Trends in the Race and Ethnicity of Eminent Americans

During the last several decades, the ethnic and racial composition of the American elite has changed to include some ethnic minorities and women. This study examines changes in the composition of one segment of the American elite: those who have obtained eminence in their occupations. Lieberson and Carter's study of the ethnic composition of eminent Americans, using Who's Who in America, is replicated with data from the 1990s (Lieberson and Carter, 1979, American Sociological Review 44:347–366). In addition, comparisons between blacks listed in Who's Who in America and blacks listed only in Who's Who among Black Americans are made. During the 20 years since Lieberson and Carter's study, Jews have made remarkable gains in eminent membership, while the rate of black representation has increased only moderately. Women are a small percentage of the eminent regardless of ethnicity, although black women are better represented than their counterparts in white ethnic groups.     

后现代主义教育观对旅游教育的启示

本文论述后现代主义教育观对旅游教育产生的有益启示。     

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.     

创新管理思维,引导我市课改实验的内涵性发展

教育管理思维决定着课程改革的组织形式、实验的有序开展和课程的内涵性发展。在课程改革中,教育管理思维的创新关系到三个方面:一是在理论探索的层面上,审视新时期人本主义教育思潮,接纳“以学生的发展为本”的时代观念;二是在实践操作的层面上,以优化课堂教学为中心,倡导自主、探究、合作的教学方式;三是为培养适应时代要求的教师队伍,促进专业发展,提高教师综合素质。     

维护校园网络环境纯洁促进教育管理工作发展--网络文明调查带来的思考

通过调查,掌握第一手资料,了解目前我院校园网络中存在的问题与不足,并从我院的实际出发,结合学生教育管理工作的特点,提出了一些创造性的观点与建议,为我院学生教育管理工作更好开展提供了借鉴.     

Trauma Events, Residence in Refugee Camps, and Educational Attainment as Predictors of Trauma Symptoms of Albanian Refugees in Macedonia

Adult members of 79 Albanian families who had fled from Kosovo to Macedonia during the immediate postwar period (June–August 1999) were interviewed. In conjunction with therapeutic intervention, the Harvard Trauma Questionnaire (HTQ) and the General Health Questionnaire (GTQ) were administered. Trauma symptoms as measured by the HTQ and psychological distress as measured by the GHQ were highly correlated. The best predictor of psychological distress was severity of the trauma experienced. Refugees with high educational attainment had fewer trauma symptoms than those with lower educational attainment. Refugees who lived with host families in towns showed fewer trauma symptoms than those who lived in camps, but they were also more highly educated. The results of hierarchical multiple regression analyses suggested that educational attainment may mediate the effect of place of residence. Educational attainment may be an indicator of resourceful and effective coping strategies that ameliorate the effects of trauma.     

高职任务驱动式教学改革实践初探

高等职业教育的改革对传统课堂面授知识的教学模式提出了挑战，高等职业教育应打破传统的单一课堂教学模式，把课堂搬到企业中，针对企业的需求进行教学与实践，以“企业的需求”为任务驱动教与学，并贯穿于教学的全过程。     

浅谈中外合作办学学校需妥善处理的三方面关系

中外合作办学是中国教育国际化战略的重大探索,也是一项教育系统工程。中外合作办学学校作为教育实施的主体,妥善处理与政府教育主管部门、学生及其家长、行业中介组织的关系,是学校健康和谐发展的关键。学校要在政府的宏观调控下承担教育主体的责任;维护受教育者权益,创建学校的教育品牌;并注意适当发挥行业中介的作用。     

家庭档案及其教育功能探析

家庭档案在人们社会生活中的重要作用日益凸显;就教育功能而言,突出地表现在家庭档案可以提供德智体、美育、心育等方面的教育内容;同时,家庭档案也是一种积极有效的教育手段:能促进自主学习与自我教育,有利于家庭积极参与社区教育和社会主义精神文明建设;能促进学校的教育教学工作,有利于家教合作。档案部门、家庭、学校等有关方面应积极协作,加强宣传力度,加强公众的档案意识,向公众提供建设家庭档案的业务指导,加强家庭档案的建设,以充分发挥其教育功能。     

Progress and cumulation in the human sciences after the fall

What do we mean by progress and cumulation in the social and human sciences? Recent thinking in the philosophy and history of science has led to an abandonment of some versions of logical positivism and of verificationism that had a strong deductive and theory testing orientation. What is to replace them is less clear. This paper argues that progress and cumulation can be seen as a process of evaluation and retention within an epistemic community. Scholarly disciplines differ in their social structure and in their epistemic and normative commitments. Since sociology is a fragmented discipline, progress and cumulation differ within its multiple subdisciplines, which to varying extents represent epistemic communities. Brief sketches of progress (advance) and cumulation in several subdisciplines are offered.