城市设施环境对初中学生体质健康的影响——以大连市主城区为例

青少年学生体质下降,身体形态肥胖化。论文以BMI指数衡量学生体质健康,通过地理加权回归模型分析了校内、通学以及社区服务设施对初中学生体质健康的异质性影响。发现:(1)初中学生体质健康社区分异明显,超重低风险和未超重高风险社区围绕超重高风险社区集聚。(2)能量摄入型设施分布从中心向边缘逐渐减少,能量消耗型设施表现出相反的特征,道路网密度向中心集聚,医疗设施呈离散分布。(3)学校人均绿地面积,通学距离、道路网密度,公交站、西餐厅、休憩设施、零售设施、医疗设施可达性对学生体质健康的影响在中心区与边缘区具有异质性。     

清代学额制度在地方的运作: 以散厅、废县和分州分县设学立额为中心

清代“科举必由学校”,学额的分配实质上是国家政治资源和权力在县级政区的分配。清朝近三百年间,地方行政制度多有变化。厅制行政区划为清代独有,其形成是一个较长的历史过程;后有废县(州厅卫)置乡;还形成具有“分征钱粮”职能的分州、分县。不过,按照规制非州县不得设学校。通过统计和案例分析可知,为保证各地都有一定数量基层绅士(生员),减少不同地区的学额之争,产生了散厅、废县置乡、分州分县设学立额的现象。清代看似严格的学校学额制度,在地方实际运作中有一定的灵活度。又通过适当的变通,保证了国家政治资源和权力在地方的有效分配。     

“I do not know if Mum knew what was going on”: Social reproduction in boarding schools in Soviet Lapland

ABSTRACT

This inquiry into the history of boarding schools for indigenous and quasi-indigenous, tundra-connected children in the Soviet part of Lapland tries to answer why children were sent to a boarding school despite their parents living in the same village, and also why an additional school for mentally disabled children, a school half as big as the boarding school for “regular” children, was opened. Data from oral history interviews among former pupils and teachers, both indigenous and incomers, are combined with archival materials. Using the concepts of cynical knowledge as well as the Bourdieuan notions of social exclusion and reproduction, concealed functions of the boarding school system are identified, among which are the attenuation of housing shortage and the operation of the school out of economic interests, alongside with ethnocentric and paternalist patterns. The stigmatization of mostly Sámi children from relocated families as mentally disabled is set in a frame of individualization of the negative, which sought to present failures of the state’s social engineering as personal fallibility.     

A FAREWELL TO ‘RURAL BLISS’

The article discusses health policies towards school children in Norway from 1900 until the Second World War. It is concerned with dominant definitions of health threats against children and the variables used in defining the groups conceived as most vulnerable to poor health. A distinct change took place in the period. Whereas in the early 1900s poor and working‐class children in urban surroundings were considered to be under severe threats, in the 1920s a less specific category of ‘children’ were conceived as threatened. Eventually rural children were singled out as the important target group for health measures. The shifts had medical as well as political motivations. Another prominent feature in the period was that poverty took on a new meaning in the dominant medical discourse on children: from having been conceived as a material reality impinging upon health, it came to be considered mainly a cultural problem. Especially medical officers within the social democratic camp contested this argument although they did not rule out education and cultural transformation as a means to promote children's health. Despite the conceptual shift, however, social benefits and equal access to health services – measures that lay at the heart of the post‐war welfare state – remained in the 1930s an essential part of promoting children's health.     

Does neighbourhood count in affecting children's journeys to schools?

This study examines two factors affecting children's school journeys – independent mobility and accessible school opportunities. Two time-geography based indicators, the spatial extent of potential path area and the number of weighted school places reachable (labelled OPP), are estimated. Multi-level modelling has been developed to analyse the interplay of individual, household and neighbourhood factors. Hong Kong is used as a case study because the neighbourhood effects on school provision within compact cities have not been well studied. The results show that 30.4% of the children's school journeys were made without adult companions. Half of the children walked to schools. The multi-level analysis suggests that nearly 90% of the variance in both indicators was found at the individual level. Neighbourhood, though not a decisive factor, does have impacts on the number of accessible school choices.     

金代书院考

金中后期,在辽、北宋书院发展基础上,受南宋书院影响,金修复和新建了一些书院。本文经考证得出金有书院11所,其中新建书院6所、修复和延续前朝书院5所。这些书院集中分布在中原地区的山东、河南、河北、山西等地,是汉人地区的办学行为。从办学途径看,均为民办书院,其建筑与当地的传统民居相结合,呈现出地域特点和民俗风格。同时概因私家积书之多而建书院,故金代书院藏书亦应不少。修复和新建书院,是金代文化教育事业发展的标志,对后世元、清等少数民族政权书院的发展具有深远的历史影响。     

《神乌傅(赋)》用经、子文谫论

《神乌傅(赋)》或引用、或化用《诗经》、《论语》、《周易》、《孝经》、《老子》、《庄子》、《荀子》等典籍,文字与今传本多有差异。以《神乌傅(赋)》考论典籍,可补通行典籍之缺,增《诗三家义集疏》中《齐诗》说内容;以典籍释读《神乌傅(赋)》可明作者习《齐诗》、谙《论语》,初步释读止于樊、幾自、去色就安、不意不信等词,裨益文本解读,以更好地理解《神乌傅(赋)》文意。据此,结合西汉官学教育体制,我们对赋作者习学和受教的情况有了个大致臆测。     

Whose space is it anyway? Learning about space to make space to learn

The significance of the environment in which children learn has long been recognised as one of the key elements that can have an influence on the experience and success of education. Usually understood from an adult perspective, here children’s views are interpreted on the educational space that was designed for them. These perspectives are illustrated through using Lefebvre’s Triad model. This includes the perceived, conceived and lived spaces, including the added dimension of time interpreted through an educational lens. The data demonstrates the value of children’s renegotiation of functional space through visual narratives. Deeper understanding of the uniqueness of individual children’s experiences offers opportunities to re-examine the space in alternate ways, which Lefebvre’s model has facilitated. Whilst recognising that the school space needs to be functional, the negotiation of space with children can be approached creatively and still support unique yet diverse pathways to learning.