延安时期廉政建设的基本经验

执政党的建设 ,关系到党的生死存亡 ,关系到国家的前途命运 ,关系到改革的成败。本文通过对延安时期廉政活动的考察 ,从腐败的危害及惩治腐败的主要实践活动情况 ,总结出延安时期廉政建设的几点经验 ,对于今天的反腐倡廉工作将有一定启示     

What teachers need to know about the struggle for self-determination (conscientization) and self-regulation: adults with disabilities speak about their education experiences

The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness?     

形上的引导--老子道家的道与传统武术的超越追求

一对老子之道的形上意义,历来颇有争议。不少人从本体论、宇宙论等角度进行阐释,笔者也曾从方法论的角度进行过思考。然而今天看来,从超验智慧的角度来理解,似乎更为合适。“逍遥乘化,自由自在,即是道,即是无,即是自然,即是一。以自足无待为逍遥,化有待为无待,破‘他然’为自然     

数学思想、数学活动与小学数学教学

将"基本(数学)思想"与"基本(数学)活动经验"明确纳入"数学课程目标"之中有一定的合理性。以小学数学教学为背景对此作进一步分析:我们不仅应当针对不同的教学对象对此作出更为具体的界定,从而切实防止简单移植的现象,而且也应很好地处理具体知识内容的学习与基本数学思想的学习以及过程与结果之间的关系,而不应将此绝对地割裂开来。     

Suicidality among young adults: Unique and cumulative roles of 14 different adverse childhood experiences

BackgroundCollege students with suicidal ideation (SI) are at high risk of suicide. Adverse childhood experiences (ACEs) are important risk factors for suicidal behavior. Most research in this area has been restricted to 10 conventional ACEs and suggests negative long-term developmental effects from other common childhood adversities such as peer victimization, peer isolation/rejection, exposure to community violence, and low socioeconomic status.ObjectiveTo test the unique and cumulative associations of 14 different ACEs with SI among young adults.Participants and SettingParticipants were 989 college students from two universities in China’s provincial-leveled Hui Autonomous Region.MethodsAssociations between ACEs and SI were analyzed by logistic regression. A Chi-square trend test was used to examine the association between cumulative ACEs and SI.ResultsThe rates of suicidal ideation, plans, and attempts among the cohort were 11.9%, 3.7%, and 1.6%, respectively; 43.9% had experienced at least one ACE. The strongest predictor of SI in adulthood was peer isolation/rejection, followed by emotional neglect, then low socioeconomic status. There was a cumulative effect of ACEs and SI, whereby the greater the number of ACEs, the greater the likelihood of SI.ConclusionPeer isolation/rejection, emotional neglect, and low socioeconomic status were associated with increased risk of SI in adulthood. Two (peer isolation/rejection and low socioeconomic status) of the three factors that emerged from the analysis are not typically included in ACEs research. There was a cumulative effect of 14 kinds of ACEs on SI among young adults. Early recognition of risk factors is therefore important.     

More than meets the eye: Curricular and Programmatic Effects on Student Learning

This article reports the effects of program characteristics and faculty activities on students’ experiences and, ultimately, the development of students’ analytical and group skills. Data come from nationally representative samples of 4,330 seniors, 1,243 faculty members, and 147 engineering program chairs on 40 campuses nationwide. Findings indicate that program characteristics and faculty behaviors and values have significant, if relatively small and largely indirect, effects on student learning by encouraging (or discouraging) certain kinds of student experiences, which, in turn, influence student learning. The results point to a need for more complex designs than are typically adopted in most learning outcomes studies. Paper presented at the meeting of the Association for Institutional Research, May 16, 2006, Chicago, IL.     

国际经验对我国汇率政策选择的启示

二战后的日本与德国由于经济实力上升、持续贸易顺差而使汇率出现升值压力，这与中国目前的情形有几分相似，因此借鉴国际经验，探讨中国汇率政策，有助于完善人民币汇率形成机制。     

《古诗十九首》中的时间经验和孤独意识

《古诗十九首》中由对时间表现构建了孤独意识，这种孤独是个性觉醒之后面对死亡的前景而产生的，同时也是对人生价值的反思，具体表现在《古诗十九首》中纷繁的意象之中。相对其他作品来说，《明月何皎皎》一篇的时间意味是由徘徊的抒情模式传达的。     

Health and wellbeing and wider achievement: An analysis of teachers’ practices and learners’ experiences in Scottish secondary schools

There is a heightened policy expectation in Scotland that a greater curriculum emphasis on health and wellbeing (HWB) will positively contribute to learners’ reflections on their wider achievements. However, in terms of policy enactment, relatively little is known on the interrelationship between HWB and learners’ wider achievements. To address this limitation, data was gathered from four secondary schools in East central Scotland via an online survey, eight learner group interviews and eight teacher interviews. Findings indicated that learners’ grasp of how HWB connects with their broader achievements was generally vague and imprecise. Despite many areas of positive self-reporting learners’ progress was hampered by their lack of confidence in speaking in front of others and modest sense of school belonging. In addition, the practice gains anticipated through making HWB a more central feature of all learners’ broad general education were constrained by teachers’ variable level of engagement with their new roles and responsibilities, and by logistical problems in recording learners’ achievements. Further research which collects more extensive data on the weaknesses identified and on understanding learners’ HWB experiences better would contribute to a more insightful analysis of how schools enact policy and record achievement.     

Outcomes related to adverse childhood experiences in college students: Comparing latent class analysis and cumulative risk

The aims of this study were to identify latent classes of adverse childhood experiences (ACEs) in a large sample of college students (N = 8997), investigate the relations between ACEs classes and life functioning, and compare results using latent class analysis to analyses using cumulative risk scores. Nine types of ACEs were assessed (three types of child abuse and six types of household dysfunction). Outcomes were self-report measures of mental health, physical health, alcohol consequences, and academic performance. Latent class analysis (LCA) results indicated that four classes fit the data best across random halves of the sample and were labeled High ACEs, Moderate Risk of Non-Violent Household Dysfunction, Emotional and Physical Child Abuse, and Low ACEs. Comparing across latent classes, the largest differences in outcomes were between the High ACEs and Low ACEs classes. There were no differences in outcomes between the Moderate Risk of Non-Violent Household Dysfunction and Emotional and Physical Child Abuse classes. The largest between-class differences were found for mental health and the smallest differences were found for academic performance. Comparing results using LCA latent classes and cumulative ACEs scores, the differences between the High and Low ACEs latent classes were similar to the differences between those with zero ACEs and those with 5 or more ACEs. Both approaches also accounted for roughly equivalent amounts of variance in all outcomes. Thus, latent class and cumulative risk analyses provided similar results with regard to predicting outcomes of interest among college students.