携手共建北京职工职业发展公共服务共享平台

首都职工素质建设工程启动开展以来,目标定位明确,组织体系健全,教育模式创新,在推进职工终身学习、提升职工队伍整体素质、增强企业核心竞争力和促进首都经济社会发展等方面发挥出显著作用.根据“十二五”期间,北京市职工发展的主要目标,北京工会将以素质工程为载体,形成公益性职工教育中心,创造更加开放的职工学习环境.重点通过实施在职职工职业发展助推计划,全面提升职工职业技能,让广大职工实现体面劳动.     

The mother's house of the San Francisco Zoo: the art of engendering space in the modern city

The Mother's House of the San Francisco Zoo opened in 1925 as a sanctuary for women visiting the grounds, and in the 1930s, was ornamented through an ambitious decorative program sponsored by the Public Works of Art Project. The program consists of long-overlooked murals painted by Helen Forbes (1891–1945) and Dorothy Pucinelli (1901–1974), and large-scale mosaics executed by the Bruton sisters—Margaret (1894–1983), Esther (1896–1992), and Helen (1898–1985). While the Mother's House could be interpreted as symbolizing a gilded cage that restricted woman's agency within the modern city, it can also be read as expanding women's roles in the public sphere. My article examines the Mother's House as a case study of the gendering of space wherein the site served not to inhibit woman's movement and participation in the modern city, but rather expanded the feminine realm beyond the domestic sphere, as well as supported the professionalization of women as public artists.     

国际项目融资中的环境争端及其解决——以新加坡丰益集团印尼棕榈油项目案为例

如何避免和解决国际项目融资中的环境争端,现已成为各国政府、投资方、项目所在地的当地社群以及国际组织等各方密切关注的问题。2007年新加坡丰益集团印尼棕榈油项目案受到了国际社会的高度关注。审查该案的是世界银行合规顾问/监察专署(CAO)。CAO允许可能受到项目直接影响的个人、社群或非政府组织就项目产生的社会和环境问题提出申诉。国际金融公司(IFC)的履行标准是CAO裁决的重要准据,而非政府组织的一些理念和准则也可能成为争端解决的依据。这使得私方在争端的进程和争端解决中占据着重要地位。投资东道国政府应考虑对相关的国内法规适时进行修改完善,同时关注非政府组织的动向,以免在争端发生时陷入被动。     

山东省良种工程推进过程及前景展望

改革开放以来，山东省农林牧渔业中的名优特良种迅速得到培育，迅速得以普及，山东的农业效益得到了较大提升。但良种工程推进中存在良种研究机构组织不合理、科研与生产脱节等问题。应建立信息化农作物良种产业，不断加强对自主知识产权种子的培育研发，大力实施农业科技入户示范工程以促进农业产业结构调整，优化产品区域布局。     

美国的“平安之盾”项目初探

美国自2002年开始实行保障警察安全的"平安之盾"项目,其信息支持是美国联邦调查局发布的"执法官被杀害和被袭击报告"。该项目推崇警察安全八大原则,建议把安全文化植入警察机构,从而实现警察零受伤和零被杀理念。     

我校申报创建国家示范性高等职业院校的办学优势

上海公安高等专科学校切实按照上海市公安局党委的战略部署，牢固树立服务公安工作的办学思想，开拓创新，先行先试，调整办学定位，整合教育资源，深化教学改革，走出了一条以服务平安建设为宗旨、以公安工作需要为导向、校局联动、“战训研”结合、具有鲜明公安特色的职业教育发展新路，开创了公安院校办学新类型和人才培养的新模式。     

THE FAMILY LAW EDUCATION REFORM PROJECT FINAL REPORT

The Family Law Education Reform Project (the FLER Project) is co‐sponsored by the Association of Family and Conciliation Courts and the Center for Children, Families and the Law at Hofstra Law School. This Final Report is based on a series of dialogues between family law academics and practitioners from many disciplines, a FLER Project survey, and research conducted by law students at Hofstra University and Northeastern University. 2     

Looking for peace in national curriculum: the PECA Project in New Zealand

This is the pilot study for the Peace Education Curricular Analysis Project – a project that seeks to become a longitudinal and global analysis of national curriculum statements for pro-peace values. National education as a system of organized learning can act as a transmission belt – a cultural institution that assigns communal ideals and values and uses pedagogy to echo social standards. As this analysis considers that it is possible to assess non-peace education for peace education qualities, this study analyzed New Zealand’s early childhood, primary, and secondary education curricular statements to ascertain the presence or absence of three elements common in peace education programs: recognition of violence; addressing conflict nonviolently; and creating the conditions of positive peace. The methodologies used in this mixed methods study include directive and summative content analysis. This analysis finds that the curricular statements (2) of New Zealand have made progress to educate students toward peace and non-violence and that in general, the early childhood curricular statement incorporates a greater amount of pro-peace content than the primary and secondary curriculum statement. Opportunities exist to strengthen peace education content in future New Zealand curricular statements.     

Chapter 7. “Learn What You Like and Like What You Learn”

Abstract

Mark Twain once famously quipped, “I never let schooling get in the way of my education.” Paul Simon, the American folk singer, begins one of his songs “When I think back on all the crap I learned at high school, it's a wonder I can hardly think at all.” These men could just have easily been discussing schooling in Ireland, for this is the way many Limerick children and youth felt about formal school life prior to their involvement with St. Augustine's Youth Encounter Project. But it is prior to their involvement.

This chapter provides a demographic profile of the pupils of that project and explores aspects of the day-to-day life of the project as a child and youth care intervention by examining some of the influences of risk replacement or resiliency projects that have influenced provision of services. This Limerick YEP attempts to alter the approach from one that is risk, deficit, and psychopathology-oriented to one that is protection, strength, and asset focussed. A question posed is, “Has the early intervention enrichment programme assisted the pupils to reintegrate successfully within the community?” By reintegrate I mean the ability to attend a regular school, hold a job, live again with their family and such things. This chapter also explores the establishment of the Youth Encounter Projects in Ireland in the context of an important but largely overlooked study completed by Egan and Hegarty over two decades ago (1984). No official review has been published since.