Caregivers of school children with epilepsy: findings of a phenomenological study

Epilepsy is one of the most frequently diagnosed neurological disorders among children. Epilepsy is continuously linked with academic underachievement and social challenges. Despite the implications that these difficulties have for a child's educational success, little is known of how children with epilepsy experience school. Understanding how to best support and accommodate these children can contribute to their positive adaptation and quality of life. The purpose of this phenomenological study by Jillian Roberts and Cheryl Whiting of the University of Victoria, British Columbia, Canada, is to understand the school experiences of children with epilepsy. Data was gathered through open‐ended, semi‐structured interviews. The caregivers' narratives were transcribed and analysed to elicit the essential experiences of school children with epilepsy. Five categories were elicited from the families' narratives: (1) health‐related issues, (2) family coping, (3) academic experience, (4) social belonging, and (5) awareness. This information will be particularly useful for teachers and allied professionals serving the needs of children with epilepsy – as well as those with other chronic health conditions.     

二次曲线方程的五点确定法

由命题和定义,通过实例,首先用待定系数法给出了常态二次曲线方程的确定法;然后按二次曲线的射影定义给出了常态二次曲线方程的另一种确定法;再利用二次曲线束的概念求得了变态二次曲线和常态二次曲线的方程;最后求曲线束中的降秩二次曲线,令其系数行列式为零,则给出了二次曲线方程组的解法.     

Novice teachers' work: constructing ‘different’ children?

Developing a teacher identity is an ongoing and multifaceted process. In part, the process involves finding a voice amid the clamour of other, often contradictory, voices and complex conditions in which teachers find themselves. Drawing from a larger study of teacher professional identities, this paper explores how two beginning early childhood educators talk about what it means to teach. The paper focuses on how these novice teachers position themselves, and are positioned, by their understandings of the ‘child’. This focus on children is particularly relevant to understanding teacher identities for in educational contexts, teachers and children are inextricably linked – they are part of a relational pair. Using critical discourse analysis as a way of examining interview data, I discuss how a discourse of the ‘normal’ child constructs particular identity positions for children and the adults who work with them.     

新常态下我国中产阶层体育消费研究

促进体育消费是加快我国体育产业发展的重要路径,中产阶层是社会中消费的主力.通过文献资料法、访谈法等对我国中产阶层的体育消费情况进行分析,指出中产阶层具有收入高、消费能力强、追求物质享受和休闲消费等消费特征.中产阶层的体育消费行为对社会其他阶层有很强的先导性和示范效应,易于引起其他人群的注意和效仿.认为应该进一步提高中产阶层的数量和比例,增加居民的闲暇时间,强化体育偏好,提升受教育程度,完善社会保障体系,以进一步扩大体育消费,拉动经济增长.     

中国低碳经济增长效率的空间格局与演变趋势

以中国30个省市区(不包括港、澳、台和西藏地区)为研究样本,将经济系统分为经济生产子系统和环境治理子系统,采用网络SBM-DEA模型对2001-2013年中国及各省份的低碳经济增长效率进行测算和分解,并计算各地区经济生产效率与环境治理效率之间的耦合协调度,结果表明:低碳经济增长效率呈现"U型"变化趋势,2001-2007年下降,2007-2013年逐步回升;低碳经济增长效率较高区域逐步由北部沿海向东部沿海和南部沿海地区扩散,西南地区低碳经济增长效率有所提高但整体仍处于效率一般状态;经济生产效率明显高于环境治理效率,且整体耦合协调度偏低.低碳经济增长效率的提高依赖于经济生产系统和环境治理系统的共同作用,应加大环境治理力度,实施因地制宜的低碳经济发展策略.     

Marking-out normalcy and disability in higher education

This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systematic experience survey of disabled students and non-disabled students within one higher education institution in the United Kingdom. The findings indicate that disabled students who have institutional disability support express more difficulties in their learning and assessment than students with no known disability. However, it was found that there was no significant difference in academic achievement between the two cohorts of students. In relation to the latter point, the evidence also shows that disabled students who do not receive institutional disability support underperform.