Hanging in or shaping a future: defining a role for vocationally related learning in a ‘knowledge’ society

This paper explores the ‘joined‐up thinking’ and attempts at ‘joined‐up working’ that policy architects recommend for the successful operationalization of the New Deal for 18–24 year olds. In particular, it examines the difficulties arising around the full‐time education and training option. The research project reports upon the ‘implementation gaps’, in particular the workings of Employment Service Personnel and College staff who strive to interpret and work within the relevant policy guidance for the New Deal for Young People (NDYP). The paper draws upon semi‐structured interviews and documentary analysis from a qualitative case study in South Wales to describe the interaction and articulation of the ‘main players’ who facilitate New Deal education and training options. Centralized and mandatory programmes like the New Deal for Young People which aims to be integrative and ameliorative, but which are framed within a strong sanctioning policy, have created tensions between those professionals trying to work in a ‘joined‐up’ manner. The guidance, educative, and social work elements which contribute to a positive learner/trainee identity are at odds with the surveillance and policing roles involved in monitoring claimant participation. FE staff who facilitate and manage the ‘New Deal’ full time education and training option emerge as a seriously challenged group, which has to forge workable and practical applications of a policy which somewhat undermines notions of a learning society and lifelong learning.     

Teacher identity development in the first year of teacher education: A developmental and social psychological perspective

The present study examined the development of teacher identity in a cohort of first year student teachers from a developmental and social psychological perspective, relying on Erikson's (1964) theory of identity development and Turner, Oakes, Haslam, and McGarty's (1994) self-categorization theory. As hypothesized, aspects of both personal identity development and social identity were significantly associated with higher teacher identity after controlling for several covariates. The findings have several implications for teacher education programs and point to the potential utility of applying well-researched psychological theory when examining the processes by which student teachers develop a professional teaching identity.     

基于ASP.Net应用系统的网络安全研究与设计

介绍了基于ASP.Net平台B/S架构的应用系统网络安全的设计,分析了B/S三层网络架构的安全机制,给出了通过身份验证、权限控制、数据加密、存储过程访问数据库等手段实现系统的安全性的技术要点。     

Plain journalism: The maintenance of a “vocabulary of kinship” in an Amish newspaper

Media may serve as avenues for the expression of common ideals and values that help individuals place themselves in a community of like-minded people. Using Benedict Anderson’s notion of a mediated “vocabulary of kinship” that binds individuals together, this study illustrates the ways the very structure of media content can encourage feelings of commonality. The vehicle for this inquiry is The Budget, a weekly newspaper produced by and for a North American audience of Amish and Mennonite readers. The research suggests that structural aspects of dispatches in The Budget, such as conversational and intentionally informal writing styles, the encouragement of dialog, and use of particular dialects and phrases, reinforce values of familiarity and intimacy that are central to Amish and Mennonite culture.     

Intergenerational Transmission of Traditional and Contemporary Gender Ideologies via Father-Son Memorable Messages

The purpose of this study was to investigate the memorable messages (N = 198) fathers transmit to sons about “being a man.” Five dominant themes emerged from fathers’ messages: work ethic, morality, strength, family provider, and other. Overall, our results suggest that fathers’ messages promote both traditional and contemporary gender ideologies. The prevalence of the work ethic and morality themes demonstrate fathers’ role in teaching sons about integrity, commitment, and fair treatment of others. Based on our findings, we suggest future researchers explore mothers’ gendered messages, fathers’ generativity, and father-son relational quality.     

大学生性别认同调查与教育对策

文章运用贝姆性别角色量表对大学生的性别认同进行调查得知,我国大学生性别认同类型分布在男子气的女性、女子气的男子、未分化三种类型上的比例偏高,这反映我国大学生存在性别认同问题。为促进健康的性别认同,应该在大学生中开展性别教育。     

边界·遗忘·可能性之树——昆德拉《身份》的主题探析

《身份》是昆德拉著名的“遗忘三部曲”中的一部。他在作品中致力于对人的“存在”的思索。在《身份》中,他以简洁的文笔表现出深刻的主题。由于对人与人之间的边界的遗忘,由于事件发展的不确定性、可能性,有时人们善意的“越界”却会引发背离初衷的结局。本文从边界、遗忘、可能性之树三方面探析《身份》的主题。     

加拿大华裔女性的自我身份建构——解读《残月楼》

文化和性别的双重歧视使得加拿大华裔女性的身份建构更为艰难.<残月楼>通过再现华裔真实生活.对质疑文化霸权和性别压迫、建立中加混杂文化、倡导女性独立、完成华裔女性的身份建构,具有历史和现实意义.     

Teacher agency and identity commitment in curricular reform

This study explores how teachers enact agency to facilitate their professional development during curricular reform at a Chinese university. An analysis of data derived from life history interviews with eight language teachers complemented with field notes reveals differential agentic choices and actions. The teachers' learning, teaching and research endeavours in relation to the new curriculum are directed by various identity commitments and enacted in highly individualised ways, as mediated by their prior experiences. By situating teachers' agency in their individual professional trajectories, this study conceptualises interaction of teacher agency and identity commitment to professional development during curricular reform.     

Acculturation in a postcolonial context: Language,identity, cultural adaptation,and academic achievement of Macao students in Mainland China

The mainstream acculturation research focuses on international students and immigrants’ settlement in a new cultural environment, but little is known about the adaptation process of people from postcolonial areas relocating to their home country. Drawing from research on acculturation and postcolonial studies, this research examined the importance of language and social identity of Macao Chinese (N = 102; 50 males, Mage = 20.1) transitioning to universities in Mainland China. The results of path analysis showed that Chinese national identity and perceived Mandarin language proficiency were positively associated with each other, but they were linked to cultural adaptation through different paths. Perceived language proficiency was directly linked to social, academic, and psychological adaptation, whereas Chinese identity was indirectly associated with social and academic adaptation through acculturation to the Mainland Chinese culture. Moreover, academic adaptation was, in turn, associated with academic achievement (i.e., GPAs). The present study extends acculturation research to a postcolonial context, highlighting that national identity and language proficiency are important factors for successful cultural adaptation to the homeland. The theoretical and practical implications regarding intra-cultural adaptation barriers andprocesses in postcolonial contexts were discussed.