全球化浪潮里中国对外开放道路的选择

经历了许多曲折后，1978年，中国以改革开放融入经济全球化浪潮之中。这是在特定的国内条件和时代背景下产生和发展的，顺应了经济全球化发展的要求，也是社会化大生产的客观要求。经过二十多年，中国对外开放实践取得了辉煌成就。中国融入经济全球化浪潮对世界产生了重大影响。     

Enrollment,Persistence and Graduation of In-State Students at a Public Research University: Does High School Matter?

Educational research has shown that individual-level background characteristics, such as parental socio-economic status and academic ability, influence college going behavior. This study tests for the existence of aggregate-level high school effects on college enrollment, persistence and degree attainment. It links institutional data on students enrolling within a year after graduation from in-state high schools with state data on high schools’ performance and populations. Three high school aggregate-level factors were found to affect enrollment and persistence. Specifically, the high schools’ percent of SAT takers has a concave-shape effect on enrollment, retention and graduation. Additionally, students coming from schools with a higher percent of those receiving free lunch are less likely to persist, and students coming from schools located within a 60 mile radius are more likely to matriculate and to persist to the second year. These results suggest that aggregate-level high school characteristics should be accounted for in enrollment management.

The Working Class Promise: A Communicative Account of Mobility-Based Ambivalences

In-depth interviews with 62 people with working class ties (blue-collar workers and adult sons and daughters of blue-collar workers) reveal a social construction of working class that imbues it with four core, positively valenced values: strong work ethic, provider orientation, the dignity of all work and workers, and humility. This constellation of values is communicated through a ubiquitous macrolevel discourse—which I coin the Working Class Promise—that elevates working class to the highest position in the social class hierarchy and fosters a strong commitment to maintain a working class value system and identity. However, this social construction is only a partial social construction. That is, these individuals do not question material, socioeconomic-based delineations of class boundaries (e.g., income, education level, occupational prestige). Consequently, their acceptance of structural class boundaries, combined with their high regard of working class values, positions social classes in ways that make the goals of the American Dream (i.e., class mobility) and the Working Class Promise (i.e., class maintenance) paradoxical. I argue that the paradox of social mobility that results from this partial social construction is the root of mobility-based ambivalences.     

关于法律全球化的思考

随着经济、政治、信息、环境等问题的全球化,法律全球化也得到了迅速发展,给我国造成了严重的挑战,我国必须采取一系列相应的措施加以应付,以适应法律全球化的趋势。     

全球治理中的观念建构

全球问题的出现使全球治理提上国际合作议程。这一进程与现行的国际秩序发生了很大的冲突,要想使问题得到圆满解决,必须对现存国际秩序进行改造或重建。国际关系的演变历史表明,国际秩序的重大变革离不开观念革命。要建构新的世界秩序必须首先树立新的观念,包括新的世界观、价值观和因果观念。     

李炘与社会法学在中国的发展

李炘在明治大学留学期间,恰逢日本兴起研究社会法学之风。他通过穗积重远、志田钾太郎和牧野英一等人了解到东西方的社会法学思想。回国后,李炘一边投身于司法界,一边在北京法政专门学校和朝阳大学任教。当时的中国学界对社会法学说虽略有接触,但并无明确认识。李炘通过北京法政专门学校和朝阳大学的平台,向学界展示了社会法学派的主张。此举不但使学界明确了社会法学派的旨趣、沿革以及主要代表人物的学术观点,还使学界产生了对法学发展趋势的新思考。在留学欧美的法律人陆续崛起的环境下,李炘等人的学术成就使留日法政生在中国法学界仍然居于领先地位。     

理工农医院校社科学报可持续发展研究

作为高校人文社科学报的新军,理工农医院校社科学报借学科交叉和学科融合的契机,为交叉学科和人文社科的发展繁荣做出了积极贡献。尽管理工农医院校社科学报成长迅速,但依然存在特色不够鲜明、发展参差不齐、竞争力不强、相关编辑学理论研究滞后等问题。理工农医院校社科学报在今后的发展中必须继续坚持以交叉学科打造核心竞争力,以差异性彰显栏目特色,通过主动策划和优质服务凝聚作者群,提升论文的学术质量,实现期刊的可持续发展。     

C.赖特·米尔斯研究评述

C.赖特·米尔斯(1916—1962)是二十世纪中期美国杰出的社会学家。半个世纪以来,学界对米尔斯的思想研究主要集中在"社会学想象力"方法论的运用、社会分层和社会权力结构的解析以及他激进政治思想对新左派和第三世界国家独立革命的影响。作为贯穿米尔斯思想的暗线,"知识分子"话题不仅为读者提供了理解他整个思想体系的重要线索,而且为后来一些社会学家研究"知识分子"提供了重要的理论基础。学界对米尔斯有关"知识分子"方面思想的研究已有凸显,但系统深入的研究还需进一步探讨。     

The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis

Although many academic disciplines are now experiencing a process of “greening” as scholars seek to cultivate an ecocritical awareness within disciplinary scholarship, Neil Selwyn notes that such ecocritical concerns rarely feature in the field of educational technology. In this paper, I bring Selwyn's call for ecocritical awareness in the field of educational technology into conversation with emerging scholarly discussions in the fields of ecojustice ethics, ecojustice education, and information and communications technology sustainability. In so doing, I expand the existing conversation about the environmental impact of educational technology consumption to argue that the process of cultivating an ecocritical awareness in the field of educational technology requires refining the discipline's focus to include the full lifespan of educational technology devices and the global inequities that feature during the production and disposal of these devices.

Practitioner Notes

What is already known about this topic

• Despite substantive scholarship recognizing the environmental impact of the globalized digital technology supply chain, the field of educational technology has minimally considered the ecojustice implications of the material nature of educational technology devices when examining the environmental impact of these devices.

What this paper adds

• In this paper, I argue that the reason why the field of educational technology has overlooked the environmental impact of device production and disposal is because of its almost exclusive focus on device use. I argue that cultivating an ecocritical awareness in the field of educational technology requires the discipline to expand its focus beyond device use in two ways: (a) to include device production and disposal and (b) to consider the global injustices that occur in these parts of the digital technology life cycle. As such, I build upon Selwyn and others to argue for the cultivation of ecojustice concerns in emerging conversations about ethics in the field of educational technology.

Implications for practice and/or policy

• The process of cultivating ecocritical awareness within the field of educational technology requires expanding the scope and focus of the discipline beyond device use to include device production and disposal. The planned obsolescence behind these devices maximizes the environmental harm at these stages and the global injustices associated with them. Educators and educational leaders seeking to employ educational technology in ethical and environmentally sustainable ways must consider these implications from the global digital technology supply chain.