The Role of the Arts in Mental Health

One of the most important factors determining a nation's level of development in the modern world is preschool education. When preschool education is perceived as an entity that affects every aspect of childhood development, this fact is undeniable. Several aspects of preschool education, including art education, play a significant role in a child's development. This article explores the arts in Turkish preschool education from the Ottoman Empire to the present. A framework of how art is included in preschool education has been created, and an attempt has been made to develop a critical, but also solution-oriented, perspective on the Turkish education system as it relates to preschool art education. This perspective can shed light on issues related to the importance placed on preschool art education curricula in the Republic of Turkey in hopes of developing standards comparable to those in place in Western countries.     

Looking Toward the Future

Changes in education policy—particularly at the federal and state levels—during the current era of ideologically and profit-driven “education reform” threaten balanced education in general and music/arts education in particular. Emerging answers to a number of pivotal questions will determine the future of the arts, arts education, and public education in general. Music educators and other advocates of quality arts education must not only adapt their curricula and instructional practices to reach students in a twenty-first century context, but also develop effective communications systems and organize coalitions powerful enough to influence policymakers and thereby shape policies supportive of quality music/arts education. Recent advocacy efforts by the National Association for Music Education (NAfME) provide examples of how supporters of arts education might accomplish these goals.     

A century of premedical education

The Flexner Report established guidelines for medical education and made the university the obligate home for medical education. Flexner mandated specific elements necessary for university-based premedical education. With the exception of the MCAT, much less attention has been paid to premedical education and its integration into the scope of medical education than to education within the confines of the medical school. This article reviews the history of premedical education, describes some recent critiques of premedical education, discusses a newer program for premedical education evolving at the University of Illinois at Chicago, and offers some suggestions for the future.     

Visual arts education provisions for primary schools in Turkey

This article examines the history of art education in Turkey. Since the beginning, the purposes of the arts and art education have been a point of discussion by various authorities. Whether art education should be taught, and how it needs to be taught, have been at the forefront of educationalists' minds. As a result, introducing certain models of art education has been a challenge. The objective of this article is to present the changes in art education since the 19th century in Turkey. The main focus is on art education practices and policies and an overview of key events in Turkey's history of art education. The article also presents issues related to the importance of visual arts education in Turkish primary school settings. In so doing, this research aims to show readers how past developments helped to create the current visual art education policy in Turkey.     

浅谈高校心理健康教育工作体系的构建与完善

当前,高校心理健康教育已成为构建社会主义和谐社会的重要内容,构建和谐校园的重要途径。构建高校心理健康教育工作体系对加强和改进高校心理健康教育具有十分重要的意义,必须通过重视心理教育、完善心理援助、优化心理环境、提升支持保障等方面来构建心理健康教育工作体系,通过以教育为根本、以发展为主线、以建设为重点来完善心理健康教育工作体系。     

Book Design and Illustration

In the years between the world wars, music education in Germany prospered, because successful policy made constructive cooperation among relevant institutions and representatives possible. The situation today is very different. Many music educators and researchers are not aware that policies affect them; nor do they see themselves as active participants in policymaking. This article discusses the conflicting forces in society and in the education system that are responsible for this: the precarious relationship of youth music culture and music education; the continuing decline of music education in the schools, which is concealed by media-supported events; the seeming irrelevance of music education content and methods to students; a lack of consensus in society about the core content of music education; and the ineffectiveness of the argument for the educational benefits of music education in policymaking. As a result of these forces, Germany lacks both theories and research on music education policy. This article argues that music is a diverse practice that manifests itself as many different practices in various contexts. Thus, the center of music education policy must be the people dealing with music and their varied musical practices, rather than musical works and their dissemination. As a consequence, music education policy needs to be shaped in ways appropriate to the diversity of musical practices and the various contexts of music education.     

思政教育在眼科学教学中的探索与实践

思想政治教育在我国高等教育体系中有着重要的意义.将思政内容融入到专业课的课堂教学过程中,注重培养学生的能力和素养,是立德树人的根本举措.在眼科学教学过程中,提倡把"课程思政"与专业课知识进行有机融合,鼓励学生由被动学习转换为主动学习,培养学生成为有灵魂、有温度的新时代医学人才.     

21世纪高等生物教育

建立完善的生物教育体系,高等院校在专业设置、科研和教育教学时必须考虑到三个层面:应用型教育、普及型教育和基础型教育.     

留学生全英文组织学教学实践与体会

留学生教育作为高等院校国际化程度的一个重要尺度,已经成为高等教育的重要任务之一。留学生教育质量的高低在留学生教育事业上有着举足轻重的地位。我们体会到,通过采取以下措施,可以提高留学生教学质量:加强师资队伍建设,提高授课教师专业素质;多种教学模式,提高学生学习兴趣;加强师生交流,提高学习热情。     

The biological framework of environmental education

The need for environmental education is now widely recognized and a great variety of teaching programmes and projects exists at all levels of education. It is suggested, however, that particularly for secondary education there is still a need for a clearer definition of a conceptual framework, to give environmental education a more recognizable identity. Biological aspects of man's relationship with his environment are reviewed, and areas of stress identified, ecological, physiological, and behavioural, which environmental education may help to counteract. Environmental education is considered to be more concerned with observation, identification of relationships, evaluation, and appropriate forms of action, than with the assembly of theoretical knowledge from contributory subject areas.     

通识教育中融入人类遗传学的教学实践

通识教育已经成为大学高等教育的重要组成部分,强调通专结合的办学理念,要求践行“以人为本”的教育实践。在教学实践中存在不少困难和困惑,需要不断总结和发展中国特色的通识教育体系。本文凝练了在人类生物学教学实践中如何融入人类遗传学知识的通识教学理念、案例和分析,以“人是什么”为切入点引入贴近生活的教学内容。通过现代进化基因组学知识,解析人类自身发展的过去、现在和未来所涉及的生物学核心问题。剖析人的经典属性及其与通识教育的特殊关联,进而引出基于问题的深层次思考。     

Addressing dimensions of “The Great Moral Wrong”: How inequity in music education is polarizing the academic potential of Australian students

The intrinsic and extrinsic benefits of music education incorporate academic, social, emotional, and behavioral spheres. To deny students access to music education essentially locks them out of such benefits, limiting their potential. Music education programs have declined significantly in Australia in the last few decades and access to such programs serves as a reminder of the widening gap of inequality in the Australian school system. The reasons for the decline in music education, both at a preservice and inservice level, and the political landscape which has influenced and undermined the concept of a level playing field in public education are interrelated. Through extensive data analysis, a picture of how and why music education serves as an example of wider issues of access and equity in Australian schools will be demonstrated.     

自然科学课程思政的教学探索——以微生物学为例

课程思政是近年来在我国高校广泛推广的一种新的教学理念,其核心思想是将高校思想政治教育融入到各类课程教学之中。高校课程可以分为思想政治课程、通识教育课程、哲学社会科学课程、自然科学课程,其中自然科学课程与思政教育关系最为松散,思政元素的融入也最为困难。本文从微生物学融入课程思政的教学实践出发,分析高校自然科学类课程实施课程思政的必要性及难点,探索思政资源的挖掘路径,通过调查研究评估课程思政的教学效果,以及对课程思政的实践进行教学反思。此外,对专业课教师关于课程思政的观点分歧也做了初步探讨。本文旨在为微生物学相关课程实施课程思政提供理论支撑、实证数据以及教学经验,并可为其他自然科学类课程参鉴。     

生物统计学专业课教育融合劳动教育的初步设计北大核心CSCD

当前大学教育中,劳动教育的实际施行与劳动教育的重要性仍不匹配,主要表现为劳动教育观念未与时俱进、劳动教育形式单一和劳动教育资源缺乏,与当前社会的专业性、创造性劳动需求仍有较大差距。将劳动教育与专业教育相融合将是解决上述问题的有效途径之一。两者的融合不仅可以丰富劳动教育和专业教育的教学形式,使专业教育和劳动教育互相促进,而且可以使劳动教育结合专业知识和专业技能,兼具传统劳动教育的要素和创造性劳动的时代需求。文中重点介绍了生物统计学课程教育中融合劳动教育的设计和实践方法,并分析了两者互相促进的途径及效果。     

“环境工程微生物学”课程思政实践举措

课程思政在高校实现“三全育人”体系中发挥着重要的作用,是当前高校教学改革研究的热点之一。本文以环境工程专业“环境工程微生物学”课程为例,首先从课程思政元素发掘、提升教师课程思政能力、培养学生学习兴趣和重要保障等四方面对该课程思政开展具体实践;其次从提升学生课程思政理念、提高学生课程成绩及对全校课程思政的引领等方面展现课程思政的实践成效;最后结合教学实践对课程思政进行了讨论和展望。通过上述研究,以期为环境工程专业课程思政改革提供实践路径,为发挥专业课的育人机制提供参考。     

Parents’ education and child body weight in France: The trajectory of the gradient in the early years

This paper explores the relationship between parental education and offspring body weight in France. Using two large datasets spanning the 1991–2010 period, we examine the existence of inequalities in maternal and paternal education and reported child body weight measures, as well as their evolution across childhood. Our empirical specification is flexible and allows this evolution to be non-monotonic. Significant inequalities are observed for both parents’ education – maternal (respectively paternal) high education is associated with a 7.20 (resp. 7.10) percentage points decrease in the probability that the child is reported to be overweight or obese, on average for children of all ages. The gradient with respect to parents’ education follows an inverted U-shape across childhood, meaning that the association between parental education and child body weight widens from birth to age 8, and narrows afterward. Specifically, maternal high education is correlated with a 5.30 percentage points decrease in the probability that the child is reported to be overweight or obese at age 2, but a 9.62 percentage points decrease at age 8, and a 1.25 percentage point decrease at age 17. The figures for paternal high education are respectively 5.87, 9.11, and 4.52. This pattern seems robust, since it is found in the two datasets, when alternative variables for parental education and reported child body weight are employed, and when controls for potential confounding factors are included. The findings for the trajectory of the income gradient corroborate those of the education gradient. The results may be explained by an equalization in actual body weight across socioeconomic groups during youth, or by changes in reporting styles of height and weight.     

Socioeconomic determinants of age at first marriage in Bangladesh

Using data from the 1976 Bangladesh Fertility Survey, multiple classification analysis was used to evaluate the effect of socioeconomic factors on age at 1st marriage. The independent variables considered were education, childhood and current residence, religion, work status before marriage, and husband's childhood residence, education, and occupation. Analysis was carried out for the total sample as well as for 3 birth cohorts of approximately equal size: 1) those born before 1940, 2) those born between 1940-50, and 3) those born after 1950. Of all the included variables, women's education has the strongest influence on the variation of age at 1st marriage. For all ever-married women, the mean age at marriage for women with primary education is 13.4 years, 0.9 years higher than for women with no education (12.5 years), and 1.2 years lower than for women with a high school education or beyond (14.6 years). Difference in means for cohorts indicate a gradually increasing influence of education on people's decision in marriage. Husband's education does not appear to be as important. Childhood residence has, directly and indirectly, a strong influence in marriage age. Among other factors, women's premarital work participation, as well as region and husband's occupation, are important. Since women's education, childhood residence, and work participation are the strongest socioeconomic variables affecting marriage age, the modernizing influences of education, urbanization, and female work participation should have an effect on the marriage pattern; this effect is consistent with that observed in other societies.     

The New Teacher of Art

Because of education reform policy and misconceptions about artistry and artistic assessment, visual art education remains in the margins of high school education. One response to the lack of supportive arts education policy is the Advanced Placement (AP) Studio Art Program, a visual arts assessment at the high school level that engages large numbers of students in rigorous art experiences. This article reviews the structure and characteristics of the AP portfolio assessment as a basis for critique and policy analysis. At issue are the reliability of this assessment's measurements and its level of credibility with key constituencies. These concerns are especially relevant in a testing culture in which objective evaluations are highly regarded and art education programs are often threatened. The authors suggest possibilities for future research and policy recommendations for secondary art education.     

继续医学教育项目”过程管理模式”体会

继续医学教育项目是开展继续医学教育的重要形式之一,是卫生专业技术人员获取新知识、新理论、新技术、新方法的重要途径。项目执行的质量将直接体现继续医学教育质量。因此规范项目管理程序,建立有效的运行体系,建立严格奖罚制度,进行”过程跟踪管理”是保证项目执行质量的有效措施。     

Does education influence the results of the Amsterdam Dementia-Screening Test (ADS)?

The goal of this study was to explore the correlation between education and the results of five dementia screening tests. In a study of 551 consecutively enrolled psychogeriatric day care attendants individual differences in education explained only very small portions of variance (< or = 0.63%) in four tests (visual recognition memory, orientation, category fluency and alternating sequences) of the Amsterdam Dementia Screening Test, a standard neuropsychological battery. The only exception was graphical copying of two- or three-dimensional geometric designs, where education explained 6.25% of the variance in copying accuracy. The more education participants had (from incomplete or complete primary education, through extended primary education, lower technical and vocational training, and secondary to higher education), the better their copying performance was. There was however one exception, in that participants with secondary education copied designs significantly less accurately than participants with lower technical and vocational training. Differences in copying accuracy of subjects with higher versus lower educational attainment were largest for participants matched for high levels of cognitive function. More severe cognitive impairment attenuated education effects. Higher education did not protect against decline of copying performance as a consequence of increasing cognitive impairment. For each of three educational levels, premorbid copying performance was estimated by constructing a regression equation using an independent measure of cognitive functioning (in terms of visual recognition memory, orientation and category fluency) as the predictor variable. The results support the clinical utility of controlling for educational level when interpreting individual copying performance.