汉代经学意识形态论略

汉武帝以后,解释、阐明和研究儒家经典的经学正式形成,儒学从此以经学为主要表现形式继续流传和发展。因此,两汉虽有儒学、经学两种不同的说法,与政权合作的只是经学而已。政治权利支持和社会心理认同使得经学逐渐成为汉代国家意识形态,并对汉代政治、文化、教育、风俗等都产生了深刻的影响。     

Exploring the cosmopolitanism in China: examining mosheng ren (“the stranger”) communication through Momo

This paper discusses a phenomenon that has become popular in mainland China in recent years, “mosheng ren communication,” focusing specifically on an application known as Momo, a social discovery and dating platform that is widely used in China. It first outlines the context of post-Mao China, which has produced urbanism, individualization, and a sexual revolution. Thereafter, it turns to the theories of the stranger and cosmopolitanism, which are used to analyze mosheng ren communication. This paper adopts cultural discourse analysis as the analytical procedure to present the findings of online and offline interviews conducted in both Beijing and Shanghai to examine how Momo users in urban metropolises make use of this app in order to analyze the cultural radiants in their communication practices. Based on the data obtained, this paper analyzes mosheng ren communication in the Chinese context and describes how Momo is designed to facilitate it. Momo users can enter into sexual relations based on the use of authentic photos on their profiles; alternatively, they can communicate anonymously. They are also “in-between” traditional Chinese values and new values. Momo users contribute a Chinese form of cosmopolitanism through cultivation of insensitivity to mosheng ren, while their engagement in mosheng ren communication implies that the members of are more open to others.     

历史与挑战：南非高等教育学科发展--以高等教育与成人教育研究中心为例

1961年南非成为一个独立的共和国后,南非高等教育研究开始发展。南非高等教育学科发展经历了一个历史变迁过程,南非通过在国家层面、院校层面开展高等教育研究,开设高等教育学科专业培养专业研究人员,助推南非高等教育学科的发展。南非高等教育学科发展尚面临诸多挑战。最后以斯坦陵布什大学的高等教育与成人教育研究中心所开展的工作为例,进行具体阐述。     

赵元任语用学思想探讨

在赵元任的语言学研究中,蕴含着一些当代语用学的因子。主要体现在他的语言符号学、语言本质上的行为方式、语境之于语言的意义以及语用歧义等方面的论述中。对此进行梳理挖掘,将有利于促进当代语用学的发展以及语用学思想与理论的传播。     

中西边疆研究的差异性对中国边疆研究的启示

从中西涉及边疆的研究成果来看,西方边疆研究偏向理论及观点的论证,如相互边疆理论、冲击—反应模式、心脏地带理论、高边疆理论;中国边疆研究则偏向学科的建构,如边疆学、边政学、边防学、边安学,这种差异性对解决中西边疆问题产生了不同的影响。从边疆具体问题入手进行历时性与共时性相结合的研究,在解决边疆诸多问题的基础上,形成对边疆问题的共识和解决方案并提升为中国边疆理论则是当前中国边疆研究的方向。     

Reexamining the Impact of Nonnormality in Two-Group Comparison Procedures

The authors performed a Monte Carlo simulation to empirically investigate the robustness and power of 4 methods in testing mean differences for 2 independent groups under conditions in which 2 populations may not demonstrate the same pattern of nonnormality. The approaches considered were the t test, Wilcoxon rank-sum test, Welch-James test with trimmed means and Winsorized variances, and a nonparametric bootstrap test. Results showed that the Wilcoxon rank-sum test and Welch-James test with trimmed means and Winsorized variances were not robust in terms of type I error control when the 2 populations showed different patterns of nonnormality. The nonparametric bootstrap test provided power advantages over the t test. The authors discuss other results from the simulation study and provide recommendations.     

Fostering Social and Emotional Skills for Well-Being and Social Progress

Children need a balanced set of cognitive, social and emotional capabilities to adapt to today's demanding, changing and unpredictable world. OECD countries and partner economies recognise the importance on the holistic development of individuals. However, there are big gaps between stakeholders' knowledge, expectations and practices on how to foster such skills. This paper presents evidence on the importance of social and emotional skills; on how policy makers and schools are currently enhancing and monitoring such skills; and, on the existing gaps between knowledge, expectations and practices to mobilise these skills. The paper concludes by pointing ways in which education stakeholders can do more to better develop and mobilise the skills that drive individual's well-being and social progress. The paper draws on findings and frameworks that are being published in a full OECD report entitled ‘Skills for Social Progress: the Power of Social and Emotional Skills’ in the first half of 2015.     

Toward Cranfield-inspired reusability assessment in interactive information retrieval evaluation

Re-using research resources is essential for advancing knowledge and developing repeatable, empirically solid experiments in scientific fields, including interactive information retrieval (IIR). Despite recent efforts on standardizing research re-use and documentation, how to quantitatively measure the reusability of IIR resources still remains an open challenge. Inspired by the reusability evaluations on Cranfield experiments, our work proactively explores the problem of measuring IIR test collection reusability and makes threefold contributions: (1) constructing a novel usefulness-oriented framework with specific analytical methods for evaluating the reusability of IIR test collections consisting of query sets, document/page sets, and sets of task-document usefulness (tuse); (2) explaining the potential impacts of varying IIR-specific factors (e.g. search tasks, sessions, user characteristics) on test collection reusability; (3) proposing actionable methods for building reusable test collections in IIR and thereby amortizing the true cost of user-oriented evaluations. The Cranfield-inspired reusability assessment framework serves as an initial step towards accurately evaluating the reusability of IIR research resources and measuring the reproducibility of IIR evaluation results. It also demonstrates an innovative approach to integrating the insights from individual heterogeneous user studies with the evaluation techniques developed in standardized ad hoc retrieval experiments, which will facilitate the maturation of IIR fields and eventually benefits both sides of research.     

The quality of equity? Reframing gender,development and education in the post-2020 landscape

The year 2015 marks the twentieth anniversary of the Fourth World Conference on Women in Beijing, with a goal to contribute to gender equality globally. As scholars continue in their quest to ‘take stock’ of the ways in which gender and education work in tandem to achieve greater gender equality, we observe a revival in interest regarding conversations on gender and education. These conversations cover a gamut of related issues, including teaching and achievement as well as a number of intersecting issues such as gender-based violence. Within the conversation has been a continued focus on the role of equity primarily defined as access and opportunity. This paper explores the context of quality as it relates to equity in education and addresses the problems that are still left on the margins. Our goal is to take stock and assess the strength of evidence and to provide directions for future research.     

Critical factors influencing secondary school pupil’s decisions to study computing in tertiary education: Gender differences

This paper aims to determine the factors affecting the decisions of both male and female secondary school pupils whether or not to pursue undergraduate studies in Computing. It is based on research conducted in Greece, on a sample of 248 pupils, 135 of whom were female. All were aged 17 and about to decide on their future undergraduate studies. Questionnaires were used, addressing issues in the following four main categories: a) the reasons pupils chose/rejected Computing, b) how family and friends, the media and the school environment contribute to their decision, c) how pupils perceived their future after studying Computing and d) how pupils perceived the profile of a computer professional in terms of gender.