Vygotsky,Hasan and Halliday: Towards Conceptual Complementarity

Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendency to tell stories wanes. We take this as evidence of the development of synoptic-dynamic complementarity in adolescents – and also in the theories of Halliday and Vygotsky.     

One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools

Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child’s number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education.     

Invited to labour or participate: intra- and inter-generational distinctions and the role of capital in children’s invited participation

This paper applies aspects of Bourdieu’s conceptual toolkit related to capital, and analyses inter- and intra-generational relations of influence. Applying Bourdieu’s concepts to examples of case studies from a children’s parliament in Finland, and with reference to an adult resident forum, moments of continuity and disruption in the relatively stable patterns of distinction between children and adults emerge. Children in school councils (at times) are labourers for agendas set by teachers, but the children at the top of the structure’s hierarchy can benefit from cultural capital and a functional capital that enables them to set agendas and direct the work of others. The political capital of the person presenting views from the participation sphere and the dominant symbolic capital of market logics appear to have a greater impact than generation on the influence participants achieve. Unquestioned acceptance of this differentiation suggests that new approaches to invited participation structures are needed.     

韩国政府部门社交媒体的应用及其启示

近年来,世界各国政府纷纷开始应用社交媒体,社会影响力日益增强。韩国政府部门从2009年开始积极应用多种社交媒体工具,有效提升了公共服务质量,增加了政府透明度及公众对政府的满意度。本文从应用动机、政策和举措3个方面分析韩国政府应用社交媒体的现状及效果,并提出对我国的启示。     

中国画中花鸟画的虚与实

中国花鸟画的发展与中国传统哲学思想、诗歌有着密切的关系。中国花鸟画虚实关系即是中国传统哲学思想的一种体现。     

主题性活动在军训期间对大学生思想政治工作的促进分析

大学生军训是高校育人工作的一个重要组成部分,对大学生的成长起了很大的促进作用。军训期间的思想政治工作尤为重要,是军训工作顺利开展的保证。要改变传统的思想政治工作方式,用主题性的活动促进思想政治工作,将军训思想和学校的办学理念与方针融人其中,最大程度提高思想政治工作的效果和军训成果。     

Selling ‘Socialism with Chinese Characteristics’ ‘Thought and Politics’ and the legitimisation of China's developmental strategy

This article examines China's senior high ‘Thought and Politics’ (sixiang zhengzhi) texts, analyzing how these seek to legitimize the regime's developmental strategy. It is argued that their overriding emphasis on the strengthening of the state is premised upon the imperative of securing China's position within global order conceived in Darwinian terms. While the school curriculum cannot be seen simply as an instrument with which the party-state shapes and moulds popular consciousness at will, it is assumed here that it does play a significant role in the political socialisation of young people. ‘Thought and Politics’ serves as a benchmark of ideological correctness within what remains a highly centralised system of curriculum development. The article begins by briefly analyzing the shifts and continuities in China's developmental strategy, and of the roles assigned to education within that strategy. The importance traditionally attached to schooling's moralizing function is noted, as is the relatively elitist character of the audience for the ‘Thought and Politics’ course – senior high school students. After considering how and why a discourse of state-centred patriotism has become central to the Communist Party's efforts to legitimise its authority, the implications of the ‘Patriotic Education Campaign’ for the broader school curriculum are reviewed. The main discussion then focuses on the way in which the current texts for ‘Thought and Politics’ justify the national developmental strategy in terms derived from this patriotic discourse. Some potential implications of this combination of patriotic political socialisation with a highly labour-repressive developmental model, setting the case of China in comparative and historical context.     

Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand

The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.     

基于作用流程整合的企业竞争层次与竞争优势研究

关于企业竞争优势,多数学者是从某一方面进行研究,没有对竞争优势的影响因素进行整合.参照企业生产流程,把竞争优势的影响因素归类为五大要素:环境、资源/能力、领导管理、战略决策、执行力,并依据它们的作用将其整合为三个关联层次:基础输入层→核心转化层→关键输出层,然后探讨它们对竞争优势的综合影响状况.     

论劳动者个人发展与公有制发展的关系

我国现阶段公有制的适应程度与劳动者个人的发展程度和发展特征紧密相关。目前,由于作为社会生产力主体的劳动者具有半封闭性、低智力性和从众性,导致其作为社会生产关系主体具有低需求性、利益制约性和有限结合性。和这些特征相适应,我国现阶段在公有制实现形式上要大力发展民有合作制经济,采取股份制、股份合作制、有限责任制等多种企业组织形式