高校哲学社会科学研究评价的本质要求及其制度建设

建设具有中国特色、中国风格、中国气派的哲学社会科学,一直是我国哲学社会科学繁荣发展的根本目的.提升高校哲学社会科学繁荣发展水平,离不开科学有效的哲学社会科学研究评价.坚持党的领导、"二为"方向和"双百"方针是哲学社会科学繁荣发展的根本保障,坚持"质量为本"和"创新至上"是哲学社会科学繁荣发展的必然要求,坚持科学权威和公开透明是哲学社会科学研究评价的现实需要.结合当前高校哲学社会科学研究评价中"量化评价下数量与质量的关系论辩","学术评价与科研管理评价的边界异化"和"学术权力和行政权力的制度规制"三大问题聚讼,文章建议通过强化学术成果质量保障机制、优化学术共同体工作机制、构建学术争鸣长效机制和完善学术成果转化应用机制等制度建设,推动构建科学权威、公开透明的哲学社会科学研究评价体系,以期进一步改善新时代高校哲学社会科学研究评价工作.     

论环境行政公益诉讼的谦抑性——以检察机关提起环境行政公益诉讼为限

检察机关提起环境行政公益诉讼,是促进行政机关履行环境保护职责的重要方式.环境行政公益诉讼涉及检察机关、法院和行政机关三个机关,需要处理好司法权与行政权之间的关系.一方面,环境司法具有能动性,容易导致司法权与行政权之间的冲突;另一方面,基于司法有限性与环境法行政实施的特征,需要重视司法谦抑性问题.而如何认识环境行政公益诉讼的谦抑性,需要从理论和实践的维度进行分析.在检察机关提出环境行政诉讼时,应当尊重行政机关的首次管辖权、重视行政公益诉讼的诉前程序、尊重行政自由裁量权、重视行政不能问题.当然,这种谦抑并不是绝对的,为有效发挥行政公益诉讼的功能,应当把握好这种谦抑性的限度,通过明确强制诉讼范围、确定实体性裁判的要件、尊重诉讼和解等方式来处理好司法谦抑与司法监督的关系.     

Finding common ground: how superdiversity is unsettling social work education

For social work education in the Netherlands, the rapid transition towards superdiversity means that its capacity to adapt to this new reality and to adjust to diverse students’ backgrounds is fiercely challenged. The key aim of this article is to discuss how social work educators are dealing with the unsettling challenges of increasing diversity, based on the research outcomes of an explorative study amongst Turkish–Dutch and Moroccan–Dutch female professionals. Two different groups of educators were asked to comment on the outcomes of this study. One of the dilemmas for educators is to determine what can be considered supportive and inclusive and as reducing inequality in education. The authors used two key theoretical concepts, ‘superdiversity’ and ‘the capability approach’. These theoretical perspectives were used to deconstruct the rather massive concepts of diversity and social justice, by emphasising contextual approaches. Both perspectives stress the urgent need to involve students as ‘active agents of change’, by building a social work community to stimulate and facilitate an on-going dialogue. To successfully fulfil a pivotal role in the upward mobility or emancipation of ethnic minority students, social work education needs to be adjusted to accommodate diverse student groups.     

Women’s reports of satisfaction and respect with continuity of care experiences by students: Findings from a routine,online survey

BackgroundPre-registration midwifery students in Australia undertake a minimum of ten continuity of care experiences with childbearing women. However, women are rarely asked to formally evaluate this care by students.AimTo evaluate data from a routine, web-based survey of women about having a midwifery student provide a continuity of care experience.MethodsAll women (n = 886) recruited by a midwifery student for a continuity of care experience during a 12 month period received an email inviting them to complete an online survey. The survey included personal details, experiences of care, and two scales on Respect and Satisfaction.ResultsA response rate of 57% (n = 501) was achieved. On average students attended six antenatal visits (mean = 5.83) and had six postnatal contacts with women. Most students attended labour and birth (92.6% n = 464). Most women rated overall satisfaction with care by their student as ‘better than they had hoped’. Positive correlations were found between number of antenatal visits and postnatal contact with students on both levels of satisfaction and respect felt by women. Women felt more satisfied when their midwifery student attended labour and birth.ConclusionsThe online survey was feasible and provided valid and reliable feedback from women about their student during a continuity of care experience. Women valued having an ongoing relationship with a student during pregnancy, labour and birth, and postpartum. Pre-registration midwifery education programs should continue to privilege relationship-based care and national standards should support the effective integration of continuity of care experiences.     

Navigating norms and structures: young mothers’ pathways to economic independence

Understanding the complex relationships between childcare, education and work is crucial to acknowledging how young mothers express agency in their pathways to economic independence. Instead of considering them as a policy target group at risk for multiple reasons, this research reverses the perspective by focusing on young mothers’ agency in school and paid employment. The study is set in the Netherlands, where economic independence has become a focal point of social policy and practice, especially for young people. It explores how young mothers navigate norms and structures of education and employment, drawing on 18 months of participant observation and 41 semi-structured interviews with young mothers. Notions of ‘everyday’ and ‘bounded’ agency are used in analysing structural limitations (e.g. irregular working hours in ‘women’s jobs’, a lack of maternity leave at school) and norms (e.g. completing higher education and finding a good job versus being primary caretakers, enjoying children and being role models). School and workplace structures reinforce contradictory discourses of motherhood and economic independence. Young mothers exhibit agency in considering their options around job security, work experience, wages, student loans and spending time with children. In doing so, they navigate structural and normative collisions of economic independence and mothering.     

Challenges of operationalizing trauma‐informed practice in child protection services in New Zealand

New Zealand is undergoing major change in service delivery to children and families. A new Ministry for Children Oranga Tamariki has been established to oversee 5 work streams, one of which provides intensive intervention with families requiring a statutory response to child protection concerns. The government minister responsible promised that the service would be child‐centred and trauma‐informed. To date, these terms remain undefined, and there is no shared understanding of their meaning. Practice frameworks to support the work of the new ministry are still being developed, creating something of a vacuum in the meantime. The focus of this paper is the challenge of implementing trauma‐informed practice in the child protection service provided by the Intensive Intervention work stream. Limited research or commentary on trauma‐informed practice in this context currently exists. Drawing on the relevant available literature, the concept and its application in child protection social work is explored. An ecological framework is used to discuss the changes needed to achieve this. Particular attention is paid to the impact of historical trauma for indigenous people due to New Zealand's colonial history and their over‐representation in care and protection services.     

我国中小学校园欺凌问题研究及薄弱环节——基于CNKI文献关键词的共词分析

随着一系列恶性事件被媒体曝光，社会各界普遍关注和担忧校园欺凌问题，如何解决这一问题，已成为社会焦点。通过共词分析法对我国中小学校园欺凌问题研究现状进行考察发现，其研究主题主要包括六大类：校园欺凌行为特征研究、校园欺凌与学校管理的关系研究、校园欺凌与人际交往的关系研究、校园欺凌的成因与对策研究、校园欺凌的预防与治理研究、校园欺凌的社会问题研究，而研究的薄弱环节则主要包括品格教育研究、学生自我保护研究以及网络欺凌问题研究。因此，校园欺凌问题研究亟待进一步深化，研究视角也需进一步拓展。首先，除欺凌者、被欺凌者之外，旁观者也应纳入研究范畴，要将欺凌者和被欺凌者实施隔离，对受欺凌者要及时给予心理疏导，引导旁观者积极主动地帮助被欺凌者；其次，建议尽快出台相关的法律法规，为学校、教师及相关部门有效处理、解决校园欺凌问题提供法律支持及保障；最后，将综合预防与治理相结合，建立由学校、教师、学生组成的反欺凌共同体。     

“四史”教育融入高校思政课教学的五维逻辑进路

历史照亮过去，历史启迪未来。以党史、新中国史、改革开放史、社会主义发展史为核心内容的“四史”教育，是以历史为基础的思想政治教育。从党史、新中国史、改革开放史、社会主义发展史中挖掘思想政治理论课教育资源，对高校传承红色基因、落实立德树人根本任务具有重要的指导意义。以庆祝中国共产党成立100周年为契机，将“四史”教育融入高校思想政治理论课教学，必须遵循相应的逻辑理路：树立正确党史观、坚定理想信念的价值追求是融入的逻辑立场；强化大历史观、理解党的伟大贡献是融入的逻辑方法；坚持内在统一性、把握“四史”教育的整体性逻辑是融入的基本前提；抓住侧重点、精准对接各门大学生思想政治理论课程是融入的逻辑核心；坚持实践逻辑、引导大学生从“四史”中汲取智慧和力量是融入的根本遵循。     

Nature and social work pedagogy: How U.S. social work educators are integrating issues of the natural environment into their teaching

ABSTRACT

The article presents a study of how U.S. social work educators are including discussion, exercises, readings, and other pedagogical approaches to the natural environment into their classrooms. The findings are part of a larger, naturalistic study that gathered data using a semi-structured interview format. The three major themes that emerged were human behavior theory, ecological and environmental justice, and environmental sustainability. The participants are introducing issues of the natural environment using varied pedagogical techniques including readings, in-class discussions and exercises, service learning, assignments, including written and practical work, research, self-awareness exercises, and class facilitation. Questions for further investigation of social work and the natural environment are included.     

Reducing attitudes of prejudice and discrimination through literature: a quasi-experiment on the upper key-stage 2 students of the British schools in Karachi,Pakistan

This study aims to explore the efficacy of literature relating to Anne Frank to reduce children’s attitudes of prejudice and discrimination with respect to specific dimensions, including ethnicity and race, religion and gender. A quasi-experiment was employed with pre-post control design. The sample consisted of 100 students of the upper key-stage 2 (UKS2) level, recruited from the two British schools in Karachi. These schools represented an Experimental Group (EG) and a matched Comparison Group (CG). A research instrument titled ‘Muggles world of differences’ (MWD) was developed and validated. It was administered on CG and EG, both before and after intervention. The intervention plan ‘Reading of Young Anne’s Literature’ (ROYAL) was developed based on selected readings from Anne Frank related literature (AFL). Intervention was provided to EG, while CG studied similar concepts using a more standard method. Results of the pretest revealed a high level of prejudice and discrimination in both the EG and CG, with no significant difference (p > 0.05) in the overall scores, as well as in the specific content domains. However, the post-test of the two groups revealed that the students in the EG had outperformed their CG counterparts in overall MWD scores, as well as in specific content domains. The difference was found to be significant (p < 0.05) with the large effect size (r = ?0.63). Results support the efficacy of teaching Anne Frank related literature in reducing attitudes of prejudice and discrimination.