Field of study variation throughout the college pipeline and its effect on the earnings gap: Differences between ethnic and immigrant groups in Israel

This study demonstrates the analytical leverage gained from considering the entire college pipeline—including the application, admission and graduation stages—in examining the economic position of various groups upon labor market entry. The findings, based on data from three elite universities in Israel, reveal that the process that shapes economic inequality between different ethnic and immigrant groups is not necessarily cumulative. Field of study stratification does not expand systematically from stage to stage and the position of groups on the field of study hierarchy at each stage is not entirely explained by academic preparation. Differential selection and attrition processes, as well as ambition and aspirations, also shape the position of ethnic groups in the earnings hierarchy and generate a non-cumulative pattern. These findings suggest that a cross-sectional assessment of field of study inequality at the graduation stage can generate misleading conclusions about group-based economic inequality among workers with a bachelor’s degree.     

When Working Hard Is Not Enough for Female and Racial/Ethnic Minority Apprentices in the Highway Trades

Drawing on employment records, qualitative interviews, and a survey, we explore the experiences of apprentices in the highway trades in Oregon. We demonstrate that female and racial/ethnic minority apprentices have lower rates of recruitment and retention and disproportionately face challenges with interpersonal interactions, hiring practices, and supervisory practices. Yet, we find a pervasive narrative that attributes apprentices' success to “hard work,” which contributes to the legitimacy of these inequalities. Consistent with the conceptualization of work organizations as inequality regimes, we argue that the apprenticeship system has policies, practices, and ideologies that are on the surface gender and race/ethnicity neutral, yet lead to the perpetuation of inequalities.     

学徒制的教育人道主义研究

教育人道主义精神强调珍视每个人的尊严、权利、自由和价值，把学生、教师当人看，教学为人存在，使人成为人。传统学徒制技艺传承过程蕴涵着丰富的人道主义精神包括：学徒入学的自愿性、学习目标明确性、学习过程的默会性、有合乎时代的文化传承、教学与生活合一、注重自主创新和发展。这些方面在西方现代学徒制中也有较为清晰的体现。我国现代学徒制教育体现人道精神的着力点还包括加强对“师傅”的人文关怀、加强对学生的职业生涯规划指导及职业文化熏陶。     

Beyond Piketty: A new perspective on poverty and inequality in India

The socio-economic literature has focused much on how overall inequality in income distribution (frequently measured by the Gini coefficient) undermines the “trickle down” effect. In other words, the higher the inequality in the income distribution, the lower is the growth elasticity of poverty. However, with the publication of Piketty’s magnum opus (2014), and a subsequent study by Chancel and Piketty (2017) of evolution of income inequality in India since 1922, the focus has shifted to the income disparity between the richest 1% (or 0.01%) and the bottom 50%. Their central argument is that the rapid growth of income at the top end of millionaires and billionaires is a by-product of growth. The present study extends this argument by linking it to poverty indices in India. Based on the India Human Development Survey 2005–12 – a nationwide panel survey-we examine the links between poverty and income inequality, especially in the upper tail relative to the bottom 50%, state affluence (measured in per capita income) and their interaction or their joint effect. Another feature of our research is that we analyse their effects on the FGT class of poverty indices. The results are similar in as much as direction of association is concerned but the elasticities vary with the poverty index. The growth elasticities are negative and significant for all poverty indices. In all three cases, the disparity between the income share of the top 1% and share of the bottom 50% is associated with greater poverty. These elasticities are much higher than the (absolute) income elasticities except in the case of the poverty gap. The largest increase occurs in the poverty gap squared – a 1% greater income disparity is associated with a 1.24% higher value of this index. Thus the consequences of even a small increase in the income disparity are alarming for the poorest.     

复亚半正定矩阵

给出了复亚半正定矩阵的概念，研究了它的基本性质及行列式理论，将Hermite阵的Schur定理，华罗庚定理，Minkowski不等式，凸性不等式，Ostrowski-Taussky不等式推广到了较广泛的复矩阵类，扩大了Minkowski不等式的指数范围，削弱了华罗庚不等式的条件。     

从教育理念的视角解读高等教育大众化

高等教育大众化过程中出现了一系列令人深思的问题,教育理念的陈旧是其中一个重要原因。因此,变革教育理念是适应高等教育大众化发展的迫切要求。本文论述了高等教育大众化进程中转变教育理念的初步设想及其现实意义。     

混合型一阶微分不等式的振动性

研究混合型微分不等式和混合型微分方程给出了(A)没有最终正解,(B)没有最终负解,(C)只有振动解的充分条件.并对常系数的(A)、(B)、(C)给出了相应问题的充要条件,     

Women's Changing Attitudes Toward Divorce, 1974–2002: Evidence for an Educational Crossover

This article examines trends in divorce attitudes of young adult women in the United States by educational attainment from 1974 to 2002. Women with 4‐year college degrees, who previously had the most permissive attitudes toward divorce, have become more restrictive in their attitudes toward divorce than high school graduates and women with some college education, whereas women with no high school diplomas have increasingly permissive attitudes toward divorce. We examine this educational crossover in divorce attitudes in the context of variables correlated with women's educational attainment, including family attitudes and religion, income and occupational prestige, and family structure. We conclude that the educational crossover in divorce attitudes is associated most strongly with work and family structure variables.     

新课程下的教育评价：趋势与走向

论文结合国内外正在进行的评价实践,提出了新课程背景下教育评价新的发展趋势和走向:在评价主体上呈现出主客体之间渗透的互动过程;在评价目标上强调鉴别性与导向性并重;在评价方法上注重质性与量化之间融合的多元化走向;在评价途径上突出目标性和过程性的结合。     

毛泽东"以民为本"思想新探

“以民为本”思想是毛泽东思想的重要组成部分,是中国共产党新民本观的核心内容;全心全意为人民群众谋福利、人民是国家主人、向人民负责、关心人民群众生活、艰苦奋斗、勤俭节约的思想,是构成毛泽东“以民为本”思想的主要方面。