有的一些缺陷与不足,给我国文化与社会的发展带来了诸多不利的影响。因此,建设社会主义文化强国,实现文化的大发展、大繁荣,就必须建设面向现代化、面向世界、面向未来的社会主义大众文化。     

《离骚》"结构"研究论略

本文结合近五十年来楚辞学界从不同"视角"研究<离骚>结构的代表性实例,论析了"文章学"的<离骚>"两个主题旋律"及"一个中心链条"结构说,"楚辞学"的<离骚>"二段式结构"说,"民俗学"的<离骚>"巫事活动形式"构成说,"审美形态"学的<离骚>"悲剧结构"说的成就得失,提出了适应文学作品的"多层次"、"复调"结构特点,进行多侧面的结构研究,以揭示<离骚>等文学作品艺术奥秘的主张.     

Perspectives on peer-review: eight years of Aropä

Drawing on eight years of observation and correspondence from the Aropä project, we report on the issues important to academics who conduct on-line student peer-review activities, and the features they request to support their own instructional designs. The Aropä project is unusually broad, having so far supported over 100 instructors at 20 institutions across nine countries, almost one thousand activities, and more than 36,000 individual students. As the designers, developers, maintainers and advisors of an evolving and widely used tool, we use our unique position to report on the perspectives and priorities of instructors and students in this important and developing field.     

近五年我国体育学研究热点领域及未来趋势

为发现我国近五年体育学研究热点领域及其未来趋势，使用布拉德福定律分区理论，对体育学16种核心期刊2013-2017年所刊论文的关键词进行分层研究。通过关键词在核心区分布的整体和年度分析，结果发现：①整体分析，近5年体育学最热门的研究主题为：竞技体育、体育管理、群众体育、学校体育、体育教育、体育文化、体育史、民族传统体育、体育经济和体育产业；②年度分析，体育学研究热点随时间发生波动性变化；③体育学研究热点的三个层次：第一层次包括竞技体育、体育管理、群众体育和体育教育，是近年及未来体育学研究的重点；第二层次包括学校体育和体育史，学校体育的研究逐步得到重视；第三层次包括民族传统体育、体育文化、体育产业和奥运会；④研究热点随年份的变化：最重要热点竞技体育、体育管理、群众体育、体育教育表现出持续性和稳定性；次重要热点学校体育和体育史的变化表现出差异性，揭示了研究热点的未来趋势；边缘性热点民族传统体育、体育文化、体育产业和奥运会波动性大，偶然性明显。     

From objects to subjects: Repositioning teachers as policy actors doing policy work

Within policy discourses, teachers are positioned as objects of reform who enact policies under rational systems of observation and accountability and are, therefore, situated as de-professionalized actors lacking expert knowledge. This research project asks relatively straight-forward questions: If practicing teachers were given a voice in political debates over urban education policy and reform, what would they say? What macro-level policy problems would they identify as being important? Findings indicate the primary policy problems include Systemic Inequity and Bad Policy. The primary policy solutions include, Schools as a Community Resource; Shared Decision-Making; Contextual Goals; and Time, Space and Resources.     

立足中国、面向世界的宗教学

习近平总书记在《在哲学社会科学工作座谈会上的讲话》(2016年5月17日)中首次把宗教学列为11个需要"加快完善对哲学社会科学具有支撑作用的学科"之一。宗教学在"国家学科分类"里早已是"一级学科",但在"高校学位授予和人才培养学科目录"里却迟迟难以升格,这显然与我国教育界对宗教学的学科建设、特别是高校宗教学教育的认识程度有关。鉴此,在充分论证高校宗教学建设的必要性与重要性的基础上,笔者着重阐发了加强我国高校宗教学建设的"三大着力点",即坚持与发展马克思主义宗教观、扎根并弘扬中国文化传统以及宗教学建设的国际学术视野。本文最后一部分论及的北京大学宗教学专业探索经验,或许也对推进我国高校的宗教学建设有借鉴意义。     

浅析虚无主义思想的历史逻辑

虚无主义是人对现实世界不断否定、批判达到的逻辑后果.它不仅包括哲学对现实世界的否定、批判而造成的世界的虚无化,也包括哲学在否定之后于"虚无"之上重建"真实世界"的努力.西方哲学与虚无主义存在一定的历史关联,在这种紧密的关联中,虚无主义依据内在逻辑不断演进.