论城市社区图书馆的建设与发展之路

结合深圳市建设“图书馆之城”的实践,论述城市社区图书馆在经费、管理员、组织实施及藏书等建设的方式,并对其发展存在的问题进行探讨.     

创建株洲社区大学 完善我市终身教育体系——关于株洲市发展社区教育的调查与建议

本文对创建株洲社区大学、完善终身教育体系的必要性进行论证,全面分析其可行性;并根据亟待解决的问题,提出解决的建议。调查研究表明：株洲市创建社区大学、完善终身教育体系势在必行;无论是从时代的要求、政策支持、教育构成要素的满足、榜样模式的参照和理论研究上,还是自身的实际基础,创建株洲社区大学、完善终生教育体系建设的基本条件均已成熟。     

Field Note: Standard Web Application for Information Exchange on Agroforestry in India

Abstract

Purpose

To explain how training and education events (TEEs) can be designed to increase the likelihood of achieving behavioural objectives.     

温州社区社会组织发展面临的问题及对策

社区是现代社会的细胞,而社区社会组织是社区发展的重要主体。随着温州祉区建设的不断深入,社区社会组织也得以迅猛发展,但整体上仍处于培育孵化的初级阶段,不可避免地面临管理体制权责不清、类型发育不均衡、可持续发展能力弱等问题。亟需理顺祉区管理体制,完善政府购买服务机制,提升社区社会组织主体能力,建立人才培养机制,实施分类引导、重点培育。     

SERVING AND LEARNING ATA UNIVERSITY LABORATORY SCHOOL: STUDENTS FROM BIRTH THOUGH ADULTHOOD BENEFIT WHEN SERVICE LEARNING IS INTEGRATED INTO THE PRESERVICE CURRICULUM

Service‐Learning (S‐L) pedagogy is attracting increased attention in teacher education. This article describes the implementation of S‐L in the preservice early childhood curriculum, which placed students in a birth‐5 years setting. It identifies a continuum of learning to care, which begins in infancy, as caring capacities emerge, through to adulthood, when preservice teachers learn from experienced mentors how caring characterizes their interactions with learners of all ages. Students’ journals indicate they believe S‐L experiences contribute to their personal, academic and professional development. Carefully implemented S‐L experiences validate students’ caring interactions, give them first‐hand experiences with young children during which they can apply theoretical constructs, provide experiences which help them clarify their own career goals, and make them feel better prepared to manage instructional and classroom management dimensions of working with young children.     

欠发达地区社区教育发展问题探析

随着学习型社区,学习化社会的构建,社区教育越来越受到社会各界的关注,欠发达地区的社区虽然发展的不完善,但也在探索中前进。本文从当下的时代背景出发,研究与探索欠发达地区社区教育发展的时代诉求,发掘欠发达地区社区教育的个性特征,并且针对当下欠发达地区社区教育发展的趋势尝试性提出几点对策建议。     

微群网络学习共同体的实践探索

社会性建构理论倡导和支持在一定的社会文化情境脉络之中实现知识的流动、生产和创生,如何利用社会化网络建构学习共同体成为研究的热点问题之一。微群是随着Web2.0而兴起的一类开放的互联网社交服务社群,具有内容的微型化与简明性、操作方式的多样化与便捷性、交流的时效性与临场感等特征,可以多渠道地使隐性知识显性化、便捷地将海量碎片信息重组并提供良好的应用程序接口,实现软件功能移植。河南师范大学以"数字媒体技术导论"课程内容为主题,通过13周、三轮行动研究法,进行基于微群的网络学习共同体实践,发现利用微群进行学习,能发挥教师主导和学习者主体作用,激发学习者学习兴趣,加深学习者对知识的理解,促进成员之间的情感交流,培养个人协作学习、自我管理、问题探究等方面的能力。     

论人的历史性存在方式——基于《1857-1858年经济学手稿》物化社会关系的一种理解

在前资本主义社会,人与共同体的关系表现为一种自然的依赖性。随着这种依赖性关系的解体,人的存在方式呈现为二重性。这种二重性构成资本主义物化社会关系的主要特征。物化的社会关系是资本主义社会存在、运行和发展的基础。由于资本本性的驱动和历史使命的内在要求,人类社会最终会扬弃物化的社会关系,克服直接的"自然必然性"的束缚,实现人的全面自由个性。     

Communication for Public Decision-Making in a Negative Historical Context: Building Intercultural Relationships in the British Columbia Treaty Process

Abstract

Encouraging involvement in local, regional and national communities in order to develop a healthy democracy is a laudable goal for society. However, culturally marginalized groups that have been historically excluded from such participation, and who utilize communication patterns that differ from the dominant culture, cannot take all the responsibility for becoming engaged. The aboriginal peoples of North America are one such marginalized cultural group. Utilizing data from the current British Columbia treaty process, this study posits communication structures, attitudes, and behaviors that dominant culture groups must adopt in order to build positive long-term relationships for public engagement with historically marginalized cultural groups.     

Striving to Be King of Mobile Mountains: Communication and Organizing Through Digital Fitness Technology

This study considers fitness-tracking applications as settings for communicative performances. Qualitative interviews and observations with 41 users of a cycling-focused fitness application revealed communicative themes of qualifying, social sharing, and withholding. Users also assessed other members through social-group comparing and upward comparing. This study develops theory by revealing how individuals use the technology to communicate about their physical acts, and how the context of use facilitates organizing processes. We argue that use of this fitness application extends our understanding of how communication can constitute a community of practice (CoP; Brown & Duguid, 1991; Lave & Wenger, 1991). Primarily, the hybrid online/offline nature of Strava complicates the traditional understanding of communication and CoPs.