20世纪90年代河北省人口出生性别比真实水平的统计推断

普查资料显示,我国各省、市、自治区之间的人口出生性别比存在很大的差异性。通过对河北省"四普"和"五普"中同批人的统计资料分析表明,低年龄人口的漏报、瞒报现象是造成河北省出生性别比统计偏高的主要因素,但20世纪90年代出生人口性别比的真实水平仍然明显高于国际公认的正常水平。     

“在旗”的部族：索伦部与满洲八旗的融合

清朝的索伦部族属于“满洲共同体”的外围．然而基于清廷的军事需要,导致索伦在整个清代的发展与变迁,经常是和所谓的“满洲精神”联结在一起的。这篇文章想要探讨的就是,除了军功之外,索伦部族还凭借什么样的途径融入满洲旗分,又对满洲八旗产生了什么样的涵化影响？     

信任在课程改革中的作用：以教师认同感为例

近年来,变革研究者开始关注信任在课程改革中扮演的角色。本研究以新课程改革为背景,运用结构方程模型探讨了教师的同事间信任、认同感及其感受到的改革成效之间的关系。结果表明,信任在课程改革中可以发挥“缓冲器”和“催化剂”的作用,即巩固教师同事之间的信任关系,能够有效地改善他们对课程改革的主观评价与感受以及实施改革的行为意向,进而提升教师对课程改革成效的观感。     

日本右翼极端主义的过去和现在

日本右翼极端主义是一种为日本扩张政策提供辩解和保护的思想,目的是“增强日本精神和日本民族主义”。被奉为现代化之父的福泽谕吉（Fukusawa Yukichi)就是一个极为顽固的右翼极端分子,他鼓励日本人的帝国主义倾向从而推动了当时日本的扩张政策。今天日本右翼极端主义表现出三种倾向：一种表现为不愿承认日本在二战中战败,有一定反美情绪;另外一种表现为新的保守主义;还有一种表现为传统的保守思想。     

民俗研究与翻译研究

每个民俗学学者必须了解自己的学科有多少经典或创新著作是翻译的结果,尽管这个问题常常被隐含了。民俗研究同时也是翻译研究,因为两个领域近年来愈发成熟和关系密切。无论是跨文化或语言研究还是对文化研究都离不开文本的翻译。这种翻译不仅能提供文本,同时也能在研究新的文化时促进文化协商。民俗学者必须面对民俗与翻译研究中出现的新问题。因此,可以通过回顾历史归纳出民俗与翻译研究的四个挑战。     

信任与赋权文化在课程改革中的作用

近年来,课程改革研究者提倡在学校文化中加强赋权、信任等因素。本研究以新课程改革为背景,使用结构方程模型分析了信任与赋权文化、教师效能感与教师感受到的改革成效之间的关系。结果表明,信任与赋权文化总体上是增强教师效能感,进而改善改革成效的有效途径。然而,在发展信任与赋权的学校文化时,我们应注意赋权理念的文化适切性,鼓励教师参与那些和教学实践有关的项目的决策,而不是将所有学校事务都交由教师决定。     

全球化大学经营人必需的修养——艺术眼光——对韩国水原大学李仁洙校长的访谈

大学经营的“真教育”,是以学生为中心的教育、基础知识的培育、素质教育、责任感教育;“善教育”是对地区及国家社会的贡献教育;“美教育”是对国际社会及人类的义务教育。音乐和美术对于全球化大学的经营人来说,是智慧的源泉和知识的统摄。相互承认、关怀、尊重差异的音乐的和解精神,打破固有观念、培养创新力的美术的创造精神,才是全球化大学经营人必须具备的素养。     

Performance of LIDAR- and radar-based turbulence intensity measurement in comparison with anemometer-based turbulence intensity estimation based on aircraft data for a typical case of terrain-induced turbulence in association with a typhoon

The Hong Kong Observatory (HKO) provides low-level turbulence alerting service for the Hong Kong International Airport (HKIA) through the windshear and turbulence warning system (WTWS). In the WTWS, turbulence intensities along the flight paths of the airport are estimated based upon correlation equations established between the surface anemometer data and the turbulence data from research aircraft before the opening of the airport. The research aircraft data are not available on day-to-day basis. The remote sensing meteorological instruments, such as the Doppler light detection and ranging (LIDAR) and radar, may be used to provide direct measurements of turbulence intensities over the runway corridors. The performances of LIDAR- and radar-based turbulence intensity data are studied in this paper based on actual turbulence intensity measurements made on 423 commercial jets for a typical case of terrain-induced turbulence in association with a typhoon. It turns out that, with the tuning of the relative operating characteristic (ROC) curve between hit rate and false alarm rate, the LIDAR-based turbulence intensity measurement performs better than the anemometer-based estimation of WTWS for turbulence intensity at moderate level or above. On the other hand, the radar-based measurement does not perform as well when compared with WTWS. By combining LIDAR- and radar-based measurements, the performance is slightly better than WTWS, mainly as a result of contribution from LIDAR-based measurement. As a result, the LIDAR-based turbulence intensity measurement could be used to replace anemometer-based estimate for non-rainy weather conditions. Further enhancements of radar-based turbulence intensity measurement in rain would be necessary.     

The Impact of the European Standards and Guidelines in Agency Evaluations

The emergence of the European Standards and Guidelines (ESG) for Quality Assurance has been seen as an important step towards realising the European Higher Education Area by creating more transparency and accountability in the area of quality assurance. The ESG also include standards as to how quality assurance agencies should be reviewed. In a meta-analysis of the reviews undertaken of quality assurance agencies, this article explores to what extent the ESG is having an impact on the reviews.     

How and what teachers learn: a shifting perspective

We explore our efforts to create a conceptual framework to describe and analyse the challenges around preparing teachers to create, sustain, and educate in a ‘community of learners’. In particular, we offer a new frame for conceptualizing teacher learning and development within communities and contexts. This conception allows us to understand the variety of ways in which teachers respond in the process of learning to teach in the manner described by the ‘Fostering a Community of Learners’ (FCL) programme. The model illustrates the ongoing interaction among individual student and teacher learning, institutional or programme learning, and the characteristics of the policy environment critical to the success of theory‐intensive reform efforts such as FCL.