A community development approach to the prevention of institutional and societal child maltreatment

The Community/Institutional Development (CID) system addresses the needs of children placed in out-of-home care facilities. The major purpose of the system is to prevent the occurrence of institutional and societal child maltreatment. It features community/institutional collaboration in the review of institutionalized children's care, and the development of programs to prevent child maltreatment. This would represent a genuine collaboration between institutions and their communities, assessing the contributions of both to the quality of child care. At this time the CID system is a pilot project in the state of Kansas. There are a total of eight public and private child care institutions involved. The project is endorsed by the Office of the Governor, the Department of Social and Rehabilitation Services and the Kansas Chapter of the National Committee for the Prevention of Child Abuse. Preliminary impressions indicate that the CID concept is practical, feasible and cost effective. It could also be adapted to the needs of other age groups. The concept is outlined.     

职业教育国际化产教融合发展的探索与思考--基于构建中国-东盟职教共同体的职业院校实践

广西经贸职业技术学院积极推进国际化产教融合模式办学改革,在集中跨国优质资源,构建产教融合发展共同体;打造跨国合作新平台,推进产教融合协同育人;推广产教融合标准,提升中国职教国际影响力;推进产教协同创新,服务东盟中小企业发展;深化国际化办学改革,树立国际交流合作品牌等方面开展办学实践。在构建中国-东盟职教共同体背景下,未来职业院校国际化产教整合需要加强政策规划对接,明确产教合作方向;创新产教融合模式,服务高水平开放合作;打造产教融合新机制,推进高水平协同育人。     

彝族古乌撒地区的职业社区制探析

古乌撒部属地的今贵州省威宁、赫章两县地及周边地区,魏晋以来至清朝初年,存在过一种同一社会分工、同一种职业的人们居住在同一社区的制度,这种制度,在彝族内部实行、并使其支系化明显的同时,还深入到入住同一地域的有关民族。维系和巩固了乌撒部政权长达千余年占据一隅的统治。研究彝族社会历史,不可忽略对这种制度的研究。     

Supporting Deep Engagement: The Teaching for Transformative Experiences in Science (TTES) Model

The Teaching for Transformative Experiences in Science (TTES) model was designed to facilitate the application of academic learning in students' everyday experiences. In the current study, we describe a 2-year design-based intervention that aimed to further develop and evaluate the TTES model. In the first year, a teacher implemented the TTES model in two of his four classes. The findings indicated enhanced engagement and learning, but primarily among students with higher prior engagement and learning. Insights led to revision of the TTES model. In the second year, the revised TTES model was implemented in all the teacher's classes, with another teacher's classes used for comparison. Intervention students demonstrated significantly greater learning and reported significantly higher levels of transformative experience than the comparison students.     

The benefits and challenges of academic writing retreats: an integrative review

The immediate drivers to increase publication outputs in higher education are government and research funding, organisational status, performance expectations and personal career aspirations. Writing retreats are one of a range of strategies used by universities to boost publication output. The aims of this integrative review were to synthesise the available evidence, identify the attributes, benefits and challenges of academic writing retreats and examine the components that facilitate publication output. The review was based on a systematic search of six electronic databases. Of the 296 articles identified, 11 primary research papers met the inclusion criteria. Thematic analysis of the data highlighted a raft of personal, professional and organisational benefits of writing retreats. The five key elements of writing retreats conducive to increasing publication output were protected time and space; community of practice; development of academic writing competence; intra-personal benefits and organisational investment. Participants involved achieved greater publication outputs, particularly when provided ongoing support. Further research is required to examine more substantively the feasibility of writing retreats, their cost-effectiveness and the features that increase publication outcomes.     

“真正的共同体”与科学发展观的人本核心——人的社会化与人性化的社会建设

马克思指出,“人的本质是人的真正的共同体”,对真正的共同体的哲学探讨是马克思哲学关于社会发展的内在的人性依据。马克思的“真正的共同体”思想提供的理论价值：1．人性是社会发展的基本原则;2．社会公平正义就是以科学的人性为内在旨归的对社会建设的伦理规约;3．人以全面的方式占有自己的全面的本质与主体性的真正实现。科学发展观的人本核心凸显了以人民群众为主体的人本情结,是马克思主义中国化与当代中国社会发展实际的时代性结合。     

黑龙江省西部沙地土壤动物群落特征分析

对黑龙江省西部沙地进行的土壤动物调查,选取了5个不同植被群落样地,共获得土壤动物40类,2240只。隶属于4门,6纲,11目,其中类群数最多的为昆虫纲,个体密度最大的为线虫类。对群落特征指数分析结果显示,DG指数是能够从总体上反映个体数和类群数变化的群落特征指数。从土壤动物垂直分布来看,各群落土壤动物在垂直方向上的变化都很明显,土壤动物的种类和数量基本上是随着土层的加深而递减。     

高校和谐班集体构建的思路与对策

和谐的环境能够培养美德,给人以前进的动力,促进人的全面发展和健康成长。大学生的健康成长离不开和谐班级的氛围。本文以党的十六届四中全会提出的构建和谐社会的重要思想为指导,阐述构建高校和谐班集体的意义、特征以及构建对策。     

A programme for future audit professionals: using action research to nurture student engagement

Professionals require decision-making skills as well as technical knowledge. One might assume that their university education prepares them for this role yet, and least for future audit professionals, traditional text – and lecture – methods dominate teaching practice. This Participation Action Research study develops with auditing students a practice-informed, computer-based and judgement-orientated learning programme. We seek to identify ways in which student engagement in such decision-making dilemmas can be created and improved. Logs, student-surveys and notes from an independent observer document the longitudinal process. Findings identify features that improve student engagement and a contribution of the project is in revealing the value of removing technical and in-class social barriers. Implications for nurturing higher-level learning and for serving professional curriculums generally conclude the study.