预防和妥善处置突发事件是高校学生思想政治工作的新课题

突发事件是导致高校学生不稳定的重要因素,保持高校稳定,核心是如何保持高校学生的稳定,特别是在经济全球化、意识多元化、信息社会化、追求多样化的新的历史条件下,用什么方法能够科学而有效地预防和遏制高校学生突发事件的发生,是高校学生思想政治工作的新课题。现通过对突发事件类型、原因的分析,探索预防和处置突发事件的方法和措施,以达到稳定校园的目的。     

A Counselling Framework for Caribbean Children and Families Who Have Experienced Migratory Separation and Reunion

This paper presents research findings on childrens’ responses to migratory separation and later reunion in Caribbean families and the needs of these families when parents migrate and leave their children behind. Implications of this type of separation on children, parents and surrogate caregivers are discussed. The challenges that counsellors in both the ‘sending’ and host countries face working with this population are also examined and suggestions made for psychosocial intervention and guidelines for counselling in both societies. The need for culturally competent counsellors to work with the growing population of immigrants in North America and Europe is indicated.     

Young adult outcomes of the Abecedarian and CARE early childhood educational interventions

Adult benefits for participants in Project CARE were compared with those of the Abecedarian Project, a closely related randomized study of early childhood educational intervention for children from low-income families who were at risk of developmental delays and school failure. CARE replicated Abecedarian's young adult treatment-related educational and vocational attainment gains. CARE data also supported the Abecedarian reduction in marijuana use. Treated individuals in both studies reported adopting a more active life style. The average age at birth of a first child, the number of children, and the proportion of teen parents were positively affected in the Abecedarian sample but not in CARE. Finding significant educational and vocational gains lasting into young adulthood in the CARE study reinforces Abecedarian young adult findings and strengthens the case for early childhood intervention for children from low-income families.     

Predictors and outcomes of low-income fathers’ reading with their toddlers

Most studies of parent–child bookreading have focused on mothers reading to their children. Though the role of fathers in children's lives is widely emphasized, we know almost nothing about father–child bookreading, particularly among low-income families. The present study was designed to examine how often low-income fathers report reading to their children and what the predictors and effects of paternal bookreading are. The fathers in this study were participants in the national evaluation of Early Head Start (EHS) and were recruited via mothers enrolled in the EHS study. Participating fathers were interviewed at home and their children's cognitive and language development were assessed using standardized measures from ages 2 to 5. Results demonstrated a wide variety in frequency of bookreading among fathers. Fathers were more likely to read to their children frequently if they spoke English at home, if they had a high school education, and if their children had better language skills. Fathers’ bookreading predicted children's cognitive outcome. Paternal bookreading did predict children's language outcomes but only for children whose fathers had at least a high school education.     

Multiracial Children in Child Development Textbooks

The 2000 US census was the first to allow respondents to check more than one race/ethnic response for their identity. About 6.8 million Americans did so, and a disproportionate percentage of them were children under age 18 years old. The purpose of this article is to examine the extent to which this change is reflected in contemporary child psychology textbooks. Twelve books were examined to determine whether they covered multiracial and multiethnic children. Results of this study showed that only two of these books addressed issues related to the healthy development of multiracial/multiethnic children in any detail; and, while several used terms such as biracial and bicultural, these terms were always used to describe single-race minority children living in a majority context. The discussion section covers possible reasons for this omission.     

父辈亲情与政治隐喻——重读《傅雷家书》

傅雷是公认的20世纪中国最伟大的翻译家之一。他的一生,漂流于中西之间,徘徊于书斋内外,时而高歌猛进,时而低吟踯躅,颇富传奇色彩。他在1954—1966年间的家书,在当代文学史上有着独特的重要地位,家书“潜在”而真实的记录了“五四”一代知识分子在50年代中叶到60年代中叶政治风云变化莫测年代的心路历程,也张显了拥有“独立之精神,自由之思想”的一代知识分子的宝贵人格。     

东晋皇室婚姻初探

东晋皇室婚姻是东晋士族婚姻的重要组成部分。通过对东晋皇室婚选标准，皇室婚姻的特点及皇室婚姻与政治关系的进行探析，试图说明，在研究东晋士族婚姻和门阀政治时，皇室婚不可忽视。     

Diversity in New Zealand early childhood education: challenges and opportunities

The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, The Diversity of Diversity in Early Childhood Education, focusing on teachers’ perceptions of challenges and successes encountered when working with children from diverse family backgrounds. Educators’ attitudes towards diversity clearly influence whether they perceive working with diverse children and families positively or as a challenge. We argue that possessing positive dispositions and attitudes that enable educators to truly welcome, acknowledge and embrace diversity, together with access to professional knowledge and support services, are critical. The implications of this for policy and practice are then considered.     

高校收费条件下蒙古族贫困生助学贷款的调查研究

高校收费上学制度对蒙古族贫困生择校、入学产生了一定的压力。而内蒙古地区高校助学贷款起步晚、成效迟、覆盖面小。国家应设立对少数民族贫困大学生的专项助学基金，加大资助力度；同时要简化申贷手续，不断完善助学贷款的运行机制，做好相关单位间的协调工作。     

Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation

ABSTRACT

Belonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children's documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children's learning through pedagogical documentation. The documentation included hard copy and digital formats of the children's learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children's learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.