诗性家园中的青与黑

色彩不仅是诗人表情达意的修饰成分，更重要的是透过色彩本身，其背后显现出的诗人对于现实世界的认识以及诗人自身的灵魂（思想）状态的呈现。从戴望舒诗歌，可以看出诗人诗性家园中色彩的丰富性，以及诗人灵魂状态。在戴诗丰富的色彩中，青与黑无疑是戴望舒诗性家园的主要色调。这两种色彩象征着诗人完全不同的现代性生命体验，呈现着诗人诗性灵魂的多面性。在充满社会剧变的上世纪二三十年代，在戴诗中所呈现的“青”与“黑”同时也构成了“现代”知识分子灵魂的纠结，成为一代知识分子的精神象征。     

社交退缩儿童社会性发展特征的研究综述

社交退缩已成为20世纪80年代以来儿童行为问题研究领域的一个研究热点,并受到国内外研究者的高度重视。文章首先阐述了社交退缩的界定、亚类型,并从社交地位、友谊和社会信息加工几个方面对退缩儿童的社会性发展特征进行了述评,最后,在此基础上指出了研究中存在的问题及未来研究的发展方向。     

体育游戏于矫正学龄前儿童社交退缩行为的研究

儿童的行为问题在近几年受到了社会的广泛关注,儿童社交的退缩行为属于较为严重的儿童行为问题,采取科学、有效的措施矫正和预防学龄前儿童社交退缩行为已经成为当前社会的热门话题,那么采取何种方法可以让学龄前儿童在娱乐、自然、不受束缚的状态下使儿童社交问题消失、退化成为学龄前儿童教育工作者需要深入探讨的重要议题。人们发现体育游戏对于矫正学龄前儿童社交退缩行为具有明显的作用。     

The role of abusive supervision in predicting teachers’ withdrawal and revenge responses / El papel de la supervisión abusiva en la predicción de las respuestas de venganza y abandono de los docentes

Abstract

There has been a growing interest in the phenomenon of abusive supervision in the last two decades through theory development and empirical investigations in management literature. In particular, educational scholars have paid attention to this issue with different terms such as ‘dark side of leadership’, ‘mistreatment’, ‘bullying’ or ‘abusive supervision’. This research provides insights into the relationship of abusive supervision with withdrawal and revenge behaviours of teachers, using a sample of 330 teachers working in public primary and secondary schools in Turkey. Despite its low rate, abusive supervision has a predictive potential on revenge and withdrawal. It was found that as teachers’ teaching experience decreased, withdrawal and revenge tendencies increased. Male teachers tended to respond with withdrawal and revenge more than females when they were abusively supervised. Lastly, primary school teachers were more likely to respond with withdrawal and revenge than secondary school teachers in times of abusive supervision.     

Burdens too difficult to carry? A case study of three academically able Indigenous Australian Masters students who had to withdraw

Previous research into attrition rates of Indigenous Australian Higher Degree by Research (HDR) candidates has focused on institutional barriers, highlighting cultural disparities. This case study of three academically able candidates who withdrew before completion from an institution designed to meet the needs of Indigenous students describes their path into the award and non-academic factors over the span of their education that impacted on their performance, then draws upon studies of resilience to propose that the psycho-social environments in which they had to operate were complex and burdensome. It proposes that institutions that enroll Indigenous Australian HDR candidates cannot ignore these environments and more appropriate support strategies should be employed.     

论农村宅基地使用权制度

现行农村宅基地使用权制度适用过程中出现的困境极大地阻碍了宅基地自由流转,导致农村宅基地浪费严重,时代呼唤高效合理的农村宅基地使用权制度。针对现行农村宅基地制度的缺失,应建构以身份分配为主、按需分配为辅,有确定的存续期并在一定条件下可自由流转的有偿农村宅基地使用权制度。     

Undergraduate students who are required to withdraw from university: The role of ethnicity

A large body of international research focuses on identifying reasons why students do not ‘persist’ (Tinto, 2006 ) within higher education. Little research has focused on students whose leaving is non‐voluntary and where narratives of ‘persistence’ are therefore not as pertinent. This paper seeks to refocus some of the attention onto the distinct group of students who do not elect to leave their studies but who are, instead, required to withdraw; such students leave under ‘Academic fail’ and ‘Exclusion’ categories. More specifically, it explores the relationship between student leavers’ ethnicity and their likelihood of being required to withdraw. Utilising a large dataset comprising UK‐domiciled undergraduate students enrolled to take a degree within an English higher education institution in 2010/11, it finds that most groups of Black and Minority Ethnic students are more likely to be required to withdraw than White students. Ethnicity exerts an independent impact on a student's likelihood of being required to withdraw, when other background and on‐course characteristics are controlled for, but this impact varies by disciplinary area. It is suggested that these findings implicate factors within the higher education sector itself as key drivers in the process that leads to students being required to withdraw. Lessons are drawn out for those tasked with managing the student experience within higher education.     

农户宅基地演变过程及其调控研究进展

基于农户视角的土地利用变化驱动机制研究成为当前学者归纳总结农村发展及其土地利用问题的重要手段,本文采用文献归纳与综述方法对农户层面的宅基地利用现状、内部结构、形态、功能、文化景观进行回顾与分析基础上,从农户宅基地演变内外部因素与人均用地标准调控等方面剖析其动力机制。认为在农户层面宅基地利用演变等数据获取与研究方法选择方面,以村域为基本单元,运用"3S"技术将农户问卷调查的社会经济属性数据与宅基地空间属性数据进行链接,注重农户宅基地演变驱动机制的多学科综合研究。在研究视角方面,将社会经济转型耕织于农户宅基地演变及其调控研究的全过程。在研究内容方面,将农户生计转型及其行为决策融入宅基地演变动力机制及其调控策略分析框架,根据农户分化及其宅基地功能和需求层次,从宅基地功能类型划分和用地标准控制及聚居点类型体系构建等方面探讨其调控策略,并设计多元化的政策措施。同时,应强化农村宅基地流转和退出背景下农户用益物权及其增值收益分配机制研究,探索促进农村宅基地高效集约利用的空间重构体系,研究农户行为方式及其收入水平与农村宅基地演变耦合机制,为分类指导农户宅基地用地标准提供政策依据。     

Teachers’ organisational practices and their perceptions of the benefits of support by withdrawal for mathematics in Irish primary schools

This study was designed to ascertain the organisational practices of learning support teachers and their perceptions of the benefits, if any, of support by withdrawal for mathematics in Irish primary schools. The study reports on the views of a sample of 137 teachers who have postgraduate qualifications in learning support/special education from six designated centres for professional development in this area. As an organisational model for learning support in mathematics, small group/individual withdrawal was the most popular way in which additional support was organised, with 94% of the survey respondents in this study operating this system to some degree. Furthermore, key findings also highlighted that teachers perceived the following as advantages to out-of-class support: learning benefits; enhanced learning space; benefits for certain types of pupils; time benefits; positive contrast with mainstream class; assessment benefits; and greater use of concrete materials. In contrast, only 41% of teachers reported that they provide an in-class service for pupils and class teachers. Barriers to collaboration for in-class support are identified and teachers’ responses to these outlined. The study found large differences between teachers in the amount of support they provided to class teachers, the amount of non-contact time they had for planning and collaboration, and in the range of practices used to carve out time for collaboration. The implications of these findings are then discussed.