日期: 2024-08-18 14:51:57
【一、身份背景介绍】
王瑞芹，当地名为王瑞芹医生，是一位深际研究中医治疗方法的专家。在中国流行健康新材料之后，他不断地寻找真正有效的健康方式，最终选择了中医。他不仅是一名高水平医生，还是一位对传统中医的深入理解和领导者。在线直播界内，王瑞芹以其精通中医及其独到见解而受到广泛关注。他不仅对健康的话语有所答应，还在直播间分享自己的生活故事和成长经历，以通过真实行动传达人们如何通过中医来改变生活态度，实现身心健康。
【二、直播间的创建及内容概览】
于2021年起，王瑞芹将自己的健康转化故事以一个名为"中医王瑞芹个人直播间KO…"的网络平台开放。此项直播间不仅展示了他在医院实践中医，还讲述了他个人生活中从一个看似遇到失败的青年过渡到成为一名有着深入理解和传承中医治疗方法的专家。他的直播内容覆盖了各种主题，如“每日做一件事”、“中医饮食调节”和“心理健康与中医相结合”。这些话题不仅引起公众的兴趣，也是他用自己经历来分享对健康生活方式的影响和建议。
【三、对粉丝社群的影响】
王瑞芹个人直播间成为一个激烈热点，在网上获得了不少粉丝。他的故事和启示受到了广大观众的喜爱，而这些粉丝群体通过与王瑞芹的直播间建立起互动关系。在他们看来，直播间不仅是一个获取健康知识的平台，也是一个共鸣和支持的社区。王瑞芹对各种问题的积极回应，以及他的真诚与关怀，使得这个社群在直播间具有特别的联结和成就感。
【四】 结语：
王瑞芹是一位传统医学与现代生活相结合的领军人物，他通过个人直播间KO…激发了不同年龄、背景和生活方式的人们对健康生活的认识。通过他的故事和智慧，我们可以看到中医在现代生活中的独特位置和重要性。王瑞芹的影响力不仅限于治疗中医知识，更是激发社区关系和人们对个体成长的积极参与。无论是健康转化、生活改变还是心理学，王瑞芹直播间KO…都为人们提� Written for the blog, The Conversation on December 13, 2016.
By Dr Jonathan Jansen, Director of Research and Post-Graduate Studies at Stellenbosch University
The National Development Plan (NDP) identifies education as a key driver in unlocking economic growth and development across South Africa. Education is seen as critical to closing the gap between blacks and whites on employment opportunities – it is one of three pillars that underpins the plan’s vision for social justice and nation-building. The NDP, which was adopted by Cabinet in March 2013, also sees education as key in unlocking human capital development across all sectors of the economy to realise a prosperous future for all South Africans.
But despite government efforts through policy documents such as Education White Papers and National Strategic Plans, there is little evidence that these aspirations are being translated into reality. The latest PIRLS test (Progress in International Reading Literacy Study) – which assesses the reading ability of grade 4 children across the world – shows South Africa languishing at number 159 out of 720 countries. And, as recently highlighted by Education Minister Angie Motshekga and Basic Education Minister Angie Motshekga, these results have not improved since PIRLS’ last assessment in 2006, despite various education reforms over the past decade.
In a recent study co-authored with colleagues from Stellenbosch University, we looked at whether poor children who grew up in well-resourced schools were less likely to drop out of school than their peers growing up in under-resourced schools. The analysis revealed that they are no less likely to drop out – and this is despite the fact that a better education will give them an advantage in trying to find employment as adults.
We found that children who grew up in well-resourced, socioeconomically advantaged environments were not more likely than their peers from disadvantited backgrounds to complete grade 12 and enrol at a university or college. This result is consistent with what other research shows about the lack of progress for poor children despite many educational interventions.
Our findings are also in line with other studies that show an uneven distribution of resources across schools, even between well-performing and underperforming schools within the same district. They include:
• The Gender Equitable Schools Project report from 2014 which found that South Africa’s best performing high schools – based on data compiled by HIV/AIDS Statistics South Africa in 2010 – are not necessarily those with the highest student achievement according to national standardised tests.
• A recent study about school infrastructure from 2014 which found that poor children who attend well-resourced schools were no better off than their peers attending under-resourced schools when it came to completing matric, enrolling at university or securing employment as adults.
• A study by the Education Policy and Directions research unit at Stellenbosch University which found that most of South Africa’s top 10 performing high schools do not rank in the country’s best ten primary schools – with only two primary school out of all 732 having made it into this elite group.
• A study by SASRIA, a social research institute for Southern African Development Community countries, which found that most South Africans feel education is not an effective way to escape poverty and reduce inequality in the country – while more than half of all respondents believed there are no equal opportunities within schools.
Why poor children don’t get ahead despite better schooling
We know from research into other countries, including New Zealand and England, that providing well-off students with access to high quality education does not translate into better outcomes for them than their less advantaged peers. Why would it be any different in South Africa? Our study found three main reasons:
• Access to higher quality schooling did little to improve the educational performance of children from socioeconomically disadvantaged homes because they continued to face challenges at home and within their communities which undermine academic achievement. For example, poor parents are less likely than well-off parents to monitor or assist with their children’s schoolwork; many have low expectations for them, placing lower aspirations on their futures, while some struggle with alcoholism themselves.
• Parents in poorer communities often had little voice in governing the schools where they sent their children – even well-resourced schools are typically under the control of a small minority within each community who have an interest in maintaining this status quo to retain privilege for themselves and others like them. This means that resources are not used as effectively or equitably as possible.
• Even if poorer children from better-resourced schools were able to develop the academic skills needed for success, they could be held back by a labour market where jobs are scarce – especially for young adults without postgraduate qualifications. This is particularly true in rural areas which have experienced high levels of job losses in recent years and may not see growth in these sectors until 2018.
We believe that the poor performance of disadvantaged children who attended well-resourced schools can only be addressed by tackling issues beyond schooling alone – particularly those related to unequal economic opportunities for all, but especially black people living in poverty. Education needs a socioeconomic development plan with an equal focus on both the quantity and quality of jobs available for everyone.
Dr Jonathan Jansen is Professor of Higher Education at Stellenbosch University. This article was originally published on The Conversation.
