The ELDERHOSTEL philosophy

This paper describes the philosophy of ELDERHOSTEL, an organization which began in 1975 with five colleges in New Hampshire offering a total of 15 weeks of higher education programs for persons 60 years of age and older. By the summer of 1979, more than 500 weeks of ELDERHOSTEL programs were being offered at 235 college and university campuses in 37 states.Martin P. Knowlton is Director of the New England Center for Social Invention and a founder of ELDERHOSTEL.     

参与、主体的参与和主体性参与的涵义

参与是主体对活动的能动性作用的过程,是能力和倾向的统一。它是共在的人在活动中的一种倾向性表现行为。主体的参与是人作为主体而发出的参与行为。当社会发展到不是以财富为中心而是以人为本的阶段时,确立社会成员的主体地位就成了时代哲学的一个主题。主体的参与是主体确立其地位的重要保证。"主体性"与"参与"的结合是马克思主义科学实践观与人的主观能动性联姻的结果,是实现活动有效性的要求。     

PARTICIPATION OF WOMEN IN HIGHER EDUCATION

After a brief historical review, the author describes the legal, cultural and economic elements that brought women into US higher education in such big numbers. She also discusses the professional situation of women after graduation and reviews major problems awaiting a solution

Mrs. Nancy Tapper is executive vice‐president of the Centre for Social Redesign, Oakland, California. Trained as a mathematician she is a former professor and college president     

PARTICIPATION OF WOMEN IN POLISH HIGHER EDUCATION

The article analyses the progress in the participation of women in Polish higher education, with respect to different fields of study and their position in graduate studies, as well as in professional life, where she underlines the dangers of the feminization of certain professions

Mrs. Jablonska‐Skinder is scientific secretary of the Institute of Science Policy, Technological Progress and Higher Education, Warsaw, Poland     

PARTICIPATION OF WOMEN IN HIGHER EDUCATION IN HUNGARY

Mrs. Deri, after stating that in Hungary today there is a satisfactory number of women students in higher education, splits up the total figures for women students at university into fields of study and shows which ones women usually prefer. She then reviews briefly the results of a sociological survey concerning various questions related to women in higher education, before and after graduation, their professional choices and career opportunities

Mrs. Vera Deri is attached to the Pedagogical Research Centre for Higher Education, Budapest, Hungary     

非职业法官对司法裁判的参与

法律的复杂性使司法裁判成为一般人无法涉足的领域,只有少数经过系统学习和严格训练的职业法官,才具有足够的知识和经验从事司法裁判活动。然而,在法治国家中,长期存在着非职业化的普通人参与司法裁判的实践。这种同司法精英化现象并存的司法民众化现象,已经成为一国司法民主的重要体现。并在国家的司法权力运作中发挥着重要的作用。笔者尝试在本文中对非职业法官参与司法裁判活动的理论及现实意义进行论述,并通过对非职业法官参与司法裁判方式的比较研究,反思中国司法的精英化和民众化问题,希望对中国司法制度的发展有所贡献。     

EDUCATING FOR FORMATIVE PARTICIPATION IN COMMUNITIES OF FAITH

Participation is commonly desired in and out of faith communities. Garnering formative participation entails inviting and empowering others to participate in shaping and defining a community's identity. A community that invites formative participation may empower itself to likewise participate in formative ways in its wider communities. Such participation, at all levels, may be seen as participation in God's ongoing creation, part of our calling as beings created in the image of a creating God. Formative participation should and can be a central goal of education in the church. This article offers images and possibilities for educating for formative participation.     

弱势群体政治参与的现实意义

转型时期凸现的弱势群体问题是我国社会主义现代化建设所面临的一个突出问题,解决弱势群体问题对构建和谐社会具有重大现实意义,而弱势群体的政治参与是解决弱势群体问题的关键。弱势群体的政治参与,是社会主义民主政治的必然要求;是实现社会政治稳定,促进经济发展的前提;也是实现社会公平和正义的基本途径。     

CHARTING THE OUTCOMES OF AN INTERDISCIPLINARY SUMMER INSTITUTE ON GERONTOLOGY

The multiple and complex needs of the elderly require interdisciplinary collaboration among many different professionals to provide comprehensive care. As a result, educators must develop interdisciplinary programs and learning experiences that address educational needs and facilitate a better understanding of the various roles and expertise of providers from many fields. Using the framework of a program evaluation model, the Charting the Outcomes of Educational and Clinical Approaches model, this article addresses the outcomes and effects of an interdisciplinary approach to continuing gerontological education used by one summer institute on gerontology. Over its 12‐year history, this institute has attracted more than 2,600 participants from many professions and occupations. The interdisciplinary approach of the Summer Institute has been evident in its planning committees, the delivery of diversified programs by a variety of providers, the facilitation of informal networking among registrants, and the organization of group discussions that bring together professionals and learners from different disciplines to communicate and collaborate on mutual concerns regarding aging issues. One theme on case management, which addressed policy and practical issues related to service delivery for the elderly, was presented by representatives from academia, government, the nonprofit service sector, and consumers to an audience of providers from various fields including business, gerontology, health promotion, nursing, occupational therapy, psychology, recreation, social work, and sociology. Thesue cess of the interdisciplinary approach to gerontological education used by the institute has helped to establish McMaster University as a Canadian leader in this field of continuing education.     

AN INVESTIGATION OF RELATIONS AMONG ACADEMIC ENABLERS AND READING OUTCOMES

The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores.     

PARTICIPATION OF USA UNIVERSITIES AND COLLEGES IN CONTINUING EDUCATION PROGRAMMES

The concept of lifelong education encompasses a number of different types of educational programmes e.g. adult education, recurrent education as well as continuing education. The official legal definition of continuing education in the USA Educational Amendments of 1976 to the Higher Education Act states: “Continuing education programme” means post‐secondary instruction designed to meet the educational ‘ needs and interests of adults, including the expansion of learning opportunities for adults who are not adequately served by current educational offerings in their communities.

The following article presents participation by the US universities and colleges in this form of higher education. It is based oh the paper written by Dr. Rosalind K. Loving, Dean of the College of Continuing Education, University of Southern California and presented during the Salzburg Seminar on Continuing Education which was held from 6 to 26 August 1978 in Salzburg (Austria).