论莱佛士在东南亚的殖民活动     

白宁丽 《安顺师范高等专科学校学报》2014,(6):122-124

T·S ·莱佛士（Thomas Stamford Raffles）是近代东南亚殖民史上最重要的活动家之一,因其在创建新加坡自由港方面的贡献而被赞誉为“新加坡之父”。在任职爪哇期间,他通过削弱当地土著王公的权力巩固了英国在当地的殖民利益,改革爪哇土地制度与土地税制度,推行废除奴隶制度的政策。此外,莱佛士还代表英国东印度公司取得了对新加坡岛的控制权,并将该岛建设成具有商业与驻军双重功能的重要据点。莱佛士在东南亚的殖民活动,在客观上促进了爪哇近代经济改革,加速了新加坡成为自由港的建设进程。  相似文献   

Exploring the notion of inclusivity as facilitating students' ontological engagement for personally relevant learning     

Tara Ratnam 《European Journal of Education》2023,58(2):277-288

In India, inclusivity in education can be seen as an expression of commitment to social justice. It reflects a deep commitment to the goals of universalisation of education promoted by world agencies such as UNESCO. However, pitched between the aspirational goals of achieving equity and social justice on one hand, and the economic imperative of a competitive market on the other, inclusivity in education seems an ever-elusive goal. Students' voices and all the cultural and experiential resources they hold, are marginalised in school, contributing to alienating students from school learning. The study on which this article reports sought to support teachers glean insights from participation in a purposive modelling activity, set in a Vygotskian dialectic frame of reference. The activity focused on how learning from students and their communities can be harnessed to engage students ontologically in class, to enhance students' agentive role in an inclusive learning environment. It is rooted in a funds of knowledge approach. The qualitative data for this ethnographically oriented study have been gathered from multiple sources over 2 years and analysed thematically. The findings show that modelling not only helped teacher learning and development of practice, but also familiarised teachers with issues of equity and inclusivity. Notably, by making teachers aware of the differentiated needs of all the students in the process of invoking their unique contribution to learning from their cultural locations. The insights are used to discuss the challenges posed for teachers in making their new learning part of their teaching practice.  相似文献   

浅析印度瑜伽的中国流行     

夏淼 《体育科技文献通报》2011,19(11):112-113

文章通过对东西方健身文化比较、女性健身身心需求、学校体育和大众传媒作用、体育健身的商业化运作四个方面对瑜伽在中国流行的现象进行分析,试图找出印度瑜伽在中国流行的原因,意为瑜伽能持续性流行提供一定的依据,也为中华传统体育的发展和推广提供一定的借鉴。  相似文献   

固定引文窗口的h类指数序列——以中、印、日物理学为例   总被引：1，自引：0，他引：1  

钟镇  梁立明 《科学学研究》2011,29(8):1147-1154

 h类指数是集发文与引文为一体的文献计量指标。h类指数序列可用于展示研究对象绩效的动态演化。已发表的h类指数序列研究采用的是全引文窗口,不同发文年的h类指数因引文窗口不同而不可比较。本文介绍了基于固定引文窗口构建h类指数序列的方法。固定引文窗口保证了不同发文年h类指数的可比性。利用SCI数据库1978-2009年期间中国、印度、日本发表的物理学论文的数据,分别构建了三个国家基于5年引文窗口的h指数序列、g指数序列、a指数序列以及r指数序列,并对三国物理学发展做了比较研究。  相似文献   

数学证明编史学中的一个理论问题     

林力娜  储姗姗 《科学文化评论》2011,8(3):16-25

在过去的30年中,研究美索不达米亚、古代中国和印度的数学史家们已经揭示出,现存最早的阿卡德文、中文和梵文文献证明了这样一个事实,那就是这三个地区的古代数学家用这样或那样的方式讨论着数学证明。这些数学史家们发表的论著对当前的编史学产生的影响还只是微乎其微。本文对这种未能产生影响的情况进行了大致分析,并试图开启一片数学证明史讨论的新空间,其中每一种证据都会被考虑。本文尤其利用数学家们最近的一次争论,提出了一种构造数学证明新编史学的途径。  相似文献   

基于SJR数据库的巴西、印度、韩国、中国科技论文比较分析     

周琴  许培扬 《中华医学图书馆杂志》2011,(6):67-70,78

以SJR为数据来源,比较分析了1996-2008年巴西、印度、中国、韩国4个国家发表科技论文数量、可引用文献量、文献被引量、自引量、篇均被引量、去除自引后的篇均被引量、H指数、文献引用率、国际合作量等9个指标。中国发表论文数最多,2003年后每年增加约3万篇。巴西、韩国文献引用率、篇均引用量高,且自引率低;印度居中等水平;中国文献引用率、篇均引用率低且自引率高;国际合作度巴西最高、中国最低。可见中国的科技论文质量与其他3个国家相比,还有一定的差距。  相似文献   

Research trends in library and information science in India with a focus on Panjab University, Chandigarh   总被引：1，自引：0，他引：1  

Reshma Rana   《International Information and Library Review》2011,43(1):23-42

  相似文献   

印度文献学发展概况及与中国的比较          下载免费PDF全文

汪冰 《中国图书馆学报》1993,19(4)

The paper summarizes the development in a period of several decades of documentary informatrics in India in the field of:the origin of documentary informatrics in India,the number of the research papers and monographs,nucleus of authors and periodicals,citation critarion and the theory of citation analysis,means and techniques,the use of documents,etc.A comparative analysis of the situation of China and a brief review of applying documentary informatrics to certain subjects are also presented.23 refs.  相似文献   

印度技术教育治理:发展进程、体系结构及未来展望     

王建梁  武炎吉 《大学教育科学》2020,(3):105-110

印度自1947年独立以来,其技术教育在经历了中央集权管理、合作治理以及多元互动治理三大阶段后,基本实现了从“管理”到“治理”的转变。当前印度技术教育强调政府、高校、市场、社会的共同治理,并分别扮演着“守门员”“执行者”“催化剂”及“仲裁者”角色。在未来,印度在持续优化当前技术教育治理体系的基础上,应着重关注治理体系从“治理结构”到“治理效能”的深层转移,强调信息技术与技术教育治理的有机结合,尤其要关注妥善处理各治理主体“利益冲突”的技术及艺术问题。  相似文献   

Articulating identities – the role of English language education in Indian universities     

Santosh Mahapatra  Sunita Mishra 《Teaching in Higher Education》2019,24(3):346-360

ABSTRACT

This paper analyses how community, national and ethnic identities are affirmed, negotiated, marginalized as a part of hegemony-making and resistance in the context of English education in Indian universities. We argue and demonstrate that a complex and ambivalent hegemony that has been operational since the colonial times, continues to shape English education in India. Today, English and English education play a major role in articulating, binding and dividing multiple identities and knowledge systems. In the first part of the paper, we critically review debates and discussions on the significance of English language education in institutes of higher education in India. Specifically, we focus on discourses on the rationale behind continuing and contesting English education. The second part examines how in the postmodern context, English is being taught differently to different groups and highlights how these contexts of teaching have been defining knowledge systems, patterns of dominance and also, articulating resistance.  相似文献