从人文关怀的角度实践班主任工作

做好班主任工作既有益于学校．能吸引并留住学生，扩大学校影响，又有益于学生，能使其战胜困难、树立信心，增强本领。强化素质，提升竞争力。班主任工作应从人文关怀的角度去思考和实践。     

迟子建小说文本的人文关怀

迟子建在叙事艺术上着意经营,擅长以温情的笔调讲述“东北家园”伤怀之美故事,尤其是对童年情结梦忆、生态文学写作、精神生态追怀的书写,独具特色富于美学意味,由此建构了她小说文本的人文关怀,使读者在阅读中分明感觉到她的艺术气质和艺术审美,卓尔不群、非同一般。     

Participatory creativities: developing a research design for children’s pastoral encounters with the natural world

ABSTRACT

In this paper, the author discusses the interrelationship between creativity, children’s experiences of the natural world and pastoral education. Based on a research design developed whilst undertaking a professional doctorate in education (EdD), and grounded in a theoretical framework of children’s rights, the author explores the creative uncertainties of collaboratively researching children’s educational experiences with nature. The paper considers the ways in which the research design supports a pastoral care agenda, whilst encouraging the emergence of ‘creative artefacts’, alongside the extent to which the focus of the research, encounters with the natural world, might be deemed pastorally minded in its own right. The children who have participated in the research then draw the paper to a close, sharing what their involvement in the project has meant to them. Images and excerpts of children’s own creative reflections are offered as illustration of the powerful confluence of the Creative and the Pastoral.     

论古代文学研究的"当下关怀"

呼吁古代文学研究的“当下关怀”,并提出一些思考和建议。古代文学研究应在坚守审美本位、纯文学本位、纯学术本位的前提下,尽可能地关注现实,关注国计民生、世道人心,主动介入、积极参与政治文明建设、道德建设和社会文化建设,对当下流行的文学思潮、文化思潮做出“回应”,发出自己的声音。古代文学研究只有走出象牙塔,贴近现实生活,贴近公众,才更有活力。古代文学只有走进当下,才会“复活”起来,才更有价值。古代文学研究者应“定位”为人文知识分子,以学术研究为高尚事业,代表社会良心和公论,将自己的思想识见贡献给时代,实现人生理想。     

边缘与关怀——严丽霞长篇小说透视

严丽霞是国内较早自觉从事长篇言情小说创作的作家，一直以边缘者代言人的姿态用文学的方式表达着对于弱势话语的关注。她不仅长期提示着主流文学精英意识在情感关怀上的缺席，并且通过乡村与都市、理想与现世之间的矛盾，完成了针对现代性文明的有力批判。     

“Montrose” child life protection unit: A treatment and assessment model in child abuse intervention

In New South Wales, Australia, the Department of Youth and Community Services is empowered by statute to deal with cases of child abuse and neglect. Its child protection services include the Montrose Child Life Protection Unit which is designed to support and complement the work of both the Intake Service, Field Service and most importantly the work of child protective facilities in the community. The service has intake crisis counselling and call out resources; maintains a central register; provides a facility for crisis residential care for children and families, diagnostic assessment, and a day programme. The emphasis in service delivery in New South Wales in the area of child protection is on multidisciplinary intervention. The Department of Youth and Community Services is involved in promoting interagency cooperation and co-ordination. Over and above a philosophy that underlies service delivery is the Montrose Unit's involvement in sensitising the community to the difficult and often demanding role of parenting. Montrose represents an attempt to create an environment where parenting myths can be examined from a reality base and strategies implemented for reeducation.     

住院死亡病例188例分析

目的 :分析及探讨住院儿童死亡原因 ,以提高儿科临床工作质量 ,降低儿童死亡率。方法 :对 188例住院患儿死亡病例进行回顾分析。结果 :住院患儿的病死率为 2 .0 %。新生儿死亡数占总死亡数的 2 3.4 % ,1岁占 38.8% ,故 1岁以内死亡数占总死亡数的 6 2 .2 %。导致住院儿童死亡的前十位疾病是肺炎、病毒性脑炎、白血病、新生儿窒息、婴幼儿腹泻、败血症、结核病、先天性心脏病、新生儿硬肿症和中毒意外。新生儿、婴幼儿、学龄前及学龄儿的首位死因分别是新生儿窒息、肺炎和白血病。结论 :加强围生期保健 ,预防窒息 ,重视肺炎、白血病的防治对降低儿科住院病死率有重要意义。     

数字化时代人文精神的反思与重建

人文精神在不同时代有不同的内涵 ,数字化时代的人文精神是科学的人文精神 ,是高科技时代人类的精神支柱。数字化时代是人文精神充分彰显的时代 ,主要表现在人的自由时间的大量增加、人的能力的极大提高、人的社会关系的全面丰富和人的自由个性的全面发展等方面。同时 ,数字化时代又存在人文精神衰变的悖论 ,主要表现为人在自身发展、文化、道德和心理、人类安全等方面面临的一系列新困境。数字化时代科学的人文精神的建构要遵循以下原则 :在人文的视野中构建科学精神 ,以价值理性校正工具理性 ;要实现民族精神、时代精神和全球精神的有机整合 ;在理想的视野中把握现实性 ,实现终极关怀与现实关切的统一 ;在人的社会性发展中完善个体性。     

Service user and carer involvement in students’ classroom learning in higher education

The following article presents a small-scale qualitative study in which the student learning experiences from service user and carer (SUAC) involvement in social work, mental health nursing and social welfare courses at an English university were evaluated for any effects on student perceptions, knowledge, skills and practice. Using focus group methodology, student participants reported positive outcomes from exposure to SUAC classroom inputs such as a greater valuing of SUAC knowledge as expert knowledge, help with the development of empathy and an appreciation of constructive challenges to mainstream curricular delivery. Notes of caution were identified, particularly in respect of the sometimes unexpected levels of emotion displayed by SUAC presenters. Recommendations for meaningful SUAC involvement in higher education are made regarding the need to involve SUACs across the whole duration of a course; the need for the preparation of both students and presenters regarding boundaries; the fit of presentations with intended learning outcomes; more partnership delivery in classrooms between academics and SUACs (possibly with a differentiation between theoretical and practice inputs); the opportunities for SUACs to present their own situations as real rather than hypothetical case studies for students and the possibilities that may result from introducing a ‘buddying’ system between students and SUACs throughout their studies. It is suggested that the insights from this small-scale study merit further exploration on a larger scale if policy and practice in the field of service and user involvement in higher education are to move forward in an inclusive manner.