ISO9000族标准用于高等教育管理的几点质疑

近年来,不管是在实践操作层面,还是理论探讨层面,ISO 9000族标准都开始被引进到高等教育质量管理中,但实际上在运用的时候却存在很多可质疑的地方。通过分析我们会发现,ISO 9000族标准并不是高等教育所有的领域都适用,只有市场性强的活动可以按照市场的原则引进ISO质量认证,而学术性强的活动只能按照学术人员的价值判断为基础进行管理。     

Religious affiliation,ethnicity, and power in admission policies to Jewish religious schools

This paper analyzes the challenges embedded in the conflict between the right to accessible education, which implies a prohibition on discriminatory practices in school admission, and the right to adaptable education, which accommodates children’s cultural affiliations. It shows that a normative lens, which examines the ways by which legal rules correspond to conflicting rights and interests, cannot fully capture the tension between legal prohibitions on discrimination in education and the sociocultural norms in religious communities. Thus, the paper offers a socio-legal lens, which focuses on the context of admission policies to Jewish religious schools. Based on three test cases of admission policies to Jewish religious schools in Israel, England, and Flanders, Belgium, the paper demonstrates how the legal rules regulating the admission policies are influenced by social forces. In Israel and England, these forces have facilitated a descent down slippery slope, originating with religious criteria, but concluding with discriminatory criteria. They also shaped admission practices reflecting the asymmetric power relations between the institutional school systems and individual families. The paper highlights the benefits of the Belgian policy, which proscribes religious classification of school candidates. This policy circumvents the ambiguous distinction between religion, ethnicity, and social class, and expands educational choices.     

‘It doesn’t speak to me’: understanding student of color resistance to critical race pedagogy

Scholars maintain that when race and racism are addressed as factors that continue to shape inequality in the classroom, white students often deny the validity of these claims, while Students of Color tend to feel empowered by them. However, drawing on open-ended interviews, focus group discussions, and survey data, we argue that some Students of Color resist critical race pedagogy and curriculum. Specifically, we identify and analyze how this push back is articulated through three triggers: (1) an entrenchment in majoritarian ideologies; (2) a disavowal of racialized oppression; and (3) a disinclination to scrutinize personal experiences marred by race. These dynamics illustrate what we call ‘resisting decolonization’ – a reluctance to grapple with pedagogies that destabilize dominant ideologies about race and racism in schools and disrupt mainstream ideas regarding ethnic or racial identity. We introduce this concept in an attempt to hone critical race pedagogy to better address the needs of Students of Color who sometimes unknowingly participate in the marginalization of Populations of Color through deficit thinking or through the denial of the continuing significance of race.     

International minority ethnic academics at predominantly white institutions

Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics.     

Sex and Race Differences in Faculty Tenure and Promotion

Data from the 1993 National Study of Postsecondary Faculty are used to explore sources of the lower representation of women and minorities among tenured than tenure track faculty and among full professors than lower ranking faculty. A 2-step approach is used. First, differences in the probability of being tenured rather than on a tenure track are explored. Then, differences in the probability of holding the rank of full professor among faculty who are tenured are examined. Logistic regression analyses are used to isolate the effects of sex and race on the dependent variables after controlling for human capital, productivity, and structural characteristics. For both tenure and promotion to full professor, separate analyses are conducted for women and men in order to explore sex differences in the tenure and promotion processes. All analyses are conducted separately for full-time faculty working at public 2-year institutions and full-time faculty working at 4-year institutions.     

Measuring labour market success: a comparison between immigrants and native-born Canadians using PIAAC

Canadian society is characterised by a plurality of immigrants and Canadian migration policy and corresponding recognition approaches are strongly geared to economic criteria, qualifications and skills. This paper addresses the question how immigrants who have acquired their highest qualification outside Canada are able to use their foreign qualifications and skills in their current job. The analyses are conducted to verify the assumptions of human capital theory as well as the lack of transferability of human capital across country borders. To answer these questions a labour market success index is developed, which is used as a dependent variable in regression models. The results show that traditional operationalisations of human capital (years of education, years of work experience and skills) have a positive effect on individual labour market success. At the same time, being born abroad and having acquired one’s highest qualification abroad in comparison to Canada, especially in a Non-Western country, has negative effects on the overall labour market success of an individual. Detailed comparisons regarding different indicators of labour market success also prove these comparatively negative effects. The results demonstrate the limited explanatory power of human capital theory and the necessity to complement it with Bourdieu’s concepts of social and cultural capital.     

高校竞走运动员力量耐力训练的理论与实践研究

力量耐力是决定竞走运动员成绩的重要体能要素,是评定竞走运动身体素质训练水平的重要指标.它与其他身体素质有着密切地联系,是掌握竞走技术,提高成绩的基础.运用文献资料法、专家访谈法和实验法从新的视角对高校竞走运动员力量耐力训练理论再认识的同时,并通过实践对其效果进行验证,以探索高校竞走运动员力量耐力发展的最佳途径,丰富高校竞走运动员力量耐力训练方法与手段的创新,以期为高校竞走运动水平的提高提供理论与实践参考.     

安徽灵璧大豆根腐病病原物的分离与鉴定

对来自安徽灵璧县虞姬乡的大豆根腐病的土壤样品进行了病原分离和鉴定。经诱捕分离,从发病田块的土壤和发病植株上共分离到3株大豆疫霉菌株;采用特异性PCR检测,结果表明分离物为大豆疫霉;生理小种测定表明,3个菌株的毒力结构与已经报道的大豆疫霉菌株不同。     

提高普通高校中长跑教学效果的实验研究

通过对比实验研究 ,在普通高校中长跑教学中加强对学生学习目的意义教育 ,注重生理、心理知识的传授 ,采用灵活多样的练习方法 ,广泛运用游戏、竞赛等练习手段以及改革中长跑的考核制度 ,对提高中长跑教学效果有很大的促进作用     

发挥电大优势,抢占远程教育和终身教育制高点

终身教育作为一种理念，已在国家法律中体现，而且越来越深入人心。电大远程开放教育作为终身教育体系的一个组成部分，应明确自己在该体系中的地位和作用，充分发挥自身优势，抢占远程教育制高点，并以终身教育理念为指导进行改革，更好地服务于终身教育和学习化社会。