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991.
王淑贤 《浙江省政法管理干部学院学报》2012,1(4):92-96
在“毛泽东思想和中国特色社会主义理论体系概论”课程教学中开展“听、说、读、评、研”教学活动,是深化教学改革,培养创新型人才的可行途径之一。在教学中结合课程内容让学生读一些相关的书目,搞一些同学们有兴趣又能参与其中的活动,使同学们在了解历史但又不脱离现实生活的状态下,既掌握了知识又活跃了课堂气氛,提高了同学们的理论素养以及分析问题和解决问题的能力,从而坚定在中国共产党的领导下走中国特色社会主义道路的理想信念。 相似文献
992.
广西—东盟高校合作办学是在新形势下出现的新的办学形式,高校有必要加强合作办学,对学生进行爱国主义教育,本文提出了加强合作办学的大学生爱国主义教育的主要措施。 相似文献
993.
"关东州"的日语教育始于日俄战争期间,随着租借期限的延长,其殖民教育政策及措施在不断地发展。到"九.一八"事变之前,其奴化教育体系已然成型,同时,为了长期维护日本的殖民统治,推进普及日语教育策略,还建立了奖励学习外语的"语学检定"制度。在《关东州人教育令》颁布后,奴化教育达到了顶峰,以实现对大连地区乃至整个东北进行文化侵略和殖民奴化教育的目的。 相似文献
994.
ABSTRACTChild welfare workforces across the nation are experiencing high turnover and have for decades. The chronic cost of turnover makes efforts to increase retention crucial. The Title IV-E education stipend program is one way that many states employ to improve their child welfare worker tenure. Through qualitative interviews, this study examines Title IV-E graduates’ experiences and perceptions of preparedness for working in child welfare agencies. Examining how the responses of stayers and leavers differ and assessing similarities collectively can inform educational and agency enhancements to improve services, as well as worker competence and retention. 相似文献
995.
ABSTRACTEducating, training, and diversifying the workforce are strategies that may help reduce racial/ethnic disparities that plague child protection system (CPS). Title IV-E education and training programs support the development of a specially trained, highly skilled workforce; yet, little research examining their impact on workforce diversification exists. The current study assessed the relationship between Title IV-E education and training and workforce diversity and leadership in a state system that is plagued with racial disparities using data from a statewide child welfare survey (n = 679) and existing population-level sources. Findings revealed that while children of color were disproportionately overrepresented in the CPS, professionals of color were disproportionately underrepresented (as compared to the state’s overall population and the population of children served within CPS). Title IV-E education and training programs were associated with both child protection workforce diversity and CPS leadership roles. Implications for recruitment, retention, education, and partnership are discussed. 相似文献
996.
ABSTRACTPreparing social workers for child welfare practice with the complexly traumatized children now in the system has created the need for schools of social work to integrate trauma content into the curriculum. This article presents findings of an evaluation of a child welfare course designed to prepare MSW level trauma-informed child welfare practitioners. Findings indicate that students in 29 schools of social work not only significantly increased their confidence in working with traumatized children and families but also are significantly more prepared to work toward these three child welfare goals of safety, permanency, and well-being. 相似文献
997.
Joshua L. Bush Ann L. Coker Candace J. Brancato Emily R. Clear Eileen A. Recktenwald 《Journal of school violence》2018,17(2):152-163
Costs of providing the Green Dot bystander-based intervention, shown to be effective in the reduction of sexual violence among Kentucky high school students, were estimated based on data from a large cluster-randomized clinical trial. Rape Crisis Center Educators were trained to provide Green Dot curriculum to students. Implementing Green Dot in schools (N = 13) randomized to the intervention, over five years, cost $1.6 M and included start-up ($58 K) and ongoing implementation ($1.55 M). Costs for adding a school ($25,510) were calculated based on the final year, where no start-up costs were incurred. Knowing the $25,510 cost estimate for adding Green Dot may be particularly useful for high school administrators or school boards when they were making economic decisions based on strong evidence of program effectiveness to reduce violence. 相似文献
998.
Meirav Hen 《Journal of prevention & intervention in the community》2018,46(2):199-212
ABSTRACTAcademic procrastination is a prevalent behavior that negatively influences students’ performance and well-being. The growing number of students with learning disabilities (LD) in higher education communities leads to the need to study and address academic procrastination in this unique population of students and to develop ways to prevent and intervene. The present study examined the difference in academic procrastination between LD, non-LD, and supported LD college students in Israel. Findings indicated a significant difference between the three groups, both in academic procrastination and in the desire to change this behavior. Interestingly, supported LD students were similar to non-LD students in all parameters of academic procrastination; however, they expressed less desire to change this behavior than unsupported LD students. These findings highlight the effect of general academic support on academic procrastination in LD students. Future studies will need to further explore the specific elements of support that most contribute to the reduction of academic procrastination in LD students. Specific support programs for academic procrastination in LD students who take into account the findings of these future studies can then be developed and studied. 相似文献
999.
Peter G Jaffe Claire V Crooks Maureen Reid Jennifer White Danielle Pugh-Markie Linda Baker 《社会福利与家庭法律杂志》2018,40(4):496-514
ABSTRACTThe overwhelming number and complexity of domestic violence cases in criminal and family courts has resulted in the development of education programmes to assist judges. There is limited research on judicial education in this area. This paper reviews one such initiative entitled ‘Enhancing Judicial Skills in Domestic Violence Cases’ (EJS) that has been developed and implemented over the last 20 years by the National Judicial Institute on Domestic Violence, a partnership of the US Department of Justice Office on Violence Against Women, National Council of Juvenile and Family Court Judges and Futures Without Violence. We present findings of a preliminary evaluation of the programme based on the self-reports of 480 judges who had taken the four-day workshop between 2006 and 2010. Overall, judges reported the programme to be engaging and effective. At a six-month follow‐up, most of the judges identified specific benefits and behavior changes in the areas of access to justice, judicial leadership, victim safety, and abuser accountability as a result of participating in the programme. Critical issues in judicial education are highlighted based on the authors’ experiences in the development and implementation of this programme. 相似文献
1000.
Werner Schäfke Juan A. Mayoral Díaz-Asensio Martine Stagelund Hvidt 《The Law teacher》2018,52(3):273-294
This article provides novel empirical survey evidence on socialisation factors leading lecturers to implement interdisciplinary teaching in law. Recent debates on legal scholarship and higher education legal institutions advocate the introduction of interdisciplinary approaches to legal studies. Nevertheless, there is still little evidence of how this lecturing philosophy might be affected by socialisation with other disciplines. To address this, we analyse the case of external lecturers in the Faculty of Law at the University of Copenhagen in Denmark, who constitute the majority of the teaching staff in this institution. To explain the adoption of interdisciplinary teaching, we rely on socialisation factors connected to their former higher education and socialisation in research and multidisciplinary environments. 相似文献