浅析大学生思想政治教育人文关怀的几大转换

长期以来大学生思想政治教育人文关怀一直没有很好地落实,文章针对这一现状,指出在落实大学生思想政治教育人文关怀时,需要注意几大转换,即要从教育重心、教育对象、教育内容、教育策略、教育方法这五个方面进行转换思路。     

论高等教育评估的民主化策略

高等教育评估的民主化是当前高等教育发展不可阻挡的历史潮流,评估权力需要由政府向公民社会让渡。具体的民主化策略包括:发挥评估利益相关者的作用;加强评估自组织建设;加强评估信息的公开性。在发挥评估利益相关者的作用方面要疏通表达渠道,让其参与评估决策和评估监督,并且需要从观念、制度和形式上给予保障;在评估自组织的建设上既要重视高校内部和外部自组织的建设,也要重视评估中介自组织和社群组织的建设;在信息公开方面,既要公开高校的基本信息,也要公开评估的过程和结果等相关信息。只有实现了高等教育评估的民主化,高等教育评估才能健康发展。     

The Social Outcomes of Education and Feedbacks on Growth in Africa

Most of the effects of education included in the complete model presented here are shown to be consistent with those found in the mainstream of the research on each outcome using microeconomic data. This, however, is a first effort to estimate net education effects more comprehensively, beyond just growth and health effects on other key measures of development in Africa, and also a new view of indirect feedbacks on economic growth and of externalities. After developing the conceptual framework, the regression estimates are presented together with a discussion of the net direct and indirect effects of education on each outcome. These are shown to improve infant mortality, increase longevity, strengthen civic institutions and democratisation, increase political stability, and increase investment in physical capital, which in turn have positive delayed feedback effects on the economic growth process. The effects also lower fertility rates and population growth rates but the latter occurs only after long delays because of the short-term positive effects of education on health. There are significant net education effects reducing poverty, inequality and crime, the latter after netting out negative externalities from growth and white-collar crime. Education effects reducing poverty and substituting skills for extractive exports also contribute to environmental sustainability. Simulations solve the complete model endogenously and iteratively over time for all of the direct and indirect (largely externality) effects. They reveal that indirect feedback effects including those on non-market outcomes are larger than the direct effects. Some effects are immediate, but many of the lags are long. So policy options for a continent in crisis that consider these lags are considered.     

Remitting Behaviour of Nepalese Rural-to-Urban Migrants: Implications for Theory and Policy

This article uses data for Nepal to test contemporary hypotheses about the remitting behaviour and associated motives of rural-to-urban migrants and to consider the likely impact of such remittances on rural development. Possibilities for inheritance, degree of family attachment, likelihood of eventual return to place of origin and family investment in the education of the migrants are found to be significant influences on levels of remittances by Nepalese migrants. However, in Nepal, remittances do not seem to result in long-term capital investment in rural areas and so may not promote long-term development of these areas.     

African indigenous ecology control and sustainable community livelihood in southern African history

Abstract

Based on sources for African Indigenous Ecology Control and Sustainable Community Livelihood in Southern African history this article argues that political independence in the Southern African region has altered the historiography of the region and the African continent as a whole. Black Africans are now looking to the past for inspiration to constitute the foundations of sustainable livelihoods using their own indigenous knowledge systems (IKS) and resources. The indicatives of the African Renaissance also demand that we draw on the significance of the control by pre-colonial African communities of their ecosystems. Existing testimonies show prosperity among pre-colonial African communities in the region. The argument is that, in order to restore the historical achievements of Africans in the region, IKS should form a constitutive part of education.     

公安院校英语教学中的德育教育

公安机关的性质和任务决定了德育教育对公安院校学生的重要性.在公安院校英语教学中,对学生进行德育教育要注意引导学生学习西方文化,培养学生跨文化素质;增强学生责任意识,做学习的主人,对自己和社会负责,增强学生的责任感;运用多种教学法,培养学生团结合作的精神;根据英语教材,挖掘文章的思想内涵,加强德育渗透,结合所学内容全面提升学生的人文素养与道德品质,实现教书与育人的统一,从而达到提高学生德育素质之目的.     

Pedagogy of the Logic Model: Teaching Undergraduates to Work Together to Change Their Communities

Undergraduate community psychology courses can empower students to address challenging problems in their local communities. Creating a logic model is an experiential way to learn course concepts by “doing.” Throughout the semester, students work with peers to define a problem, develop an intervention, and plan an evaluation focused on an issue of concern to them. This report provides an overview of how to organize a community psychology course around the creation of a logic model in order for students to develop this applied skill. Two undergraduate student authors report on their experience with the logic model assignment, describing the community problem they chose to address, what they learned from the assignment, what they found challenging, and what they are doing now in their communities based on what they learned.     

Linking Academics and Social Learning

Abstract

This article examines how school staff conceptualize their work with youths in an alternative school for weapon policy offenders after having undergone at least one year of a whole-school violence prevention program conducted by the Syracuse University Violence Prevention Project. The article examines the intent of school staff, their ideas, perspectives, and language about youths, violence, and schooling, and provides insights into the challenges and benefits of a whole-school approach to violence prevention. Their insights highlight what is needed for a violence prevention program to be successful. A major issue raised in the article is the importance of linking social learning and academics in violence prevention strategies, and of sustaining collaborative efforts that connect conflict resolution to acts of justice and support for youths' intellectual and emotional lives.     

书法教育与社会主义文化强国建设的战略思考

中华民族优秀传统文化、爱国主义与民族精神是文化强国建设的着力点和内生动力.书法教育具有育人育德、文化认同价值、文化传承价值、文化创造价值的社会功能,开展书法教育,将大大增强国民对中国文化的认同和提高中国文化的传承力、传播力与影响力.加强书法教育,将有利于推进社会主义文化强国建设.该文认为,书法教育必须坚持四个“结合”,即与培育和弘扬民族精神相结合,增强文化自觉与文化自信;与教育体制改革相结合,增强书法教育制度保障;与资源整合相结合,在创新活动载体中提升书法教育成效;与中国文化传播相结合,促进世界对中国先进文化的认同进而提升国际影响力.     

How Does Professional Education Impact the Job Outlook of Public Child Welfare Workers?

Abstract

The objective of this study was to examine how public child welfare employees perceive their graduate social work education, whether they use the knowledge and skills gained, their work satisfaction, and their future plans. It was designed to examine the experiences of the New York City Administration on Children's Services (ACS) employees who were participants in the Professional Development Program and received support to study for their master's degrees in social work. The total number of respondents surveyed was 153, the vast majority of whom were people of color. In considering their motives for attending graduate school, 96 percent emphasized their desire to serve children and families better. These graduates were very positive about their academic and field experiences, with almost all saying they would recommend MSW training to others. There was a constant progression in their perceived knowledge and skill level over time. They expressed a mid-level of satisfaction with their current jobs, but higher satisfaction with the nature of the work itself. It was striking to note the respondents' attitudes about remaining employed at ACS. Only 13 percent of those who responded said they planned to leave within the next two years Almost a third (32.6%) said they thought they'd stay at least 5-9 years, and 39.8 percent said they would probably stay 10 years or longer. Satisfaction with the nature of the work and pay were the two strongest predictors of the length of time respondents planned to stay at ACS. These are important findings because they demonstrate that public investment in MSW education can have significant pay-off by increasing the knowledge and skills of public child welfare workers and encouraging long-term commitment to the work.