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《佳木斯教育学院学报》2016,(6)
安全是人类最重要、最基本的需求,是人类生命、健康以及一切行为活动的基本保障。近年来灾害频发,综合防灾减灾已成为全球共同探究的话题。本文分析了我国城乡综合防灾减灾规划的发展现状及其发展趋势,以期为我国综合防灾减灾规划提供一定参考。 相似文献
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<城乡规划法>的制定和颁布有着特殊的时代背景和重要意义,对城市规划学科的发展产生了重要的影响.规划的重心由"城市"向"城乡"转变.随着城乡统筹协调发展的深入开展,城市规划人才培养和学科教学面临新的机遇和挑战.针对当前形势,结合<城乡规划法>的内容探讨了城市规划的教学改革中存在的问题并提出了相应的建议. 相似文献
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Miguel Angel Escotet 《Prospects》1986,16(4):423-442
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R.V. Vaidyanatha Ayyar 《International Journal of Educational Development》1996,16(4):347-353
These observations on policy and planning against the backdrop of globalisation are made from the perspective of a large, high population, developing country with considerable human resources and a federal democratic polity trying to liberalise its economy.Whether in the realms of products, ideas, culture or media, one notices two concurrent but opposing streams — homoegenisation and particularisation. This paradox is of great relevance while discussing the impact of globalisation on the policies as well as content and process of education. It is now universally accepted that during the stabilisation phase of structural adjustment, effective policies should be put in place to protect public expenditure on basic services, such as primary education, as an integral part, rather than ex-post. As the economics of education is not considered central to the discipline in the way trade or macroeconomics is, education is not part of the reform package.The increasing and multiple demands on education accentuate the policy-maker's dilemma, particularly in developing countries where the climate is of fiscal austerity, to find resources for education and ensure their optimal allocation among different stages of education. The stylised models postulating priorities with reference to levels of education development are no more relevant than deterministic theories of stages of growth.While alternatives to public funding can contribute significantly, education would continue to be heavily dependent on public exchequer. Financing policy should, therefore, encompass a mixture of reinforced and consistent measures to mobilise resources from multiple sources and simultaneously enhance the efficiency of resource use. Multiplicity, however, casts a heavy burden on the policy-maker.Economic analysis, an essential component of policy planning, often gives little guidance on policy implementation. It needs to be complemented by a sensitivity to the institutional and political settings which constrain policy choices and condition policy processes, and to the tensions inherent in steering the system towards the desired goals of policy changes.Education systems the world over are engulfed in crisis, but one which lacks immediacy and high visibility. Policy leadership lies in scanning the continuously changing environment, identifying the targets of opportunity to get the system do what is right, building a coalition of relevant groups, setting choices that minimise foot-dragging by the unenthusiastic and subversion by the opposed and continuing to retain leeway so that uncertainties are clarified over a period of time.The management of change thus is a process of iterative negotiations and the events are a result of the interplay of conflict and compromise among diverse interests. The outcomes are indeterminate and at variance to what is envisaged. Consequently, monitoring and evaluation need to have a bifocal vision, both longitudinal and cross-sectional, for assessing a process that is essentially probabilistic. It cannot rely on simplistic models of policy formulation and objectively verifiable indicators.In the area of basic education, there is agreement on what the goals should be and what the ideal strategies are. While what needs to be done is clear, how, or much of how, is not. Concepts like capacity building, process projects and participation are not self-executing. For implementing these essential strategies the antagonistic cooperation of a host of actors and modifications of the standard operating procedures of many organisations is called for. Different layers of government, teachers and teacher unions, resource organisations, NGOs and activists have important roles to play and have to be brought on board.The challenge in implementation lies in mastering the logistics of bringing the resources and actors together and of deploying them to achieve agreed goals. Though not recognised, negotiations are at the heart of most of these processes. In policy planning as well as implementation the task of combining the strategic vision with tactical decisions and responses to the emerging situation is formidable. 相似文献
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《British Journal of Educational Studies》2012,60(1):37-46
ABSTRACTThis article examines the participation of ‘third-sector’ organisations in public education in England. These organisations act as a cross-sectoral policy network made up of new kinds of policy experts: mediators and brokers with entrepreneurial careers in ideas. They have sought to make education reform thinkable, intelligible and practicable in terms of a computational discourse consisting of code, networks, interactivity and feedback, and related ideas of decentralisation, open methods and personalisation. What characterises this style of thinking is an ‘anti-political’ preoccupation with computer-coded systems and the idea of networks as a model for new political and educational forms. 相似文献
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This study investigated child compliance and maternal instruction during planning. Based on the Child Behavior Checklist and free-play observations, 40 mothers and their 4- to 5-year-old children were assigned to a group with children who behaved within the normal range of compliance ( n = 20) or a group with children with high rates of noncompliance for this age ( n = 20). Mothers in the noncompliant group provided more low-level, directive, and negative instruction; requested more compliance; and shared less task responsibility with children. Mothers in both groups responded to child compliance by increasing or maintaining the level of instruction. Results are discussed in relation to the role of child compliance in regulating opportunities for cognitive development in social context. 相似文献
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The shaping of institutional research and planning 总被引：1，自引：1，他引：1
Paul L. Dressel 《Research in higher education》1981,14(3):229-258
This paper reviews the origins of institutional research and its more recent association with a separately identifiable planning function. It examines in depth the issues involved in institutional research and planning and particularly emphasizes the role of values, politics, and social pressures in regard to the planning function. Planning by single institutions is likely to be more directed to attaining administrative and faculty aspirations than to meeting educational and social needs. As a result, there is considerable doubt that the institutional research and the planning function can be successfully conjoined. To prevent one dominating the other, the best resolution is that of interacting but independent units whose analyses and recommendations are brought into accord with reality (both needs and resources) by the administrations and boards in which responsibility for institutional operations is vested.The paper also points up some of the problems generated for institutional researchers by the poor quality and unjustified claims and recommendations of much of what purports to be scholarly writing or research on higher education. 相似文献
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动漫不仅仅是一种娱乐形式,更重要的是它反映社会生活、反映文化思想,是文化传播的重要载体,是一种超现实的文化传递.勿庸置疑,动漫产业已成为文化创意的朝阳产业,直接影响着未来文化的传播力与影响力.动漫产业策划主题方向乃至产品服务,与社会受众如何实现有效对接,是提高其影响力和市场占有率的关键所在. 相似文献
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大学校园生态规划中的几点思考 总被引：1，自引：0，他引：1
林翠敏 《福建工程学院学报》2004,2(3):309-311
主要从大学校园规划的土地利用、生态教育、生态景观和校园建筑等几个方面探讨了大学校园规划中应当注意的几个生态学课题。 相似文献
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Don Adams 《Asia Pacific Education Review》2000,1(1):31-45
To academic visionaries the new century appears to have an emerging environment characterized by increased complexity, uncertainty,
unpredictability which, some have argued, render traditional notions of planning and management irrelevant. The expectations
of management and planning scholars carry the implicit assumption that somehow individual capability and organizational capacities
will rise to meet the enormous challenges of this new environment. In the light of this situation the purposes of this paper
are: (1) to briefly examine the limitations and criticisms of traditional educational planning; (2) to outline the emerging
concepts and processes which collectively form a new paradigm for strategic planning; (3) to discuss the new model within
the context of changing national policy and planning environments and increased localization; (4) to review the limited results
of empirical research related to more participatory planning models; and (5) to offer a critique of the assumptions and practicality
of the new model in the process of planning and sustaining educational change in developing countries 相似文献
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