地学专业研究生就业影响因素的实证调查分析——以科研院所为例

基于对科研院所地学专业研究生就业的实证调查,系统分析了影响研究生就业能力的各种因素,剖析了研究生对提升就业竞争力的需求。调查结果表明,研究生衡量就业的重要动因是个人的发展空间和收入与福利;影响就业能力的关键因素是个人能力;同时研究生对就业指导、职业培训需求强烈。对此,科研院所应主动适应社会需求,改进培养机制,重视就业指导工作,逐步提升研究生的就业竞争力。     

努力搞好毕业研究生的就业工作

随着高校毕业生就业制度改革的不断深化,经过多年培育的毕业生就业市场已见雏形,毕业生就业呈竞争态势,毕业生、用人单位、学校都不同程度地参与了竞争。由于地学研究生的学科、专业特点,其就业的难度更大。因此,如何解决好就业工作中的“难关”,值得研究和探讨。     

高校土地资源管理专业毕业生就业现状分析及建议

据了解,我国有近百所高等院校设立了土地资源管理专业。土地资源管理专业的毕业生就业有着自身行业上的特殊性,它既是一个专业特点较强,又是一个涉及学科较多的公共管理类专业。那么在新的社会发展形势下,土地资源管理专业的毕业生就业情况需要不断进行总结探析,从而更好地促进本专业大学毕业生的及时就业和合理就业,并对其他学科的专业建设和毕业生就业提供有益借鉴。     

对我国教育学硕士研究生就业难问题的思考

随着高校毕业生就业政策的调整和高等教育规模的不断扩大,硕士研究生的就业形势日益严峻,而教育学硕士研究生比其他专业硕士研究生就业情况更为严峻。就教育学硕士研究生就业的现状进行了阐述,并对其就业难的影响因素进行了多方面的分析,并根据这些影响因素分别提出了有效的解决对策。     

今年普通高校毕业生107万

从教育部获悉,今年全国预计有普通高等学校毕业生107万,其中本专科毕业生约101万,毕业研究生约6万。据悉,今年毕业生就业形势依然比较严峻,教育部要求各级政府及各部门大力支持和指导毕业生就业工作,加大高等学校毕业生就业改革力度,进一步完善在国家宏观     

基于行业需求的硕士研究生就业能力研究 ——以地学领域为例

就业能力具有行业特性.从地学领域用人单位需求出发,构建地学领域硕士研究生就业能力结构,并对比分析硕士研究生就业能力现状,针对问题及不足,从夯实地学专业基础知识、切实完善野外实践环节、加强实验室能力培养等几方面,提出提高地学领域硕士研究生就业能力的建议.     

大学生就业状况调查

正又到一年就业季,从今年就业形势来看,不亚于去年"最难就业季",形势依然十分严峻,但是在不同的专业之间,高职高专、本科、研究生之间在就业状况上又有很大的差异。对大学生就业状况进行系统科学的摸底调查可以为更好地做好高校毕业生就业工作提供参考与借鉴,同时也可以帮助广大毕业生认清当前的就业形势,进而更加客观理性地面对就业。     

研究生就业现状与思想政治教育对策探析

目前,随着高校扩招规模的不断扩大,普通高校毕业生逐年增加,本科毕业生就业竞争日趋激烈。为规避就业紧张形势,考取硕士研究生继续学习的本科毕业生越来越多,这样导致研究生招生规模也水涨船高。硕士研究生毕业生总数不断突破历史新高,导致研究生就业形势日益严峻。为做好研究生就业工作,首先需要对往年就业现状进行详细分析,然后针对存在问题制定相应解决对策。正是基于此,以北京语言大学为例分析其外语类硕士研究生近三年就业现状,并从思想政治教育角度提出若干就业对策。     

硕士研究生就业形势分析

社会的不断发展为硕士毕业生提供了良好的就业氛围,但是随着研究生就业群体的扩大和供求形势的变化,研究生的就业也存在着一些问题.本文分析了当前硕士毕业生就业的有利形势和存在的一些问题,并就此提出了改善这种局面的一些措施.     

市场需求为导向的高校音乐课程改革

现代大部分的毕业生都面临着就业问题,特别是音乐专业的学生,该专业的毕业生就业形势比较严峻。随着我国经济的飞快发展,高校的建设力度不断加大。大部分的高校都在扩招学生,毕业生就业问题已经是人们十分关注的焦点。     

@MIT research centre at Delft University of Technology： A bridge between research, education, society and profession

In 2006, we launched the @MIT Research Centre （Modification, Intervention Transformation） at the Faculty of Architecture at Delft University of Technology. @MIT was founded to respond to the need for an integrated, multi-disciplinary approach to the transformation of the built environment. @MIT aims to bring momentum to the renewal of education and research, and sees improved relations between the scientific and the professional community as a key step in this process. The @MIT research programme stands at the epicentre of the current debate on continuity and change in architecture and construction. The conservation and transformation of existing objects is becoming more and more of a necessity, with social, economic and cultural implications. @MIT builds the bridge successfully between the profession, the society, education and research.     

Puppets in science lessons Experiences and stories from Norwegian teachers who are using puppets

Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science.     

The effects of globalization phenomena on educational concepts

It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globafization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question： Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense？ The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address （global） conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality.     

Values—— A study of teacher and student perceptions in four countries

The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120 undergraduate students from Germany. The faculty sample included 60 teachers from Japan, 60 teachers from Bangladesh; 60 teachers from USA, and 56 teachers from Germany. To identify the value preferences of the individuals a list of 10 values, pro-social, achievement, power over others, security, self direction, otherworldliness, fatalism, narcissism, inner directed, and conservative, based on previous values studies by Singh and Parek were prepared. The first five values were identified in previous studies as functional （Singh, 1975） and other five were identified as dysfunctional （Parek, 1988） in the context of national development of Asian cultures. The results revealed that Bangladeshi students held stronger preferences for values identified as functional values than for those identified as dysfunctional. Japanese students indicated stronger preferences for the values identified as functional values except narcissism. The American students indicated a preference for three of the five values identified as functional but also ranked narcissism and other worldliness as third and fifth preferred values respectively. German student showed a preference for functional values, except narcissism which they also ranked as third. Bangladeshi teachers＇ preferences for functional values were higher than dysfunctional values. Japanese teachers indicated a preference for functional values except narcissism. American teachers preferred functional values except other worldliness. German teachers＇ value preferences were also functional, except for narcissism which they ranked as fifth. Students and teachers in the four countries sampled indicate preferences for values identified as functional with few exceptions. This research suggests that value preferences among university students and teachers are more similar than different, suggesting a homogenizing effect （Boli, 2005） on human values.     

The use of music to teach life skills to students with emotional disabilities in the classroom

This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement.     

Developing schools as professional learning communities： The TL21 experience

Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as ＂active learning communities＂. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and so that meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century （TL21） was a 4-year （2003-2007） multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth （NUIM） and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process.     

Promoting accountability and enhancing efficiency： Using national education accounts to track expenditure flows

Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA （National Education Accounts）, which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the ＂financial pulse＂ of an education system, answering 4 key questions： Who is financing education？ How much do they spend？ How are funds distributed across different education providers, levels and activities？ Who benefits from or receives the services？ NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies.     

论天人合一与书法艺术的审美关系

天人合一作为一种文化的终极理想和核心精神,对中国传统艺术有着广泛而深刻的影响。书法艺术作为汉民族对人类的伟大贡献,具有鲜明的民族特性。因而,它受文化终极理想和核心精神的影响和渗透就更加深入和典型,甚至呈现出具体意义上的种种对应关系。书法取法汉字的生命,又创造了汉字的新生命,使之成为真正有意味的生命的形式,而在这种生命形式深处所蕴藏的,则是中国文化的天人合一理念。     

Measuring success： Evaluating educational programs

This paper reveals a new evaluation model, which enables educational program and project managers to evaluate their programs with a simple and easy to understand approach. The ＂index of success model＂ is comprised of five parameters that enable to focus on and evaluate both the implementation and results of an educational program. The integration of these parameters forms a complete and comprehensive picture, which in turn provides the most information on the success or failure of the program. The parameters are： （1） the relevance index, referring to an evaluation of predefined objectives; （2） the efficiency index, referring to the fiscal efficiency of the program; （3） the effectiveness index evaluating the attainment of the program＇s objectives; （4） the impact index gauging the effect on the consumers, for whom the program is undertaken; and （5） the final parameter is the program＇s sustainability index. Since Israel＇s education strategy currently leans towards site-based monitoring and evaluation, such a model can potentially be of great help to school management and staff.     

Downtown Elementary School （DES）： The unique school that juxtaposes both magnet and professional development school （PDS） programs

The objective of this paper is to explore the operation of magnet and professional development school （PDS） programs in a real life situation using an ethnographic study of Downtown Elementary School （DES-a pseudonym） that simultaneously operates as a PDS and a magnet school. The author spent almost three years at DES, located in the Southern United States, collecting data through participant observation, interviewing, and document collection. The purpose is to provide answers to compelling questions such as： What does it mean to have both magnet and PDS programs operating simultaneously in the same school as in the case of DES？ What can be learned from the experiences of the unique school-DES？ The paper provides an outline of both magnet and PDS programs and their operations at DES and analyzes how these programs are interrelated and intertwined. Some of the outcomes indicate that DES is about the only school in its locality that juxtaposes two innovative school reform programs. These programs impede each other＇s progress sometimes and in some cases feed off each other. There is a lot to be learned from the unique experiences of DES. Coupled with other conclusions, the author concludes that, PDSs, as school restructuring projects are intertwined with magnet schools＇ reform activity which is motivated by the drive to provide equity of opportunity to learn, particularly for poor, minority and black students in mostly urban areas who are at a disadvantage for various reasons. The final section of the paper takes a critical look at the issues at stake through the lens of critical multiculturalism.