透视高校非正式群体现象

大学校园的非正式群体现象，一直以来游离于我们的视线之外，游离于高校正式群体之外。高校思想政治工作如何面对非正式群体这种客观现象?本文尝试着从高校非正式群体的特征入手。进而探讨对于高校非正式群体的应对之策。     

工业支柱产业的综合评估及判定——以桂林工业为案例

工业支柱产业的综合评估与判定是一个地区进行产业布局、制定工业政策和区域经济发展战略规划的重要内容。评估、判定准确、可以优化地区经济结构，增强工业核心的竞争力，对避免产业结构同化具有重要的现实意义。运用这一综合评估和判定方法，得出桂林市的工业支柱产业可确定为医药制造业、客车工业及配件制造业和饮料制造业，这种分析结果与桂林市工业发展实际情况基本相符，具有较高的客观性和现实性。     

浅议英语语篇的语体

语体是指同一语言品种的使用者,在不同的场合中所典型地使用的语言品种的变体。美国语言学家Martin Joos将语体大致分为严肃语体、正式语体、商量语体、非正式语体和亲密语体五种。在综合前人研究成果的基础上,文章将进一步探讨社会生活中几种不同类型的英语语体,以期提高英语学习者的语体辨别能力。     

Skills for work?: From skills development to decent livelihoods in Ghana's rural informal economy

In developing countries, skills development has been neglected. Skills development does not appear in the Millennium Development Goals (MDGs) or in many poverty reduction strategies and has been side-lined in favour of investment in primary education. However, it is hoped that discussion of skills development in the 2005 Global Monitoring Report and the World Summit in September 2005, will refocus attention on skills. In Ghana, skills development has received too little actual emphasis, despite the rhetoric of the Ghana Poverty Reduction Strategy (2003–2005), the new Growth and Poverty Reduction Strategy (2006–2009), and more than 150 years of preoccupation with making education more relevant to the world of work.     

COVID-19 impact on jobs at private schools and colleges in Northern Ethiopia

The disruptive effects of COVID-19 have impacted all sectors of our society including education. This study identified the factors influencing the private schools’ and colleges’ decision to reduce their teaching staff during the COVID-19 lockdown using survey data analyzed using Heckman two-step regression model. The results showed that age, accommodation level, hourly payment rate, tax grade level, money borrowed from government or banks, loan repayment suspension, tax payment deferral, the number of administrative employees, the student-to-administrative employee ratio, and the educational institution’s category were the significant factors affecting teaching employee reduction during the lockdown. The results of this study can help the various education sector stakeholders to take coordinated measures to withstand COVID-19 type of shocks.     

官僚制对电子治理发展的影响分析

快速发展的信息通讯技术为当今国际政治、经济、文化、社会等方面带来了巨大收益,同时也暗藏着潜在的挑战和风险,电子治理已经成为公共部门改革创新的重要成果。文章主要讨论了伴随国际、国内形势的不断变化,在官僚制背景下电子治理的发展现状,并分析其对电子治理发展及公共部门改革的影响。     

Neoliberal and disciplinary environmentality and ‘sustainable seafood’ consumption: storying environmentally responsible action

This article invokes a neoliberal and disciplinary governmentality lens in a political ecology of education framework to analyze educational programming at Long Beach, California’s Aquarium of the Pacific. I begin by briefly describing governmentality as Foucault and neo-Foucauldian scholars have theorized the concept, followed by a discussion of the emergence of green governmentality and environmentality in political ecology. Next, I invoke a political ecology of education framework informed by neoliberal and disciplinary environmentality to analyze institutional and teaching practice at the Aquarium. In this analysis, I demonstrate how the institution’s funding structure, placement within the entertainment markets of the southern California area, and commitment to ocean conservation education all influence how the Aquarium conceptualizes itself and its work. I focus on the case of the Blue Cavern Show and the Seafood for the Future program, which work in tandem to define a problem (declining fish stocks; possible seafood shortages) and then structure a neoliberal solution through the market (sustainable seafood consumption). I conclude by discussing the implications of this research for environmental education, which include unpacking how neoliberalism impacts teaching practice, especially as it relates to notions of framing environmentally responsible action.     

How (German) foundations shape the concept of education: Towards an understanding of their use of discourses

In this article I examine how foundations use the concept of education and how they try to shape its definition and implementation. In accordance with Steven Lukes’ notion, I argue that changes in social fields are mainly triggered by normative and semantic shifts. By drawing on techniques of discourse analysis, I explore the use of discursive strategies and the discursive interpretations of education, as both its definition and its operationalization have consequences on the identification of educational needs and outcomes. It is shown that foundations regard the use of education as an opportunity to influence values, traditions, and future generations. Furthermore, foundations take part in debates on education in order to increase social influence, to be accepted as legitimate actors in education, and to be perceived as competent and indispensable players in defining educational goals.     

The outcomes and impacts of everyday learning

This article examines the effects of synthesising existing theoretical approaches to understanding the effects of adult learning. The paper focuses on aspects of the findings of a small Australian research project that explored the significance of everyday learning in people’s lives. One key part of the research involved examining and synthesising two key approaches for understanding the effects of adult learning with another, different approach and then applying this to the collected snapshots of six people’s everyday lives. In the paper it is argued that this application of a synthesised framework to the participant’s stories was able to reveal more of the complex and interconnected nature of the effects of the participant’s everyday learning than either of the two original approaches on their own. This research is significant for two key reasons. Firstly, the findings of the research suggest that the effects of adult everyday learning are more complex and further reaching beyond the individual than previously established. Secondly, the work can be seen as a demonstration of the benefits of a synthesised approach to adult learning that seeks inclusivity, breadth and depth in understanding, thus contributing to the growing body of work, and understandings of adult learning.     

Measuring the impact of a science center on its community

A range of sources support science learning, including the formal education system, libraries, museums, nature and Science Centers, aquariums and zoos, botanical gardens and arboretums, television programs, film and video, newspapers, radio, books and magazines, the Internet, community and health organizations, environmental organizations, and conversations with friends and family. This study examined the impact of one single part of this infrastructure, a Science Center. This study asked two questions. First, who in Los Angeles (L.A.) has visited the California Science Center and what factors best describe those who have and those who have not visited? Second, does visiting the California Science Center impact public science understanding, attitudes, and behaviors and if so, in what ways? Two random telephone surveys of L.A. county adults 18 years of age and over (n = 832; n = 1,008) were conducted; one in 2000, shortly after the opening of the totally redesigned and rebuilt Science Center and one in 2009, roughly a decade after opening. Samples were drawn from five racially, ethnically, and socio‐economically diverse communities generally representative of greater L.A. Results suggest that the Science Center is having an important impact on the science literacy of greater L.A. More than half of residents have visited the Science Center since it opened in 1998 and self‐report data indicate that those who have visited believe that the Science Center strongly influenced their science and technology understanding, attitudes, and behaviors. Importantly, Science Center visitors are broadly representative of the general population of greater L.A. including individuals from all races and ethnicities, ages, education, and income levels with some of the strongest beliefs of impact expressed by minority and low‐income individuals. The use of a conceptual “marker” substantiates these conclusions and suggests that the impact of the Science Center might even be greater than indicated by the mostly self‐report data reported here. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 1–12, 2011