《退伍士兵权利法案》的颁布对战后美国高等教育的影响

1944年美国国会颁布<退伍士兵权利法案>,授权联邦政府向二战期间服役超过90天的美国退伍士兵提供生活救济金、住房贷款和免费的教育与职业技术训练.二战后<退伍士兵权利法案>的颁布实施,奠定了美国战后安置退伍士兵的法律基础,对战后美国教育改革产生了重要影响,推动了美国战后高等教育民主化、大众化改革的步伐.     

《退伍士兵权利法案》的颁布对战后美国成人教育的影响

美国联邦政府为了有效地解决战后退伍士兵面临的就业、培训、医疗保障等方面的问题,于1944年颁布了《退伍士兵权利法案》。该法案奠定了美国战后退伍士兵安置的法律基础,促使联邦政府大量的资金源源不断地流入到对退伍士兵的教育训练中去,有力地推动了战后美国各州教育尤其是成人教育的改革与发展进程。     

《退伍士兵权利法案》对战后美国社会变革的影响

美国国会于1944年颁布了《退伍士兵权利法案》。该法案规定:联邦政府对在二战期间服役超过90天的退伍士兵提供必要的经济资助,根据其服役时间长短和职位等提供一定数额的退役金、教育训练补助金、失业救济金和住房贷款等。《退伍士兵权利法案》的颁布,奠定了美国战后安置退伍士兵政策的法律框架,为美国二战后在短时间内妥善地安置近千万退伍士兵发挥了重要作用,促进了美国高等教育的大发展,为美国战后经济的腾飞和社会进步提供了强有力的人才支持和智力保障。     

五个重大法令对美国职业教育发展进程的影响

美国职业教育发展的过程就是美国联邦政府通过运用立法的手段干预备州职业教育发展的历史.从19世纪60年代以来,美国联邦政府颁布了<莫雷尔法案>、<斯密斯-休斯法案>、<退伍士兵权利法案>、<国防教育法>和<职业教育法>等一系列教育法令,这些法案奠定了美国职业教育改革与发展的法律基础,为美国职业教育的改革与发展提出了明确具体的要求并提供了强有力的经济基础,有力地推动了美国各州职业教育的改革与发展进程.我国应该借鉴美国运用立法来促进本国职业教育发展的历史经验,大力改进我国的职业教育立法工作,加快我国职业教育的改革与发展.     

五个重大法今对美国职业教育发展进程的影响

美国职业教育发展的过程就是美国联邦政府通过运用立法的手段干预各州职业教育发展的历史。从19世纪60年代以来．美国联邦政府颁布了《莫雷尔法案》、《斯密斯一体斯法案》、《退伍士兵权利法案》、《国防教育法》和《职业教育法》等一系列教育法令．这些法案奠定了美国职业教育改革与发展的法律基础．为美国职业教育的改革与发展提出了明确具体酹要求并提供了强有力的经济基础．有力地推动了美国各州职业教育的改革与发展进程。我国应该借鉴美国运用立法来促进本国职业教育发展的历史经验．大力改进我国的职韭教育立法工作．加快我国职业教育的改革与发展。     

几个重大法令对美国职业教育发展进程的影响

美国职业教育发展的过程就是美国联邦政府通过立法手段干预各州职业教育发展的历史。从十九世纪六十年代以来，美国联邦政府颁布了《莫雷尔法案》、《斯密斯-休斯法案》、《退伍士兵权利法案》、《国防教育法》和《职业教育法》等一系列教育法令，这些法案奠定了美国职业教育改革与发展的法律基础，为美国职业教育的改革与发展提出了明确具体的要求，有力地推动了美国各州职业教育的改革与发展进程。     

宁夏23所院校免费为退役士兵培训技能

为了帮助做好今年的退役士兵接收安置工作,宁夏已安排23所院校的50多种专业,免费为宁夏城乡退役士兵提供职业技能培训。此次培训的对象是2007年以来服役期满正常退役,符合宁夏安置政策,自愿且能正常参加3个月至1年职业技能培训的城乡退役士兵,包括退伍义务兵、复员士官和转业士官。     

美国"退伍军人权利法案"的颁布及其历史意义

美国国会于1944年颁布了"退伍军人权利法案",旨在帮助退伍军人在二战后更好地适应平民生活.法案的基本内容有美国国会授权联邦政府,对在二战中服兵役超过90天的美国公民提供医疗、卫生、住房等方面的优惠政策;对因战争中断深造机会的美国公民提供资助,让他们有机会接受适当的教育或训练.该法案的颁布实施,使数百万美国退伍军人受惠,对美国迅速从战时经济向民用经济转变提供了智力支持和人才保证.我们应当借鉴美国颁布和实施"退伍军人权利法案"的成功经验,尽早颁布具有中国特色的"退伍军人权利法案",建立用法律手段安置我国退伍军人的规章制度,确保我国退伍军人的安置工作在法制化的轨道上顺利进行.     

高职院校退伍学生学业能力再提升实现路径

退伍学生兼有"退伍士兵"及"在校生"的双重身份,已经成为高职院校中的特殊群体,他们的思想认知、生活习惯、行为方式等与普通在校学生存在一定差异.深入了解高职院校退伍学生思想政治教育和学业学习能力现状,探索退伍学生思想政治教育和学业能力提升的实现路径,构建具有高职特色、思学结合的退伍学生学业创新发展新模式,有利于推动退伍学生思想政治教育和学业能力提升工作向纵深发展,帮助退伍学生融入校园、走向社会、成长成才.     

杜威职业教育思想与我国职业教育改革的三个走向

杜威从广阔的社会背景来探讨职业和职业教育,反对狭隘的职业教育计划,主张把职业教育与普通教育有机地结合起来,从而形成了一种大职业教育观。杜威职业教育思想为我国当前职业教育改革提供了有益启示。     

Unruly Bodies: The Rhetorical Domestication of Twenty-First-Century Veterans of War

Veterans of wars in Afghanistan and Iraq with visually identifiable injuries possess “unruly” bodies that render the story of war in efficient, emotional terms. The injured veteran's explicit connection of war with injury motivates state and mainstream news discourse that domesticates veterans’ bodies, managing representations of injured veterans through three dominant strategies. First, dominant discourses invoke veterans’ bodies as metonymy of the nation-state at war—bodily well-being operates as a metonym for both the nation's health and for the condition of the war. Second, veterans are domesticated by strategic placement in contexts that regulate their range of movement, especially amputees, who are often framed as having already overcome any limitations imposed by their war injuries. Third, dominant visual discourse domesticates veterans’ bodies by ascribing a strategic telos to them, shifting the meaning of the injuries away from their origins in state policy and toward wholeness and “normalcy.” Representations of whole-bodied and injured veterans tame the harshness of war and erode the argumentative grounds for questioning it.     

Complex perceptions of identity: the experiences of student combat veterans in community college

This qualitative study illustrates how complex perceptions of identity influence the community college experience for student veterans who have been in combat, creating barriers to their overall persistence. The collective experiences of student combat veterans at two community colleges in northwestern Massachusetts are presented, and a Combat Veteran Conceptual Identity Model to illustrate the ongoing negotiation of identity combat veterans experience while in college is introduced. Notable implications for future research and practice in Student Affairs are discussed.     

It all adds up: Addressing the roles of cumulative traumatic experiences on military veterans

BackgroundPosttraumatic stress symptoms are common after discharge from military service in male and female Post-9/11 veterans, many of whom experienced combat.ObjectiveThis is a study of the impacts of childhood and adult assaults are studied both separately and together on the level of posttraumatic stress symptoms in male and female Post-9/11 veterans (N = 850) after discharge from military service.Participants and settingThis cross-sectional secondary analysis uses data from the baseline interviews of the Survey of Experiences of Returning Veterans (SERV) cohort study.MethodsChildhood sexual and physical abuse, adult sexual and physical assault, and combat exposure were the main exposures of interest and the primary outcome measurement was the Posttraumatic Symptom Checklist-Civilian, assessing symptom severity post discharge from military service.ResultsOur sample reported high rates of childhood abuse, adult victimization, combat exposure, and posttraumatic stress symptoms. Tested separately, models including different types of victimization had both unique (f² = 0.30) and cumulative (f² = 0.32) effects on severity of posttraumatic stress symptoms in male and female veterans.ConclusionsOur results underscore the importance of assessing childhood and adult trauma history in returning veterans in addition to traumas they experienced during their service. These findings highlight the importance of focusing on building resilience in our military servicemembers.     

Veteran Ally: Practical Strategies for Closing the Military-Civilian Gap on Campus

Since the Post-9/11 GI Bill was enacted in 2009, student veteran populations have nearly doubled while services that support their transition to higher education have dramatically increased. Despite a surge in resources, however, institutions are deficient in training faculty and staff about veterans’ issues, consequently leaving student veterans susceptible to inaccurate perceptions about their service and wellbeing. In an effort to provide an inclusive environment for service members, this article discusses findings from two focus groups and 14 interviews with student veterans. Recommendations for training faculty and staff and enhancing the visibility of veterans’ issues through Veteran Ally training and student veteran discussion panels are discussed.     

浅析美国第二次世界大战残疾退伍军人福利政策

美国退伍军人是一个庞大的特殊群体,残疾退伍军人则是特殊中的特殊。在既享受国家基本退伍福利的同时,二战残疾退伍军人还享受针对身体残疾设计的收入维持性福利、就业优待、医疗福利和残疾辅助装备等福利政策。这些福利政策,既能维持竞争力受到损害后残疾退伍军人的生存,也能保证个人和家庭生活质量的不降低,有利于退伍军人身份的顺利转换,以及美国社会的稳定与发展。     

Supporting Veteran Transitions to the Academic Setting: VA on Campus

In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed.     

The value of digital tutoring and accelerated expertise for military veterans

This report concerns use of a digital tutor to accelerate veterans’ acquisition of expertise and improve their preparation for the civilian workforce. As background, it briefly discusses the need to improve veterans’ employability, the technology of digital tutoring, its ability to produce advanced levels of technical expertise, and the design, development, and earlier assessment of a specific digital tutor, which motivated use of this tutor to develop veterans’ technical expertise and employability. The report describes the tutor’s use in an experimental program for veterans, an assessment of its success in preparing veterans for employment, and return on investment from its use compared to other investments in education and training.     

“地下私募基金”合法化问题探析

我国7000亿元的“地下私募基金”，如果不用法律将其加以规范，将对我国广大投资的利益和金融市场的稳定带来严重的潜在威胁，甚至可能妨害我国经济发展和社会稳定；“地下私募基金”的合法化顺应了我国金融市场进一步开放的趋势。但是，“地下私募基金”合法化问题是一个系统工程，必须注重效率，保护投资利益和维护市场稳定，尤其要有超前意识，以满足我国金融市场快速发展的要求，为未来的发展留下足够空间。     

4种VLSI标准单元初始布局生成算法及其比较

由于超大规模集成电路（VLSI）标准单元布局问题的高度复杂性,选择适当的初始布局生成算法成为能否在合理的运行时间内获得高质量布局结果的关键因素之一.首先介绍了VLSI标准单元布局问题和优化目标的数学模型.在此数学模型的基础上,给出了4种标准单元初始布局生成算法基本思想及其详细的步骤.对这4种初始布局算法在标准测试例子上的实验结果进行比较,分析它们作为启发式算法初始种群的有效性.