民办高等教育发展的动因分析与对策

从制度安排论、需要驱动论和机制优势论三个方面对民办高等教育发展的主要动因进行了分析,在此基础上对民办高等教育的今后发展提出了建议。笔者认为,在充分认识市场和民办高校的作用、要求、特征、规律的基础上,政府对民办高等教育发展合理规划,以适当的方式促进和规范民办高校的运行,对民办高等教育的发展至关重要。     

以人为本的教育理念与高校德育

把学生培养成全面、协调发展的人;重视学生在教育、教学中的主体地位;尊重并合理地引导每一个学生的个性和差异性。高校德育要贯彻和落实以人为本的教育理念需要从思想认识上解决“三个统一”:德育本身是目的与手段的统一;德育对象是权利与义务的统一;德育出发点是理想与现实的统一。     

论孔子的素质教育思想

孔子的教育对象观、教育目标观、教育方法观以及他的因材施教的教育实践,都体现出素质教育的特征,我们应当重视并借鉴,以便更好地为我们今天的素质教育服务。     

大学生德育实践活动的审美转化

德育的过程是一个蕴涵美、展示美、发现美、实现美和创造美的过程。德育实践活动应当不断引导大学生去感知、体验和领悟德育过程各个环节中的美感,从而建立真正综合性、系列性、多功能的审美化的德育实践活动。     

Breaking through the silence in antenatal care: Fetal movement and stillbirth education

BackgroundFetal movements are a key indicator of fetal health. Research has established significant correlations between altered fetal activity and stillbirth. However, women are generally unaware of this relationship. Providing pregnant women with information about the importance of fetal movements could improve stillbirth rates. However, there are no consistent fetal movements awareness messages globally for pregnant women.AimsThis study aimed to explore the antenatal care experiences of Australian mothers who had recently had a live birth to determine their knowledge of fetal movements, the nature and source of that information.MethodsAn online survey method was used for 428 women who had a live birth and received antenatal care in Australia. Women’s knowledge of fetal movements, stillbirth risk, and the sources of this knowledge was explored.FindingsA large proportion of participants (84.6%; n = 362) stated they had been informed by health care professionals of the importance of fetal movements during pregnancy. Open-ended responses indicate that fetal movements messages are often myth based. Awareness that stillbirth occurs was high (95.2%; n = 398), although, 65% (n = 272) were unable to identify the current incidence of stillbirth in Australia.ConclusionWomen who received antenatal care have high-awareness of fetal movements, but the information they received was inconsistent. Participants knew stillbirth occurred but did not generally indicate they had obtained that knowledge from health care professionals. We recommend a consistent approach to fetal movements messaging throughout pregnancy which focuses on stillbirth prevention.     

Status and competitive choice

In this paper, we extend the logic of existing sociological theory on status to explain how status processes can inform selection in competitive choice situations. We argue that in the absence of knowledge about the specific abilities of others and assuming a desire to win, when given the opportunity to “pick their battles,” people will draw on overt status differences as a basis for selecting a competitor from a pool of possible competitors. Results from three studies indicate that, as predicted, status differences affect competitor selection, with individuals choosing to compete against those who are relatively lower status based on diffuse characteristics. Moreover, consistent with expectation state theories, results from two studies show that the expectations that people form for their potential competitors based on status differences mediate this relationship. We conclude by discussing the implications of this research.     

晚清留日回族学生与辛亥革命——基于“留东清真教育会”会员史迹的考察

在中国伊斯兰教和回族历史中,留东清真教育会的组建及其刊物《醒回篇》的发行,以及其爱国爱教的思想颇受后世关注,但其成员与辛亥革命的关系一直没有得到深入的研究和讨论。本文考订留东清真教育会主要成员事迹,探析其与同盟会的关系,发掘其成员归国后在各省光复运动中的表现,揭示晚清回族留日学生与辛亥革命的关联,认为该会是受孙中山民主革命思想的影响创立的一个革命团体。留东清真教育会成员的行动,体现了近代回族的文化自觉和国家认同,从一个侧面反映出民主共和观念对多民族国家少数民族发展的影响。     

Changing effects of family background on transitions to secondary education in the Netherlands: Consequences of educational expansion and reform

Recent developments in educational transitions research suggest a decomposition of qualitative dimensions within educational levels that are (nearly) universal. However, research on long-term trends of social stratification in the structurally tracked educational system of the Netherlands has not been published previously. In the Netherlands, the secondary educational level is divided into four hierarchical tracks which each lead to different options for subsequent educational decisions. A rapid increase of participation in the higher tracks over time however, may have changed the background-specific distribution of early track placement. This paper improves upon previous research on educational inequality by incorporating a long-term perspective into tracking research. The secondary level of the Dutch educational system is decomposed into its four tracks, using a time frame that covers cohorts that entered secondary education between 1946 and 1998. The application of multinomial logit regressions reveals that the choice of a secondary track is strongly depending on social background features, measured as education of the parents and occupational status of the father. We found linear downward trends of effects for fathers’ occupation in the intermediate tracks for the cohorts that entered secondary education between WWII and the 90s. The effects of parental education also decrease after WWII, but the trend is curvilinear and not enduring. Unexpectedly, the effects almost reach their previous level in the youngest cohort. Our results furthermore suggest that a controversial reform of the educational system in 1968 neither triggered nor accelerated equalization of secondary education, although it resulted in a growth of participation in senior general education (HAVO).     

Nominal comparability is not enough: (In-)equivalence of construct validity of cross-national measures of educational attainment in the European Social Survey

Educational attainment is a core social background variable covered in each and every survey of individuals. Since educational institutions and qualifications are difficult to compare across countries, cross-national surveys pose a particular challenge to the measurement of educational attainment. This study performs a comparative construct validation of a number of cross-national measures of education using the European Social Survey. The measures comprise two versions of the International Standard Classification of Education (ISCED), the education scheme developed in the project ‘Comparative Analysis of Social Mobility in Industrial Nations’ (CASMIN) and hypothetical as well as actual years of education. The first ISCED measure corresponds to the well-known main ISCED levels. The second one, the European Survey Version of ISCED (ES-ISCED) developed for this study, represents an effort to reflect different types of education within levels of education by considering ISCED sub-dimensions, most importantly ‘programme orientation’. Using linear regression models, it is shown how much explanatory power educational attainment loses when different cross-national variables are used, as compared to country-specific educational attainment variables (CSEVs), and how these losses vary across measures and countries. The dependent variable used for the construct validation is social status as measured by the International Socio-Economic Index (ISEI). Results suggest that harmonisation always entails some loss of explanatory power for at least a few countries. However, there are clear performance differences between the comparable measures in terms of both the average amount of losses as well as the distribution of losses across countries. The use of actual years of education as well as the levels-only ISCED strongly attenuates the education-social status association on average, but also to very different degrees across countries. CASMIN and ES-ISCED fare considerably better: they show the lowest losses of explanatory power and the lowest variation of losses across countries. Hypothetical years of education lie in between. Some practical implications are then proposed, e.g. on how to implement cross-national measures of educational attainment in international surveys.     

人口计生宣传教育为“先导”的重心和支点

宣传教育为先导的战略决策,是国家人口计生委党组书记、主任李斌同志2007年年底在河南召开全国农村人口文化建设工作现场会和在宁波市召开全国婚育新风进万家活动经验交流会上提出的重大战略思想。宣传教育为先导战略决策的提出,是在科学发展观指引下尊重思想政治工作、精神文明建设和人口计生工作客观规律,总结正反两方面工作经验教训的必然产物,是今后做好人口计生工作的元点工程。本文主要论述了为什么要先导,先什么、导什么,如何先导三个重大问题。