20世纪80年代南海地缘形势与中国对南海权益的捍卫   总被引：2，自引：0，他引：2  

郭渊 《历史教学(高校版)》2011,(2)

20世纪80年代,美、日出于遏制社会主义中国的需要,对南海争端采取了不断介入的态度,南海地区边缘地带特性进一步凸显。越南、菲律宾、马来西亚为攫取南海资源、占据地缘优势地位,以各种借口觊觎南海诸岛,并伺机侵占。在维权斗争中,中国政府不断地进行南海诸岛主权宣示,抗议周边国家对中国海洋国土主权的践踏,并采取切实措施加强海疆国防建设。  相似文献   

Respect and responsibility: Teaching citizenship in South African high schools     

Daniel Hammett  Lynn A. Staeheli 《International Journal of Educational Development》2011

Respect is a core concept in citizenship debates. South African high school educators often draw upon respect as a key value within citizenship education. Their teaching of this value is often conflated with promotion of the practice of responsible citizenship. The constructions of respect and responsibility in these situations are imbued with assumptions around authority and power relations, such that learners’ are expected to take responsibility for demonstrating respect for in an unequal rather than reciprocal understanding of respect. Thus, negotiations of different kinds of respect are highlighted. The need for schools to embody a culture or ethos of respect is noted if learners are to be expected to recognise and adopt respect as a key element to citizenship in theory and in practice.  相似文献   

Do training institutions learn from experience?     

Claudio de Moura Castro 《International Journal of Educational Development》2011

This essay is concerned with organisational learning and, in particular, policy learning. Sometimes, organisations learn; sometimes they do not. Sometimes they use their acquired knowledge, but this is, not always the case.  相似文献   

Widening equity and retaining efficiency: Considerations from the IBSA southern coalface     

Salim Akoojee  Mokubung Nkomo 《International Journal of Educational Development》2011

Access to higher education is a key challenge of the 21st century state. The link between higher education and personal and socio-economic development has intensified the need for ensuring that greater numbers of citizens have expanded access to and have been provided with quality higher education. The article seeks to explore how initiatives for increased access to higher education are experienced in India, Brazil and South Africa. As signatories to the IBSA declaration in the spirit of South–South cooperation, the three countries have publicly declared their commitment to enhance equity by, for example, widening access to higher education. We review the way in which the three countries have implemented key equity initiatives and draw lessons from their practice. Notions of ‘effectiveness’ and ‘efficiency’ are used to understand the extent to which each of the individual systems is responsive to the equity agenda. We find that while there have been notable attempts to implement the equity agenda in the quest for making their systems more ‘socially effective’. This is countervailed by a more pervasive ‘efficiency’ doctrine, underpinned by a market-driven economic paradigm. It is concluded that the innovative practices in each of the countries suggest important strides in the equity agenda but also that much still remains to be done. While the article represents a starting point for the much-vaunted South-South collaboration, tentative findings suggest that a more deliberately articulated policy framework characterized by greater inclusion of those previously excluded is necessary in each of the countries if significant and sustainable development is to be achieved.  相似文献   

Reconsidering the evidence base,considering the rural: Aiming for a better understanding of the education and training needs of Sub-Saharan African teachers     

Alison Buckler 《International Journal of Educational Development》2011

  相似文献   

Girls' secondary education in Uganda: assessing policy within the women's empowerment framework     

Shelley Kathleen Jones 《Gender and education》2011,23(4):385-413

This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary for girls to participate fully, actively and equally in all aspects of their societies. Drawing on a longitudinal, ethnographic policy research case study with 15 Ugandan schoolgirls in rural Masaka District, Uganda, from August 2004 to September 2006, I explore the girls' educational experiences in relationship to the NSGE. I employ the Women's Empowerment Framework (WEF) to evaluate the NSGE with respect to the extent to which its interventions are ‘empowering’ for girls.  相似文献   

叶尔羌汗国时期天山南路的土地制度     

周云 《内蒙古大学学报(人文社会科学版)》2011,(4):111-114

领主制是叶尔羌汗国基本的政治制度,汗与各城的长官阿奇木是领主与附庸的关系,阿奇木又民属下人户的领主。领主制同时构成叶尔羌汗国基本经济形态、土地制度的基础。叶尔羌汗国的土地所有制形式分为国有土地、大土地所有制,小土地所有制三种形式。国有土地国家与农户平分收成。大土地所有制的劳动者主要是＂燕齐＂和自耕农。  相似文献   

青藏高原夏季降水与东亚、南亚夏季风相关程度的空间格局     

高东  牛海山 《中国科学院大学学报》2018,35(4):500-505

基于CRU_TS4.0数据、东亚夏季风指数和南亚夏季风指数,使用偏相关分析方法,分析青藏高原1970-2014年间夏季（6-8月）降水的变化趋势及其对东亚夏季风（EASM）和南亚夏季风（SASM）响应的格局。结果表明：SASM与青藏高原夏季降水显著性相关的范围要明显大于EASM,SASM正相关区域位于青藏高原南部地区,负相关区域位于正相关区域外围、高大山体后部的高原西缘、中部和北部地区。EASM与高原夏季降水正相关区域集中分布于柴达木盆地,负相关区域面积较大,主要位于高原的中部和西部地区。  相似文献   

《荒原蚁丘》之比阿特丽丝形象浅析     

李莉 《扬州教育学院学报》2011,29(4):10-14

本文运用女性主义理论对《荒原蚁丘》女主人公比阿特丽丝的形象进行深入探讨,以她的童年经历作为切入点分析其成长背后的隐痛,展示她对本土文化中各种形式的男性中心主义的警惕与批判;同时揭示出非洲女性在后殖民时代所面临的种种话语诱惑与陷阱,并挖掘比阿特丽丝在复杂语境下突围的希望。  相似文献   

国民党鲁南抗日游击战述论     

孙宗一 《济宁师范专科学校学报》2011,32(1):89-92

抗日战争时期国民党在鲁南敌后的游击作战坚持了4年之久,牵制了数万日军,减轻了正面战场的压力,支援了全国其他地区的抗战。由于国民党的鲁南抗日游击战完全依赖军队,未能充分动员当地民众的力量,再加上内部的倾轧和军政高层的腐败,国民党的鲁南敌后游击战未能坚持到抗战胜利就失败了。此后,中共领导的抗日武装承担起坚持山东敌后抗战的历史重任,最终迎来了抗日战争胜利。可以说,国民党的鲁南抗日游击战是中华民族抗日战争的一个缩影。  相似文献