和谐社会应是多样性的统一——关于儒家文化“和”理想的现实思考

中国传统文化贯穿着一种和谐、和合精神，尤其是儒家文化的“和”理想，在哲学上说，这是对“多样性”的一种追求，是处理“多样性”关系的一种方式，是保持“多样性”的一种联合。它通过选择与重构以后，应当是今日构建和谐社会汲取精神滋养和文明动力的宝贵资源。     

日语人称代词及表达形式探析

日语人称代词词汇量丰富、用法复杂、使用率低;表达形式多样,往往省略或隐含于谓语。日语人称代词的这些特点恰恰成了非日语为母语的学习者的难点。为了正确理解、运用日语,本文对日语人称代词的多样性、所受制约及隐含于谓语等表达形式进行了探析。     

APPLICATION OF LAPLACE'S BOUNDARY-MODE APPROXIMATIONS TO ESTIMATE SPECIES AND SHARED SPECIES RICHNESS

The Laplace method for approximating integrals is a useful technique in a number of research fields. This paper shows that it also has interesting applications in biological and ecological statistical inferences. When sample abundance or replicated incidence (i.e., presence or absence) records of each species are available, the expected low‐order frequency counts in heterogeneous communities can be approximated by the Laplace method when the species discovery or detection probabilities are bounded from below by a constant. The approximation formulae as applied to one community can then be used to derive estimators of species richness and to examine their performance. The approach is also extended to obtain simple and new estimators for the number of shared species in two communities. The replicated species incidence data recorded by competing teams of the Hong Kong Big Bird Race for the years 1999 and 2000 are used to estimate the number of resident birds in Hong Kong and to illustrate the method of estimation.     

理工科本科专业教学规范统一性与多样性关系的研究

专业教学规范的研究有利于规范我国高等教育的人才培养。如何使统一的专业教学规范适应于不同类型、不同层次本科院校的需要,是专业教学规范研究和建设过程中仍需进一步探索和研究的重大问题。本文在分析社会对人才需求、高等学校类型与层次的基础上,提出了专业教学规范统一性与多样性的研究思路,并对处理统一性与多样性关系和多样性的实现途径提出了建议。     

Emerging Systemic-Structural Threats to Workforce Diversity: Beyond Inadequate Agency

Abstract

Certain equal employment opportunity and workforce diversity gains may be constrained or reversed unexpectedly in the coming years by long-standing systemic, structural forces, which are beyond the control even of employers who may diligently promote such social change opportunities for women and minorities. Such economic and social forces have independently advanced other important agendas, but now are predicted to interact to create a ‘perfect calm’ of diversity management opportunities. Propositions for examination, as well as research suggestions and implications for managers, policy makers, and affected parties, are suggested.     

解构与重构：“后现代”视域下的当代大学师生交流

当代大学生具有很明显的“后现代”思想特质：倡导对话、多元性，强调民主平等，反对权威、中心主义，充满怀疑、批判与颠覆精神。面对这样一个特殊群体，作为教师，应该思考如何与他们进行知识与思想的交流以及如何减少师生矛盾。大学师生交流应该建立在对双方个性、观念和思想的认识与评估的基础之上，充分尊重与理解对方，倡导对话、探讨和反思，树立开放性的、多元化的交流模式，进而构建民主平等的师生交流。     

The Journey to Inclusion

ABSTRACT

This article examines the effectiveness of a standing committee on diversity in addressing issues of diversity in a predominately white school of social work in the Midwest. The work of this committee is viewed through the lens of a transformational model of diversity. A transformational model of diversity refers to moving organizations from an ethnocentric paradigm to the infusion of diversity at every level of the organization. This moves beyond an affirmative action approach, in which success is measured by representation alone, to one of full incorporation, in which the roots of the organization are grounded in liberatory worldviews. This is the second study in a series on “The Illusion of Inclusion”(Roberts & Smith, 2002). This qualitative study is based, in part, on a survey of faculty and staff perceptions of the mission, vision, and actions of the committee on diversity over its 30-year history. It was discovered that while diversity committee did have a role to play in the journey toward inclusion, its work and to some extent, its leadership were marginalized. Participation in the committee was alternately a source of fulfillment and great stress for its members. Themes associated with membership and leadership, ownership, operationalizing the mission, and the demise of the committee are highlighted. The authors offer suggestions for moving academic organizations beyond illusion toward infusion and full incorporation from African-centered, alternative, and liberatory paradigms.     

论高等教育多样化发展与创新型人才培养——基于生物多样性视角

生物的多样性是自然界在不断变异中求发展的规律,教育的多样化体现了人类教育发展与创新的规律.高等教育是培养创新人才的基础,在建设创新型国家中承担着重要的使命.因此,高等学校必须采取多样化的发展方向,结合自身的条件和优势选择定位,最终构成全社会多样化网络交叉的高等教育体系,为国家和社会培养出更多高质量的、创新型的杰出人才.     

Innovation and Diversity Redux: Analyzing Musical Form and Content in the American Recording Industry, 1990–2009

Using the American recording industry as a case study, this article analyzes innovation and diversity concurrently and outlines the analytical purchase gained from doing so; examines the effects of performer incumbency and combinatorial role patterns, thereby offering an empirical application of the “role as resource” perspective (Baker and Faulkner 1991 ); and provides data on an underexplored era in which the emergence of digital technology has had wide‐ranging repercussions. Regressing measures of innovation (form) and diversity (content) on incumbency status and combinatorial role patterns reveals that innovation and diversity operate through distinct collaborative patterns. New artists are found to be carriers of musical innovation, and while performing artists with autonomy over the roles of songwriter and producer are more likely to be progenitors of musical diversity, innovation emerges from role specialization. Artistic roles and performer attributes, moreover, come together in particular ways to influence diversity and innovation depending on the environmental context. Post compact disc (CD) format era, innovation wrought by producer specialization is predominant, but the music is devoid of diversity. I conclude by arguing that the manner in which configurations of diversity and innovation interact has implications both for cultural production and reception.     

India: Keystone of the British Empire

Teaching about diversity and respect for others is a challenging task for today's educators—especially at the middle school level. This article describes successful attempts to do so at the sixth-grade level. These real-life experiences enhanced classroom learning and reached out to the community. The author hopes that other educators will duplicate this endeavor. Although the lessons described focused on the Lakota nation, educators can teach about any tribal culture by using this approach.