老年心理健康量表(城市版)的编制

以往研究发现,社会支持直接影响老年群体生存质量水平。然而,这些研究对社会支持产生影响的间接路径探讨较少。因此,基于社会支持路径理论,采用问卷调查的方法对553名老年群体进行研究, 结果显示: (1)社会支持、希望、孤独感与老年群体生存质量之间相关显著, 社会支持、希望和孤独感都是影响老年群体生存质量的重要因素; (2)社会支持显著正向预测希望和老年群体生存质量, 显著负向预测孤独感; (3)社会支持通过希望影响老年群体生存质量的中介效应显著; (4)社会支持通过孤独感影响老年群体生存质量的中介效应显著; (5)希望和孤独感在社会支持与老年群体生存质量之间起多重中介效应。研究结果证实了社会支持影响老年群体生存质量的心理机制, 以及希望和孤独感在此间的双重中介效应, 为提升老年群体心理健康水平提供了实践依据。     

第三部门视野中的现代大学制度

现代大学作为第三部门的一个重要组成部分,其制度安排由于受政府制度以及企业制度环境的消极影响,一直以公私两分的形式存在,远离了第三部门制度架构的规范性要求。近年来,随着世界范围内高等教育改革的进一步深入,现代大学制度无论在所有权、管理权、资金来源还是在法律程序的层面,都已基本具备了超越公私两分的可能。在超越公私两分的基础上,现代大学制度的建构必须紧紧围绕自治、非营利与非政府三个核心观念展开。     

Opportunities for older learners: Older students in the open university

This paper discusses research carried out by the Older Students' Research Group in the UK Open University between 1982–87. It examines the motivation, experience and performance of OU undergraduate students aged 60 and over and compares older OU students with the rest of the OU student body and with older students in a variety of other educational organisations. It argues that the success of older students in the Open University indicates that distance education has considerable potential as a mode of study for older people.     

Education and training for the third age in the UK: A preliminary report from the Carnegie Inquiry

The paper reports on a British study of education and training for older adults, being carried out as part of a major social investigation, the Carnegie Inquiry into the Third Age. The paper will present a brief factual overview of participation by older adults in education and training of all kinds; identify the primary issues which have emerged from work with student groups around the country, including the main perceived obstacles to actual and potential students; define a policy agenda; and put forward some initial policy proposals. It will include some discussion of the issue of quality and cost-effectiveness in relation to the education of older adults. Finally, specific reference will be made to instances of good practice, amongst employers or educational providers.

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Zusammenfassung In diesem Artikel wird eine Studie über Bildung und Fortbildung für ältere Menschen vorgestellt. Sie wird als Teil einer wichtigen sozialen Untersuchung, der Carnegie Untersuchung über das Seniorenalter durchgeführt. Es wird ein kurzer sachlicher Überblick über die Beteiligung älterer Menschen an Bildung und Fortbildung jeglicher Art gegeben und Grundthemen identifiziert, die sich aus der Arbeit mit Studentengruppen im ganzen Land ergeben haben sowie die wesentlichen auftretenden Schwierigkeiten der gegenwärtigen und potentiellen Studenten. Außerdem werden Richtlinien einer zukünftigen Politik aufgestellt und erste Schritte zur Durchführung dieser Politik eingeleitet. Eingeschlossen sind Diskussionen über Qualität und Kosteneffektivität in Bezug auf Bildung für Senioren. Zum Schluß wird auf bestimmte Beispiele guter Bedingungen bei Arbeitgebern oder Bildungsanbietern hingewiesen.

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Résumé Cet article rend compte d'une étude britannique sur l'éducation et la formation des personnes âgées qui fait partie d'une investigation sociale importante, l'enquête Carnegie sur le troisième âge. L'article présente un sommaire des données sur la participation des personnes âgées à tous les genres d'éducation et de formation; il identifie les questions principales — y compris les plus gros obstacles perçus par les étudiants actuels et potentiels — qui résultent des contacts entamés avec des groupes d'étudiants de toute région du pays; il définit les grandes lignes d'une politique; et il propose des premiers pas à prendre pour réaliser cette politique. Il s'adresse également à la question de la qualité et de la rentabilité en ce qui concerne l'éducation des personnes âgées. Finalement, il se réfère à des exemples spécifiques d'une bonne pratique parmi les employeurs et les organismes éducatifs.

     

Competences for working with older people: The development and verification of the European core competence framework for health and social care professionals working with older people

Universities of applied sciences in Europe face the challenge of preparing students in health and social care for working with older people and contributing to the innovations needed in light of the ageing of society, along with changes in the health and social care systems in many countries. Dealing with the special needs of older people and the increasing burden of chronic diseases requires specific competencies for health and social care professionals, as well as an integrated approach to health and social care. Research has found that many educational programs lack adequate preparation for students in health and social care when it comes to the correct competences. To identify the competences needed for all health and social care professionals in Europe, who work with older people, the European Later Life Active Network (ELLAN) has conducted research and developed a verified competence framework. This “European core competences framework for health and social care professionals working with older people” describes roles and competences that students in health and social care programs need to learn in order to provide good care and support for older people. Within the ELLAN consortium, 26 universities of applied sciences from 25 European countries collaborated in this research and development process. The framework has been verified by two Delphi rounds among a group of 21 experts and a group of 21 researchers from 19 countries. The framework includes awareness of diversity and different cultural backgrounds. This makes it a useful document for educational purposes all over Europe.     

Ageism at university: A comparative analysis of young and older adult students

ABSTRACT

This study undertakes a comparative analysis of the negative stereotypes of older persons described by young and older adult university students at the University of Castilla-La Mancha. This study is innovative in that it compares three analytical perspectives: the perception of young students (18–27 years); the perception of older adult students (50 years and above) regarding older persons (hetero-stereotypes); and, finally, the perception of older adult students with regard to themselves as part of the group of older adult students (self-stereotypes).

The sample is made up of 460 young students and 148 older adult students who completed the Questionnaire on Negative Ageing Stereotypes (QNAS), comprising three dimensions: health; character and personality; and social relationships and motivation. A statistical analysis was subsequently carried out using the independent samples t-test in the IBM Statistics 19.0 program.

Of note among the principal results is the low level of negative stereotypes reported among the groups studied, as well as the existence of significant differences in their means, which indicate that the negative stereotypes of the groups differed. The most stereotyped of the dimensions analyzed was character and personality. In contrast, the least-stereotyped dimension was that of social relationships and motivation. Finally, the dimension of health occupied an intermediate position. With regard to the three perspectives studied, the older adult group (hetero-stereotypes) was the most stereotyped, followed by the young students and, finally, the older adult students with reference to self-stereotypes.     

ICT,education and older people in Australia: A socio-technical analysis

People over 65 (or older people) are a growing proportion of the population in many developed countries including Australia. In the last 10 to 12 years interest from this group in the use of Information and Communication Technologies (ICT) and the Internet has also grown considerably. ICT has much to offer older people as a means of keeping in touch with family, perhaps in other parts of the world, to obtain information about health and financial matters, for entertainment and to further their education. It also offers possibilities for intergenerational cooperation with, for example, children coaching their grandparents. This paper concentrates on older people’s use of ICT for education, some of this being formal but mostly informal, and adopts a socio-technical framework based on actor-network theory (ANT) to investigate this.     

高校图书馆虚拟咨询中的心理疏导工作

高校图书馆大多在主页上增设虚拟参考咨询服务,以加强与读者的沟通.虚拟参考咨询以其虚拟性、开放性、便捷性深受大学生的欢迎,在虚拟咨询平台上,读者的留言除了有关文献信息方面的询问外,有相当一部分反映出大学生的精神压力和心理困惑,这对高校图书馆参考咨询工作提出了新的要求.通过在虚拟参考咨询平台上对大学生进行心理疏导,高校图书馆的教育职能和育人功能得到了进一步完善.     

改造大学:大学校长不能放弃的责任

大学的兴旺与否取决于其内部由谁控制,大学校长是大学兴旺的一个决定性因素;大学历久不衰成为伟大而恒久的组织,取决于大学是不断自我改造适应社会的组织,而大学校长是推动大学改造的决定性因素;大学改造是大学校长不能放弃的责任,这种责任主要包括:明确大学使命,建设一流教师队伍,加强制度创新。     

Estimating the economic payoff to virtual university education: a case study of the Open University of Catalonia

This study extends the scope of research that examines the connection between physical attractiveness and student perception through a survey analysis. While other studies concentrate on physical attractiveness alone, we examined not only perceptions of attractiveness but its impact on students’ perception of knowledge, approachability and faculty selection in a hypothetical course. Using ordered logistic regression, logistic regression and ordinary least squares regression to examine the interaction between age, attractiveness, knowledge and approachability, our findings show that younger faculty members are perceived as more approachable and more attractive, while older faculty members are perceived as more knowledgeable. Faculty perceived as more attractive are also perceived to be more approachable. Further, we test the impact that these results have on faculty selection in a hypothetical course and find that students are more likely to select an attractive and approachable faculty member to take a course with, regardless of perceived knowledge of the faculty member. Overall, although the perception of beauty may be cursory, its results may not be when considering the primacy effect, role model effect and teaching effectiveness assessment.     

Media education for older people - views of stakeholders

ABSTRACT

This study is a part of an ongoing design-based research (DBR) project aimed at designing, piloting, and assessing a digital study module focused on older people’s media education. In order to gain a better understanding of older people’s media literacy and develop the teaching of adult educators, participatory creative workshops for a total of thirty-one stakeholders (older people and professionals who work with them) were conducted. Research data was collected from these workshops through a case exercise from stakeholders and a questionnaire from older people during the year 2019. According to the stakeholders, older people need more training in all the dimensions of media literacy, which is understood as competence in accessing, using, understanding, creating, and critically analyzing different media texts. However, use dimension was the most featured dimension in the data. In addition, older people are a heterogeneous group and it is essential that media education is tailored to meet the current needs of older people. The results indicate that media education should be designed especially to address the needs and individuality of older people.     

一封信敲开世界名校的大门

王正阳曾是成都外国语学校高三的文科生。高中一年级时,他被选派到美国交流学习。高中毕业前,他一方面准备参加国内高考,另一方面准备申请到美国的名牌大学学习。美国大专院校的录取方式与中国的截然不同,没有全国统一高考。学生只需在中学毕业前参加一个标准考试,分数作为是否被录取的参考。除此之外,学校     

Creating a “third space” in student teaching: Implications for the university supervisor’s status as outsider

The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into our student teaching seminar. We suggest that “third spaces” in combination with return-to-campus courses not only mitigates the peripherality of university supervisors, but also amplifies the influence of a teacher preparation program.