推进教育公平促进民族教育均衡发展

教育公平是社会公平的基础,民族教育的均衡发展关系到整个社会的良性运行与和谐发展。在对教育公平及教育均衡发展进行阐述的基础上,从民族教育的基础、教育资源供给与配置、经济发展等几个维度对民族教育非均衡发展进行了分析,并提出抓住西部大开发的有利契机,加大民族教育投入力度;推行"民族教育优先发展区",促进民族教育跨越发展;完善教师培养、流动机制,为民族教育提供师资保障等几项措施,促进民族教育均衡发展。     

Decision Making for Group Risk Reduction: Dealing with Epistemic Uncertainty

Group risk is usually represented by FN curves showing the frequency of different accident sizes for a given activity. Many governments regulate group risk through FN criterion lines, which define the tolerable location of an FN curve. However, to compare different risk reduction alternatives, one must be able to rank FN curves. The two main problems in doing this are that the FN curve contains multiple frequencies, and that there are usually large epistemic uncertainties about the curve. Since the mid 1970s, a number of authors have used the concept of “disutility” to summarize FN curves in which a family of disutility functions was defined with a single parameter controlling the degree of “risk aversion.” Here, we show it to be risk neutral, disaster averse, and insensitive to epistemic uncertainty on accident frequencies. A new approach is outlined that has a number of attractive properties. The formulation allows us to distinguish between risk aversion and disaster aversion, two concepts that have been confused in the literature until now. A two‐parameter family of disutilities generalizing the previous approach is defined, where one parameter controls risk aversion and the other disaster aversion. The family is sensitive to epistemic uncertainties. Such disutilities may, for example, be used to compare the impact of system design changes on group risks, or might form the basis for valuing reductions in group risk in a cost‐benefit analysis.     

Researching Within‐Household Distribution: Overview,Developments, Debates,and Methodological Challenges

Research into intrahousehold finances challenges key assumptions about the family as a unitary whole, investigates the extent of sharing within it, examines mechanisms of control and allocation of resources, and reveals the personalized nature of different monies. This article presents an overview of research on within‐household distribution (understood as both outcome and process). It discusses major questions addressed, including inequalities between (gendered) individuals and the potential reasons for these. It outlines significant developments and debates, within qualitative research in particular, in relation to the unit of analysis (traditionally, the married couple), the texture and meaning of financial dealings within couples, and the tensions between autonomy and equal sharing as values. It then discusses several key methodological challenges, and concludes by highlighting some policy implications of central research messages. Throughout, it draws on and discusses the other articles in this special section, which explore key methodological issues in researching within‐household distribution.     

When Getting Something Good is Bad: Even Three‐year‐olds React to Inequality

Fairness is central to morality. Previous research has shown that children begin to understand fairness between the ages of four and six, depending on the context and method used. Within distributive contexts, there is little clear evidence that children have a concept of fairness before the age of five. This research, however, has mostly examined children's explicit verbal responses to questions about unequal distributions—a method that often underestimates children's knowledge. In the current study, we instead examined emotional and behavioral signs that children notice and dislike inequality. We distributed an unequal number of rewards (stickers) among pairs of children (the ages of three to five years) and probed their responses to the inequality. Both implicit and explicit measures revealed that children as young as three years old notice and react negatively to an unfair distribution, particularly when they receive less than their partner. The few age trends that were found involved verbal (explicit) responses, providing evidence that although children do not explicitly talk about fairness until the age of five or six, this talk is an effort to explain emotional reactions that emerged earlier in development.     

Is a good deal always fair? Examining the concepts of transaction value and price fairness

Previous research has shown that if consumers are aware that they are paying more than another customer for a similar transaction, then they may perceive the price to be unfair. A concept closely related to fairness is transaction value, defined as consumers’ perceptions of the psychological satisfaction or pleasure from taking advantage of a price deal. In this research, we conceptualize that although consumers’ perceptions of price fairness and transaction value share many similarities, nevertheless there are also important differences. Using three studies, we empirically examine these differences. We show that although a “bad deal” is typically perceived to be an unfair price, a “good deal” is not necessarily perceived to be the fairest price.     

The Use of Individual and Societal Risk Criteria Within the Dutch Flood Safety Policy—Nationwide Estimates of Societal Risk and Policy Applications

The Dutch government is in the process of revising its flood safety policy. The current safety standards for flood defenses in the Netherlands are largely based on the outcomes of cost‐benefit analyses. Loss of life has not been considered separately in the choice for current standards. This article presents the results of a research project that evaluated the potential roles of two risk metrics, individual and societal risk, to support decision making about new flood safety standards. These risk metrics are already used in the Dutch major hazards policy for the evaluation of risks to the public. Individual risk concerns the annual probability of death of a person. Societal risk concerns the probability of an event with many fatalities. Technical aspects of the use of individual and societal risk metrics in flood risk assessments as well as policy implications are discussed. Preliminary estimates of nationwide levels of societal risk are presented. Societal risk levels appear relatively high in the southwestern part of the country where densely populated dike rings are threatened by a combination of river and coastal floods. It was found that cumulation, the simultaneous flooding of multiple dike rings during a single flood event, has significant impact on the national level of societal risk. Options for the application of the individual and societal risk in the new flood safety policy are presented and discussed.     

校园伤害事故中“公平责任原则”的立法必要性及实施策略

教育部颁布的<学生伤害事故处理办法>,为校园学生伤害事故的处理提供了法律依据.但在现实生活中,因学生身体生理有缺陷、智力有障碍或者患有特殊疾病突然死亡及学生在学校发生意外伤害事故,对该事故的发生双方当事人均没有过错,或者有过错的当事人逃逸,长期下落不明,为了使受害学生的损失得以补偿,就需要采用公平原则作为过错责任原则的补充.具体而言,在实践中可以采取以下方式:学校侵权赔偿社会化:对生理有缺陷、智力有障碍、身体不健全的学生采取特殊的教育和保护;对学生进行特殊疾病的预测和防范教育,使之制度化:提高教师的法律责任意识,防止侵权事故的发生.     

Korean Children's Evaluation of Parental Restrictions Regarding Gender‐stereotypic Peer Activities

Korean children's evaluations of parental restrictions of children's activities based on gender stereotypic expectations were investigated. Third and sixth grade Korean (N = 128) children evaluated scenarios in which a boy or girl desired to play ballet or soccer. Participants used stereotypes to support children's desires to play gender‐consistent activities and adhered to parental authority for choice of gender‐consistent social activities. Yet, they also rejected parental decisions to treat sons and daughters differently based on the view that it would be unfair. Stereotypic expectations decreased with age and were used more by boys than by girls when evaluating exclusion. The results are discussed in terms of exclusion, development, and culture.     

加强法制建设推进和谐社会的构建

和谐就意味着安定、有序、各种因素相互协调.而这一切的实现都要依赖于统一、明确、合理的社会规则的确立,因而加强社会主义法制建设就成为构建社会主义和谐社会的前提和保障.本文从和谐社会首先应该是法治社会,法制建设是实现 "法治" 这一总要求的具体途径和基础性工作;构建和谐社会,加强法制建设的途径;构建和谐社会,加强法制建设中的薄弱环节等方面论述,提出了构建和谐社会法制建设必须先行这一论点.     

高等教育的公平与效率

该文就高等教育的商品性、市场规则等方面 ,从理论上探讨了高等教育的公平与效率