Sexuality education in India: examining the rhetoric,rethinking the future

Comprehensive sexuality education (CSE) has been recognised globally as key to helping young people assert their sexual and reproductive rights. In India too, there is growing awareness of the importance of providing CSE not only to reduce sexually transmitted infections, unintended pregnancies and abortions but also to teach important life skills. Simultaneously, lack of political will and conflicting interests among certain religious and political factions have ensured that no uniform CSE curriculum has been implemented throughout the country. This paper analyses the Adolescent Education Programme teacher curriculum as revised in 2009–2010 by the National Council of Educational Research and Training and the United Nations Population Fund. It highlights some of the opportunities presented by the curriculum and argues that despite its intent of providing relevant sexuality education for young people, the language of the curriculum is vague, thus potentially exacerbating confusion, and excluding people who do not conform to societal stereotypes of sex, gender, and ability. In order to be holistic, any CSE programme must be inclusive, cater to diverse needs and present content in a rights-based language without adding to the socio-cultural context of mystery and shame attached to sexuality.     

Impact and cost-effectiveness analysis of the national school-based sexuality education programme in Estonia

Policy-makers making decisions on the implementation of school-based sexuality education (SE) programmes face two important questions: (1) what are the costs of implementing and scaling up SE programmes, and (2) what are the impacts? This paper responds to these questions by retrospectively assessing costs, impact and cost-effectiveness of the national school-based SE programme in Estonia 1997–2009. The three-year curriculum had been taught to 190,000 students at the end of 2009. The cost of reaching one student was USD 32.90 and the total costs were USD 5.6 million. There has been a remarkable improvement in sexual health indicators in the age groups 15–19 and 20–24 years in Estonia between 2001 and 2009. During this period, annual abortions, STIs and diagnosed HIV infections in the age groups were reduced by 37%, 55% and 89%, respectively. It is difficult to assess to what extent the improvements in these sexual health indicators are attributable to the SE programme. Nevertheless, our conservative threshold analysis indicates that the Estonian SE programme could be considered cost-saving if only 4% of the observed reductions in HIV infections are attributable to the programme. There is strong evidence, therefore, to support that the Estonian school-based sexuality programme has been cost-effective.     

Domestic abuse prevention education: listening to the views of young people

This paper reports on findings derived as part of a two-year project funded by the European Union's Daphne III scheme, involving collaboration between seven partner organisations across six European countries. The project involved an evaluation, using questionnaires and focus groups, of domestic abuse prevention education programmes delivered in schools in the UK, France and Spain. This paper presents the findings from the UK focus group discussions, conducted with young people aged 10–11 years, and 13–14 years to explore their opinions about the intervention delivered in their school. The focus groups revealed the following challenges for service providers in this area: young people can misunderstand issues related to domestic abuse, especially the role of power and control within relationships; there is a tension between educators giving young people free expression to share their opinions and challenging sexism and other prejudices; and boys can become disengaged with gender-based interventions. These issues point towards three key considerations when implementing a domestic abuse prevention education intervention: programme content (the what); the teaching methods used (the how); and whether teachers or external organisations should deliver the programme (the who).     

行政垄断的法律规制问题研究

行政性垄断对我国经济和社会的危害有目共睹,有学者主张应学习德日等国的经济法发展轨迹,首先规制不正当竞争行为,对卡特尔应基本上采用放任态度,最后回归到反对限制竞争上,这虽然是后发国家赶超先进国家的有效途径,但是由于我国行政区域的广阔,行政权力行使过程中的极不规范,以及人们意识中对行政权的过分依赖,导致我国不可能照搬德日的经验,而应从我国的实际出发,注重法的本土化运用.     

论中国少数民族的月经禁忌与女性民俗

一些少数民族由于受认识水平的限制,往往把妇女经期正常的流血现象与恐惧和死亡的观念联系起来,认为经血会带来极其可怕的后果,进而把所有曾与经血有任何关系的人和物都看成是不洁的.针对经期妇女的这种认知起着极为负面的影响,行经妇女被作为一个特殊身份的群体而受到歧视,她们的行为方式也受到各种传统禁忌与习俗的制约.     

非乌托邦时代的苟活——短篇小说《挂满星星的房间》解读

对社会普通民众的生存状态的拷问是《挂满星星的房间》的基本立足点,而其关注焦点则是人的性欲和感情、理性的对峙与纠缠。在对欲罢不能的性欲的欲说还休中,意味深长的性意象、苟活的在世状态、欲望焦虑、对人生和生命的思考、写作技巧等,既有批判现实主义的影子,又充满了现代主义的意识。     

Reliability of No Child Left Behind Accountability Designs

The No Child Left Behind Act of 2001 requires states to establish accountability systems that are both valid and reliable. If one follows the language of the law literally, there is no design that will meet both requirements. If one interprets the law more flexibly, it is possible to create such a design. States will need to approach the problem carefully if they are going to appropriately balance the various probabilities of making incorrect decisions about schools.     

专利权滥用法律规制模式探讨

专利权滥用是指专利权人在行使专利权过程中,违背了专利权创制的社会目的或精神,不正当地损害或可能损害他人或社会公共利益的行为。专利权滥用包括超越专利权范围的滥用和在专利权范围内的滥用。美国对专利权滥用采用反垄断法和专利法共同规制的混合规制模式;欧盟对专利权滥用采用竞争法规制模式。我国法律应采用混合规制模式:在专利权的滥用产生非法垄断情形下,适用反垄断法进行规制,而其他滥用情形则应由专利法进行规制。     

网络入侵检测分类方法研究

随着网络的发展,加密、防火墙、VPN、鉴别与认证、访问控制等传统的静态安全机制已不能保证网络的安全,因此,动态的安全机制变得更加重要。入侵检测系统便是动态机制的典型代表,它作为一种主动预防的安全手段有重要的研究意义。这里主要介绍了入侵检测系统的原理、模型、现状及发展趋向。