对构建现代运动健康理念的思考

在分析健康理念的发展以及运动增进健康科学功能的基础上,提出如何建立运动健康理念体系的一些构想。     

The politics of educational success: a realist evaluation of early school leaving policies in Catalonia (Spain)

The objective of the article is to examine what is ‘taken for granted’ in the policies designed to combat Early School Leaving (ESL) in Catalonia, identifying their implicit ontologies, causal assumptions and logics of action. In order to do so, the realist evaluation is applied. Specifically, this methodology has been applied to compare the discourses, priorities and policies of two key agents in defining and implementing policies to combat ESL in Catalonia: the Catalan Department for Education (Regional Government body) and the Barcelona Education Consortium (Local Government body). In each case, systematic documentary analysis has been conducted as well as in-depth interviews with educational experts and policymakers. The results of the analysis allows opening up the black box of the political priorities defined by this two political agents, identifying two highly controversial logics to understand educational success and to consequently address ESL     

Reacting to poverty: A comparative analysis of schools in Brazilian deprived areas

Schools in the most deprived areas in Brazil are marked by extreme poverty, a situation that has obvious consequences for the everyday life in schools and for efforts to develop a supportive culture of schooling. Nevertheless, schools’ responses to poverty are far from uniform. Although the context of poverty generally determines what is possible for schools to achieve, this context is by no means consistent. Not all schools located in poor areas offer poor education. And, in themselves, unfavourable contexts do not necessarily generate educational failure. This article captures the diversity of effects generated by poverty at the school level, and the variety of responses by schools situated in very similar socioeconomic and cultural contexts. It draws on a study conducted in the state of Minas Gerais, which explored five schools and their corresponding cultures to reveal the diverse effects of poverty at the school level.     

应届大学毕业生工作稳定性调查与职业建议

应届大学毕业生频繁离职不仅会给企业及大学生就业市场带来一定程度的负面影响,而且也不利于大学毕业生本身的职业成长与发展.通过对企业中应届大学毕业生工作稳定性的调查和访谈,分析应届大学毕业生工作稳定性不高的原因,有助于对应届大学毕业生入职前后应如何从自身做起,减少盲目离职行为,顺利渡过职业适应期提出对策建议.     

一种新的基于复小波变换的数字图像水印算法

本文提出了一种基于复小波变换的新的具有鲁棒性的数字图像水印方法。为了改进算法的鲁棒性，本文采用了纠错码，该技术是在空域中进行的。为了了解本文所提出的在CWT域上所提出的算法，我们在DWT域上采用同样的嵌入算法来和它进行比较。最后，我们要通过试验来检测两种算法对于选择性攻击(比如JPEG，JPEG2000压缩)的鲁棒性，并利用水印检测软件基准来对他们进行比较。     

Institutional habitus in context: implementation,development and impacts in two compulsory secondary schools in Barcelona

This article aims to revisit the relationship between school-level variables and students’ educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnographic approach, the article explores how institutional habitus unfolds in two urban public secondary schools in the city of Barcelona. Breaking the notion down into three main components (educational status, organizational practices and expressive order), the analysis identifies two main types of institutional habitus – one based on action and inclusion, and another based on reaction and expulsion. Ultimately, these results give insight into the complex interplay of these three components, as well as on their combined impact on students’ educational opportunities.     

Inclusive education and social inequality: an update of the question and some geographical considerations

The aim of this article is to review the current state of inclusive education in the world and to suggest a few relevant considerations. The first section “Two parallel concerns” retraces the inescapable connections between the educational aspects of inclusive education and more general concerns regarding inequality. The second section “Inclusive education in academic publications” scrutinizes academic publications and identifies two major themes among their contents: at first sight the internal transformations occurring in schools attract attention, but subsequently the territorial environment also gives rise to some concern. The third section “Inclusive education in the publications of international organizations” notes our search criteria for sifting through the documentation of the World Bank, OECD and UNESCO. The IBE/UNESCO workshops reflect varied, though converging interpretations of the concept of inclusive education in different parts of the world. All the official publications, however, tend to concentrate on the internal dynamics of schools, and there are not many that take a look at relations between inclusive education and public policy. Our last section “The geographical dimension of inclusive education” puts forward a few arguments in favour of paying more attention to inclusive education at the local and national levels. The main reasons for highlighting the local dimension arise from the combined factors of social deprivation, the need to co-ordinate measures taken in schools and the possibility of allowing a significant opening for community participation. The main reasons for paying attention to the national dimension relate to possible synergies between inclusive education and the expansion of education (for example, is schooling progressing at the same pace at different educational levels?), as well as between inclusive education and social protection (for example, do the many educational conditions applied to cash transfers have consistent pedagogic implications?).