论我国社会教育中的儿童参与权法律保障

在对儿童开展社会教育时，确保儿童的参与是极为重要的，但现实中儿童的参与严重不足，亟需法律保障。现行相关法律虽对于社会教育中的儿童参与权保障已经作了规定，但是这些规定存在诸多不足，难以有效保障社会教育中的儿童参与权，与《儿童权利公约》的要求不相适应。因此，我们应该尽快更新社会教育中的儿童参与权法律保障的理念，完善相关法律，促进相关法律的系统化，强化相关法律规范的可操作性，特别是要加强社会教育中的农村儿童参与权法律保障。     

Riemann manifold Langevin methods on stochastic volatility estimation

In this article, we perform Bayesian estimation of stochastic volatility models with heavy tail distributions using Metropolis adjusted Langevin (MALA) and Riemman manifold Langevin (MMALA) methods. We provide analytical expressions for the application of these methods, assess the performance of these methodologies in simulated data, and illustrate their use on two financial time series datasets.     

美国博物馆青少年教育工作探析

文章考察了美国博物馆的青少年教育的概况和具体形式，认为美国博物馆的青少年的开始时间早，教育形式不但多样，而且契合青少年的年龄特点，取得了较好的成效。我国博物馆的青少年教育在教育理念、形式做法、实际效果等方面都与美国博物馆存在着不小的差距，需要进一步向美国博物馆学习。     

Parents at‐risk and their children: intersections of gender role attitudes and parenting practices

Existing research demonstrates that parent and child gender may influence important aspects of family relationships; however, most research in this area has been conducted with non‐clinical samples. As clinicians, it is important to consider how gender impacts family relationships, particularly among vulnerable families. This study examined the intersections of gender role attitudes and parenting practices among 34 parents involved with the child welfare system and referred for clinical intervention. Using a mixed methods design, themes regarding gender role beliefs and parenting practices were found through qualitative interviews with parents. Findings suggested that fathers felt responsible for financially providing for their families and expressed challenges in communicating with mothers, and mothers described challenges they face because of a lack of father involvement. Parents also discussed a perceived need to monitor daughters closely while fostering the independence of their sons. Results of the qualitative analyses were supported by quantitative findings indicating significant differences in harsh and inconsistent discipline practices and clear expectations for girls compared to boys. The discussion addresses implications for clinicians, including how a feminist family therapy perspective may help promote client influence over traditional gender norms by questioning gender role attitudes and exploring alternate narratives that may impact family dynamics.     

北朝《李骞墓志》考释

李骞是北朝赵郡李氏代表人物之一。近年来《李骞墓志》的发现,为研究其生平以及赵郡李氏的有关问题提供了新史料。结合墓志和相关史料可知,李骞原名希义,字景让,后改名骞,再改字希义;李骞家族原来聚居平棘,后来迁居柏仁;李骞庶长兄长钧未被记入《李骞墓志》,李骞长女宝信当为高延宗妃;李骞生于北魏宣武帝永平元年(公元508年),卒于东魏孝静帝武定七年(公元549年),曾在北魏和东魏担任多种官职;《李骞墓志》出土于河北省赞皇县。     

幼儿创意绘画教学的常见问题与实施要领

创意绘画是当前比较新颖和盛行的幼儿绘画形式，主要有手指画、画架画、创意涂鸦、喷墨画、粘贴画、三维立体创作等等。创意绘画在开发幼儿动手动脑能力、审美情趣，提高创造力等方面发挥着重要的作用。当前的幼儿创意绘画教学普遍存在着偏向结果且忽视幼儿主体体验、模式固化、成人介入过多等问题。因而，需要教育工作者以及家长正视幼儿创意绘画教学中存在的上述常见问题，正确认识幼儿创意绘画的价值，正确理解幼儿创意绘画的意义，鼓励幼儿在已有简单生活经验的基础之上大胆创作和表达，减少成人的介入与干扰。     

Children and global social policy: Exploring the impact of international governmental organisations

Axford N. Children and global social policy: exploring the impact of international governmental organisations International governmental organisations (IGOs) seek to influence child welfare policy and practice in individual sovereign states. But do they succeed and, if so, in what way? This article outlines the nature of selected IGOs' work, explores the nature of their impact and seeks to explain the pattern that emerges. It also notes areas for further research.     

教育主体缺失视角下农村校园欺凌成因及治理

家庭、村庄和学校是农村学生成长过程中的三个重要教育主体，三者相辅相成共同构成农村教育主体结构。农村中小学生正是在该结构中获得成长，而农村校园欺凌事件的频发和多发则与其变化相关。农村教育主体结构的变化包括三个方面：一是家庭教育主体的缺位，表现为农村家庭隔代抚育的“不过问”逻辑；二是村庄教育主体的缺位，表现为村庄交往中的村民相互“不得罪”的逻辑；三是学校主体的缺位，表现为学校管理中官僚主义的“不出事”逻辑。这些主体行为逻辑的变化，进而带来了三者之间良性互动的阻隔，包括家庭与学校勾连的中断、村庄对学生和家庭监管的缺位，以及学校对农村社会的脱嵌。治理农村校园欺凌事件，除了法制和规范进校之外，还要搭建新型的教育主体结构，形成多元化、多主体农村校园欺凌的治理格局。     

An Inquiry into Liberty,Slavery, and Thomas Jefferson’s Place in American Memory

Abstract

This article presents a guided inquiry into Thomas Jefferson’s place in American memory. It centers on Jefferson’s liberty-based articulations and his involvement in slavery, which are paradoxical when juxtaposed. Evocative primary sources and competing secondary sources ground the inquiry. Discipline-specific strategies direct students through the stages of inquiry. Close reading, text-based writing, and informed action intertwine with history literacy, historical thinking, and historical argumentation. Discussion focuses on logical curricular extensions.