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11.
胡波 《读与写:教育教学刊》2007,4(3):122-122,121
本文作者认为,女权主义批评家凯特·米利特从政治的角度分析了男性与女性之间的关系。她认为社会是父权制的社会,男性控制女性。这一理论为我们解读文学作品提供了新的视角。本文分析了《嘉莉妹妹》中的父权制压迫与父权制的解构。 相似文献
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湄洲岛旅游发展的对策 总被引:3,自引:0,他引:3
通过对湄洲岛旅游业发展现状的分析,指出湄洲岛旅游业发展存在的主要问题,提出发展湄洲岛旅游业的若干对策。 相似文献
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This article concerns a lacuna in chemistry students' reasoning about chemical bonding. Although chemistry students are familiar with the charges that make up the atom––both positive and negative––they refer only to the attraction between unlike charges. Specifically, they ignore the repulsion between the positive nuclei. We named this disregard of repulsion the lacuna of repulsion. Repulsion is a crucial component in the force-based explanation of chemical bonding, presenting the bond as a dynamic equilibrium between attraction and repulsion electrical forces. We noticed this lacuna incidentally while interviewing chemistry students for a bigger project aimed at supporting students in understanding the force-based explanation of chemical bonding. This article describes our systematic qualitative study of the lacuna of repulsion and its impact on mental models of 23 high school chemistry students. Our findings show that students use six mental models, most of them built upon each other. Beginning from a simple mental model that describes the chemical bond as electrons, continuing with the including attraction forces, and completing with repulsion and a dynamic view of the bond. Only when one considers both attraction and repulsion forces and understands the dynamic balance between them is it possible to build the force-based dynamic mental model of chemical bonding. 相似文献
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毛伟霞 《河南职业技术师范学院学报(职业教育版)》2011,(10)
文章从实现教育公平的角度,探讨了增强职业教育吸引力的路径问题。从保障教育机会起点均等的角度来看,对于高中阶段后的教育分流,政府应逐步改革考试和招生制度,切实保障职校学生接受高等教育的机会和权利,逐步构建职普相通、高低衔接的职业教育体系。在落实职业教育公平的差异原则方面,职业学校应树立先进的办学理念,明确培养目标定位;因地制宜地设置专业,开发更具灵活性的课程,满足学生个性化发展的需要;建立充满弹性的教育管理制度,充分尊重学生的专业选择权。为了实现职业教育公平的补偿原则,政府应不断加大对职业教育的经费投入,抓好落实和监督工作;加大对中西部地区的职业教育经费投入,促进职业教育均衡化发展;不断完善和健全职业教育资助体系。 相似文献
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Internationally young people report experiencing sexual abuse and violence within schools. Developments within the field of adolescent sexual harm are increasingly recognising the need for ecological approaches to harm. Yet, to date, interventions with young people displaying harmful sexual behaviours have prioritised individual behaviours and characteristics over place-based interventions.This article presents empirical evidence from a mixed-methods study aimed at understanding the enablers and barriers to preventing and responding to harmful sexual behaviour in schools. Research was carried out in seven schools and four multi-agency partnerships in England, UK. Using evidence from focus groups, observations, case reviews and policy analysis the article outlines nine components that enable, or are barriers to, effective responses and interventions into harmful sexual behaviour in schools. The paper concludes that responses and interventions into harmful sexual behaviour must move beyond responding to individual behaviours to intervening within factors within schools themselves. 相似文献
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BackgroundSchool based, peer-to-peer sexual harm is under-researched despite its prevalence and adverse effects on young people across the globe. Understanding barriers to victim disclosure and peer reporting might help towards the prevention and protection of young people.ObjectiveThis study explores dual perspectives of young people and educational staff about school-specific environmental barriers to 1) young people’s disclosure of sexual harm experienced, and 2) young people’s reporting of sexual harm on behalf of others.Participants and setting: Participants include 59 young people aged 13–21 and 58 educational staff, drawn from seven schools across four local authorities in England whom formed part of a wider study on harmful sexual behavior and safety in schools.MethodsFocus groups were carried out with young people and education staff. The sessions were thematically analysed and focused on barriers to disclosure within the school context.ResultsPeer groups set powerful ‘rules’ that influence the ability and willingness of young people to report sexual harm. Some school responses for addressing sexual harm are sub-optimal and sexual harm is not adequately prioritised. Some schools appear to struggle to manage more subtle forms of sexual harm compared with more recognized forms of violence and abuse. A significant proportion of sexual harm is so prevalent that it is ‘normalised’, and therefore under-reported. This resigned acceptance to sexual harm consequently shapes young people’s disclosures.ConclusionsSchool systems of responding to sexual harm require strengthening to increase feelings of safety and empowerment of young people. 相似文献
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Ning Liu Yan Bing Zhang Weston T. Wiebe 《Journal of Intercultural Communication Research》2017,46(4):330-345
From the theoretical perspectives of intergroup contact, predicted outcome value (POV), and similarity-attraction, this study examined U.S. host nationals’ (N = 342) communicative behaviours in a recent initial encounter with an international student and attitudes toward the student’s cultural group as a whole. Testing of two models indicated the significant sequential mediator effects of perceived similarity-social attraction and POV-social attraction between communication variables (e.g. amount of communication exchange in both models, self-disclosure in model 1, and information seeking in model 2), and intergroup attitudes (e.g. behavioural attitudes). Findings in general demonstrated that contact effects in the intercultural context varied according to specific measures of communication, the mediating mechanisms, and intergroup attitudes. 相似文献