Students’ well-being and social connections

Description of Workshop/Poster Presentation This presentation will showcase CORE Connections – ‘Creating Opportunities for Resilience and Engagement’ – which is a whole-school approach to mental health promotion. While initially designed to prevent adolescent depression and substance abuse, current thinking suggests that competency enhancement (e.g., autonomy, competence, supportive networks) more widely improves students’ well-being, educational engagement, and learning outcomes. In the presentation, we will provide an overview of the CORE project, describe the CORE intervention, which is conceptualized as a dynamic and penetrating process of social practices, present some preliminary findings from the pilot phase of CORE, and conclude our presentation with an interactive section with the participants. This project will highlight a wellness focus that addresses social engagement within whole school cultures. Purpose of the Presentation Student mental and physical well-being has gained increasing attention. Our presentation will introduce the CORE project, which has a potential to decrease student depression, anxiety, and substance use, and to increase student self-esteem and learning outcomes. In this vein, our presentation will raise the public awareness of the salient role of social connection in student well-being. Specifically, a group of presenters will discuss the impact of social connection on students’ anxiety, mathematics achievement, and perceived racial discrimination. • We will present participants with an alternative way to conceptualize and approach mental health promotion within a school context. In contrast to prescribed programs that are commonly used in today’s schools, CORE is a whole-school approach that is flexibly integrated into all aspects of the classroom and school environment. Our aim is to illustrate the intervention principles of CORE while highlighting examples of mental health outcomes/transformation. • Underutilized in mental health promotion research, social network analysis provides critical information in understanding relationships between social cohesion (e.g., a student’s connectedness to others) and mental health outcomes. This session will showcase how focusing on and strengthening social connections in and out of school can contribute to student well-being, achievement, and mental health. Educational Objectives By the end of the presentation, participants will • obtain a general overview of the CORE program, • understand how psychological health and school performance relate to student well-being, • and understand how social connections in and out of school can contribute to student well-being. Interactive / Participatory Component We will invite audience members to discuss inhibitors and contributors to student well-being and the best ways for schools to help students feel safe, connected, and valued. Presentation Key Points • Overview of the CORE project • Theorization of social connection • Some empirical studies emerging from CORE • Presenter-audience interaction Evidence of Relevance and Utility to Participants Potential participants are adults with significant relationships with students, either as family members, community neighbors, educators, scholars, service providers, or policy makers. Our presentation will inspire these significant adults to construct a welcoming society to help improve student well-being.

采伐影响下森林景观服务功能变化研究

文章以大兴安岭呼中林业局亚里河林场为研究区,以遥感数据、林相图和采伐设计资料为信息源,选择水源涵养、固土保肥、固定CO2和释放O2四项服务功能,运用景观生态学原理,引用相应模型,估算了研究区1989年和2000年服务功能价值及其空间分布变化;建立历年采伐分布图,计算采伐造成的服务功能价值损失,揭示该损失值与木材生产的经济效益之间的关系,并分析了服务功能价值在各管理区域内的分布。结果表明,1989年服务功能价值为1.85×108元,2000年为1.37×108元,价值20×104元h/m2以上的面积明显下降。生态服务功能的下降由采伐导致,1989至1999年采伐导致的生态损失价值为0.71×108元,是木材生产获利的1.9倍,采伐损失价值与年出材量呈现相同的变化趋势。最后证明了管理等级区划和限制采伐量,即“天保工程”,将有利于森林植被恢复,大幅度提高整个亚里河林场的生态服务功能。

La formación inicial de los profesores de Primaria y Secundaria en el área de Didáctica de las Matemáticas.

Se pretenden dar a conocer, a través de las conferencias y ponencias del Simposio sobre el Currículum en la Formación de Profesores en el Area Didáctica de las Matemáticas, celebrado en León en febrero de 1997, soluciones que las distintas universidades han dado al problema de la formación de profesores en el área de enseñanza de las matemáticas. Se trata entre otros asuntos, el tema de las nuevas responsabilidades docentes de los profesores como consecuencia de la implantación de nuevos títulos, entre ellos, la licenciatura en Psicopedagogía, la licenciatura en Pedagogía y el Curso de Capacitación Profesional para Profesores de Secundaria.