The experience of school in Scotland, 1970s to 1990s

Reforms to secondary schooling in the 20th century are most commonly discussed in relation to structures—the extension of secondary education to all students in the first half of the century, and the ending of selection into different kinds of school after the 1960s. Yet reformers also sought to give students a more satisfactory experience of school. Understanding statistically the changing experience which students had of secondary school following the reforms of the 1960s requires a lengthy time series of survey data collected contemporaneously and the capacity to link that information to evidence on attainment and on demographic factors such as sex and socio-economic status. Data from a unique series of such surveys in Scotland is used to investigate whether secondary schools became more humane in this period, whether students were more engaged with their schooling, and whether they thought that schools prepared them for life after they left. The conclusions are that the long-term aspirations of reformers to make schooling more satisfactory for students were broadly achieved. There were indeed improvements of experience and sentiment of these kinds, and they extended to students at all levels of attainment, to both sexes, and to all levels of socio-economic status.     

The republic of science in the 1990s

Summary Research councils began as channels for state patronage of science (a widespread phenomenon after World War II) and were captured by the scientists: peer review of proposals, panels, board membership. In this way, they became an important organ of the Republic of Science (Michael Polanyi's concept). Being awarded a grant is now as important for the reputation or status of a scientist as the money value per se: research councils have become part of the reward system of science. Credibility-cycle analysis (Latour and Woolgar) is used to show this; and then applied to the research council itself, between the State and the national scientific community. Current concerns about proposal success rates and conservatism are analysed in terms of dynamics of this research world. This sociological approach to research councils allows analysis of changes in the reward system of science (where relevance is becoming an accepted criterion world-wide) and of the complex environment of research councils, where many actors now compete for the intermediary role. Research councils must also become entrepreneurial-or become obsolete.     

“90后”朋友都梦想些什么

对于"90后",我听到的几乎都是对他们的批评。他们毫无准备,刚一露头人间就被密集的贬义词团团围住。但总有一天,他们要长大成人。这是一份关于"90后"梦想问卷的回答。通过这个结果,我们也许会知道他们的一些所思所想。     

九十年代的台湾文学生态

就台湾文学生态而言，无论是政治选情的一波三折，还是商业化、大众消费、资讯科技引来的声画网络，都使文学承受了巨大的压力，影响了文学与政治、社会、经济生态的相互关系，包括文学派别的形成及其地域分布、文学报刊的繁荣与衰亡、台湾选战间接给文学造成的污染、文学会议主题的演变、两岸文学的互动，等等。     

20世纪20年代"小诗运动"摭论

20世纪20年代的小诗运动是我国新诗发展史上重要的一页。它以冰心、宗白华为代表,在1922年至1924年形成规模,成为一个诗派。它的形成既有文学发展的内在规律的因素,也有时代及泰戈尔的《飞鸟集》等外在因素的影响。适时地折射出变革时期的社会心理意绪,记录了小知识分子的心路历程,更在艺术上为中国新诗的现代化作了积极的探索。     

Computer Literacy for the 1990s:

No abstract available for this article.     

The Historiography of Education in Argentina during the 1990s

The decade of the 1990s was a time of intense production and the consolidation of its institutionalchannels for research, debate and publication for the historiography of education in Argentina. In theoretical‐methodological terms, this period saw the disappearance of the traditional lines of events‐based chronicles, a relative continuity in the social history of education and the consolidation of a new critical pedagogical and institutional history. Interest developed in current problems like power and gender relations, andin non‐hegemonic and alternative discourses’ present in different area like the curriculum, school organization and everyday life, teacher training and educadonal policies. The present article analyzes the particularities of this development in the historiography of education, constituted as it is with a stronginter‐disdpHnarypresence, and notes its objects of study, the methodologies that are used, and the theoretical resources that gave rise to the hypotheses and arguments.

     

俄罗斯二十世纪九十年代经济改革的教训--《俄罗斯改革的悲剧与出路》一书简介

《俄罗斯改革的悲剧与出路——俄罗斯与新世界秩序》一书于1998年出版,作者是俄罗斯经济学家谢尔盖·格拉济耶夫。该书在俄罗斯出了一版、二版,后被翻译成英文在美国出版,在世界范围内产生了一定的影响。该书共分三编十四章,列举俄罗斯20世纪90年代的政治经济改革所带来的苦果,条分缕析地说明在经济改革过程中遭受重挫的俄罗斯经济在新世界经济秩序中所处的地位,为俄罗斯经济的重新振兴开出作者自认为可以奏效的药方。谢尔盖·格拉济耶夫毕业于莫斯科大学,主修经济学和控制论。他在俄罗斯科学院中央数理经济学研究所完成研究生教育。1991年,…     

The internationalization of higher education in Japan in the 1990s: A reconsideration

This article focuses on the processof internationalization of higher education inJapan since 1995 from two main points of view:1) the improved quality and efficiency ofuniversity education and 2) the increasedopenness to students from any background. Governmental initiatives, intended to increasethe number of international students, alsoenabled drastic changes in financial and humanresource allocations at both national andinstitutional levels. Individual institutionshave been strongly influenced by theseinitiatives and some have actively utilizedinternationalization as a way to enrich theiruniversity education. Equal opportunity foruniversity admission has not been fully securedfor ethnic minorities residing in Japan. Themeaning of internationalization should be nowconsidered from a broader perspective.     

The curriculum reforms of the 1990s: What has changed?

This article examinescurriculum reform after the 1991 revision ofthe Standards of Establishing Universitieswhich abolished the distinction between generaland specialized education. General educationdivisions were abolished and integrated intospecialized education divisions. This revisionresulted in the establishment of auniversity-wide general education committee, areduction in the number of general educationcredits necessary for graduation, and thedecline of general education's solid foundationin the university. Despite these changes, thestatus differences between general educationfaculty and specialized education facultyendured. Japanese universities must grapplewith how a general education curriculum shouldbe implemented in this new organizationalsystem.     

消解中的重构：重审九十年代诗歌

长期以来,评论界较多关注90年代诗歌的消解,而对其重构倾向重视不足乃至忽视。论文讨论了重构倾向的两个方面：反思历史和对80年代中后期消解姿态的收敛,并从90年代的社会文化语境和诗歌自身的发展轨迹,说明重构在90年代诗歌中何以成为可能。     

论90年代女性主义文学

本文站在女性主义的角度,以后新时期即从80年代后期至今典型的女性主义小说为研究对象,着重以西方当代女性主义文学批评提供的理论为依据,从女性主义文学中表现的女性意识,女性文学的美学意味和形式,以及女性文学的继承和超越等方面进行了详细的探讨,有助于推动此一问题的深入研究.     

20世纪90年代以来的诗歌叙事

为了修正诗歌与现实的关系,恢复写作的有效性和活力,20世纪90年代以来的诗歌将叙事作为主要的话语方式。这一话语方式的形成包含着多方面的原因:历史的选择、修辞策略、见证历史的抱负和信心以及审美现代性的自觉。其特征则表现为零度叙事、复调叙事和非史诗叙事。90年代以来的诗歌叙事扩大了当代诗歌的表现视域和处理复杂经验的能力,同时,它的局限性和负面影响也不容忽视。     

“边缘叙事”:1990年代诗歌的叙事策略

相对于1980年代诗歌的"宏大叙事",1990年代的诗歌则是"边缘叙事"."边缘叙事"与1990年代特定语境中诗人及诗歌的不断边缘化有关.它带来的最直接结果就是诗歌的"向内转"及对"当下性"的强调."边缘叙事"的策略效应呈现为三个放逐:对抒情性的放逐,对主流叙事话语的放逐,对精美语言的放逐.     

The Pendulum of Reform: Educational Change in Japan from the 1990s Onwards

The purpose of this paper is to sketch thecontexts, nature and actual impacts of currenteducational reforms in Japan. A brief overviewis provided of the basic characteristics of theJapanese education system and trends ineducational reforms since the 1990s. Focusingon curriculum and teaching in primary andsecondary education, the actual impact of theseeducational reforms upon schools is examined. The basic character of present day educationalreforms in Japan may be referred to as educational disarmament, since the emphasisis on considerably loosening up the system interms of reducing curriculum content and thenumber of weekly hours of schooling. This iscontributing to making the educational climateof Japanese schools much milder than before,and is said to have contributed to a loweringof pupil's educational achievement and toeducational opportunities among differentsocial groups becoming more polarized. TheJapanese situation has implications for thefuture orientation of educational reforms inother countries, particularly in theAsia-Pacific region.