基于分层线性模型的流动人口社会融合影响因素研究

根据2012年全国流动人口动态监测结果和反映31个省市基本公共服务均等化的指标数据，建立分层线性模型从流动人口个体和省级层面考察影响流动人口社会融合的影响因素和作用程度的大小。研究发现，流动人口的社会融合不仅与个人因素有关，而且还受地区基本公共服务差异化的影响。个体层面从户口性质、就业状况、医疗保险、自我融入意愿、本地人接受程度、收入情况与住房条件解释流动人口社会融合差异的63?12％；省级层面从基础教育、医疗卫生、公共就业及基本社会保障解释流动人口社会融合的差异为36?83％。最后从政府、公民社会参与角度出发，提出促进流动人口社会融合的措施和建议。     

基于分层模型的高校创业教育探析

创业教育作为21世纪现代人的第三本教育护照,已被国人认可和接受.但国内创业教育由于起步较晚,尚处于摸索阶段,因此,通过建立分层模型,进一步阐述创业教育的系统性.     

Confidence distributions applied to propagating uncertainty to inference based on estimating the local false discovery rate: A fiducial continuum from confidence sets to empirical Bayes set estimates as the number of comparisons increases

Empirical Bayes estimates of the local false discovery rate can reflect uncertainty about the estimated prior by supplementing their Bayesian posterior probabilities with confidence levels as posterior probabilities. This use of coherent fiducial inference with hierarchical models generates set estimators that propagate uncertainty to varying degrees. Some of the set estimates approach estimates from plug-in empirical Bayes methods for high numbers of comparisons and can come close to the usual confidence sets given a sufficiently low number of comparisons.     

河北省高职酒店管理专业人才培养模式研究

高职酒店管理专业是社会专业酒店人才培养的重要阵地，每年为社会提供大量有知识有能力的高素质酒店人才，推动着酒店管理业的发展。但是，高职酒店管理专业的人才培养模式也存在着这样或者那样的问题，给高职人才的就业造成了一定的阻碍。这就需要我们对高职酒店管理专业人才培养的现状进行探究，从而提出新的人才培养模式，以促进高职酒店管理专业的快速发展。     

Introducing the expatriate ‘Entry-Mode’: an exploratory qualitative study of a missing link in global mobility and expatriate management research

ABSTRACT

This article introduces the novel concepts of expatriate ‘entry-modes’, ‘comb-patriates’, and ‘Fourth-Country Nationals’ (FCNs), emerging from an exploratory qualitative investigation of 51 Scandinavian expatriates in Hong Kong. Global mobility research has traditionally been overly focused on the characteristics and background variables of expatriates or accumulated experiences after arrival, and has neglected the phase and mode of entering the new host country. Unveiling new global mobility patterns is significant for multinational enterprises’ (MNE) global talent recruitment, and has implications for training and development. This is due to directing the focus towards the increasing numbers of those individuals who are not expatriating in the conventional linear fashion, such as between an MNE’s headquarter (HQ) and its subsidiaries overseas. The critical stance taken in this article is articulated through a theoretical lens comprising a social constructionist epistemology. Theoretical contributions, future research avenues, as well as managerial relevance and policy implications are also discussed.     

大学生“四段式”科技创新能力培养模式探索与思考——以湖南农业大学东方科技学院生物类专业为例

大学生科技创新能力的培养是高校培养创新型人才的重要手段,也是提升高等学校创新能力的必然要求。通过对我国大学生科技创新现状的分析,以湖南农业大学东方科技学院生物类专业为例,提出从启蒙阶段、认知阶段、实践阶段和提升阶段四个阶段构建大学生"四段式"科技创新能力培养模式,并就大学生科技创新能力培养模式进行了思考。     

Web-Based Supervisor Training: Real Relationships in Cyberspace

Little attention has been devoted in the past to the in-depth training of clinical supervisors, although they play a pivotal role in the professional development of social workers. To address this learning gap, the Smith College School for Social Work inaugurated the Advanced Clinical Supervision Certificate Program in 2005, as part of its continuing education series. This article addresses a unique feature of the training program: a 9-month “winter practicum” of online case presentations and group discussions that follows the participants' week together on the Smith campus. The author, the practicum facilitator, describes the adjustment of the group to interactions that are not face-to-face. Themes and dynamics emerge as in any other supervisory group. The author concludes that real relationships can be fostered and maintained in cyberspace, particularly when a connection among group members has already been established through prior in-person contact.     

Negotiating the Lines of Contention: Counterframing and Boundary Work in the School of the Americas Debate1

Counterframing scholars typically identify counterframes that interpretively distinguish arguments among opponents. This approach assumes that counterframing strategy centers on directly countering the claims of protesters. In my in‐depth examination of the ongoing debate between protesters and officials of the former School of the Americas, I identify a form of counterframing that agrees with and embraces the moral alternatives implicit in accusers’ claims. I bring boundary construction theory into conversation with counterframing analysis to expand understanding of how framing and counterframing strategies revolve around the competition for common, moral resources. I explain that in the movement to close the School of the Americas, protesters’ claims have served as moral boundaries against which the targeted institution has redefined its objectives and programs. I introduce the concept of “boundary negotiation” to argue that counterframing strategy and success lie in the negotiation of moral boundaries called into question by social movements. I outline defensive and offensive modes of boundary negotiation and identify boundary negotiation as a mechanism driving the link between counterframing and demobilization.     

Turning Doctoral Students into Faculty in Gerontological Social Work: The AGESW Experience

ABSTRACT

Developing faculty interested in aging may help social work meet the needs of our growing aging population. However, doctoral students need a variety of supports to complete PhDs and become gerontological social work faculty. This study explored one program’s role in supporting the development of social work doctoral students to faculty in gerontology. An e-mail invitation was sent to all former participants (2010–2016 cohorts) of the Association for Gerontology Education in Social Work (AGESW) Pre-Dissertation Fellows Program (PDFP). The 38-question online survey consisted of Likert-type scales, multiple answers, and one open-ended question per section about the program’s impacts on their academic career development in teaching, research, mentoring, and support. Forty-five respondents, representing all six cohorts, completed the survey. More than half reported that the PDFP contributed to their ability to publish their research (64.4%, n = 29), grow their professional network (86.7%, n = 39, and teach (55.5%, n = 25). Doctoral programs provided different experiences than the PDFP, including mentoring, methodological training, professional development, networking, and peer support. Results suggest the PDFP provides content recipients value that supplements instruction received in their institutions. The program’s ability to connect students to each other and to national leaders enhances their career development and socialization into academic roles.