中西方人本思想对图书馆人本管理的启示

中国传统人本思想以群体为价值主体,价值取向是责任和义务。西方则以个体为价值主体,价值取向是个人的权利。中西方人本思想对图书馆服务、管理和改革带来启示。     

基于人文关怀和心理疏导的高校思想政治工作

人文关怀和心理疏导丰富了高校思想政治工作内涵,拓宽了高校思想政治工作视野,当前高校思想政治工作中人文关怀及心理疏导存在缺失现象,必须进一步转变观念,通过加强制度文化、环境文化、网络文化建设,营造既富有个性又具有人文亲和力的校园文化环境,以此滋养师生的精神需求,促进师生的身心发展,规范师生的行为,实现思想政治工作目标。     

人本主义理论指导下的英美文学教学

人本主义理论20世纪50年代兴起于美国心理学思潮和革新运动。罗杰斯完善系统的人本主义教学理论对现代教育者具有重要的指导性,能够激励、启示、和指导当今教师去反省、去改善、去践行。本论文以罗杰斯人本主义理论为指导,对于英美文学课堂教学提出了"四个代"的教学模式,希望能够给文学课教师一定的启示,能够对提高英美文学教学质量甚至英语教学质量有所帮助。     

Patterns of maltreatment and diagnosis across levels of care in group homes

Patterns of Axis I psychiatric diagnosis and maltreatment history were explored among youth in group homes, including match of clinical need to level or restrictiveness of care. Data on demographics, diagnoses, maltreatment, and group home level of care (Level I, II, or III homes, representing lower to higher intensity of supervision and treatment) were obtained from 523 youth who participated in a quasi-experimental study of group homes. Three quarters of youth had a diagnosis and two-thirds of youth had a maltreatment history. Youth in higher level homes had more diagnoses and higher rates of all disorders except adjustment disorders. Youth in Level I homes had a history of more maltreatment types, particularly high rates of neglect. Sexual abuse, physical abuse, and emotional abuse were most common among youth in higher level homes. Regardless of diagnosis history, comparable proportions of youth had a maltreatment history, and similar patterns were found across levels of care. Together, findings indicate that group homes with varying degrees of restrictiveness serve youth with different psychiatric diagnosis and maltreatment histories. Youth triaged to higher level homes had more diagnoses, while youth placed in the least restrictive homes had a history of more maltreatment subtypes. Further, distinct patterns of diagnosis types and maltreatment subtypes were seen across homes. Implications include the importance of assessing unique clinical needs of youth to promote an appropriate match to level of care and treatment plan.     

将护理人文教育有效融入母婴护理教学中的探索

护理人文教育是把护理人文精神的观念变成护理人文关怀的实践桥梁。专门的护理人文教育课时有限,本研究探索通过采用多种教学方式,建立科学合理的评价方式,引入哲学思想教学等方法将护理人文教育有效融入母婴护理教学中。     

先秦儒学视域中的人文关怀

先秦儒学中有许多关于人文关怀的宝贵思想,主要分为三个方面,对于人性的关怀,对于个人品质塑造的关怀,以及"以人文化成天下"的在教育过程中对人思想的关怀。目前我国构建和谐社会的过程中,应吸取先秦儒学中关于人文关怀的有关内容,着重建构人们的精神世界,培养德性伦理。     

简论新时期构建“人文精神”的意义及路径

民族、国家都有人文精神,并且依赖人文精神去创造文明和文化。我国在建国后历经传统与现代的快速融合,人文精神在不同程度上出现混乱。需要从正确对待传统文化,加强爱国主义和核心价值观教育等路径着手构建新时期人文精神。     

大学英语中文化和人文素质教育探讨

化与人素质教育在英语教学中至关重要。高校教师本身素质的高低是化与人素质教育实施成败的关键．只有通过教师和学生在课堂教育过程中良好合作，学生厚实的中西方化底蕴及人素质才得以提高．     

和谐教育视野下高校人文素质教育的思考与架构

构建和谐社会,创建和谐大学,迫切要求加强人文素质教育。基于对这一重要命题的思考,审视高校人文素质教育的现状、思考发展的基本原则、解读构建人文素质教育的结构形态是必由之路。     

论新闻传播的人文关怀

进入新时期,新闻传播开始由传者本位回归受众本位。突破传统新闻观对人文精神的束缚,在新闻传播中实施人文关怀,以满足多元化的受众需求,是新闻传播改革的一个重点。