全球政治与全球问题研究的兴起

全球政治与全球问题研究是一个新兴的研究领域 ,它试图解释和描述全球化背景下全球权力的变化。与传统的国际政治研究相比 ,主要区别在于它超越了国家中心体系及其核心内容 ,如国家权力、国家间关系、国家主权等。它将全球范围内所有国家的和非国家的行为体都作为其研究对象 ,强调全球利益、全球关系及全球价值 ,试图探索主权国家体系之后的世界秩序和模式。这一领域的研究无论从理论上 ,还是从实践上 ,都提出了许多值得我们关注的问题 ,诸如主权国家地位和作用、国家利益与全球利益的关系、全球性问题的解决及全球治理的方式等。     

WTO规则与中国参与国际教育贸易竞争的道路选择

中国教育将伴随着入世钟声的敲响而加快对外开放的步伐。外国教育机构普遍看好中国的教育市场，教育资源的国际化流动将对中国教育的发展提出更高要求，中国教育需要抓准机遇，走出传统思维定式，以开拓进取的创新精神，建立教育发展特区，为积极参与国际教育贸易竞争而探索有中国特色的与国际教育接轨的发展规律。     

基于中国会计准则的国际趋同分析

随着经济全球化和资本市场国际化的迅速发展,国际社会会计准则国际化的要求越来越强烈,世界各国正在加快与国际会计准则接轨的步伐,我国也在积极地朝着会计准则国际趋同的方向努力。该文以2006年我国新会计准则为研究对象,首先论述了会计准则的内涵和国际趋同的意义,接着具体分析了国际趋同主要内容,同时指出国际趋同过程中的中国特色,最后总结趋同所面临的主要问题。     

语料库汉字偏误分类和标注体系研究

文章基于中山大学汉字偏误标注的汉语连续性中介语语料库和附属库错字数据库中收集的错字,从笔画、部件、整字3个层面,对汉字偏误分类进行多角度研究,研究成果反过来应用于中介语语料库中的汉字偏误标注,希望能对语料库中的汉字标注体系有借鉴作用。     

Assessing and developing critical-thinking skills in higher education

Generic skills such as critical thinking, problem solving, and communication are essential for students' success in higher education and their careers. This article presents findings from an international study of students' (n ≈ 120,000) generic skills from six countries using a performance-based assessment. Results indicate that higher education students, on average, gain generic skills between entry and exit. However, learning gain is less marked than could be expected and varies significantly among country samples. Various background variables such as gender, ethnicity, parental level of education, and primary language are also explored. The authors conclude that it is feasible to reliably and validly measure generic skills in a cross-cultural context and that assessment of these skills is an essential component of best practices in higher education.     

专利计量研究国际前沿的计量分析

 运用社会网络分析、聚类分析、因子分析等方法,借助信息可视化技术手段,对1995－2007.4期间《科学计量学》出版的关于国际专利计量研究的论文和引文进行计量分析,绘制了作者共被引网络、关键词共现网络和作者学术合作群体网络,形象地反映了国际专利计量研究的代表人物、研究前沿和合作前沿。     

清代后期地主阶级改革派对国际法的运用

地主阶级改革派对国际法的运用始自林则徐，洋务派则最为突出。作为清政府外交政策的决策者和执行者，他们曾把国际法直接运用于对外交涉，但作为封建统治的维护者，他们又承担了过多的历史重负。     

任务驱动教学法在高职《国际汇兑与结算》教学中的应用

“任务驱动”是一种建立在建构主义教学理论基础上的教学法,高职《国际汇兑与结算》课程应该实施任务驱动式教学模式,合理设计任务,要注重培养学生的自主学习能力、实际操作能力和合作精神。     

WhatsApp use among African international distance education (IDE) students: transferring,translating and transforming educational experiences

ABSTRACT

Much of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced.     

A quiet revolution – International influence,domestic elites and the transformation of higher technical education in Ireland 1959–72

The upgrading of higher technical education which began in the 1960s marked the most influential intervention by the Irish government in the third-level sector since the establishment of the independent Irish state. A series of reforming initiatives extended educational opportunity and transformed the status of technical education at higher level. International pressures undoubtedly proved influential in stimulating policy change. The Organisation for Economic Co-operation and Development (OECD) encouraged far-reaching reforms through its critical evaluation of educational facilities for technical training in Ireland. But educational reform was not imposed by international agencies on a reluctant corps of national politicians and officials. International influences dovetailed with changing attitudes toward technical education within the Irish political and official elite. Leading politicians and public officials showed an increasing awareness that the previous neglect of technical education was untenable in an era of economic development and educational expansion. It was a timely combination of international scrutiny and domestic political re-appraisal, which triggered a radical restructuring and expansion of higher technical education in Ireland.