清代河南书院的分布级差与成因分析

清代河南先后设置书院292所,遍布省内各个州县,呈现出明显的普及化和一定的级差化。与明代相比,开封府仍然是书院分布最为集中的地区,其它府州的书院发展则出现了不同程度的变化。通过对书院数目、分布密度等要素的级差研究,各府州书院发展水平的差异可基本划定,彰德府、大名府和光州是清代河南书院较为落后的地区,黄河两岸诸府———开封府、河南府、怀庆府、卫辉府是较为发达的地区,其余诸府是发展一般的地区。形成这种状况的原因与发达地区特有的政治、经济和学术因素有关。     

清末十年河南中学堂教员状况考析

清末新政时期,清政府在教育方面实行改革,令全国府级书院改为中学堂。河南省遵从清政府令,将全省府级书院改办为中学堂。由旧时书院改为新式学堂,相应对师资也有一定的要求。这一时期,各级各类新式学堂都属初创,而中学堂教员又需高级师范学堂毕业生才符合定章。就河南而言,所需师资数量与实际培养能力之间存在较大差距,这就迫使河南的教育行政官员不拘一格开辟培养师资的渠道、吸纳各方面人才,以解决河南中学堂教员短缺问题。     

明代流民与豫西方言——河南方言的形成(二)

明代洪武、永乐年间两次大规模从山西移徙人口牵涉面很广。山西洪洞县志办公室从一九八二年开始征集明代迁民史料,竟收到全国二十一省市数百个县的大量资料,迁民涉及范围之大可见一斑。洪洞县广济寺内的“古槐迁民纪略碑”载,明初移徙人口迁往地为河南、河北、山东数省。当时的河南府和南阳府三州二十四县接纳山西百姓的数量,仅次于豫北和豫东。明代的河南、南阳二府大致相当于今日豫西地区。从文献资料看,首先形成的是豫北方言,豫西方言步其后。但豫西方言形成的原因与豫北方言并不尽同。本文就豫西方言的形成原因、时间及有关问题做一探讨。     

清代承德府地方官学的兴起和发展

清代,承德府教育的兴办和发展,与其作为清朝第二个政治中心的历史地位密不可分。正 是这种特殊的地位,使清政府对承德文化教育的开发给予了特别的关注,最终使承德由一个历史上没有 “皋比之传,弦诵之声”的“关塞以外,荒略之区”,创办发展起了有官学、书院、义学在内的,以承德府 学为地方最高学府,以热河文庙为其教育思想集中体现的相对完整的学宫体系。从而,在承德府营造出 “学序渐起,礼乐弦颂日兴”的人文环境。     

唐河北藩镇时期人口问题试探

从藩镇军额、散见诸文献中各府州实际户与口数及相关材料、本区经济发展状况三个方面对河北藩镇时期的人口进行考察,可知藩镇时期的实际民户未必大减于天宝盛时。由于唐后期户籍自身的重要性减弱,藩镇向中央申报的户籍并非实际征税的户籍,藩镇隐匿户口尤甚等方面的原因,实有民户不能在户籍上反映出来。     

转轨时期我国地区差异扩大的原因分析--以浙江与河南为例

浙江是发展相对较快的沿海地区的代表,河南是发展相对较慢的内陆地区的代表.改革开放以来两省人均GDP的差距不断扩大.究其原因主要是反映体制因素的民营化程度差异、技术创新能力差异、信息活动差异和政府行为差异,四个因素通过缪尔达尔所称的"积累性因果关系"得到加强,致使差异不断扩大.     

传承、纪念与寄托——宋代府名浅析

唐宋时期,我国的行政区划建制出现新的发展,府成为了新的统县政区。宋代大量升州为府,对府名的确定往往很花心思,既遵循了中国古代地名命名的一般规律,又有其特点。有的府名沿用了历史上的郡号和军额,有的府名使用了帝王年号,有的府则以所辖县名为名,还有一部分府的命名选取含义美好的词汇以寄托愿望。府名确定后会由地方官员或皇帝亲自题写并制成匾额和界碑,宣告四方,在特定情况下还会出现对府名的更改,以适应特殊需求。府名文化是宋代府制的重要环节之一,值得关注。     

清代广东移民在四川分布考——兼补罗香林四川客家人分布说

清代广东移民四川的迁出地范围分布在粤北和粤东北的山区丘陵地带.以嘉应、南雄、韶州、惠州和潮州等府州所属的客家住县为主.粤民入川后的迁入地主要分布于成都、重庆、宁远、保宁、邛州、资州、叙永、太平等23个直隶府州厅以及其下辖的102个州县厅中,分别占当时四川直隶府州厅和县级单位行政区总数的88%和80%以上.这表明客家人在四川的分布远远超出罗香林先生所言的13个县.     

唐朝在东北民族地区设置的府州

唐代是我国历史疆域最宏阔时期之一。自李渊建立唐朝政权之后,就开始在全国各民族地区设置州县。至唐太宗时,进一步完善了全国的行政区划,贞观元年(627年),将全国分为十道,自上而下地实行道、府、州、县四级中央集权统治。除了在内地设置了三百五十八个州府外,到唐玄宗天宝年间,已先后在四境各少数民族地区设置了八百五十六个府州。分别册封各少数民族首领为王,并充任所设府州的都督或刺史,保持与内地的经常联系,替     

概述甘肃行政区划历史沿革(续二)

宋辽金时期,行政区划基本上是路、州(府)、县三级制。 北宋,甘肃境设三路、二十四州(府、军)、五十一县。(监、尉司)路置转运使,总民兵之事,州的县官称某某知事(简称知州),县的长官称知县。县除首都所治为赤县,首都之旁的县为畿县外,以户口多少和经济发达程度为标志把县分为五等:四千户以上为望;三千户以上为紧,二千户以上为上,千户以上为中,不满千户为下。 永兴军路,治所京兆府(今陕西省西安市)辖甘肃境的庆阳府、环州、宁州。庆阳府(宋徽宗宣和七年即公元一一一九年改庆州为府),统三县:安化(今庆阳县)、合水(宋神宗熙宁四年即一○七一年置,省华池、乐蟠二县为镇,今合水县)、彭原(原属宁州,宋神宗熙宁三年即公元一○七○年划归庆阳府,今宁县)。环州,(宋太宗淳化五年即公元九九四年改通远军为州),领通远(今环县)一县。宁州,统三县:定安(今宁县)、襄乐(故治在今宁县东北)、真宁(今正宁县)。     

未来学校教育之我见

未来的学校教育与现在的学校教育有诸多的不同，主要表现在：１ ．仰赖科技施教；２ ．趋向服务功能；３．改变学习方式；４ ．转移教学重点。为此，今天的师资培训就必须预为绸缪     

略论清末女子学校教育学制的产生及特点

中国近代女子学校教育学制的确立经历了漫长而复杂的过程。1907年颁布的《女子小学堂章程》和《女子师范学堂章程》建立了男女有别、自成独立体系的女子学校教育学制系统。女子学校教育正式列入了清政府的学制系统,为女子教育在全国范围内的良性发展提供了法制上的保障。近代中国特殊的社会经济、政治状况和主流观念直接决定了近代中国女子学校教育在学制中的地位和特点。清末女子学校教育学制的确立,为女性群体在近代中国由传统向现代的转变提供了契机。     

汉唐时期中央官学的演变与社会流动

中央官学正式建制始于汉武帝创立太学 ,此后历朝继续扩充和不断完善 ,逐渐形成多学科、多层级、建制完备的中央官学体系。中央官学适应不同时期政治和文化统治的需要不断进行调整 ,这些调整与变化不仅反映了教育体制和文化学术思想的变化 ,更深刻地反映了社会变化与社会阶层的流动轨迹。本文主要勾勒了汉唐时期中央官学招收对象的变化 ,论述了官学由贵族等级制向平民普及性的转变 ,它是中古时期社会变化和社会阶层流动的表现。     

抓住西部开发机遇，提升河南区域竞争力

由于生产要素禀赋、经济发展水平、创新能力的不同,一个国家内部各地区之间的竞争力必然会表现出一定程度的差异。目前,河南省的竞争力排在东部发达省份之后,西部各省区之前。西部大开发战略的实施,又为河南的发展提供了新的机遇,但必须清醒地认识到,西部大开发给河南带来的不仅仅是机遇,还有挑战。随着经济发展战略重心的西移,河南将在投资环境、产业结构调整、人才市场等方面受到来自西部的强有力竞争,如不抢抓机遇,竞争优势将会削弱甚至消失,因此,必须采取切实措施,提升区域竞争力。结构调整是提高河南省区域竞争力的战略性措施,对内对外开放是推动河南经济发展的动力,更新观念是增强河南竞争力的主观条件,大力发展科技、教育是促进河南经济发展的关键。     

投资办学:我国民办教育的本质特征

目前,我国民办教育走的是一条投资办学的特殊发展道路。这条路既不同于我国历史上的私学之路,也不同于西方的私立教育之路。投资办学是我国现有民办教育的本质特征,而国家现行的有着浓厚捐资办学性质的民办教育政策与民办教育投资办学的实际有较大的出入,需要作进一步的思考和调整。     

How Does Size of Sibship Matter? Family Configuration and Family Effects on Educational Attainment

Using data from the Wisconsin Longitudinal Study for full sibships of sizes two to five, we estimate models of the effects of social background, size of sibship, and gender on sibling resemblance in educational attainment. We find no differences in educational attainment by gender composition within those family sizes. Smaller sibships obtain more schooling, and men obtain more schooling than women. Smaller families are more heterogeneous than larger families, but the effects of measured social background characteristics do not vary by size of sibship or gender composition of sibship. The effects of social background variables on the schooling of women are uniformly smaller than among men, and the nonshared (within-family) variations in schooling are much smaller among women than among men. These findings could lead to incorrect inferences that families matter more for women than for men or that large families experience more varied outcomes than small families.     

Religion as a Determinant of Educational Attainment: An Economic Perspective

This paper uses data from the 1987–88 National Survey of Families and Households to study how the religion in which individuals are brought up influences the number of years of schooling that they complete. In multivariate analyses where a large number of other family background factors are held constant, significant differences by religion are uncovered: educational attainment is highest among Jews and lowest among fundamentalist Protestants, with Catholics and mainline Protestants at the center of the distribution. Various channels through which religion may influence the level of schooling are considered, within the framework of a human capital model that distinguishes between supply and demand factors. The empirical findings suggest that while demand influences are most important in explaining the high education of Jews, the relatively low schooling level of fundamentalist Protestants reflects supply and demand forces of similar strength. Analyses of schooling transitions shed light on the stages of the process at which the divergences occur.     

Job-shift differences between men and women in the workplace

Until now causal analyses of male-female career differences have been based on the standard attainment model and have focused on differences in career outcomes, namely status and earnings. This paper departs from this practice by using the career life-cycle model of achievement as a framework for the analysis of sex differences in the job mobility experiences of management personnel of a large corporation. The paper focuses not on sexual differences in the level of career rewards, but on differences in the rate of job shifts as the career unfolds. The models are based on the mean-value function of a Poisson arrival process. The principal findings are: (1) Male and female job-shift regimes are similar in form and described by the mean-value function of a nonstationary and heterogeneous Poisson arrival process; (2) the parameters governing male and female job-shift regimes are significantly different; (3) parameter differences indicate sexual inequities with respect to the rate of return to productive resources, but not with respect to structural opportunities to shift; (4) for men and women alike, schooling increases the rate of job shift, while labor force experience prior to being hired and entry-level achievement decrease the rate of shift.     

试论北宋时期河南的畜牧业

北宋时期河南畜牧业发展迅猛,尤其是官营牧马业空前繁盛。从地域上看,京师开封的畜牧业独占鳌头,豫西洛阳、豫北安阳、新乡、豫西南南阳等地畜牧业异军突起,淮河流域的信阳则相对落后。畜牧业的发展得益于北宋时期气候的寒冷,农牧分界线的南移;三京四辅无与伦比的政治地位以及河南本身的自然地理条件。     

Ethnoracial patterns of schooling and work among adolescents: Implications for Mexican immigrant incorporation

This paper investigates Mexican immigrant incorporation by examining labor force participation and schooling among Mexican-origin adolescents in the United States. Theoretical perspectives on immigrant incorporation, labor migration-related cultural repertoires and adolescent development considered together imply that studying ethnoracial differences in schooling among adolescents without taking work into account can yield mis-leading pictures of Mexican-origin non-high school completion patterns, thus hampering the assessment of incorporation theories. To avoid this, we analyze Mexican-origin generational differences in the relationship between schooling and workforce participation among adolescents compared to non-Hispanic whites and blacks. Using micro-data from the 2000 US Census, we find that Mexican immigrant boys who are not enrolled in school are more likely to be in the workforce, and conversely that those who are enrolled in school are much less likely to be in the workforce, compared to whites and blacks. Such relative differences in school/work specialization, as predicted, diminish across Mexican-origin generations. Moreover, based on supplementary analyses, we find similar patterns for a cohort of young adults who failed to complete high school during the 1990s. Overall, the results are consistent with the idea that cultural orientations growing out of the nature and experience of Mexican labor migration are important for assessing school enrollment patterns among Mexican-origin youth and for gauging their implications for educational policy and immigrant-group incorporation.