Digital archives in the cloud: Collective memory,institutional histories and the politics of information

The archive is a cultural institution that creates a framework for the social and collective memory and as such is one of the collection of knowledge institutions that not only preserves and classifies “texts” but uses them to re-create collective memory and sometimes to invent cultural histories. Like all knowledge institutions, the archive is also a construction deeply implicated in knowledge politics or what Foucault calls power/knowledge. In the past the archive has functioned as a central metaphor for the construction of human knowledge in all it is different institutional forms and like the encyclopedia and the camera, the archive produces highly coded representations that make implicit validity claims to the truth and justice of the past. Politically speaking, those who control the archive control the past. In the digital world, the archive is used to describe a machine-readable location as a store for “data” and “information.” Digital technologies radically alter our existing institutions, making access to their embedded knowledge widely available and enable learning and research anytime, anywhere. Data analytics algorithmically can manipulate electorates and entire democracies in new ways, while destabilising the free press. This article asks what digitizing an archive means for collective memory, for the history of institutions and for politics in the Cloud.     

Too Much,Too Young? An Analysis of the Key Stage 3 National Literacy Strategy in Practice

This article was first drafted after I worked for 14 weeks last year in a school that was piloting the National Literacy Strategy at Key Stage 3. I now work in another school delivering the full published Strategy to Year 7. In this article, I explore the contradictions inherent in the Strategy in attempting to develop the English and literacy skills of Key Stage 3 pupils. Ultimately, my argument is that the educational benefits of this teaching to objectives is at odds with some of the deeper aims of the Strategy and of English teaching, and that the constant assessment involved puts too much pressure on our youngsters at an age when they should be concentrating on social development as people.     

Use your imagination: what UK universities want you to think of them

In higher education research, theoretical approaches stressing isomorphism dominate the discourse on how higher education institutions ‘behave’ in their higher education and research systems. We argue that research should address both instances of similarity and differences. Using theoretical notions from institutionalism and the branding/marketing literature, and focusing on how UK universities are different and similar in their welcome addresses—as expressions of the institutions’ images—we are able to offer a balanced view of patterns of similarities and differences as well as share findings of patterns over time (2005–2015). Using quantitative and qualitative content analysis, our findings show overall high levels of homogeneity of images across the universities. But younger and less prestigious institutions were (both in 2005 and 2015) more inclined to show distinctive images.     

A National Curriculum for Wales: A Case Study of Education Policy-Making in the Era of Administrative Devolution

The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act.     

贵州省苗族地区中小学民族文化课程开发的个案研究

通过对贵州省苗族地区中小学民族文化课程开发现状的个案调查，发现民族地区民族文化课程开发还停留在浅层面，学校课程尚未成为民族文化传承的主渠道，地方课程资源开发不力，致使学生对民族义化疏于了解。就此认为民族地区基础教育民族文化课程的开发应从观念层面、政策层面、支持系统及实践层面等方面进行，以推进民族文化课程的实施。     

三个代表"重要思想:马克思主义理论发展的新境界

"三个代表"重要思想以高度浓缩的形式体现着唯物主义历史观和科学社会主义的基本原理,蕴含着马克思主义关于共产主义社会经济、政治和文化基本特征的规定,包含着毛泽东、邓小平的一系列重要思想,因而是马克思主义本质的体现,与马克思列宁主义、毛泽东思想、邓小平理论一脉相承。同时,"三个代表"重要思想又是对新的历史条件、新的历史任务和党的建设面临的新问题的新概括,它本身就是一个理论整体,体现了卓越的理论创造性,并以一系列新思想、新观点和新论断发展了马克思主义。"三个代表"重要思想本身就是发展着的马克思主义,是党在新世纪的新的理论武装。     

国家审计与社会审计相互关系问题的思考

从国家审计和社会审计在审计的监管权限等实践操作中看,存在许多方面的不足.如何协调二者的关系,解决审计过程中的矛盾,以及探索其未来关系的走向,是本文试图浅谈的目的所在.     

论转化清收国有商业银行不良资产的有效途径

清收转化不良资产是目前商业银行工作的重点。我国国有商业银行信贷资产的质量问题成为影响我国国有商业银行发展的一个主要因素。文章通过对不良资产的形成原因的分析，指出了转化清收国有商业银行不良资产的有效途径。     

紧紧把握与时俱进这一精髓--学习党的十六大报告的哲学思考

江泽民同志关于“马克思主义具有与时俱进的理论品质”这一崭新的哲学命题，是对马克思主义基本特征的科学概括。坚持解放思想、实事求是、与时俱进是党的十六大报告的精髓。我们学习贯彻十六大精神，必须紧紧把握这一精髓。     

论全面建设小康社会的重点和基本思路

全面建设小康社会是跨入新世纪后全国各族人民的奋斗目标。全面建设小康社会的内涵可以从时间、空间和质量三个层面上来界定。其建设重点应该体现在农村、农民工作中,体现在西部大开发的战略中,体现在扶贫开发、城镇化建设和可持续发展的过程中。为此,须明确今后主要工作的思路。