Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.     

国外社会化电子商务研究综述*

对国外社会化商务研究文献进行了综述,当前研究集中在社会化电子商务的定义、演化历程、商业模式、平台设计、网站用户接受、用户购买意愿及行为研究等六个方面。总结当前研究的特点,并指出未来值得关注的研究领域及方向。     

内部社会资本、二元学习与研发团队创造力

团队成员工作积极性不高与创造力不够是阻碍研发团队创新的最大问题,良好关系下的团队成员知识交流与思维碰撞对于研发团队创造力至关重要。以二元学习为中介变量,知识异质性为调节变量,构建了内部社会资本影响研发团队创造力的有调节的中介效应模型。采用结构方程模型,基于308个研发团队的数据的实证研究发现：结构资本和认知资本对研发团队创造力的直接影响显著,而关系资本对研发团队创造力的直接影响不显著;二元学习在结构资本及认知资本与研发团队创造力的关系中扮演部分中介角色,而在关系资本与研发团队创造力的关系中扮演完全中介角色;知识异质性正向调节二元学习中介效应。本研究有助于加强对团队创造力影响因素及作用机理的了解,也为提高研发团队创造力提供借鉴。     

班杜拉社会学习理论述评

班杜拉的社会学习理论摈弃了传统行为主义对环境的依赖,指出人的更普遍、更有效的学习方式是观察学习,强调了人的认知因素在学习过程中的重要作用,认为行为、认知及环境三者之间构成了动态的交叉互动关系,重视人的自我调节和自我效能感。     

A study on the inclusion of deafblind young people in mainstream schools: key findings and implications for research and practice

This article, written by Leda Kamenopoulou of Roehampton University, reports a research project on deafblindness and inclusion in education. Deafblindness is a rare and therefore significantly under‐explored disability. Even less systematic research has focused on deafblind young people enrolled in mainstream schools. The study presented here used a multiple case study and mixed methods design to explore the social inclusion and participation of four deafblind pupils in mainstream placements. Interviews were conducted with the pupils, their parents and selected teachers regarding their peer interactions and relationships. Semi‐structured observations of peer interactions during school breaks were also conducted to complement interview data, but due to space constraints, these are not discussed here. Findings from the interviews suggest that the young people were socially present in their schools, but all faced certain issues in terms of being fully included. Both barriers to and facilitators of social inclusion and participation are discussed with reference to implications for research and practice.     

The nurture teacher: characteristics,challenges and training

The nurture approach is a form of educational intervention for children with social, emotional and behavioural difficulties (SEBD). Utilising a unique example of a state‐run, special ‘nurturing’ primary school, Corinne Syrnyk, of St Mary's University College, Calgary, presents a case study of the experience of being a ‘nurture teacher’ in this distinctive environment. Findings suggest that nurture teachers value their role and are fulfilled by the challenge it presents. Nurture teachers tended to define their role according to personal qualities and described experiential learning as tantamount to the training process. This study illustrates the holistic approach adopted by nurture teachers and sheds light on the distinguishing features and experiences of nurture teachers. Implications for best practice concerning the support and training of existing and potential nurture teachers are discussed.     

Bringing the State Back In: restoring the role of the State in Chinese higher education

In the last few decades, in the wake of three major crises in political faith and the overall instability that followed the end of the Cultural Revolution, the post-Mao Chinese government has sought to improve the lives of its citizens and to restore political legitimacy through rapid economic growth that has focused almost exclusively on GDP. This strong focus has brought about rapid, widespread economic growth to China, and has, by classical market standards, been a success. At the same time, issues of social development and human well-being have received less attention. Before the Hu-Wen leadership's formal accession to power, the Jiang-Zhu administration sought to adopt neo-liberal ideas and practices to reform the delivery of social services and the implementation and funding of social policy. In this context, major fields of social policy such as health, education, and housing have been going through the processes of marketisation and privatisation, which have placed much of the financial burden of meeting these social welfare needs on China's citizens. After several decades of privatisation and marketisation in the educational system, the Chinese government has been the subject of repeated criticism for failing to tackle what is popularly known as the ‘new three mountains phenomenon’, namely, the rising cost of health, education, and housing in recent years. Against the wider policy context described above, this article examines the social and political consequences of the privatisation and marketisation of education. It also discusses the major policies and strategies recently adopted by the Chinese government to restore the role of the State in the education system in order to address the negative consequences of the privatisation of education. Finally, it critically examines the main implications of major reforms undertaken in higher education in Mainland China.     

A Minority within a Minority? Social Justice for Traveller and Roma Children in ECEC

This article discusses recent policy developments in Europe regarding Roma and Traveller integration and Early Childhood Provision. After a long history of oppression, Roma issues have recently become prominent on the EU policy agenda. The article discusses how these relate to developments in other areas of policy: the European children's rights agenda and the recognition that early childhood education and care is a key policy tool to combat social exclusion. It gives background information on Roma and Travellers in Europe and discusses the consequences of subsuming the various communities under one umbrella term: Roma. The EU Commission is concerned with responses from Member States to the European Framework for National Roma Integration Strategies. The article argues that in order to address Roma children's experience from a holistic perspective, social justice and equality need to be key elements of early childhood education and care provision and training. The European policy developments that frame the article are examined from a local vantage point: the experiences of Traveller and Roma children in Ireland and the Irish Preschool Education Initiative for Children from Minority Communities.     

浅议市场经济下的税负转嫁

在市场济济运行中，税负转嫁不只是一个纯粹的理论问题，它还是一个影响经济的重要因素，并也受制于某些经济的和税制的因素。本文从分析经济因素对税负转嫁的影响入手，揭示税负转嫁可能对市场经济运行产生的社会效应。     

Social foundations of lifelong learning: a Habermasian perspective

ABSTRACT

The idea of learning rooted in behavioural psychology has become dominant in the field of teaching and learning for several decades. Even though it has been widely used in formal education it is inadequate for informing lifelong learning policies and plans. In this paper, first I critique the psychological foundation of learning and in the second part, drawing on Habermasian conceptualisation of three structural components of the lifeworld (culture, society, and personality), I conceptualise the three components as the social foundations of learning: learning as cultural reproduction, learning as social integration and learning as socialisation. In the context of the UN’s declaration of ‘lifelong learning’ as one of the Sustainable Development Goals, this paper will be useful for developing policies to address challenges faced by individual countries at cultural, societal and individual levels.