Children of same-sex parents: in and out of the closet

An estimated 14 million children are parented by gay or lesbian couples. Research indicates that children of same-sex parents are as well adjusted as their peers of opposite-sex parents. However, previous research has yet to examine how these youth negotiate their own process of coming out about their families to others. We sought to identify the patterns, issues and themes that recur in the coming out process of these youth. Recommendations for school personnel are described.     

How teaching the English Revolution (or not) became a landmark debate in German history didactics

ABSTRACT

This paper focuses on the development of history teaching in West Germany from the 1970s onwards. When in the early 1970s the relevance of history – both as an academic discipline and as a school subject – was challenged, this led to fierce debates as a multitude of new concepts were being developed. One of these was Annette Kuhn’s revolutionary concept of teaching history which immediately came under attack. This debate – and others – had far reaching consequences. At first glance it was a debate about how to model objects like the English Revolution in a way to make them suitable for the history classroom. At second glance, however, this debate revolved around fundamental issues like the role of history in school, the relation between social sciences and didactics, and history’s relevance for today in general. The debate and its eventual outcome are explained within the framework of Bourdieu’s field theory. The study re-examines the consequences of this debate. In discussing alternatives to Kuhn’s approach, it shows how debates forced upon traditional history led historians to readdress the essentials of historical thinking and thus to gain new theoretical strength which resulted in a stronger position for history at universities and schools as well as in history didactics. This resulted in a specific construction and role of Geschichtsdidaktik in Germany which helps to explain why there is a difference in comparison to other countries.     

Independent teaching work to cooperative teaching: A new paradigm introduced in the Portuguese educational system (1894–1895)

With this article we intend to fill a large gap that exists in the field of educational research – examining the history of teaching. We chose a critical historical moment that initiated the great labour transformation in the exercise of the teaching profession. In this context, we investigated the pedagogical benefits introduced by the Portuguese educational system by the class regime promulgated in the 19th century with the reform that introduced the class system, enacted in the nineteenth century.

This change is a landmark in the history of teaching. We tried to study what had changed in the workplace to realise the division of teaching. How did teachers relate to each other and to their work in each working system? What social links are required by each of the working systems and what implications do they have for how teachers behave? What place (role) does the teacher play in the production chain? What skills (competences) are required in their working position?

The system change that was enacted in the nineteenth century created a new division of labour that called for dynamic labour, diametrically opposed to the traditional and established practice. This curriculum revolution not only brought new demands in teaching but also had consequences in terms of professional identity. From that point forward, being a teacher no longer had the same reference, “if you know – you do it well”. This has radically changed. Being a professional in education is no longer a purely individual act involving inter-subject intervention. They now have to act inter-individually with the intention of being multi-, inter- and trans-disciplinary. They have to break through subject boundaries and dualities. The professional skills required by the job in the new employment scheme launched a new challenge in learning (teacher training) and in the exercise of the profession. Reflection on the new type of qualifications is still necessary and remains to be explored. Are the educational workers aware of this?     

马克思主义农业生态思想视域下的农业剩余劳动力研究

马克思恩格斯认为不同历史时期人口过剩有不同的表现方式,工业化、城市化的发展必然伴随着农业剩余劳动力的出现。农业剩余劳动力向城市的集中,不仅带来了城市环境问题,而且不利于农业生态的恢复和改良。从马克思主义农业生态思想的视角解读我国的农业剩余劳动力及其转移问题,有助于研究者以新的理论视角重新审视我国的农业剩余劳动力及其转移,合理安排农业剩余劳动力的转移就业,为我国农业生态化的实现提供新的途径。     

Manual Arts Based on Home Repair

Abstract

This study was undertaken to determine if remarks about a teacher’s ability made by an authority figure prior to observation of that teacher would significantly influence the evaluation of that teacher’s effectiveness. Thirty-four graduate students in educational supervision rated a videotaped lesson; seventeen were led to believe the teacher was an excellent teacher and the other seventeen that the teacher was less than effective. Results confirmed that there was a significant difference in the ratings of the videotaped lesson by the two groups, with the group led to expect better performance rating the videotaped lesson higher. It is concluded that those making evaluations of teaching behavior are highly influenced by verbal comments that led them to expect either excellent or less than average performance.     

Cultural–historical activity theory perspectives on constructing ICT-mediated metaphors of teaching and learning

The identification of personal teaching metaphors is a potentially effective means of assisting pre-service teachers to become reflective teachers. However, although metaphors are often viewed as a way to facilitate self-reflection, teacher education programmes have shed little light on effective communication and collaboration that are essential to enhancing and mediating the construction of metaphors by pre-service teachers. Drawing on cultural historical activity theory (CHAT), this study explores ways of using information and communication technology (ICT) tools in pre-service teacher education to enhance and mediate the construction of metaphors of teaching and learning. Data included Singaporean pre-service teachers’ ICT-mediated teaching metaphors and online messages. Qualitative analysis revealed that ICT-mediated metaphors provided a unique opportunity for pre-service teachers to interact with teacher educators and peers and it empowered them to reflect on the teaching and learning process critically.     

劳伦斯作品《儿子与情人》的主题解读

《儿子与情人》是劳伦斯推出的第一部长篇小说,但已涉及作者一生的创作中几乎全部的主题思想,标志其创作成熟期的到来。作者直接将其批判的矛头指向了表面极其繁荣鼎盛的工业社会最深处的脆弱心脏,即所谓文明对人的异化,从而破坏和摧残本应和谐美好的两性关系乃至更广义的人与人、人与社会的正常关系。尽管在这种痛苦的求索中,作者有过彷徨,有过逃避,走过极端甚至偏离过理性,并且每一次探索都以失败而告终,但他毕竟给我们留下了更深的思考和更多的希望。     

文学写作中的比喻艺术

比喻是文学写作中的重要修辞艺术,古今中外的文学作品概莫能外。比喻根据喻体和本体的简繁及彼此之间的关系,可分为简喻与繁喻,近取譬与远取譬。繁喻是简喻的扩展和延伸,又包括博喻、象喻、详喻等具体形态。远取譬和近取譬取决于喻体与本体距离的大小,关系的隐显,类似点的寡众。各种比喻既有区别又有联系,既对立又统一。综合运用多种形式的比喻,交相辉映,将使作品的艺术之树色彩癍斓,摇曳多姿。     

地方高校应用型生物技术专业建设方案探索——以黄山学院为例

本文以黄山学院为例,对地方高校应用型生物技术专业建设方案进行了研究与探索。通过对应用型生物技术专业人才培养方案和目标的修订、课程体系的改革、专业实验室与实训实习平台的建设、师资队伍的优化建设,从而加强专业内涵,突出实践能力的培养,培养以黄山生态大市建设的需求为导向并服务地方经济的应用型本科人才。     

包容“他者”:中国电影艺术的新视阈——评陆川电影《南京!南京!》的差异化文化立场

陆川的《南京!南京!》以艺术的辩证法则、非意识形态对抗、非民族主义的立场、文化批判的精神、"复调"的叙事、还原历史真实和人性真实的勇气、"差异书写"和对比的手法塑造了战争中的"他者"——抗日战争中的日本人角川,成为中国电影史上继姜文的《鬼子来了》、冯小刚《集结号》后的又一部特立独行的中国战争影片,是一次在"包容他者"的人文理想和艺术原则基础上的对电影美学疆界的新跨越。