From the ashes of the Great Kantō Earthquake: the Tokyo imperial university settlement

Abstract:

In 1884, an Anglican clergyman and staff and students from Oxford University set up a ‘settlement house’ in the East End of London. Conceiving poverty in moral and aspirational terms, their goal was to live with the poor to raise their cultural standards, and thus pull them out of the cycle of destitution. The idea soon spread to the United States. That the Settlement movement would travel across the Atlantic is no surprise: there was rich exchange between the UK and US in the late nineteenth century, and the values underpinning the movement were shared. But what is perhaps less expected is that the Settlement movement also travelled to Japan where it was put into practice by a range of governmental and non-government actors including students at Tokyo Imperial University in the wake of the 1923 Great Kantō Earthquake. The movement then flourished for almost a decade, before coming to an end in 1938. How was it adapted to the Japanese context? What were its goals, methods, successes and failures? And what can this example tell us about the global circulation of ideas regarding social responsibility, the state and welfare in the inter-war period?     

论大学生村官带动农村信息服务的路径选择

实现真正意义上的＂城乡经济社会发展一体化＂离不开农村信息服务的有力推动。当前,我国城乡一体化进程中农村信息服务仍然存在组织和引导力不足,专业人才和管理人才匮乏等突出问题,寻找能够有效解决问题的路径变得刻不容缓。分析大学生村官带动农村信息服务的优势,通过经验总结和案例引用等方法探寻大学生村官带动农村信息服务的路径具有重要的理论和现实意义。     

和谐校园下班主任与学生心理沟通策略的探讨

和谐校园建设作为和谐社会建设的一个重要组成部分,已经引起各级教育行政部门和学校的高度重视。班级是学校最基本的构成单元,只有建设好和谐的班集体,才会有和谐的校园。而班主任是班级的教育者和指导者,是凝聚一个班集体的核心力量。构建和谐校园应要求班主任与学生建立和谐、友好、信任的心理环境,如出现心理沟通障碍,学生可能产生严重的对抗心理和厌学情绪,从而对构建和谐校园产生了一定的影响。因此,针对班主任与学生的心理沟通出现障碍的原因分析,提出了班主任与学生进行心理沟通的方法与途径,使班主任更好地完成构建和谐校园的重要任务。     

人性假设理论在应用型本科学校学生管理工作中的应用

学生管理工作是高校管理的重要内容。当前大学生管理工作中还存在着问题，而把“人性假设理论”应用到学生管理工作中去具有可行性，人性假设理论在学生管理工作中发挥了重要作用。     

GIVING CREDIT WHERE CREDIT IS DUE: ADVANCING THE HIGHLY MOBILE STUDENT POPULATION TOWARD HIGH SCHOOL GRADUATION

Varied curricula among public school districts within the same state often result in localized core courses and high school graduation requirements. This inconsistency makes it difficult for highly mobile students–who make frequent non‐promotional school transfers during the school year–to obtain full or partial credit for successfully completed coursework, hindering progress toward graduation and increasing dropout rates. While student mobility permeates all communities, it is particularly devastating to some of the most vulnerable children in our society, including homeless children, foster youth, children from low‐income and single‐parent households, migrant students, youth in juvenile correctional facilities, and children of military families. Current federal legislation addresses only some of these groups, leaving many students underserved by the education system. This Note advocates for states to adopt legislation that specifically requires a standardized credit‐recognition system, allowing schools to award full and partial credit for coursework completed elsewhere within the state. Specifically, it addresses the importance of keeping highly mobile students in their schools of origin, when it is in their best interest. It further focuses on the need for state and local policies to require school districts to award and accept full and partial credit for coursework completed in another in‐state school district.     

Protest,citizenship and democratic renewal: the student movement in Chile

What is the significance of upsurge of protest and claims-making for how we understand citizenship in relatively new democracies? In Chile, some 20 years after a paradigmatically successful democratisation, student protests for a more equitable education system have re-politicised and transformed debates about what democracy and citizenship should mean. Claims are being staked not only for educational reform but also for a new model of citizenship based on rights and welfare, in contrast to neoliberal models of citizenship as individualisation and consumption. In raising consciousness as regards the costs of neoliberal democracy, the student protests are reviving the country's radical traditions and past practices of an engaged, political active youth movement.     

构建女大学生就业促进机制的调查与思考

随着高等院校的扩招,大学毕业生急剧增加,大学生就业问题引起社会的广泛关注。为解决大学生就业,我国在实践中形成了国家政策支持、高校牵头搭建就业平台和毕业生自主竞争为主的就业促进机制。该机制对大学生就业起到了积极作用,但是女大学生基于传统性别文化形成的就业弱势仍需要更为有效的社会支持,应该在社会性别的视角下采取有效措施促进女大学生就业。     

旅游专业链式学生教育管理初探

链式管理是对存在于管理链上的诸多环节要素进行有序管理，使之形成相互联系、相互监督、相互激励的运行机制。高校旅游专业的培养目标是实现学生的初步职业化，在旅游专业学生教育管理中实施链式管理方式，尊重了学生心理成长特点，符合循序渐进的职业化培养规律。     

浅谈提高学生在公务员考试中的逻辑应试能力

提高学生公务员考试中的逻辑应试能力,首先要求学生端正对学习逻辑的认识;其次要求教师为学生打牢基础,强化重点内容的讲解和联系实际的训练;最后,要教会学生用科学的方法学习和解题。     

大学生现代法律意识培育的基本价值取向

大学生现代法律意识的培育为我国社会主义法治国家建设奠定了思想基础。目前我们的教育重工具理性、轻价值理性,把法当成治理的工具手段,忽视了法在运行过程中所体现出来的秩序、权利、正义和对人的关怀等价值。只有对法律的这些价值有所了解和认识,大学生的内心才可能接受法律,树立法律至上的理念。因此,对大学生进行现代法律意识的培育,要根据国家对大学生的"四有"培养目标,结合现代法本身所内存的价值去确定大学生现代法律意识培育的价值取向。