Semiotising the student perception of learning outcomes in British higher education

This article presents a semiotic analysis of the student perception of learning outcomes in British higher education. It centres on three annotated images in Frank Furedi’s article “The Unhappiness Principles”, published in Times Higher Education in 2012. Drawing upon Peircean semiosis and iconicity, it provides a rhetoric-infused interpretation of the word–image complementarity exhibited in student participants’ written commentaries on the three images. This leads to a dialectical view of formative and summative assessment, in which process and product create each other through the same continuum of learning and teaching. In highlighting intellectualism as central to the ethnography of university life, this article argues that learner autonomy and the potential for transformation is deemed essential to the student experience in higher education.     

环境习惯法对少数民族地区环境法制建设的贡献——以青海果洛藏族自治州达日县和青海湟中县为例

将民族环境习惯法与国家法进行衔接和融合,既是少数民族地方环境法制建设的需要,也是民族环境习惯法现代化的合理进路。具体而言,三江源地区环境习惯法可以成为国家环境立法的来源,并有助于环境法律的实施,同时能够弥补环境立法的空缺。     

对当前发展消费信贷的几点思考

当前我国发展消费信贷在消费者、市场和宏观经济环境、商业银行等方面存在着各种制约因素,为此政府和银行应该采取积极措施,促进消费信贷的发展,使消费信贷成为我国经济增长的重要推动力.     

毛泽东致萧向荣书信寄发日期考证

从毛泽东亲笔手书的信封和戳记、信件内容和寄发时间进行考证,近日发现的一件1940年12月17日毛泽东致萧向荣的实寄封和《毛泽东年谱》编委会推断的1940年11月毛泽东致萧向荣的书信为同一封信的封套和信札。根据信封及戳记等信息推断,1940年底毛泽东致萧向荣书信的寄发日期应为1940年12月17日。     

青少年视野中的儿童参与状况调查

为了探索青少年对上海市儿童参与状况的理解,本研究对1234名上海市中学生进行了问卷调查。调查结果显示显示了儿童参与情况的一系列特点,诸如,大部分青少年不熟悉儿童参与权,青少年参与家庭重大决策的机会很少,参与期望也不高,青少年参与课堂教学的程度较低,缺乏参与学校管理的兴趣,等等。     

文莱:2016年回顾与2017年展望

2016年,文莱继续保持多年来的格局,政治社会稳定,人民生活富裕;由于受到国际油价低位徘徊的影响,导致经济没有完成年度计划,呈现了负增长;外交上,根据国家既定的对外政策尽力参与地区及世界上的外交活动.展望2017年,文莱仍然保持这种发展格局.     

制度视阈下东盟区域安全机制建设路径研究——以东盟地区论坛为例

冷战结束后,东南亚安全形势趋于缓和。东盟加强制度建设,在区域构建以东盟地区论坛为核心的大多边、小多边和双边的安全机制,深化了与周边国家的对话和安全合作。然而在微观、中观和宏观三个方位,当前东盟地区论坛面对从国家、国家间和国际体系三个层次的制度限度,使其安全机制建设步履维艰。为此,可沿路径依赖方向对东盟地区论坛进行制度建构,也就是推动东盟地区论坛从异质走向同质、从低领域到高领域、从弱安全机制到强安全机制。     

Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities

Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8–10) in matched samples of 138 adolescents (34.78?% girls) with low levels of cognitive abilities and 556 adolescents (44.88?% girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within samples of adolescents with low, and average-to-high levels of cognitive ability.     

“三种精神”引领职工文化自信

职工文化自信是文化自信的具体体现,打造健康文明、昂扬向上的职工文化,离不开工人阶级和广大劳动群众的伟大品格,离不开工匠精神、劳模精神和劳动精神。这三种精神,是新时代职工文化建设的旗帜,是新时代职工文化自信的引领。     

Associations Between Suicidal High School Students’ Help-Seeking and Their Attitudes and Perceptions of Social Environment

Suicide is a leading cause of death among adolescents, many of whom fail to disclose suicide concerns to adults who might help. This study examined patterns and predictors of help-seeking behavior among adolescents who seriously considered suicide in the past year. 2,737 students (50.9?% female, 46.9?% male; racial distribution 79.5?% Caucasian, 11.9?% Hispanic/Latino, and 3.6?% Black/African-American) from 12 high schools in rural/underserviced communities were surveyed to assess serious suicide ideation (SI) in the past year, disclosure of SI to adults and peers, attempts to get help, attitudes about help-seeking, perceptions of school engagement, and coping support. Help-seeking was defined as both disclosing SI to an adult and perceiving oneself as seeking help. The relationship between adolescents' help-seeking disclosure and (1) help-seeking attitudes and (2) perceptions of social resources was examined among suicidal help-seeking youth, suicidal non-help-seeking youth, and non-suicidal youth. Of the 381 (14?%) students reporting SI, only 23?% told an adult, 29?% sought adult help, and 15?% did both. Suicidal help-seekers were similar to non-suicidal peers on all measures of help-seeking attitudes and social environment perceptions. Positive attitudes about help-seeking from adults at school, perceptions that adults would respond to suicide concerns, willingness to overcome peer secrecy requests, and greater coping support and engagement with the school were associated with students' increased disclosure of SI and help-seeking. This study supports prevention strategies that change student norms, attitudes and social environments to promote help-seeking among adolescents with SI. Promising intervention targets include increasing students' perceptions of the availability and capability of adults to help them, and strengthening students' understanding of how existing resources can help them cope.