数字校园背景下高校文书档案在线归档模式与实践探索——以中国矿业大学档案馆为例

随着高校办公自动化程度的不断提高,科学合理地实现文书档案在线归档成为高校档案信息化建设的一个重要课题。文章以中国矿业大学档案馆为例,详细介绍了文书档案在线归档的软件环境及归档模式,以及该模式实践过程中遇到的重点问题及解决办法,为高校文书档案在线归档工作的推进提供了参考实例。     

The Role of Parents and Community in the Education of the Japanese Child

In Japan, there has been an increased concern about family and community participation in the childs education. Traditionally, the role of parents and community in Japan has been one of support and less one of active involvement in school learning. Since the government commenced education reforms in the last quarter of the 20th century, a more active role for parents and the community in education has been encouraged. These reforms have been inspired by the need to tackle various problems that had arisen, such as the perceived harmful elements of societys preoccupation with academic achievement and the problematic behavior of young people. In this paper, the following issues are examined: (1) education policy and reform measures with regard to parent and community involvement in the childs education; (2) the state of parent and community involvement at the eve of the 20th century.     

Old Players—New Rules: Higher education institutions’ response to educational demand

Tertiary Education and Management - Performance indicators and performance-based funding are becoming integral components of higher education (HE) policy around the globe. We explore some of the...     

Learning for Vocation Apprentice Participation in Work Practice

The high drop-out rate in upper secondary education is a major challenge to European and US educational programmes. Upper secondary education in Norway faces a similar challenge, because in recent decades, around one-third of the students drop out of the educational programmes. The majority of the drop-outs are students in vocational programmes, and a substantial number are apprentices at the workplace. With these high drop-out rates and the ensuing personal, social and economic consequences, it is vital to address how upper secondary education systems can keep students connected throughout the programmes. By thoroughly analyzing learning environments and the experiences, interactions and processes which youth deal with during vocational education, insights into how characteristics of the learning environments relate to dropping-out and connectedness may be brought into educational discussions. The case study presented in this article explores how workplaces constitute learning environments and how apprentices participate in the learning environments of work according to their dispositions, aims and life plans. The findings show that the apprentices had different agencies and that they were involved in two distinct participation patterns at the workplace： a collaborative pattern and an executive pattern. Our findings also suggest that strong agency for the vocation may keep apprentices connected throughout the educational programme, although they are aftbrded an executive participation pattern. Based on our findings, it is appropriate to raise questions as to whether an unclear agency for the vocation, together with affordance of executive participation patterns, may suggest one possible answer for the high drop-out rate among apprentices.     

Curriculum stasis: the disconnect between music and technology in the Australian curriculum

Technology is a dominant mediating factor impacting on current human behaviour and social change, which both acts on and is acted upon by other phenomena. This changing social landscape, along with new expectations and requirements, drives our educational priorities and curriculum agenda. There is no denying the prevalence of technology found in the statements and guidelines of the national Australian Curriculum. Further, the National Review of School Music Education identified the importance of technology in school music education in 2005. The curriculum guidelines illustrate an understanding of technology in Music and the Arts that is both vague and limiting. In 2015 we are at a point of curriculum stasis, an equilibrium that highlights a disconnect between music, technology and Australian music education. This article investigates current secondary school Years 7–10 (ages 11–15 years) Music and Arts curriculum statements concerning the use of technology and compares this to the general capability information and computer technology (ICT) curricula. There is wide recognition that digital technology is essential in teaching and learning, but this is not reflected in contemporary Australian Arts and Music curricula.     

"百年社会主义历史难题"的四次求索及其启示

经济文化落后的国家怎样建设社会主义是百年社会主义实践中的难题.这方面最具代表性的探索是列宁、斯大林、毛泽东和邓小平进行的四次.前三次探索既取得了重大进展,又存在着带有普遍性的失误和深刻教训.第四次探索中出现了历史性的突破.四次求索的启示是多方面的.     

Selection for special education services: the role of gender and socio-economic status

Children from some demographic groups disproportionately receive special education (SE) services. Due to methodological shortcoming in existing work, it remains unclear whether this is due to real differences in academic needs or cultural selection/bias. Hence, in a community sample of 1250 Norwegian children, we examined the role of third grade SE services, academic test scores, behavioural problems, and teacher’s level of helplessness in mediating the effect of family socio-economic status (SES) and students’ gender on fifth-grade SE services. Results revealed no direct effects of either gender or SES on fifth-grade SE, but four mediated pathways were identified: (1) Boys had a greater likelihood of receiving fifth-grade SE services when (a) they previously received SE and (b) they experienced more ADHD symptoms, both in third grade. (2) Students from low-SES families were more likely to receive SE services in fifth grade when (a) they performed poorly in math in third grade and (b) their teacher reported greater feelings of helplessness when teaching these students. The findings are discussed with respect to the differential-needs hypothesis, mechanisms of cultural selection and the possibility of gendered selection for SE at younger ages.