离岛地区建立社区大学的实用性研究——以长海县为例

大连市长海县是一个离岛县,社区教育暂未形成规模,无法满足当前需求。地区经济的发展,离不开社区教育。因此应当借鉴各地办学经验,结合县内实情,建立具有本地区特色的离岛社区大学。以社区大学为龙头,以各类职业教育为补充,构建符合当前社会形势的终身教育体系,从而提高全民素质,增强离岛的凝聚力和自身造血功能,闯出一条以社区教育带动全县经济文化发展的新路径,为其它离岛地区的社区大学建设提供理论支持。     

The grammar school at the Cathedral of the Canary Islands (1563–1851)

From 1563 until the death of the last teacher in 1851, there was a prebendary in the Cathedral of the Canary Islands in charge of the education of children. In fact, it could be said that this prebendary was the only continuous secondary school teacher there was in the Canary Islands until the beginning of the nineteenth century when the High School of La Laguna was founded in the island of Tenerife. This member of the cathedral chapter was called ‘racionero’ in Spanish and his position ‘ración’. This article will examine this interesting Chair of Grammar from its venue to the teacher’s salary, the students, the teachers or the rights and duties of these teachers.     

长山群岛旅游开发与布局模式研究

20世纪90年代中期以来,中国的海岛旅游蓬勃发展起来.然而,在中国海岛旅游的发展过程中,也存在诸如旅游资源开发不充分、旅游产品缺乏吸引力、旅游市场紧张等一系列问题.通过对长山群岛旅游开发与布局模式的研究,探讨中国海岛旅游发展中遇到的问题,为海岛旅游健康发展提供理论指导,为海岛旅游的开发实践提供可参考的模式,从而促进海岛地区的快速发展和海陆一体化进程.     

Using indicators as a catalyst for inclusive education in the Pacific Islands

The Pacific Island countries are committed to promoting disability-inclusive education through enactment of the Pacific Education Development Framework. To support this move, key stakeholders have identified the need for developing local and contextually appropriate indicators for measuring progress of disability-inclusive education. This paper reports on the usefulness of a newly developed tool (Pacific Indicators for Disability-Inclusive Education – Pacific-INDIE) as a catalyst in implementing inclusive education in the Pacific. Data were collected from a range of stakeholders who have used the Pacific-INDIE in three countries (Fiji, Samoa and Solomon Islands). Thematic analysis was used to identify the key themes relating to the usefulness of the tool. The key themes that emerged from the data included, positive outcomes, challenges, planned future directions, and process issues. The findings discussed are related to how the indicators can best support future policy development and implementation of disability-inclusive education across the region.     

从国际法角度看南海诸岛主权归属

南海诸岛的主权历来就归中国所有,这不仅有历史渊源可以追寻,而且还有国际法作为法理依据,并且这一事实也得到国际社会的广泛认同。但自20世纪70年代以来,南海诸岛周边国家经济迅速发展,南海诸岛及其周围海域以其蕴藏着丰富的能源资源成为这些国家政府共同渴求拥有的目标。他们不断提出对南海诸岛的主权要求。本文试图从历史角度以及传统国际法对主权领土认同的惯例来批驳这些国家所提出的对南海诸岛主权要求的依据,从而进一步论证南海诸岛主权归中国所有。     

简论俄国向西伯利亚、千岛和阿拉斯加的扩张

16世纪末，沙俄征服与侵占西伯利亚汗国。17-19世纪中期，沙俄势力扩张至千岛群岛和阿拉斯加。1867年的《转让阿拉斯加专约》规定，美国以720万美元购得俄属阿拉斯加。1875年的《库页岛千岛交换条约》规定，千岛群岛归属日本。1905年日本割得库页岛南部。1945年8月，苏联占领了千岛群岛和库页岛南部。     

Technology and Technology Education: Views of Some Solomon Island Primary Teachers and Curriculum Development Officers

The implementation of technology as a formal subject – either separate or integrated – in school curricula is a relatively recent phenomenon with most studies confined to Western or developed countries and little known about non-Western contexts. In this study we sought to gain an understanding of primary teachers' and curriculum development officers' perceptions of technology and technology education for a small island nation in the South Pacific. Participants' views were ascertained by means of semi-structured interviews including the use of picture card prompts used by Rennie and Jarvis (1995). The study reveals that the participants hold a rather limited view of technology and technology education. The participants see technology as consisting of a variety of artifacts and skills (including in some cases indigenous artifacts and cultural practices), but the predominant view was technology consists of modern, new, foreign, artifacts especially those associated with information and communication technologies. The participants view technology education as learning about how to use technological artifacts. Personal experiences including pre- and in-service teacher training and encounters with technological artifacts were the main influences on their views of technology and technology education. These findings suggest that primary science teachers will need pre-service training in order to implement a curriculum that provides a comprehensive understanding of technology.     

Community participation and emerging surfing tourism destinations: a case study of the Mentawai Islands

The Mentawai Islands, Indonesia, are an emerging surfing tourism destination. Surfing tourism has the potential to provide significant economic income and employment opportunities for remote communities in less-developed destinations. However, much of the current surfing tourism development is controlled by foreign investors and the actual reported benefits to local community are marginal. Therefore, the aim of this paper was to explore the local community participation in the Mentawai Islands surfing tourism industry. The paper also investigated possible future directions for increasing the local community involvement in the surfing tourism industry. Field research was conducted in the period between July and September of 2010, through in-depth interviews with local stakeholder representatives. In conclusion, the local community perceived foreign ownership and lack of government support as the major barriers to participation. A key finding of this paper was that the local community recognised education and training as the most effective way to increase their participation in the surfing tourism industry; therefore, it is recommended that future studies examine the viability of implementing tourism-specific education and training.     

A case study of culturally informed disability-inclusive education policy development in the Solomon Islands

Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study.