秩序层次的法理学思考     

胡燕 《四川教育学院学报》2012,28(4):43-46,50

我国法理学界对秩序的研究颇多,而对秩序内在价值要素的关注较少。基于秩序要素内涵及其关系的阐释,秩序内含有安全、平等、自由三大内在价值要素,确定和稳定（或安全性）只是其最低层次的要求,随着经济的发展和民主政治的发达,秩序价值取向必然经历由侧重安全——侧重平等——侧重自由——实现完全自由的变化规律。  相似文献   

中小学校园安全教育的机制研究     

张光平 《佳木斯教育学院学报》2012,(6):258-259

近年来,中小学校园安全问题成为社会关注的热点问题,中小学安全教育越来越受到国家的重视和社会的关注,相关的法律法规政策制度等日渐完备,但尚未形成完善的校园安全教育机制。安全教育是中小学生知识结构中的重要组成部分,也是中小学生人文素养的重要内容,更是学校正常教学秩序和学生生活学习的前提条件和根本保障。但在应试教育的体制下,考试科目的学习成为重要内容,学校安全教育不受重视,制约着我国中小学安全教育的实施和发展。  相似文献   

浅析我国资本外逃的原因及防范对策     

邓禹平 《佳木斯教育学院学报》2012,(3):417-417

随着经济全球化的浪潮加快,我国经济也逐渐融入到全球经济中去了,但随之开放的力度加大,也带来了资本外逃这一突出问题,这必将影响国内经济及金融的稳定,所以我们必须通过采取各种措施来阻止资本的外逃。  相似文献   

School feeding and educational access in rural Ghana: Is poor targeting and delivery limiting impact?     

Ato Essuman  Cynthia Bosumtwi-Sam 《International Journal of Educational Development》2013

In an effort to address social imbalances and equity in Ghana's education delivery and to achieve her Education for All (EFA) agenda, some pro-poor programmes have been introduced. Among these is the Ghana School Feeding Programme (GSFP) that aims among others, at providing safety nets for the poor, increasing school enrolment in addition to boosting domestic food production. While this programme has been implemented since 2005, there is paucity of information on the experiences of beneficiaries and implementers. The GSFP has been designed as a national programme to feed children in public kindergarten and primary schools, based on a single implementation framework. This single implementation framework does not make room for contextualization of programme implementation and allow the tapping into the knowledge base of both the school and the community in making judgments about who is really needy and who is not. Thus, the study sought to explore the experiences of beneficiaries and implementers of the programme within three rural communities in Ghana, using interviews and observations. Challenges of programme delivery, which include prolonged time spent on serving, eating and cleaning up, counter effective teaching and learning and pose a threat to education quality. There are policy conflicts, funding challenges and issues about targeting and sustainability of the programme. These give credence to the need to understand the local dynamics of poverty and how they affect demand for educational access in rural contexts. The paper finally proffers ways in which insights gained from these experiences can contribute to the current discourse on School Feeding Programmes in the context of developing economies.  相似文献   

Pupils’ perceptions of safety at school     

Helen Cowie  Ozhan Oztug 《Pastoral Care in Education》2013,31(2):59-67

The research reported in this article was carried out in four secondary schools, two with a peer support system (PS) and two without (NPS) and involved a total of 931 pupils, (49.5 per cent males, and 50.5 per cent females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aim was to compare the perceptions of safety on the part of pupils in secondary schools with and without a system of peer support in place. The findings provided little evidence that the presence of a peer support system enhanced feelings of safety in the school population. On the positive side, PS pupils were slightly more aware of the value of having other people around as a means of enhancing feelings of safety. They were also less afraid of older pupils indicating that peer supporters may have influenced the attitudes of some older pupils towards younger peers and may have made them friendlier. However; for the PS pupils, toilets and corridors/stairs were less safe for them than for NPS pupils, largely because of the unpleasant actions of the peer group towards them. With specific regard to bullying, there was no difference between PS and NPS. Around one‐fifth of both PS and NPS pupils reported that the reason for feeling unsafe was because of bullying. The most common suggestions for making school a better place referred to action against bullying.  相似文献   

Counselling refugee young people: an exploration of therapeutic approaches     

Sally Warr 《Pastoral Care in Education》2013,31(4):269-282

This paper presents and discusses the key findings from a study that considered significant issues that affect refugees and asylum‐seekers, and explored beneficial counselling approaches relevant to this group. In‐depth narrative interviews were conducted with three counsellors and three specialist children’s support advisors. Data were analysed using the methods of comparative analysis and theme mapping from a grounded theory approach. The key findings reveal that counsellors do not work from a particular approach but adapt a variety of therapeutic methods to the needs of the child. In addition, they focus on the therapeutic relationship; take into account lack of safety and loss of home, traumatic experiences and impacts, and resilience of the child; stress that both short‐term and long‐term therapy is beneficial; and show a concern over lack of specialised training for counsellors and obstacles to accessing counselling. Understanding the needs of young refugees and asylum‐seekers in the United Kingdom and considering counsellors’ experiences and perspectives on approaches has highlighted implications for practice, which include the necessity for more counsellors to be culturally reflexive and open‐minded in working with this group. In addition, this study may influence the way in which higher education professionals can develop research on refugee children and incorporate relevant pastoral care across the curriculum to accommodate refugee children from a wide diversity of backgrounds and experiences.  相似文献   

‘Taking your mob with you’: giving voice to the experiences of Indigenous Australian postgraduate students     

Katelyn Barney 《高等教育研究与发展》2013,32(4):515-528

Indigenous Australian postgraduate students experience different barriers from those encountered by non-Indigenous students. In the transition from undergraduate to postgraduate study, Indigenous students are more likely to come from disadvantaged socioeconomic backgrounds, have lower personal incomes and lack family and other networks supportive of engagement with tertiary, and especially postgraduate, study. While there is a growing literature on Indigenous participation in higher education, with the exception of a few notable examples, there is little known about the effectiveness of support mechanisms and issues for Indigenous students undertaking postgraduate study. Drawing on interviews with current and past Indigenous postgraduate students at The University of Queensland, this paper problematises the postgraduate experience for Indigenous Australian students, identifying common themes in their accounts. It also discusses one of the outcomes of the project along with planned future developments that aim to provide better support for Indigenous Australian postgraduate students at The University of Queensland. By knowing and acting upon the kinds of mechanisms that can assist Indigenous postgraduate students, the disparity between Indigenous and non-Indigenous student participation in postgraduate study can begin to be addressed.  相似文献   

中原经济区建设进程中的粮食安全问题探析     

胡曾胜 《信阳师范学院学报(哲学社会科学版)》2013,(5)

粮食安全在中原经济区建设进程中具有十分重要的战略地位。当前,中原经济区粮食安全面临刚性需求增加,供需矛盾不断加大,资源短缺,粮食增产的难度增加,粮食流通体系不健全,市场调控难度大,外资涉足农业领域,粮食安全存在隐患等问题。对于上述问题,必须高度重视,统筹规划,在解决思路和对策上要有所创新：加强耕地保护,强化科技支撑,创新相关机制,加强政策支持,加大财政投入,提高市场准入门槛。  相似文献   

地质工程特色专业煤矿井下安全实践教学体系构建     

胡社荣  徐方  彭纪超  李亚男  陈大野  郝国强 《中国地质教育》2013,22(1):78-81

固体能源行业地质工程特色专业大学生的煤矿井下实习是最具特色的实践教学内容。针对井下实习的困难和安全实习问题,本文提出了井下实践教学需要贯彻学校、董事会单位和师生合力共进的方针;构建安全教学的实践教学体系框架,要选择安全系数高的矿井,掌握和煤矿安全相关的法律法规,了解实习矿井的历史灾害事故,能够应用井下实习的安全知识,时刻具备安全意识,学会灵活应用有效的避灾知识。  相似文献   

论校园消防安全现状及对策     

孙伟民 《辽宁科技学院学报》2009,11(2):90-91

论述了校园消防安全存在的火灾隐患及严重性并就如何做好校园消防安全工作,预防火灾事故发生进行了探讨。提出了如何杜绝高校火灾事故的防范措施。  相似文献