吉林省社区体育教育职能的醒觉——参加吉林省国家级社体指导员培训的启示

本文通过文献资料法、实地考察法和专家访谈法等对吉林省社区体育的发展状况进行研究,研究发现:吉林省群众体育事业正在逐步发展壮大,社区体育的教育职能得到明显的发展.人们在从生存体育向享受体育的转化过程中,潜移默化地接受体育的教育职能;在吉林省社区体育中,中老年女性群体是参加健身运动的骨干力量.男性则成为社区健身运动的薄弱群体;吉林省社区体育参与者面临的主要问题表现在对体育教育职能不够理解,社会体育指导员队伍的建设仍然是社会体育发展的重点问题.     

The place of informality and illegality in planning education in Nigeria

This paper discusses the extent to which topical planning issues of informality and illegality are incorporated into the educational curricula in Nigerian planning schools. Given the scale and enormity of informal and illegal settlements in Nigeria and other African cities, these issues should be emphasized in the education and training of planning professionals. Yet, few curricula in Nigerian planning schools, including the Nigerian Town Planners Registration Council’s professional curriculum, incorporate informal urban issues. The paper recommends an educational interventionist approach based on recognition of the potential of indigenous knowledge as a means of producing critical and reflective planning graduates who possess the competencies to deal with contemporary settlement challenges. It presents the institutional landscape for planning education and the processes of planning curricular reform and accreditation with a view to revitalizing planning education in Nigeria.     

浅析里克纳家庭品格教育理论及其启示

本文对里克纳《美式家庭:品质教育家长对策》一书阐述的理论及其启示加以论述。     

马克思个性理论视域内的高等教育发展

马克思个性理论确立了现实的具体人的个性发展维度,揭示了人的个性完善的深层次规律,提供了研究个性问题的科学方法。它作为当前高等教育进一步发展的时代诉求,指出了高等教育的进一步发展的现实需求,揭示了高等教育的发展的规律,为高等教育的改革与发展提供了新的思维方式与科学方法。     

德国项目教学法在高职教学中的实践与创新

项目教学法是德国＂双元制＂职业院校中盛行的教学模式,但多用于工科专业。自引入我国以来,对于工科类高职院校来说,效果非常明显,但对于财经类专业应用效果不尽人意。本文选取财经类专业岗位财务管理岗位实际工作情境之一——筹资,以项目教学法为基础,构建了包括教学情境的设计、学生学习步骤一览表的制定、学生学习步骤计划书的设计、学生自我测试及测试题库的设计、工作任务的设计、参考信息的提供、学习方法和策略的指导、项目成果的展示要求、教学评价方法的制定共9个部分组成的课堂教学体系。     

Social identity and alcohol in young adolescence: the perceived difference between youthful and adult drinking

This paper examines the evolving social identities of young adolescents in regard to alcohol and drinking culture in Norway. Detailed analysis of 29 focus group interviews and 32 individual interviews with 12–13-year-olds reveal a thorough negative attitude towards alcohol, especially when enjoyed by young people. Young adolescents found young people to be too irresponsible and immature to drink, while adults were portrayed as capable of enjoying alcohol without losing control or experiencing other negative effects. Through symbolic boundary work, they distanced themselves from adolescents who drank. The young adolescents rejected the idea that drinking alcohol was a sign of maturity; instead, they exhibited maturity by distancing themselves from drunk adolescents. We discuss how these findings reflect the participants’ socio-cognitive development, and how symbolic boundaries are often drawn against those closest in social distance. We conclude that boundaries between ‘adolescents’ and ‘adults’ are fundamental when understanding emerging adolescent social identities, especially when it comes to drinking and drinking culture.     

Who owns the trauma? A Kleinian perspective on the dialogue between child protection social workers and the media

The present paper makes use of the developmental model of movement between mental positions that was formulated by psychoanalyst Melanie Klein, aimed at understanding the dialogue that takes place between the media and social workers in the field of child welfare, centring around incidents of murder within the family. The basic concept in the paper is that when working with children who are victims of abuse and with their parents, and when reporting on them as well, the feeling of personal control is severely undermined, being associated with the loss of the hallowed social value known as ‘unconditional love of a parent for his child’. The paper illustrates these theoretical ideas by describing two cases that took place in Israel and recommendations are made regarding ways of promoting the dialogue between the professions.     

Effects of Network Approval on Accounts of Commitment Trajectories in Intraracial and Interracial Relationships

The current study used dyadic data to investigate the impact of relationship type and social support on the retrospective accounts of commitment trajectories of romantic relationships. Past research suggests that social support is a positive contributor to relationship stability and commitment, which may be especially true for partners in interracial relationships who face broader societal opposition than intraracial couples. Using multilevel modeling, we investigated the effects of sex, relationship type, and social support on reports of commitment. Results showed differences in trajectories of commitment based on couple type (interracial vs. intraracial) for both men and women. Social support was found to have an especially strong impact for women in interracial relationships compared with women in intraracial relationships, but there was no differential impact among men.     

Tomorrow's Leaders and Today's Agents of Change? Children,Sustainability Education and Environmental Governance

Children are central to the rhetoric supporting global climate agreements, yet they are also envisaged to play a strategic role in materialising such agreements. Along with other household actors, children are implicated in localised efforts to manage global resource sustainability. As learners in educational systems that are being redesigned to encompass messages of sustainability, children are moreover positioned as ‘agents of change’ through sustainability education. Drawing on theoretical work on children's agency and interdependence, this review calls for greater attention to the structural and relational dimensions of environmental knowledge transmission to inform sustainability education. This is presented as one move towards constructing what Middlemiss (2014) terms a more ‘socially sensitive’ model of sustainable development.     

Interactive Hazards Education Program for Youth in a Low SES Community: A Quasi‐Experimental Pilot Study

A pilot study of an interactive hazards education program was carried out in Canberra (Australia), with direct input from youth participants. Effects were evaluated in relation to youths’ interest in disasters, motivation to prepare, risk awareness, knowledge indicators, perceived preparedness levels, planning and practice for emergencies, and fear and anxiety indicators. Parents also provided ratings, including of actual home‐based preparedness activities. Using a single group pretest‐posttest with benchmarking design, a sample of 20 youths and their parents from a low SES community participated. Findings indicated beneficial changes on a number of indicators. Preparedness indicators increased significantly from pre‐ to posttest on both youth (p < 0.01) and parent ratings (p < 0.01). Parent ratings reflected an increase of just under six home‐based preparedness activities. Youth knowledge about disaster mitigation also was seen to increase significantly (p < 0.001), increasing 39% from pretest levels. While personalized risk perceptions significantly increased (p < 0.01), anxiety and worry levels were seen either not to change (generalized anxiety, p > 0.05) or to reduce between pre‐ and posttest (hazards‐specific fears, worry, and distress, ps ranged from p < 0.05 to < 0.001). In terms of predictors of preparedness, a number of variables were found to predict posttest preparedness levels, including information searching done by participants between education sessions. These pilot findings are the first to reflect quasi‐experimental outcomes for a youth hazards education program carried out in a setting other than a school that focused on a sample of youth from a low SES community.