Playing by a Different Set of Rules

The notion that journalists in an interconnected world increasingly share values typically associated with the so-called “professional model” has gained considerable currency with scholars arguing that ideas such as a belief in journalistic autonomy, public service, objectivity, and the significance of ethics are widely espoused by journalists on a global scale. Underlying this conceptualization is a taken-for-granted assumption regarding the adoption of journalistic values that originated in Western democracies which neglects how they are embraced in non-Western contexts. This paper examines newsroom values in India’s regional television channels, which have emerged as a major news source in the country. Findings indicate that in the case of Indian regional television, local socio-political and economic factors undermine the adoption of professional norms derived from the Anglo-European model by Indian journalists who see such norms as having little functional value or relevance to their work.     

元朝与印度的海上贸易

元朝时，中国海船主要从泉州、广州两个港口出航到印度贸易。出口商品以瓷器、纺织等手工业品为主；停泊交易地主要是沿马拉八儿海岸的几个港口；不仅与印度进行直接贸易，而且也在印度的古里佛等待波斯、阿拉伯商人进行交易，进口商品主要以香药为主；元代的中印贸易。是当时国际贸易中的重要环节。     

印度高等工程技术教育改革的经验、问题与启示

印度近年来在工程技术方面取得了世人瞩目的成就,工程技术人才得到了世界的承认。这与其对高等工程技术人才的培养是分不开的。印度在高等工程技术教育方面所进行的一些改革有力地推动了工程教育的发展和国民经济的增长。其中一些在政策、管理、合作、课程等方面的一些成功经验和存在的问题对改善我国的工程教育有着借鉴和启发的作用。     

论英国东印度公司的早期对藏政策

18世纪后期是英国东印度公司对藏政策的早期阶段。受当时社会历史条件的限制,英国东印度公司对我国西藏实行以建立直接交往关系为目的的“和平”渗透政策。由于喜马拉雅地区各国在历史上同我国西藏形成的密切关系及其在地缘政治上的屏障作用,英国东印度公司在这一地区的扩张活动同它建立英藏直接交往的尝试一样,都是其对藏渗透政策的组成部分。英国东印度公司在廓尔喀侵藏战争中的卑劣表演最终导致了其早期对藏政策的彻底破产。     

‘Keeping up with the time’: rebranding education and class formation in globalising India

This paper investigates the emergence of ‘internationalised’ schools as a form of middle-class aspiration in Kochi, India. It complements recent literature on the growth of international schools catering for host country elites, and shows how private schools are actively engaged in extending the aspiration for internationalised education among the city’s middle classes. The article shows how internationalised schooling has penetrated beyond Indian metropoles into secondary cities. It provides a detailed ethnographic account of how a private school has rebranded itself as an ‘internationalised’ school, involving the introduction of new practices and the repackaging of the school’s old nationalist project.     

"导生制"在贫困地区普及义务教育中的作用--中印两国比较

本文建立在对中印两国贫困地区义务教育现状比较的基础上,分析了"导生制"存在的条件和特点,指出在当今中印两国贫困地区普及义务教育的现状下,"导生制"仍有其存在的条件和意义,并具体阐述构想了"导生制"的实施形式及其在两国贫困地区普及义务教育中的作用.     

印度义务教育存在的问题及其对我国的启示

印度独立后,高等教育规模急剧扩张,但是普及义务教育的目标却未能实现。印度义务教育的落后对印度教育的发展产生了一定的消极影响。     

‘Whatever she may study,she can’t escape from washing dishes’: gender inequity in secondary education – evidence from a longitudinal study in India

Using unique panel data from Young Lives study conducted in undivided Andhra Pradesh, India, this mixed-method paper analyses gender differentials in completion of secondary education. Results show biased secondary school completion rates in favor of boys. Probit regression results highlight certain variables such as mothers’ education, wealth, high self-efficacy, early reading skills, lower birth order, and not engaging in more than two hours of domestic work and paid work at age 12, as positively associated with educational outcomes for girls. Decomposition analysis highlights that engaging in domestic chores at age 12 is the most contributory factor (36%) for the persisting gender gap. The other unexplained contributory factors may well be existing discriminatory social norms and son preference, which is captured by the qualitative case studies. The findings suggest that unless we are able to address persisting gender norms, universalizing secondary education with gender equity, will remain a distant dream.     

旋律型与东方传统音乐

本文主要说明旋律型这一概念对东方各国传统音乐研究的重要性。通过对印度、日本、阿拉伯及中国传统音乐的介绍使我们了解到以旋律型紧紧约束旋律的倾相普遍存在,这对我们学习和研究东方乃至世界音乐的相同及相异性是一个参考。     

印度职业教育现状及发展动因

印度职业教育的内容主要包括劳动经验教育和不同形式的职业课程教育。职业教育的管理是多部门的,由中央和邦政府的各部/局对该部门的人力资源发展负责,制订相应的职业教育和培训计划。印度职业教育的发展是由其历史、社会、政治、经济等多方面因素促成的。“终结性”、财政问题和师资问题是制约印度职业教育发展的主要因素。