海外乡亲捐赠广州公益事业略论——以科技、旅游、环保、治安为例

改革开放后,在海外乡亲的资助下,广州开创了国内以民间力量成立科技基金会的先河。海外乡亲的科技捐赠增强了侨乡的发展动力,环保捐赠支撑了可持续发展,旅游捐赠促进了经济发展,治安捐赠保障了社会稳定。海外乡亲对公益事业的捐赠为广州的经济发展和社会稳定奠定了良好基础。     

Semen characteristics: Advancement in andrological assessment

Progress in diagnosis of infertility, has been dramatically increased during the past decades with changes occurring in virtually all aspects of infertility research, thus providing innovative diagnostic testing and sophisticated instrumentation for improved management and treatment of infertility. There are about 50% of infertile couples who are suffering because of male infertility. Semen examination is a basic investigation for these infertile couples. It not only reveals the quantity and quality of sperm but also the quality of the seminal plasma, which is essential for normal sperm function. In this review, the recent advancement in investigation procedures has been analyzed which are very important in clinical practice to (a) evaluate the sperm fertilizing ability (Acrosin, aniline blue, HOS), (b) characterization of male accessory sex glands secretions (Fructose, alpha-glucosidase, PSA) and (c) the management of azoospermic patients. It is believed that use of such diagnostic procedures will facilitate wide selection of patients for whom an effective therapy might be then possible.     

高校图书馆“捐赠图书”管理新探索

针对目前高校图书馆接受"捐赠图书"的渠道、处理"捐赠图书"的方法、研究制定对符合馆藏的"捐赠图书"的管理办法并进行阐述。     

从教育目的论视角谈将“校友捐赠”纳入人才培养质量评价

校友捐赠是高校特有的、同时也是比较普遍的社会回馈现象,将校友捐赠纳入人才培养质量评价体系具有逻辑依据、理论依据和实践依据。将校友捐赠纳入人才培养质量评价体系,具有完善人才培养质量评价体系、提升人才培养质量、实现教育目的的核心价值以及具有增加办学经费、扩充办学资源、促进大学自治和学术自由的“附加”价值。由于当前获得校友捐赠的院校还不普遍,因而,建议先将校友捐赠纳入学科评估指标体系,因为对办学效果较突出的学科而言,校友捐赠更有现实性。     

基于品牌价值提升的企业捐赠机理及策略

文章从品牌价值和企业捐赠的相关理论出发,系统分析基于品牌价值提升的企业捐赠机理,探讨企业的捐赠策略,研究了执行策略需要注意的事项。     

大学社会捐赠研究述评

大学社会捐赠作为大学筹资渠道多元化的一种重要实现途径,引起了国内外学者的广泛关注,在捐赠和筹款的相关理论和政策法规的研究上取得了较为丰富的研究成果。通过对国内外社会捐赠理论、大学社会捐赠的影响因素、大学社会捐赠的筹集以及相关法律政策研究四个方面所取得的研究成果进行比较和总结,分析目前这一研究领域研究存在的不足,认为当前应进一步加强大学社会捐赠的理论和实证研究,探索适合我国大学社会捐赠发展的有效路径。     

中美高校社会捐赠制度环境比较研究

近些年来,我国高等教育捐赠事业尽管取得很大进步,但与美国高等教育捐赠事业发展水平相比仍然存在一定的差距。从制度环境的视角,就中美两国高校社会捐赠的社会传统文化、法律制度环境以及监管制度环境三面进行比较研究,借鉴美国相关经验,同时结合我国实际,可得出供我国高校慈善捐赠事业发展的启示,能在一定程度上提高我国高校社会捐赠事业的发展水平。     

企业慈善捐赠行为及其驱动力由外转内的探讨——以汶川地震捐赠行为为例

分析我国企业在汶川地震中慷慨解囊、捐赠-宣传-获利、"吝啬"、跟风等慈善捐赠行为,提出企业慈善捐赠驱动力由外转内的机理。认为我国企业在内外驱动力转化过程中存在:缺乏公正合理的慈善信息披露机制,缺乏引导且服务于企业慈善捐赠的专门政府组织,大多数企业视慈善捐赠为短期投机行为,公众舆论带有强烈的个人主观情感而缺乏理性思考等问题。对如何使企业捐赠行为驱动力由外驱动力为主转化为以内驱动力为主这一问题,提出建立科学合理的信息披露机制,设立专门的政府组织,转变企业慈善观念且促进慈善捐赠良性循环等建议。     

需求互构视域下大学筹资能力发展研究

社会捐赠作为当前大学筹资的一个重要渠道,对大学具有经济、文化和社会等多重效用。从社会交换关系的角度看,捐赠者与大学之间存在着多元需求互构关系。近年来我国大学捐赠的规模和数量呈上涨趋势,但整体来看,仍然存在着筹资意识落后、筹资方式单一、机构建设滞后等一系列问题,阻碍了大学筹资水平的发展,需从筹资理念、筹资机制、组织制度和筹资策略几方面提升我国大学的筹资能力,激发大学办学活力,促进大学可持续发展。     

Anatomy education for medical students in the United Kingdom and Republic of Ireland in 2019: A 20-year follow-up

Anatomical education in the United Kingdom (UK) and Ireland has long been under scrutiny, especially since the reforms triggered in 1993 by the General Medical Council's “Tomorrow's Doctors.” The aim of the current study was to investigate the state of medical student anatomy education in the UK and Ireland in 2019. In all, 39 medical schools completed the survey (100% response rate) and trained 10,093 medical students per year cohort. The teachers comprised 760 individuals, of these 143 were employed on full-time teaching contracts and 103 were employed on education and research contracts. Since a previous survey in 1999, the number of part-time staff has increased by 300%, including a significant increase in the number of anatomy demonstrators. In 2019, anatomy was predominantly taught to medical students in either a system-based or hybrid curriculum. In all, 34 medical schools (87%) used human cadavers to teach anatomy, with a total of 1,363 donors being used per annum. Gross anatomy teaching was integrated with medical imaging in 95% of medical schools, embryology in 81%, living anatomy in 78%, neuroanatomy in 73%, and histology in 68.3%. Throughout their five years of study, medical students are allocated on average 85 h of taught time for gross anatomy, 24 h for neuroanatomy, 24 h for histology, 11 h for living anatomy, and 10 for embryology. In the past 20 years, there has been an average loss of 39 h dedicated to gross anatomy teaching and a reduction in time dedicated to all other anatomy sub-disciplines.