Quick,uncertain, and delayed adults: timing,sequencing and duration of youth-adult transitions in Canada

The transition from youth to adulthood in western societies has become more prolonged and complex as traditional societal norms have lost influence. Using retrospective data from a cohort of 43-year-old Canadians surveyed in 2010 (n?=?405), we mapped the timing, sequencing, and duration of ‘first stage’ youth-adult transitions (leaving home, finishing formal education, obtaining a full-time job) and ‘second stage’ youth-adult transitions (marriage, parenthood, home ownership). Latent profile analysis identified five distinct transition profiles – norm-setters, quick adults, uncertain adults, adult students, and delayed adults – with different amounts and timing of post-secondary educational investment playing an important profile-shaping role. Although youth-adult transitions have become less standardized and more individualized, especially for first stage transitions, these transitions are still quite structured and continue to be affected by gender and family socioeconomic status.     

Working and disability expectancies at older ages: The role of childhood circumstances and education

The ability to work at older ages depends on health and education. Both accumulate starting very early in life. We assess how childhood disadvantages combine with education to affect working and health trajectories. Applying multistate period life tables to data from the Health and Retirement Study (HRS) for the period 2008–2014, we estimate how the residual life expectancy at age 50 is distributed in number of years of work and disability, by number of childhood disadvantages, gender, and race/ethnicity. Our findings indicate that number of childhood disadvantages is negatively associated with work and positively with disability, irrespective of gender and race/ethnicity. Childhood disadvantages intersect with low education resulting in shorter lives, and redistributing life years from work to disability. Among the highly educated, health and work differences between groups of childhood disadvantage are small. Combining multistate models and inverse probability weighting, we show that the return of high education is greater among the most disadvantaged.     

“GPS测量与数据处理”课程教学与改革

卫星导航定位是测绘工程中发展较快、应用较广的一项热门技术,“GPS测量与数据处理”课程也一直是测绘专业本科教学的主干课程,具有更新快、理论深、实践性强等特点,对教师授课及学生学习都具有较高的要求。文章对东华理工大学测绘工程专业GPS课程的授课内容、授课方式、实践教学及考核模式等方面存在的问题进行了分析,并提出了相应的教学改革建议。     

以习近平总书记“3·18”讲话为重要遵循 推进新时代思政课建设

习近平总书记在2019年3月18日主持召开全国学校思想政治理论座谈会并发表重要讲话，即“3·18”讲话。在“3·18”讲 话中，习近平总书记不仅强调了新时代我们“为什么”要办好思想政治理论课，而且明确回答了新时代我们要办“什么样”的思 想政治理论课和“如何办好”思想政治理论课等一系列重大问题。实践表明， “3·18”讲话是党中央新时代办好思想政治理论课 的重要遵循。在该讲话发表一周年之际，重温这一讲话具有重要理论和现实意义。     

马克思主义时代化的历史必然及其进程

马克思主义时代化是一个根植于现实的土壤，在实践中不断拓展，在理论上不断丰富的命题。它之所以发生，是理论自身的内在要求和实践发展的客观需要。探索其历史进程，总结经验教训，才能更有效推进马克思主义时代化发展。解放思想、实事求是是推进马克思主义时代化的思想基础，科学对待马克思主义是它的理论前提。以解决时代问题为中心是它的基本目的，坚持世界眼光科学判断世界形势是它关键所在。     

“课考融合”式英语专业基础英语课改革

新TEM4（Test for English Majors）在题量、时长、内容及能力四个方面进行了改革,倾向于测量学生的英语综合运用能力。新TEM4在检查学生是否达到了大纲所规定的各项英语专业基础阶段的技能要求和教学质量评估方面有高度的信度和效度。研究显示：在所有的基础阶段专业技能课程中,基础英语课和TEM4互动最大;选择优秀教材并将基础英语课的教学手段———听写、背诵、课堂陈述和语篇分析和TEM4测试内容进行和谐地融合,不仅能大力提高4级过关率,还能促进基础英语课教学质量的提高。     

新课改背景下数学师范生专业技能培养的探究

介绍新课改对数学教师的新要求,设想数学师范生专业技能的结构,并对数学师范生专业技能的培养原则及其措施进行了探究.     

高职院校优势专业及课程一体化培育

市场决定专业建设的方向,专业建设决定课程建设的内容,课程建设为市场服务。以建筑工程技术专业及课程一体化建设为例,结合地方建设市场的实际情况和需求,在培养方案、机制、校企合作、团队、课程、实训、保障措施等方面进行系列教学改革,培育优势专业,真正实现企业、学校、学生三赢的工学结合人才培养目标。     

基于职业工作过程的高职计算机基础课程教学改革实践

当前基于工作过程的课程体系建设已经成为我国高职教育课程发展的重要方向。文章针对计算机基础课程教学中面临的主要问题,结合实际的教学实践,对基于职业工作过程的高职计算机基础课程教学改革进行了探讨。     

Impact of Gender Binarism on Hijras’ Life Course and Their Access to Fundamental Human Rights in Pakistan

This study adds to the growing body of knowledge on gender nonconformity aspects of heteronormativity by examining its impact on the life course of hijras and their access to fundamental human rights in Pakistan. Drawing on 50 semistructured interviews conducted in two sites, the findings suggest that the participants’ lived experiences associated with gender nonconformity significantly influenced the direction of their life course and their ability to have access to human rights. These experiences spanned from childhood to elderhood across a wide range of settings, such as family, school, guru dera (residence headed by a hijra guru), workplace, and interactions with authorities. The participants’ human rights were not recognized, resulting in abuse, social stigma, discrimination against them, and their exclusion from mainstream society. Finally, implications are drawn for public policy and future research on third gender concerns in Pakistan and elsewhere.