《板桥杂记》“遗民情怀”辨

《板桥杂记》虽然是一部冶游之书，但值明清交替之际，却渗透着汉文人普遍的“遗民情怀”，仔细剖读《板桥杂记》会发现，这一时期“遗民文人”普遍感伤的常常不属高尚的家国情感，更多的是一种文化失语和个人的挫败感。     

幼儿园乡土课程文化:内涵、形成、发展——基于A园的田野研究

研究在明确乡土文化和幼儿园乡土课程文化及其关系的基础上,借助A园田野日志的梳理而建构了A园园所志,深入挖掘了A园乡土课程文化建构的三个层次及其必备能力,以日常生活、社会和文化互动理论阐述了这一过程,进而探讨了推动乡土课程文化持续发展的社会、幼儿园及家庭等各因素,其中园所因素内涵着园所课程传统、园长及其管理团队、教师的文化自信三个子因素;社会组织、家庭和幼儿园之间结成的"共同体"是幼儿园乡土课程文化发展之本,园长和教师是共同体的核心,由此而形成"一核多元"的共同体结构。     

20世纪90年代以来湖湘文化研究综述

20世纪90年代学术界对于湖湘文化的研究进入了一个平稳发展的时期,学术继承的同时创新也不断地产生.从十余年来该领域中出现的重要观点、主要分歧和研究倾向来看,湖湘文化的学理探究、湖湘文化与湖湘人物、湖湘文化与近代中国、湖湘文化研究中出现的新倾向四大方面均取得了重大突破.     

浅谈他物权制度的建设

本从我国物权法发展的现状出发，对建设适合我国国情的他物权制度提出了看法，意在明确国家、集体、公民的财产归属关系及使用关系，使他物权制度能最大限主地发挥财产的经济效用。倡导建立我国的他物他权制度体系。     

教育政策学视野下的中小学乱收费现象

教育领域内的乱收费现象是当前教育改革和发展中的一个热点问题。中小学乱收费屡禁不止,主要在于中小学收费政策在制定、执行以及监督管理过程中存在政策的失真等。从教育政策学的角度看,中小学乱收费现象需要从制度、体制、监督等方面加以避免、杜绝。     

大学生迷恋网络问题的调查

对某高校因不及格学分达标而受试读、退学处理的学生的调查表明,大多数受处理的学生是因为迷恋网络所致。调查发现了迷恋网络大学生的专业特征、地域特征、性别特征和心理特征,以及由于迷恋网络而诱发的各种伦理道德问题。为此,高校应加强辅导员、班主任和宿舍管理工作,整顿治理校园环境和周边环境;利用网络平台,对大学生开展成才教育和心理辅导等,使大学生尽快走出迷恋网络的误区。     

浅谈高师音乐教育对教师素质的要求

高师音乐教育是音乐教育的主要组成部分之一,担负着高级的音乐专业人才培养的使命.但是,长久以来人们对高师音乐从教人员的非技能性的素质要求未形成系统而成熟的看法.高师音乐教育首先是一门师范教育,它必然要求从教人员具备师范教育所应有的、并包含音乐特性的素质:个性化的处理能力、风格培养、特殊教学语言的使用等.同时也应充分认识到相关的艺术素养如文学、美学等知识的重要性以及在音乐教学中所采用的独特的思维方式.     

A case study on the experiences of university-based Muslim women in physical activity during their studies at one UK higher education institution

The case study explores the experiences of Muslim women in the area of physical activity participation conducted whilst they were studying at one UK University. Previous research in the field indicated that Muslim women can be denied opportunities to participate in areas of sport-related physical activity through multiple factors such as socio-cultural, familial, religious or sporting structural constraints. Despite increased knowledge about the inclusion of Muslim girls in school-based physical education and sport, there is a dearth of literature on Muslim women's experiences post their school years. Informed by socio-cultural theories of the body, identity and embodied cultures, the study focuses on Muslim women's early physical activity experiences, university-based participation patterns and reflections on the influences that shaped their attitudes and beliefs towards such participation. Open-ended questionnaires, 34/50 returned (68%), and 6 in-depth interviews were conducted with volunteers studying a wide range of programmes. Content analysis revealed that values, attitudes and behaviours were largely influenced by the family; prior to university, the women's physical activity experiences were mixed and dependent on family activity patterns and school-based opportunities; university recreational sport-related provision did not cater for the women's Islamic needs denying them opportunities to participate. Religious belief and cultural expectations made a significant contribution to the women's preferences for participation environments that respected their Islamic beliefs.     

Validity of Self-Reported Pedometer Steps per Day in College Students

The purpose of this article was to examine the validity of self-reported pedometer steps/day. Forty-seven participants were provided a New Lifestyles NL-2000 (NL-2000; Lees Summit, MO, USA) pedometer and a physical activity (PA) diary for 3 weeks, but not informed of the data-storing capabilities. For weeks 2 and 3, each participant was given a step goal of 3,000 steps/day above week 1 average. A 2 × 3 repeated measures analysis of variance (ANOVA) was used to examine differences between reported steps/day. Bland–Altman plots assessed the mean bias and limits of agreement between reporting methods. Mean self-reported and NL-2000 steps/day were 9,264 ± 3,555 and 8,971 ± 3,590 steps/day (n = 26, p > .05). Mean biases were 216 ± 1,753 (week 1), –506 ± 1,355 (week 2), and –590 ± 1,360 (week 3) steps/day. Negative mean bias values indicate higher self-reported steps/day. Mean steps/day were similar between recording methods, but large differences were observed among individuals, suggesting self-reported steps/day may be valid for PA research at the population level, but not the individual level.     

Human integration through Olympism education: a pragmatic engagement of youths in a war-torn society

This paper delineates the findings of a mixed methods study that investigated how Olympism education could strengthen competencies of human integration through delivery of physical, social, and critical literacy and conflict resolution literacy. The study introduced a curriculum model integrating Olympism values and conflict resolution strategies for the purpose of facilitating human integration. This integrated curriculum model was then tested among a group of young students who represent the two main ethnic groups Sinhalese and Tamils, in a war-torn society in Sri-Lanka. The intervention of this study provided pragmatic involvement for young students as the representatives of the next generation, in order to teach them the convergence and contradictions of perceptions of social reform ideals through sport. Results revealed that conflict resolution strategies combined with Olympism education integrated curriculum intervention significantly improved young students’ conflict resolution competencies, regardless of their gender or ethnicity. This study demonstrated significant gains in the ability of young students to learn about human integration through learning about Olympism within sport and physical education lessons, in regards to effective conflict resolution.