谈西部地区人力资源开发

西部地区人力资源的现状是多样化的，既存在有待于开发的人力资源，又存在整体素质低和人才外流等老问题，，而人力资源开是西部地区崛起的关键，因为，人力资源同物质资源相比是更重要的生产力，这是人们所公认的，所以，西部地区发展教育事业，实施劳动者培训和选拔人才，使用人才是当条之急。     

生态环境与制度安排

生态环境的恶化引起世人瞩目，对恶化的原因，众说纷纭。笔者认为，造成生态恶化的主要原因是人为因素，制度安排的不合理是关键因素，各种不利于生态保护的行为均由低效率制度所引起，再造一个山川秀美的西部，关键在于制度创新。     

SIMONE DE BEAUVOIR: THE PHILOSOPHY OF LIVED EXPERIENCE

Abstract Simone de Beauvoir, best known outside France as a leading modern feminist theorist, is also recognized as a writer of literature, philosophy, and drama. In this essay, James D. Marshall aims to present Beauvoir, not as a mere entry in the history of French philosophy, nor as an under‐laborer to Jean‐Paul Sartre, but as someone who has important philosophical insights to contribute to ongoing debates on the human condition, including those concerned with education. Central to these debates are issues such as what does it mean to be an individual human being and what characterizes the relations between individuals and others and between individuals and society. Marshall argues that Beauvoir can participate in such philosophical and educational debates, for philosophy of education has major interests in such questions as who or what is this “person” whom we profess to be educating, what kind of person or outcome of education is desirable, and in what kind of society should these individuals take part?     

PEDAGOGICAL DESIRE AND THE CRISIS OF KNOWLEDGE

Every voice speaks to particular ways of knowing as it positions the speaker within an epistemological community. Each of our images of what constitutes knowing, and hence knowledge, is part of what structures one's subjectivity: what is valued as truth or discarded as fiction... Views of knowing tell individuals which accounts count and likewise which accounts do not count. Knowledge then, is not so much about immutable truths as it is about “historical products of certain practices.” (Britzman, 1991, p.23‐23)     

KNOWLEDGE AND PROPOSITIONAL FORM: WAYS OF EVALUATING IN THE ARTS AND HUMANITIES

In attempting to understand what we are doing in assessing and evaluating in the Arts and Humanities, it is necessary to clarify and rethink some basic concepts. Amongst these the notion of knowledge and what is involved in knowledge is important, as is our understanding of propositional form. This paper also proposes that 1t would be useful to reconsider the view that there is a necessary dichotomy between the Sciences and the Arts and Humanities.     

THE EDUCATIONAL MEANING OF COMMUNAL LAUGHTER: ON THE EXPERIENCE OF CORPOREAL DEMOCRACY

In this article Joris Vlieghe, Maarten Simons, and Jan Masschelein attempt to articulate a new way of dealing with the public character of education. Instead of discussing laughter as an instrument that one could use to facilitate established educational goals, the authors provide an extensive analysis of the phenomenon of laughter as a specific form of corporeal behavior. Their analysis demonstrates that when we laugh, we give an answer to a disorienting situation, but this answer is not the product of intentional agency. Instead, it consists in the uncontrollable spasmodic contraction of our diaphragm and other impersonal and automatic corporeal reactions. We are thus exposed to an ultimate loss of self‐control. The authors argue further that communal laughter—that is, when the lack of mastery over our own lives becomes a shared experience—results in what they call a “democracy of the flesh.” In this state, it is no longer possible to stick to well‐defined positions, nor is it tenable to defend any hierarchical ordering, including the strict hierarchy we typically find in the context of schooling and education. Common laughter makes equals out of us and grants the possibility of an unforeseen and unimaginable future. For precisely this reason, the authors conclude, communal laughter might be considered as an educational event itself.     

论蒙古族传统生态文化

蒙古族具有独特而丰富的传统生态文化，体现在生产方式、生活方式等诸多方面，既有物质生态文化，也有非物质生态文化。从文化类型讲以狩猎文化类型的生态文化和畜牧文化类型的生态文化为主，同时也有农业文化类型的生态文化。人与自然和谐相处。是游牧文化的按心和灵魂。研克生态文化，对于保护生态环境。构建社会主义和谐社会，都具有重大现实意义。近年来，蒙古族传统生态文化，遇到了前所未有的挑战和冲击。所以，抢救和保护蒙古族传统生态文化，迫在眉睫。     

LIFELONG EDUCATION AND THE UNIVERSITIES OF THE UNITED KINGDOM

The higher education system of the United Kingdom, of which the universities are only part, is changing rapidly. Although broad social conditions explain why universities should be centres of lifelong learning and specific institutional needs are in fact pushing them in this direction, changing demography is only one explanation among many. The kinds of programmes and related policies concerning students, teaching and curricula which are seen as relevant to continuing or lifelong education are widening and diversifying as the political and funding environment of higher education also changes. Research on continuing education and that generated by it are also being perceived differently. The new decade of the 1990's seems likely to witness significant changes in what is identified as continuing education as present trends in favour of integration or mainstreaming accelerate and new arrangements are made for more accessible and flexible forms of study both for degrees and for short courses. This process will be a part of a wider and more fundamental change as higher education moves somewhat towards a mass from an élite model and as the concept of a university and of a university education changes in step behind these changes in practice. The possibility exists that more fundamental changes in the initial undergraduate curriculum will also make universities more effective centres in terms of preparing their young students for lifelong learning.     

SUMMARY OF PROCEEDINGS OF THE 37th ANNUAL CONFERENCE OF THE NATIONAL COUNCIL FOR JEWISH EDUCATION

Although paired study (hevruta) has been a part of Jewish learning and an essential aspect of rabbinic education for centuries, over the past decade it has become an increasingly formalized vehicle in the training of rabbis in non-Orthodox seminaries. Little research has focused on its organization and process and what role it plays within the context of rabbinic education. This study seeks to investigate the practice of hevruta as it has developed in the Rabbinical School of the Jewish Theological Seminary. Methodologically, the study makes use primarily of standardized long interviews. The results of this study indicate that while hevruta shares many characteristics of cooperative learning in higher education, it remains a distinct Jewish learning strategy.     

THE REAL MISSION OF THE BUREAU

Education is a profession. It is unique in that most people believe they have a handle on what education should be. Education is the only profession for whom the service recipient believes himself to be as knowledgeable as the service provider. In Jewish education, this may be compounded to the extent that parents of the service recipient remember a negative experience in Hebrew school.     

北洋军阀统治时期的绥远都统马福祥

马福祥于1921—1925年任绥远特别区都统。他在绥远的所作所为主要有两个方面：其一。鼓励民间种植鸦片、军政人员贩卖鸦片,从而导致绥远地区鸦片的泛滥;其二,重视地方教育事业,在教育、军事、行政诸领域任用地方人士。对马福祥在绥远地区所作所为的评价,应该将其放在当时的时代背景之下予以分析,而不应简单地加以否定。     

若干类有机物的CA命名原则与系统命名法的差异

CA(Chemical Abstracts)在每次累积索引中,都要更改某些化合物的检索名称。更改的特点是趋向于系统命名法。系统命名法也采用CA的某些命名原则,如“接合命名法”。但两者在很多化合物命名上仍存在差异,如CA对许多化合物的命名采用“对应结构命名法”。本文讨论了这些差异。     

EUROPEAN HIGHER EDUCATION AND THE ISSUES OF TRADITION,TRANSFER‐CREDIT,AND CREDIBILITY

This article discusses the possibilities and pitfalls of international credit transfer among higher education institutions. Credit transfer is skewed by varying definitions of what education actually is and even more so by the overwhelming power of one of the Anglo‐Saxon players, the United States of America, the cultural and educational traditions of which are so difficult to resist as to be a form of cultural imperialism. Thus, the overwhelming use of English as the principal international language of education presents a threat to the educational diversity of Europe as does the adoption of such measures of credit transfer as the European Community Course Credit Transfer Scheme (ECTS), a surface Americanization that fails to appreciate the realities of European, specifically Austrian, course programmes. The author would prefer a qualification recognition system based on a refinement of the concepts underlying the so‐called diploma supplement that would give essential information about what the given credential means and what was required to earn it.     

THE CONCEPT OF EVIDENCE IN EVIDENCE‐BASED PRACTICE

There exists a vast literature on evidence‐based practice (EBP) in education. The debate branches out in several directions, for example, what EBP entails for the nature of educational practice, what it entails for the teaching profession, what counts as use and abuse of evidence, and what educational research could or should contribute to a what works kind of practice. In this essay Tone Kvernbekk focuses on the fate of the concept of evidence in the debate, observing that the concept seems, by and large, to be missing from the debate. She argues that educational debates about EBP stand to gain in nuance and depth from employing philosophical insights about evidence. Kvernbekk develops this claim by discussing different conceptions of evidence and by inquiring into three aspects of the evidentiary relation: the meaning of “based,” underdetermination, and the relativization of evidence.     

THE UNIVERSITY OF THE PEOPLES OF EUROPE ‐ A FEASIBILITY STUDY

CEPES is in charge of the feasibility study on The University of the Peoples of Europe. This note gives an outline of what has been done until now and what further plans are. ECTS ‐ European Community Course Transfer System ‐ is conceived to ease academic mobility and recognition by providing a common credit system. 84 institutions of higher education or consortia participate during the pilot phase 1989/90‐1994/95.     

THE VALIDITY OF HIGHER-ORDER QUESTIONS AS A PROCESS INDICATOR OF EDUCATIONAL QUALITY

One way to assess the quality of education in post-secondary institutions is through the use of performance indicators. Studies that have compared currently popular process indicators (e.g., library size, percentage of faculty with PhD) found that after controlling for incoming student ability, these process indicators tend to be weakly associated with student outcomes (Pascarella and Terenzini, 2005). In addition, while much research has found that students increase their critical thinking skills as a result of attending college, little is known about what goes on during the college experience that contributes to this. The purpose of this research was to examine the validity of higher-order questions on tests and assignments as a process indicator by comparing it with gains in critical thinking skills among college students as an outcome indicator. The present research consisted of three studies that used different designs, samples, and instruments. Overall, it was found that frequency of higher-order questions can be a valid process indicator as it is related to gains in students’ critical thinking skills.     

向均齐中和的哲学、审美观挑战——中国初期白话诗体式革命的尝试

均齐、对称是中国传统诗的显著特征。“中和之美”是其重要追求。初期白话诗为实现“诗体大解放”的宗旨 ,对均齐、中和的哲学、审美观发起冲击和挑战 ,为后来白话诗自由形式的建立奠定了坚实的基础。     

THE ROLE OF SELF‐ASSESSMENT IN STUDENT GRADING

While the educational benefits of student self‐assessment are being increasingly recognised and self‐assessment procedures introduced into post‐secondary courses of many different kinds, the use of self‐assessment for grading purposes is a more controversial matter. Is there a role for student self‐assessment in formal assessment proceedings? If there is to be a role, what should it be? This paper focuses on these questions and examines why a marking role for self‐assessment should be considered and what evidence is available on the reliability of student‐generated marks. The implications of these findings are considered and strategies are proposed to improve student markers reliability and to incorporate self‐assessment indirectly into the formal assessment process.     

CORRESPONDENCE INSTRUCTION FOR THE PROFESSIONAL DEVELOPMENT OF PRACTITIONERS IN THE FIELD OF AGING

Institutions of higher education in the United States and Canada are demonstrating an increasing interest in the field of social gerontology. However, many practitioners already working in the field find it difficult, if not impossible, to enter “full‐time” formal programs of graduate study. Correspondence instruction could prove to be one of the most effective means of providing educational opportunities about aging to individuals either working or contemplating working with the aged. This paper summarizes the results of a study conducted to determine what is available in the field of aging through correspondence instruction at accredited institutions in the United States and Canada. There were 85 institutions offering correspondence instruction surveyed; 51 of these institutions (60%) offer correspondence instruction courses that are related, in one way or another, to the field of aging. A total of 99 aging or aging‐related correspbndence courses are identified.     

明代泰宁卫的经济生活及与明朝的关系

泰宁卫作为明朝的羁縻卫,一直以游牧为主要生活方式,经济上依赖明朝,后期逐渐发展多种经营,体现在牧业、农业、手工业、渔业等多方面。明朝无论泰宁卫人众发生什么变化依然以属卫方式对待,提供经济上的扶持,最终造成自己的被动。