To be or not to be ‘a disabled student’ in higher education: the case of a postgraduate ‘non‐declaring’ (disabled) student

This paper draws on data from a research project that was funded by the UK's Higher Education Academy. The project focused on the experiences of disabled students in one English higher education institution, and a key feature of the project was to attempt to access the perspectives of ‘non‐declaring’ disabled students. This paper draws on the experiences of one of the ‘non‐declaring’ respondents, Anna, a postgraduate student. In the UK, some students declare their disabled status on entry to a higher education institution, some do so once at the institution and some never let the institution know of their impairment. It is the perspectives of this latter group that are particularly difficult to access. Anna's experiences as a postgraduate student provide some insight into what may affect decisions about declaration of impairment. Drawing on a social‐relational understanding of disability, factors that influenced her decision not to ‘declare’ and the consequent effect on her experience of higher education are explored.     

The Bicycle Assembly Line Game

“The Bicycle Assembly Line Game” is a team‐based, in‐class activity that helps students develop a basic understanding of continuously operating processes. Each team of 7–10 students selects one of seven prefigured bicycle assembly lines to operate. The lines are run in real‐time, and the team that operates the line that yields the highest revenue wins. Students learn through discovery “What drives output rate?”; “How is capacity managed relative to market demand?”; and “Why does inventory accumulate?” Because task times are constant, the game provides a nice lead‐in to the topic of line balancing. This game has been successfully used in both undergraduate‐ and MBA‐level operations management courses.     

论关汉卿剧作情节处理的写意性

＂写意＂一词常被用来探讨中国戏曲的美学特征,但主要集中于对表演形态的探讨,罕有涉及剧作的情节和结构。胡莲玉先生曾撰文从总体上探讨元杂剧情节结构的写意性,但没具体阐述某个剧作家。关汉卿是元杂剧的重要代表,系统地阐述其剧作情节的写意性显得必要。文章从主观评价的直接介入、生活形态的简单化或复杂化和史实改造、奇迹性情节的描写、颇具特色的清官设置四个方面来分析其情节处理的写意性,并从主观、客观两方面探讨其成因。     

Turning Polemics into Pedagogy: Teaching about Censorship in Art Education

In recent decades, the field of art education has seen an increasing interest in issues of social justice and social reconstruction which has led to pre‐service art educators often being encouraged to include potentially controversial topics in their pedagogy. Surprisingly, however, there seems to have been little concurrent discussion concerning the inherent risks involved in introducing polemical themes within the classroom. Indeed, despite its obvious importance, the subject of censorship is often given little attention in art education circles, save for when it has already become an active problem, such as when an instructor is accused of censorship by a student, or when forces outside the classroom seek to involve themselves in pedagogical decisions. In this article, I describe my experience creating and implementing an undergraduate pre‐service art education course on the subject of censorship. I begin by examining my students’ reactions to some of the themes explored, and then explain how discussing cases of art censorship and controversy can serve as a platform for introducing students to the key role that context plays in how we perceive, value and react to artworks. Finally, I make the argument that by including censorship as a subject within their curriculum, teachers can help students better to navigate the psychological, moral and ethical complexities of contemporary art making.     

李渔的戏曲创作理论

李渔的戏曲创作理论 :如“结构第一”、“立主脑”、“密针线”、“脱窠臼”、语言要“浅显”、“好说”、“中听”等 ,对今天写作理论有重要的借鉴意义     

Social inclusion in two worlds: the conceptualization of the social role of lifelong learning in the education policy of Brazil and the UK since the mid 1990s

Aspects of post‐16 education, particularly with reference to vocational education and training, have acquired a degree of common presentation in the policy making of many national and international organizations in recent years. This paper compares similarities and differences in the rhetoric and reality of policy implementation in Brazil and the UK in post‐16 education, particularly Technical and Vocational Education and Training. It finds an increasing alignment between these two very different countries at the levels of both discourse and practice. It argues that this reflects the dominance of international and regional agencies on whom both countries draw in developing policy, and the subsequent dissemination of those agencies' particular assumptions about the relationship between education, skills and economic performance.     

Evaluating a computer‐based reading programme with children with Intellectual Disabilities: feasibility and pilot research

Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics‐based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised studies to assess efficacy of interventions (Thabane et al., 2010). The aim of the current paper is therefore to investigate feasibility questions relating to conducting a full‐scale randomised controlled trial (RCT) evaluation of an online, phonics‐based reading programme (Headsprout^? Early Reading; HER) with children with ID. Employing a randomised pre‐test post‐test group design, this study explores and trials important aspects of a RCT evaluation to inform a full‐scale RCT. We also found that HER had a significant effect on reading skills when compared with ‘education as usual’, with large effect sizes on the main outcome measure. This indicates that further, more robust evaluations using HER with children with ID are a worthwhile pursuit.     

莎士比亚戏剧中的"罪"

莎士比亚深受基督教影响,作为基督教重要母题之一——罪在其作品中有充分的体现。本文试从莎剧的四个类型出发,探讨罪在莎剧中的表现:它或者成为莎剧的重要题材,构成莎剧内在的情节结构,成为剧情发展的关键环节;或者作为莎剧戏剧效果实现的重要手段,大大增强了莎剧的思想内涵。     

论宋词叙事艺术及其文学史意义

宋代词人将生活中富有波折的事件或场面捕捉入词，创作了不少叙事性的作品，再现了十分精彩的生活场景。这些叙事词具有独特和丰富的故事情节，表现出跌宕起伏，含蕴深厚，灵动鲜活的艺术特色。它在继承前代叙事诗的基础上，及时地吸取小说和戏剧的表现手法，以新鲜活泼的内容、生动有趣的情节、小巧精致的格局，丰富了词体抒情的表现方式，体现了宋词创作艺术的创新和发展。     

The cooking teacher: investigating gender stereotypes in a Korean kindergarten

This article discusses some findings from a small‐scale investigation of children's gendered beliefs and behaviours in a Korean kindergarten which was attempting to challenge gender stereotyping through the anti‐bias intervention of a ‘cooking curriculum’. A sample of 14 children, some with ‘working’ mothers and some with ‘housewife’ mothers, was observed for two months, and informally interviewed on several occasions. The children's mothers were also interviewed. The findings are situated in the context of the changing, but still traditional, culture of Korean society, as well as in the contexts of early childhood education and theories of gender acquisition. They confirm that, although children are highly likely to reproduce the beliefs current in their home environment, they are open to reconstructing these views when actively challenged to consider alternatives, either by the school curriculum or by engaging in debate with a researcher or practitioner. The nature of the ‘alternative’ views available may however be problematic.