The split‐off narrator: coming to symptoms in stories of learning to teach

In this conceptual paper I draw on narratives from several contexts in my own educational history – a student‐teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator – to consider, first, the Winnicottian notion of the split‐off intellect, in which individual subjectivity is skewed toward thinking and away from affect, and second, an inversion of that notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty. Theorizing some of the ways in which thinking and affect can at times seem to get in each other’s way, and reflecting on what individuals might use that ‘getting in the way’ to do, I explore some ways in which educators in general, and teacher educators in particular, might facilitate the working‐through of intellect/affect splits with the aim of helping students integrate thinking and feeling as they begin or continue their work in the classroom.     

Black bodies,White rural spaces: disturbing practices of unbelonging for ‘refugee’ students

In global times, when the forced migration of refugees from war-torn countries like Sudan impacts the demography of once ethnically homogenous schooling spaces, I consider the need to better understand the geographical making of racism. This article explores the lived experience of two newly arrived Sudanese students studying at a rural high school in Australia. Using Foucaultian theory, and Foucault’s theories as they have been taken up by Judith Butler, I explore the production of educational exclusions at a rural school. I investigate the Sudanese students’ struggle for belonging against particular discourses of rural Whiteness. In the students’ rural schooling space, their Black bodies are highly visible and are discursively cast as ‘out of place’. I examine the way discourses of rural Whiteness produce schooling exclusions that implicate schools in the spatial regulation of unbelonging.     

Kirchhoff系统的周期解存在性问题的探讨

利用临界点理论研究了Kirchhoff系统的周期解.首先定义Kirchhoff系统的弱解;其次给出一些引理;最后用临界点理论中的极小极大方法得到关于Kirchhoff系统弱解的一个存在性定理.     

中国健康绩效的动态演进:公平与效率的权衡

利用中国健康与营养调查(CHNS)数据,计算了我国城乡健康扩展集中系数和健康绩效指数,结果显示:1991 - 2006年,城乡健康水平呈现下降趋势,最穷个体的健康下降程度最大;2000年以后,城乡健康标准集中系数显著为正,表明我国存在亲富人的健康不平等,高收入人群的健康状况更好;在平均健康水平逐渐下降,亲富人的健康不平...     

多项式分拆初探

给出了不同对称类型多项式分拆基的统一构造方法,以逐步待定系数法为基础,编制了多项式统一分拆程序.     

Schwarz不等式及旋转体侧面积的计算问题

文章应用Schwarz不等式的知识,给出了旋转体侧面积计算公式的一个新颖的证明,并同时指出用定积分计算旋转体侧面积时应该避免发生的错误。     

对一类不等式题型进行总结

不等式作为数学的基本内容,同时最值问题又是不等式问题中一大热门考点,它可以与函数,图像,解析几何等知识紧密结合在一起,将问题变得复杂化,成为大多数初学者的一大难点.本文以具体题目为例,探究一种关于不等式题型的一种模式解题方法,归纳并总结了以圆锥曲线,向量,函数为背景的不等式问题,并且对每一道问题进行点评,总结,让读者建立起基本的不等式思维.     

Are boys that bad? Gender gaps in measured skills,grades and aspirations in Czech elementary schools

This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International Student Assessment, encompassing the academic performance and family background of ninth-grade pupils. Similar to research on other countries, we find that girls strongly outperform boys in grades in Czech language, but that this gender gap is not explained by measured ability in reading nor on family background or student attributes. We also find gender bias in mathematics grades, after controlling for measured ability and other factors. Girls are also substantially more likely than boys to apply to secondary grammar schools, as well as aspire to a college education, even after controlling for measured ability. We put forward a number of theoretical perspectives that shed light on the possible causes of these empirical findings.     

Group-based educational inequalities in India: Have major education policy interventions been effective?

Despite seven decades of policy thrust, group-based educational inequalities persist in India. The tenacious social group-based stratification often proves to be a hurdle for educational participation policies to be effectively rolled out. Given these realities, this study reviews all major national education policy interventions since t 1950s. Using four rounds of National Sample Survey (NSS) data, we analysed the pattern of educational attainments in terms of Average Years of Schooling (AYS) and educational inequalities in India for the period 1994-2012. Three indices of inequality - Gini, Theil’s enttropy and Atkinson - have been constructed to study inequality by gender, place of residence and social groups. . We also empirically estimated the determinants of educational attainments in India by using OLS and Tobit Models. Further using the Oaxaca-Blinder Decomposition technique, we analysed the educational attainment gaps between groups. The study concludes that policy interventions have done little to reduce the group-based educational attainment gap and it’s time to place improved focus on secondary and higher education while continuing the efforts in primary education.     

一个推广不等式的再推广

利用凸函数及导数理论建立了一个不等式,并利用所建立的不等式得到推广不等式关于根指数的进一步推广.