Engaging girls with disabilities in Vietnam: making their voices count

This article addresses a theoretical and methodological intervention in support of inclusion for girls with disabilities in Vietnam. Drawing on an internationally collaborative project, Monitoring Educational Rights for Girls with Disabilities in Vietnamese schools, we critically engage the politics of inclusion and exclusion of girls with disabilities in education. Using a critical methodological framework that foregrounds the lived experiences of 21 girls with disabilities in Vietnam, we ask how we might strengthen participatory knowledge production through the work of monitoring rights in order to inform practices and policies related to disability and education. Through a preliminary analysis of the visual data emerging from our participatory visual methodologies, we demonstrate how these methods can contribute to constructing more inclusive practices and policies for girls with disabilities in both the Vietnamese and the global contexts.     

Lorenz Dominance and Non-welfaristic Redistribution

Our concern is for income inequalities that may result from non-welfaristic redistribution schemes. We show that for large classes of income functions Lorenz dominance results can be found in the comparison of two egalitarian equivalent mechanisms. Comparisons of different conditionally egalitarian mechanisms only yield poverty dominance results. In general, no egalitarian equivalent mechanism can be Lorenz dominated by a conditionally egalitarian mechanism. Our analysis stresses the need for accurate empirical estimates of the pre-tax income function and of the distributions of responsibility and compensation characteristics. We thank the Editor, Marc Fleurbaey and two anonymous referees, Geert Dhaene and seminar/conference participants at UAP-workshop (Namur, 2003), ‘Welfarist and non-welfarist approaches to public economics’ (Ghent, 2004), SED (Palma, 2004), SSC&W (Osaka, 2004) and IIPF (Milan, 2004) for helpful comments and suggestions. Financial support from the Federal Public Planning Service Science Policy, Interuniversity Attraction Poles Program – Belgian Science Policy [Contract No. P5/21] is gratefully acknowledged.     

高师体育教学改革的对策

本文对深化高师体育教育教学改革,优化课程结构和教学过程,全面推进素质教育的策略与对策,进行了全面阐述,对推动高师体育教育教学改革、全面推进素质教育工作具有指导作用.     

The Division of Labor Across the Transition to Parenthood: A Justice Perspective

In a three‐wave longitudinal survey among 293 couples, we studied the determinants of husbands' and wives' fairness judgments regarding the division of labor across the transition to parenthood. We tested predictions derived from the distributive justice framework that perceptions of fairness regarding the division of labor are affected by (a) wants and values, (b) social comparisons, and (c) procedural justice. The model was supported for wives at all waves. For husbands, wants and values and social comparisons were the main predictors of fairness perceptions. In general, the model was consistently supported across the transition to parenthood. Support was also found for the long‐term influence of the variables in the model on husbands' and wives' perceptions of fairness across the transition to parenthood.     

Child Labour Migration and Trafficking in Rural Burkina Faso

These labourers are frequently youths of 14 or 15 with no previous experience of work or conditions in the south, who leave their homes without the knowledge or consent of their parents. In some cases written agreements are made but in most cases it is only verbal. Labourers go of their own free will but in many cases they are deceived as to their destination and nature of the work. The system is open to grave abuse and there is already evidence of an undesirable type of recruiter in some of the larger towns. There is little doubt that the terms of whatever contract are frequently not observed by the employers who take advantage of the ingenuousness of the labourers (VanHear, 1982: 502) - 1930s, Ghana, extract from a colonial report on child labour on cocoa farms.     

Analyzing BSE Transmission to Quantify Regional Risk

As a result of consumer fears and political concerns related to BSE as a risk to human health, a need has arisen recently for more sensitive methods to detect BSE and more accurate methods to determine BSE incidence. As a part of the development of such methods, it is important to be able to identify groups of animals with above-average BSE risk. One of the well-known risk factors for BSE is age, as very young animals do not develop the disease, and very old animals are less likely to develop the disease. Here, we analyze which factors have a strong influence on the age distribution of BSE in a population. Building on that, we develop a simple set of calculation rules for classifying the BSE risk in a given cattle population. Required inputs are data on imports and on the BSE control measures in place over the last 10 or 20 years.     

Migration in market and democracy transition: Migration intentions and behavior in Romania

This paper analyzes the determinants of migration decision-making in the context of recent market and democratic transition in Romania. Using early 1990s internal migration survey, census and population register data, the results from Lisrel path models show that market and democracy value orientation variables are significant determinants of intentions to move, controlling for individual and regional social structural and resource indicators. Similarly, district-level out-migration behavior is directly determined by the political profile of the local area. Results from the total and disaggregated rural and urban models are interpreted through a reform values and characteristics typology of migrants. At least in the early stages of Romanian transition, the results indicate that migration choice behavior is governed by a search for places with greatest opportunities in terms of market and democracy returns. Implications of the results for political system and public policy decision are discussed.     

研究性学习与素质教育的耦合与互动发微

研究性学习与素质教育的基本要义是大体相同的 ,都强调面向全体学生 ,强调学生的自主性与主体性。研究性学习蕴含着素质教育的内涵与理念。研究性学习与素质教育既有耦合性 ,又互相促进 ,相得益彰。研究性学习是实施素质教育的途径与方法 ,而素质教育则是研究性学习的基础与前提。因此 ,开展素质教育可借助研究性学习 ,而实施研究性学习则可依托素质教育。