农村基础设施投资与农民投资需求的关系——来自5省的实证分析

近年来,随着对农村基础设施建设的加强,大量的资金用于投资道路、灌溉和饮用水等设施.至于这些投资是否是当地居民迫切需要的仍然是一个有待回答的问题.本文利用5省101个村的村级和农户的追踪调查资料,描述了2005年初样本村的普通村民和村干部时基础设施建设的投资需求以及2005-2006年期间这些村的村级公共投资水平和投资结构,并以道路、灌溉设施、饮用水设施为例.详细分析了当地居民对这3类基础设施的投资需求排序与各村对这些项目的实际投资行为之间的关系.结果表明,农村村级饮用水设施和灌溉设施的项目实施与当地村民对这两类基础设施的投资需求呈现出高度的正相关关系;但是,虽然过去两年中样本村实施的道路项目最多,但并不是所有的道路投资都是村民最需要的.     

Linking intellectual capital and knowledge management: an analysis of Kyoto and Detroit

The successes and failures of Detroit and Kyoto, from intellectual capital and organizational knowledge perspectives, are compared in terms of their similarities and differences as they both strive to maintain an accepted level of social development, global adjustment and urban quality of life. This paper examines the state of development of the four domains of knowledge in Detroit and Kyoto from a historical perspective, applies that analysis to the current state of knowledge and identifies linkages between intellectual capital and knowledge development.     

'It's how the story is, really': Response to 2 Types of Narrative in Some Primary Children

This article deals with response to two types of narrative fiction by a group of 4 children aged 9 1/2 to 10 1/2. The children were presented with a realistic text and, later, a fantastic text, and were encouraged to discuss their response to the text, with the teacher present and taking part. Areas particularly selected for discussion were genres and comparisons, structure, motivation, characterisation, the story as virtual experience The discussion revealed a strong sense of genre, though a mixed response. Appreciation of other features of narrative hinged on response to the story as virtual experience, and anecdote and comparison figured largely as tools for discussion.     

Contributions from sociology of science to mathematics education in Brazil: logic as a system of beliefs

In Brazil, mathematics education was associated with Jean Piaget’s theory. Scholars in the field of education appropriated Piaget’s work in different ways, but usually emphasized logical aspects of thought, which probably lead to an expansion of mathematics education influenced by psychology. This study attempts to extend the range of interlocutions and pose a dialogue between the field of mathematics education in Brazil and the sociology of science proposed by David Bloor. The main point of Bloor’s theory is that logical-mathematical knowledge is far from being true and universal and is socially conditioned. In particular we will be discussing the first principle of the strong program, which deals with conditions that generate beliefs promoted by education policies in Brazil, such as the MEC/USAID treaties. In this case the “naturalization of logic” was stimulated by a widespread diffusion of both Piaget studies and the Modern Mathematics Movement.     

Factors influencing job attainment in recent Bachelor graduates: evidence from Australia

Favourable graduate employment outcomes are critical for future enrolments in higher education. Enrolments fund higher education providers and ensure a continuous supply of graduates to enhance organisational effectiveness, national productivity and global competitiveness. Recent evidence suggests the global financial crisis has softened graduate labour markets. Stakeholder concerns for graduate career prospects and the adequacy of return on investment from studying at university prompt exploration of those factors which influence graduate employment outcomes. This study tests, using logistic regression, a model of job attainment in recent Bachelor graduates of Australian higher education providers using national data gathered in 2011 (n = 28,246) and 2012 (n = 28,009). Findings indicate employer selection criteria broadly align with our understanding of what constitutes graduate employability, including technical expertise, generic skill mastery and a successfully formed graduate identity. Labour market opportunities, however, are not based on merit alone with employers favouring those graduating from prestigious universities, part-time students and whose study incorporated elements of on-campus learning. There were also noted variations by discipline, age and residency status. The study enhances our understanding of which factors influence graduate employment outcomes and discusses implications for relevant stakeholders.     

Mobile phones in education: Challenges and opportunities for learning

The millennials use mobile phones on a daily basis to keep in touch with family and friends (Lenhart 2010). However, the role of mobile phones in education needs to be close examined as educators strive to incorporate mobile leaning devices in the classroom. Consequently, schools will not only need to evaluate their school curriculums but also recognize the power in the digital devices to engage, enable, and empower Gen-M and iGen learners. Therefore, the purpose of this article is to provide a rationale for the need for administrators to design guidelines for schools planning to adopt mobile phones in their curricula. Additionally, this article is intended to stimulate reflections on effective ways to adopt mobile phones in education to engage learners.