Disability,Stigma and Otherness: Perspectives of Parents and Teachers

This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers’ beliefs were generally consistent with medical model perspectives on disability as biologically defined. Parents’ interpretations, more aligned with a sociocultural paradigm, were situated in the cultural meanings ascribed to disability and linked with issues of stigma, marginalisation and access. The findings also revealed the existence of master narratives on families of children with disabilities, entrenched in assumptions of pathological functioning and negative outcomes among these families. Implications for professional–family partnerships in the education of students with disabilities are discussed.     

Seeing the forest as well as the trees: general vs. specific predictors of environmental behavior

The domain of environmental protection is comprised from many sub-domains as recycling, conserving water, or reducing the consumption of energy. The attitude–behavior gap is partly explained by the gap between the specificity levels of the particular measured behavior and of its antecedent(s). The present study aimed at assessing the effects of general vs. domain-specific behavior’s proximal antecedents included in the theory of planned behavior (TPB) model (intentions, attitudes towards the behavior, subjective norms, and perceived behavioral control) on performance of specific environmental behaviors (EBs) in five environmental sub-domains. We found that in all of the environmental domains examined, a specifically worded TPB model predicted specific behaviors better than a generally worded TPB model did. However, the magnitude of the improvement varied among behavioral domains and the improvement did not arise from the same TPB elements in every domain. The implications for environmental education and for EB research are discussed.     

Flirting,dating, and breaking up within new media environments

Although romantic and sexual relationships are an important aspect of young people's lives, research on how young people negotiate their love/sex relationships is lacking. New media environments provide a new context within which young people negotiate their love/sex relationships; however, what is negotiated is often not all that different from what was negotiated before the advent of new media technologies. Using an online discussion board and individual in-person interviews, this paper explores how young Australians, aged 18–25 years, engage with dominant gendered discourses to negotiate their love/sex relationships within the context of new media environments. Previous research suggests that young people make use of new media technologies to flirt with one another, to initiate new relationships, to maintain their relationships, and to fight and end their relationships. This paper focuses on young people's practices of mediated flirting, surveillance, and breaking up. It considers the creative and agentic ways young people use new media technologies in the negotiation of their love/sex relationships.     

莎士比亚戏剧中的母亲形象探析

莎士比亚戏剧创作的不同时期都塑造有母亲形象。这些形象既有共性特征又有时代的形象流变。总体而言,莎士比亚戏剧作品中的母亲形象经历了由最初的共性突出到第二时期的个性突出,再到第三时期共性与个性双重模糊的变化过程,这种形象的流变打上了深刻的时代烙印。     

含混的母亲角色--析《夕阳》中母性文化身份的缺失

雷切尔大婶是威廉·福克纳的短篇小说《夕阳》中一个不太引人注目的小角色,是一个被剥夺了母性文化身份的黑人妇女。她对自己的母亲身份时而肯定,时而否定。这种含糊的母亲角色对儿子耶稣的成长带来了明显的不利影响。该文将以母性文化身份的重要性为切入点,探寻黑人世界母性文化身份缺失的原因,从一个侧面对黑人社会的家庭关系加以研究。     

Conceptualising Intergenerational Lived Experience: Integrating Art–Moving–Well-Being across Disciplines,Communities and Cultures

Art and movement are motivating forces in, through, and beyond education. As populations age, there is an increasing need to support physical and social well-being. Yet, since the onset of the COVID-19 pandemic, there has been a reported exponential increase in feelings of loneliness across generations. Complex challenges require trans-disciplinary solutions, and this paper represents a joint effort within and across disciplines, communities and cultures to find ways to ameliorate this silent epidemic. In this paper, we propose a cross-disciplinary conceptual framework where Aboriginal Artists and Knowledge Holders, Teacher Educators, and Physical and Occupational Therapists come together to explore theoretical and pedagogical insights that encompass intergenerational art–moving–well-being practices, reducing feelings of loneliness and improving social connections across generations. There are two main aims of this paper; first, to better understand current studies that report on integrating art–moving–well-being practices, and the effect this has on health and well-being of intergenerational participants (under 10-year-olds, 20+ year olds and 50+ year olds). Second, based on community needs, the long-term aim is to propose a flexible art–moving–well-being conceptual model that is scalable, sustainable and based on social and relational support systems. We propose a model that is flexible and adaptable within and across our local community and beyond. We argue that feelings of loneliness are unique to each individual, and there is a need to connect specific intergenerational programmes with art–moving–well-being practices that readily engage and integrate varied communities and cultures in sustainable ways and thus, contribute to thriving communities.     

Barriers to domestic violence education in Northern Ireland: Pupils' views and experiences

Domestic violence (DV) in adult and young people's intimate partner relationships is a social and public health problem across the globe. Education can play an important and unique role in addressing DV; however, it remains relatively under-investigated. The aim of this qualitative study set in Northern Ireland, the first of its kind, was to explore young people's views and experiences of DV education. Focus groups were conducted with 188 pupils (97 males and 91 females) aged 16 to 18 attending post-primary school. The data were analysed using thematic analysis and reveal five barriers to DV education: (1) absence of DV teaching and learning; (2) DV is a taboo topic; (3) lack of teacher training and expertise on DV; (4) religious influence; (5) prioritisation of academic achievement over pupil wellbeing. The results demonstrate that changes are needed in schools to improve the role of schools in addressing DV. From this qualitative study, we make recommendations for how school-based DV education may help prevent and protect young people against intimate partner violence.     

干系人私人关系、知识共享行为对复杂产品研发绩效的影响

在文献回顾的基础上,提出了干系人私人关系的三个构成:感情、人情和面子,探讨了干系人私人关系的三个构面、知识共享行为和复杂产品研发绩效之间的关系,构建了理论模型,并以复杂产品研发团队的干系人为调查对象对模型进行了实证研究。研究结果显示:干系人的感情、人情和面子均对知识共享行为有显著的正面影响,感情和面子对复杂产品研发绩效有显著正面影响,知识共享行为对复杂产品研发绩效有显著正面影响。此外,研究结果还表明,知识共享行为在人情和复杂产品研发绩效之间起到了完全中介作用;知识共享行为在感情和复杂产品研发绩效及面子和复杂产品研发绩效之间分别起到了部分中介作用。     

压力与学习的互惠:对积极塑造者假说的纵贯实证检验

引入积极塑造者假说阐释工作压力与员工学习间的互惠关系,构建二者的良性循环,并据此提出两项中介假设;以研究院所、管理咨询机构的知识型员工为样本,采用两期107份纵贯样本进行回归分析;结果显示,员工学习中介工作压力与工作资源之间的正向关系,工作资源中介员工学习与工作压力之间的负向关系,压力与学习构成良性循环;研究表明,面对压力,积极塑造者将展开适应学习,习得知识后,积极塑造者将改变工作、获取资源以缓解压力,工作压力与员工学习良性互惠、员工福祉和技能螺旋上升。     

高校辅导员良好人际关系的构建

高校辅导员是学校与学生之间的桥梁和纽带。新形势下,高校辅导员工作的内涵不断扩展,其工作涉及的领域、具体事务和管理性事务不断增多,面临学校中的人际关系越来越复杂。这就必然要求辅导员要学会与大学生、与任课教师、与学校各部门的教职员工、分管领导和与其他辅导员建立起和谐的人际关系,才有利于顺利有效地完成本职工作,实现高校人才的培养目标,同时有利于自身获得事业的成功及身心健康。