以创新为动力，不断开创北京共青团工作新局面——“三个代表”重要思想学习体会

创新是我们社会最鲜亮的主题词,是开创共青团工作新局面的关键所在.共青团工作中实现创新,首先要深入学习"三个代表"重要思想,理论联系实际,遵循青年工作基本规律,把握当代中国青年运动的主题,发挥青年和基层组织的首创精神.同时,各级团组织要积极推进在工作思路、工作方式以及自身建设上的创新.     

创新教育是青年人力资源开发的重要环节

大学生是青年一代的优秀代表,对大学生实施创新教育是青年人力资源开发的重要环节。培养大学生的创新意识、创新思维、创新能力、创新情感、创新人格是青年人力资源开发的重要目标。而实现这一目标的主要方式有:树立创新观念,营造良好的创新环境,培育和完善创新机制,构建创新人才的培养模式等。     

Breadth and Intensity of Youth Activity Involvement as Contexts for Positive Development

Research has linked youth activity involvement to positive development. However, past studies have confounded at least two separable dimensions of involvement: breadth (number of activities) and intensity (participation frequency). Theory and the limited available evidence suggest that these dimensions may make independent contributions to development. Based on self-reports from 7430 high school students, this study assessed whether breadth and intensity dimensions were related to each other, to a typical aggregate measure of involvement, and to various indicators of positive development. Breadth and intensity were moderately interrelated and, in combination, they explained the majority of the variance in the typical involvement measure. Both dimensions were positively related to each development index. When examined simultaneously, only breadth had a unique relation with each developmental index. Further, evidence of nonlinear effects was found. Findings were consistent across age levels. Implications for measurement of involvement and interpretations of the extant research are discussed.

引领全国青年工作的理论研究--中国青年政治学院主办九届研讨会记述

把青年工作作为一门科学来研究,最早可追溯到20世纪50年代中央团校的团课教学,引领全国青年工作理论研究的作用,则始于20世纪80年代。在中央团校的基础上于1985年建立的中国青年政治学院,共举办9届全国青年工作理论研讨会,不断强化了这一引领工作,确立了中国青年政治学院在这一学术领域的引领地位。     

全面建设小康社会与新世纪共青团工作

社会发展的每一个新阶段 ,都对青年提出新的更高的要求 ,也为青年的成长成才带来了机遇和挑战。党的十六大确定的全面建设小康社会的目标 ,要求各级共青团组织紧紧围绕这一奋斗目标 ,动员和组织广大团员青年在完善社会主义市场经济体制、实施科教兴国和可持续发展战略、推动经济结构战略性调整中建功立业 ,引导广大团员青年做建设小康社会的生力军和主力军。     

高校共青团服务创新型人才培养的思考

共青团组织是高校育人体系的重要组成部分,在培养创新型人才的实践中发挥着重要作用。新形势、新条件下,高校共青团要进一步拓宽工作思路,努力构建完善的大学生学术科技创新的活动体系、指导体系、保障体系和评价体系,为创新型人才培养和创新型国家建设做出新贡献。     

构建共青团促进大学生就业创业分层分类菜单化教育体系的实践研究

针对大学生在就业创业方面的现实需求,从促进高等教育科学发展,缓解就业难、就业不充分等现实问题出发,本课题基于上海市教委学生处所做的一项关于《大学生就业状况与影响因素的调查》的相关数据,考察分析目前高校就业创业教育中存在的问题,以科学发展的观念探究高校共青团在促进大学生就业中的难点和有效的方式和途径,即从纵向结构制度建设和横向内容建设两个维度构建共青团促进就业创业菜单化教育的新体系。     

Practice-based insights in developing and implementing a sport-based programme for girls

Parivartan Plus is a structured sports mentoring programme for girls, implemented in a Mumbai slum where social expectations around gender-appropriate behaviour and good parenting restricts girls’ mobility and visibility in public spaces. This article presents practice-based learning from developing and implementing programme theory to empower girls in achieving changes in their everyday social interactions at home and beyond. Gender and social norms theory were combined with local practical wisdom to turn main implementation challenges into opportunities. The article reflects on the strategies that gave visibility to, and achieved community endorsement for, the erosion of restrictive gender norms while ensuring community safety.     

Chapter 9. Framing the Future for Children and Youth in the Risk Society

Abstract

This chapter sets out to explore the six significant findings of this study by relating the interview content to the sociological risk literature. It examines thinking behind loss zones and gain zones and then moves on to look at individual versus collective risk and perceptions of risk. A child and youth care understanding is noted within the context of the Youth Encounter Project environments.     

Chapter 6: Essential Orientations and Practices

SUMMARY

In civic youth wouth work program staff focus on larger outcomes and do not often attend to the importance of seemingly mundane and simple tasks. Young people talk about how these simple tasks have powerful meaning for them and their work even as adult volunteers talked about the challenges of working democratically with young people. To integrate these perspectives there are some practices that describe how this work is done: co-creation, contributory, interrogatory, contextual, caring-for-the-world, processual, open, invitational, and a commitment to more than the self.