失业原因的多方面性与职业教育的职责

失业是市场经济条件下的一种必然现象 ,然而失业的原因是多方面的 ,需要综合治理。论文系统地提出了失业的多种类型 ,并从职业教育与失业治理的关系 ,分析了职业教育可以有效地缓解或减少各类失业的作用 ,建议应把职业教育纳入国家治理失业的范畴     

从《天净沙·秋思》的英译看文学翻译的多样性

文学翻译中普遍存在同一文本多种译文的现象。文章以马致远的《天净沙·秋思》不同英译本为例,从文学模糊性入手,阐明认知语境在翻译过程中的作用,从而说明文学翻译多样性现象的存在是客观必然的。     

“婚外恋”观念的代际差异性和代内多元化

当代中国正处于社会转型时期,"婚外恋"现象成为一个社会问题.学术界多从 "婚外恋"现象产生的原因和特点进行探讨,而很少从观念的层面和代际的角度研究.通过对20名有婚外恋经历者和公众的婚外恋观念的研究发现,有婚外恋经历者的观念存在着明显的代际差异性,而公众的观念具有代内多元化和代际差异性的取向.     

社会主义和谐社会的重要观念:尊重差异、包容多样

本文以《中共中央关于构建社会主义和谐社会若干重大问题的决定》关于"尊重差异、包容多样"的观念为题,从多民族国家和多样性世界的视角出发,论述了这一观念在文明观、民族观、和谐观方面的重大意义,对在差异中求和谐、在多样中求统一的和谐社会构建问题从理念和实践层面进行了探讨.     

包容性领导研究述评与展望

工作场所中的员工多样化使得包容性管理日益受到重视,作为包容性管理核心之一的包容性领导也因此得到广泛关注.鉴于此,首先对包容性和包容性管理进行了回顾;然后,对包容性领导理论、构念、影响因素和作用等进行了深入阐述,并结合中国情境,进一步提出包容性领导的二维结构及可能测量方式;最后,提出了中国情境下包容性领导的未来研究方向,以期对今后的相关研究有所借鉴.     

Educational guidance for functional visual diversity in Nicaragua. Design and evaluation of a teacher-training program

The article exposes the process of design and implementation of a training program for teachers that teach people with Visual Functional Diversity (VFD), taking into account their needs both in training and in the provision of resources in Nicaragua. To verify the effectiveness of the program, a quasi-experimental design was carried out with a non-equivalent pretest and posttest control group. The experimental group received training while the control group did not receive training. The evaluation of the results obtained after the application of the program was carried out through two instruments: an efficacy questionnaire and a satisfaction questionnaire. The results showed significant differences between the experimental and control group after the application of the program (Z = −4,383; p = 0.000) in favor of the experimental group. It is confirmed that the program is effective in training teachers on inclusive education for the visually impaired as the teachers who took part in the training program significantly increased their knowledge in that issue.     

Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout

ABSTRACT

There is a growing number of ethnically and culturally diverse students in Dutch junior vocational high schools. This article examines teachers’ multicultural attitudes, their perceptions of cultural diversity related to school policy and school climate, and the chance of general and diversity-related burnout. The present research also characterises teachers in terms of their multicultural attitudes and perceptions of school policy and climate through cluster analysis. Results are based on questionnaire data of 120 teachers, working at five locations of a multicultural junior vocational high school in a highly urbanised part of the Netherlands. Correlational, regression, and variance analyses indicated that the highest levels of general and diversity-related burnout were found among teachers categorised as assimilationist in attitude and who perceived their school as pluralistic. Teachers could be divided into three types of profiles: (1) relative assimilative attitude, (2) no pronounced assimilative attitude, and (3) moderate assimilative attitude. Teachers with the second profile showed the highest chance for burnout.     

Top management team diversity and high performance: An integrative approach based on upper echelons and complexity theory

This paper analyses Top Management Team (TMT) composition diversity as an antecedent of firm performance in accordance with a recent paradigm based on Complexity Theory. Research into TMT diversity is commonly seen as a double-edged sword because inconclusive results have been achieved in prior studies. This controversy has reinforced the call to employ a more appropriate methodology by moving beyond the reliance on multiple regression analysis and towards the use of fuzzy-set qualitative comparative analysis. The study provides various TMT diversity configurations that lead to high performance. The study therefore contributes towards the TMT diversity literature by utilising asymmetric testing to advance in the understanding of the diversity of TMT attributes as an antecedent of high firm outcome. The paradigm currently facing TMT internal complexity is doubly relevant for managers, to ascertain the best TMT diversity compositions to achieve the best strategic goal and thereby the highest firm outcome, and for new research avenues in the demographic literature, to obtain richer insights from TMT data, which might provide additional information on the complex relations established within these TMTs.     

Beyond composition: What the study of diversity in K12 schools can learn from research in higher education

Several decades of interdisciplinary research have demonstrated the benefits of racially and ethnically integrated K12 schools. However, there is still much we do not know about what happens inside diverse schools that lead to these outcomes. In this article, we argue that the study of diversity in higher education, with its greater focus on internal institutional dynamics and a broader range of outcomes, can help K12 researchers fill in these gaps. However, the framework for studying diversity in higher education cannot be applied to K12 schools without first accounting for developmental and structural differences across students and sectors. To that end, this article summarizes the main components of the framework for studying diversity in the higher education literature—compositional, interactional, and organizational diversity—as well as the broad range of outcomes including not only academic achievement but also skills for lifelong learning and dispositions for citizenship in a multiracial democracy, and suggests how they can be adapted for K12 research. We argue that with this comprehensive but adapted framework, research on K12 education can inform practice and policy by providing more insight into the underlying mechanisms of school diversity and its consequences.     

It’s All in the Definition: Color-Blind Interpretations of School Diversity

Color-blind theory posits that ignoring race is a purposeful tool for protecting white privilege. Implicit in this theory is the idea that color blindness arises in times of racial threat because color-blind attitudes provide individuals with a tool for justifying racialized practices. Schools provide an ideal context for testing these implicit assumptions of color-blind theory. Public schools have shifted from using race conscious practices, such as forced busing, to racially ambiguous ones, such as touting diversity to address racial integration. Diversity is racially ambiguous because it can be interpreted as the inclusion of racial minorities but can also have a broader, color-blind meaning. In this study, I use a survey experiment to test whether experiencing racial threat leads white participants to have a color-blind interpretation of school diversity and whether racialized practices (in this case, picking a whiter school) mediates that relationship. I find evidence corroborating color-blind theory. Experiencing racial threat increases the probability that participants have a color-blind understanding of school diversity. Further, I find evidence that the mechanism explaining this relationship is participants picking whiter schools, highlighting that color blindness can be used as a tool to justify racialized practices.