大学生职业道德教育途径探讨

近年来,在我国高等教育大众化的推动下,高校招生扩大,大学生就业难的问题非常突出,而大学生在就业过程中严重存在一些普遍性的职业道德素质问题:诚实守信素质缺失,吃苦耐劳素质的欠缺,责任意识缺乏等。随着社会分工的精细化和专业化,市场竞争激烈化,社会对从业人员的职业道德素质要求越来越高。服务社会的需要,高校应重视对大学生职业道德教育,积极探索大学生职业道德教育的有效途径。     

Human research ethics committees and ethical review: The changing research culture for social workers

Social workers have a long-standing concern with developing codes of ethics, which govern and protect those involved in practice and research scenarios. As more social workers engage in research, successfully negotiating the ethical review process becomes imperative. In Australia, the task of ensuring ethical compliance of research protocols resides with human research ethics committees (HREC) mandated under the National Health and Medical Research Council. However, given the scope for discretion exercised by HREC, this process can be intimidating to novice and experienced researchers. The review process needs to be understood in the context of Australian ethics policy, the roles and responsibilities, and cultures of HREC. This paper outlines practical strategies in preparing ethics protocols to increase the likelihood of successful review. To do this, social workers need to recognise the way policy, legal developments and risk management strategies influence the ethical review process.     

Children’s Experiences of Completing a Computer‐Based Violence Survey: Ethical Implications

This article aims to contribute to the discussion about the ethics of research on children when studying sensitive issues such as violence. The empirical analysis is based on the accounts given by children (11 377) who completed a computer‐based questionnaire about their experiences of violence (‘The Finnish Child Victim Survey 2008’) and their reflections on the survey. We argue that experiences of violence should not be excluded from the research agenda on children due to ethical reasons, but that a more sophisticated practice should be developed instead to meet the needs and rights of children as informants. © 2010 The Author(s). Journal compilation 2010 National Children’s Bureau and Blackwell Publishing Limited.     

Computer Games for the Frail Elderly

Summary

The benefits of computer use by the elderly are named in this article. Described here is a project instigated to determine feasibility of computer use with frail institutionalized elderly. The four games used in this project are presented, as are participant reactions to these games. Computer use was found to be not only valuable as a learning tool, but a diagnostic one as well The author looks to practitioners in the future to investigate the possibilities of using computer games in their work with the elderly.     

The Use of Current Events Magazines

History is often viewed unfavorably by students. In this article the author asserts that students’ disfavor of history may originate from the narrow pedagogical flavor of the history class. The purpose of this article is to describe the three traditions of history education, with their accompanying strengths and weaknesses. Three sample lessons on immigration in United States History are provided to illustrate how these three traditions of history education may actually harmoniously coexist within a history curricula as a means to meet the learning needs of students.     

Evaluation of Computer Games' Impact upon Cognitively Impaired Frail Elderly

Summary

The authors of-this article discuss the value of computer-use among older adults. It Is suggested that older adults can benefit significantly from ongoing education and that computers can be a valuable tool in this process. The cognitive capacities of older adults are discussed, with particular attention paid to long- and short-term memory functioning. The use of computers for memory skills training is highlighted. A study was undertaken using the computer game “Memory of Goblins” at the Seattle Day Center for Adults. This article describes both the game and how the project was conducted. Limitations of the study are presented. Although the authors acknowledge that conclusions are difficult to draw from this particular study, there is evidence to suggest that the impact of computer use among the elderly population can be profound. Implications for future research are presented.     

A Child Welfare Course for Aboriginal and Non-Aboriginal Students: Pedagogical and Technical Challenges

SUMMARY

This chapter describes the development of a Web-based undergraduate child welfare course for Aboriginal and non-Aboriginal learners. Rather than simply incorporate an Aboriginal perspective into Eurocentric pedagogies and course structures, the authors disrupt the dominance of Western ways of knowing in education by designing the course to situate Western knowledge as a way of knowing rather than the way of knowing and the frame from which all other perspectives are understood. In this research the authors describe the differences between Aboriginal and European thought and reveal how Web-based courses can be designed in ways that do not perpetuate Eurocentrism.     

广州市随迁生义务教育政策研究

广州市没有对随迁生问题进行深入研究,导致在贯彻"两个为主"政策上困难重重。解决上述问题的建议主要包括:明确义务教育公共产品属性、设置随迁生就读的合理门槛、修正"两个为主"政策等。     

Implications of Posttraumatic Stress Among Military-Affiliated and Civilian Students

Abstract

Objectives: To determine whether posttraumatic stress (PTS) symptoms are associated with problem drinking and alcohol-related consequences, as well as academic correlates among military-affiliated and civilian students. Participants: The final sample (n = 248) included 78 combat-exposed student service members/veterans, 53 non–combat-exposed student service members/ veterans, 38 ROTC (Reserve Officers’ Training Corps) students, and 79 civilian students. Methods: Self-report data were collected spring 2011 via a Web-based survey measuring PTS, problem drinking, alcohol-related consequences, grade point average, educational self-efficacy, academic amotivation, and persistence. Results: Military students exposed to combat-related trauma reported significantly greater PTS symptoms than other military and civilian groups. PTS symptoms were associated with problem drinking and alcohol-related consequences for all groups, yet unrelated to academic correlates among those exposed to combat-related trauma. Conclusion: This study adds to the scant literature base exploring the unique characteristics of student service members/veterans in higher education.     

“公交优先”策略的伦理蕴涵与国际视域

＂公交优先＂作为当代全球性的城市交通发展理念,蕴涵着深刻的伦理诉求。城市交通的伦理性源于对最低收入者生存权利的人文关怀,表现为它是一种具有公益性的公共产品;城市交通的公共属性要求在城市交通的规划与发展过程中,重视当代人＂可达性权利＂的平等性和重点关照性。当代发达国家＂公交优先＂的普遍经验证明,＂公交优先＂是中国城市交通发展不可替代的策略抉择。     

The Child's Voice in Service Evaluation: Ethical and Methodological Issues

This paper examines the ethical issues which arose as part of a qualitative study with children who had experienced sexual abuse and the implications of these ethical issues for the methodology and conduct of the study. The ethical dimensions addressed include protection of the therapeutic relationship, anonymity, confidentiality, safeguarding (child protection), consideration of the sensitivity of the issue, informed consent, the right to withdraw and storage of data. The study formed one component of a service evaluation of a network of therapeutic projects provided by Action for Children, offering interventions for trauma following child sexual abuse. Children and young people's perspectives were collected using a child‐friendly activity book designed to elicit their views on the service. The paper highlights the importance of conducting research which adheres to ethical guidelines and reflects upon the process of designing a study which incorporates them. The research was funded by Action for Children and managed by a steering group comprising managers from the organisation. Copyright © 2010 John Wiley & Sons, Ltd.     

The Relationship Between Mandatory Divorce Education and Level of Post-Divorce Parental Conflict

Abstract

This study assessed the association between conflict between divorced parents and their attendance or nonattendance at a divorce education program. A telephone interview was done with 160 individuals who participated in the education program and 59 individuals who did not. Both males and females in the nonattendance group had higher conflict scores than the attendance group. Attendance at the divorce education class was found to be associated with whether a subject will return to court or not. Those who attended were less likely to return to court related to the divorce.     

The development of intercultural pedagogy and its influences on primary schools: conclusions and perspectives

The integration debate in Germany is closely connected to the education debate. Both are related to recent societal changes. Discussions at the social and political level in the past couple of years have shown how highly emotionally charged attitudes towards migration and integration in this country truly are. This article aims to provide an overview of intercultural developments in German educational contexts, especially those related to primary schools, against the background of societal change. We trace the developments in Germany from foreigner pedagogy and intercultural pedagogy to a pedagogy incorporating antiracism elements and subsequently a pedagogical approach focused on diversity (diversity pedagogy). We conclude that though many gains have been made, there is presently a danger that we will lose sight of cultural heterogeneity as diversity pedagogy in Germany has expanded to incorporate social inclusion.     

On the Need for an Ethical Understanding of Health-Care Accountability

Abstract

In Sweden, as in many other Western countries, public health care is challenged by increasing demands for care and continuing budget deficits. Person-centred care (PCC) has been introduced as a new strategy to ameliorate the perceived fragmentation in care and is expected to decrease treatment time, reduce the need for return visits, as well as increase patient satisfaction. However, the changing clinical practices necessary for the PCC approach are assumed to require new accountability practices. This article is primarily an attempt to provide a conceptual analysis of ethical accountability, i.e. a type of accountability that takes into account the human relational responsibility, partial incoherence, and power of reflection. On the grounds of this characterisation, the article aims to provide a basis, among other things, for a discussion of the possibilities of identifying and empirically studying the multimodal expressions in communication that are relevant for this type of accountability. After an initial discussion of the debate on the limits of viewing accountability as transparency, we then turn to our methodological approach and introduce a conceptual analysis of accountability. Next, we discuss some additional features of accountability. Finally, we discuss the possibilities of empirically studying the institutionalisation of ethically informed accountability within person-centred health care.     

The Use of the Computer in Counseling College Students

The purpose of this study was to examine the usefulness of a computer program in helping clients clarify their concerns and identify goals for behavior change, prior to their first session counselor. A counseling treatment consisting of three initial computer-interaction sessions, followed by two sessions with a counselor, was compared to a treatment consisting of five sessions with a counselor and no computer interaction, and to a no-contact control group. Participants were 46 college students. The two treatment groups achieved their self-determined goals, as measured by the Goal Attainment Scale (Kiresuk & Sherman, 1968), and reported similar levels of satisfaction with counseling than students working with the computer-based counseling system. It was concluded that computers may be effectively used as part of the counseling process, allowing for a more efficient use of the counselor's time. However, more research is needed to identify the type of counselor intervention needed to facilitate the acceptance of these systems by students.     

Ethical uneasiness and the need for open-ended reflexivity: the case of research into older people with a wish to die

This article focuses on research ethics in highly intimate research with possible impact on life and death. In order to stimulate an open-ended dialogue about research ethics, we reflect on four ethical challenges that came up during our research into older people with a wish to die. Drawing on our experiences, we discuss (1) the possibly confirming influence of our research on the death wish (moral experience of whether or not to disregard responsibility); (2) the suggested duty to intervene (moral experience of whether or not to compromise the person’s autonomy); (3) the researcher’s authority and power over the data (moral experience of threatening a person’s self-narrative) and (4) the dilemma of intimacy (moral experience of encountering the tragic). For guidance in addressing these challenges, we draw upon work on research ethics from phenomenological and care ethics scholars, as well as from those writing about relational ethics in health research. We suggest that being open about ethical uneasiness is important, because in most cases of a grey area, there are only open-ended answers needing an enquiring mind, rather than clear and fixed guidelines. Acknowledgement of ethical uneasiness and open-ended reflexivity are indispensable to constitute a morally good research practice.     

Pedagogies of discomfort and empathy in multicultural teacher education

To show the potential and limitations of pedagogies of discomfort and empathy in anti-racist and multicultural teacher education, this paper engages in an in-depth analysis of two ‘critical moments’ that are drawn from a series of teacher workshops. The purpose of the analysis is to show how discomfort and empathy may be combined together pedagogically in the context of multicultural and antiracist teacher education. The contribution to the literature is to highlight the importance of foregrounding attention to teachers’ discomfort and its pedagogical implications in multicultural teacher education.     

Costs and Financing of Maritime Education and Training in Europe: Analysis and Policy Implications

The paper reports some findings of an extensive European research project carried out on costs and funds of MET (maritime education and training) systems. The need to improve the quality of the European MET systems is a relevant political and scientific issue which strongly impacts the competitiveness of the shipping sector in Europe. However, MET is quite an expensive ET system since it requires high investments and incurs in high running costs. The situation is also acerbated by the decreasing number of students at MET institutions. There is then the need of having a closer look at the financial aspects of MET so as to come up with some policy recommendations for improving the current situation in terms of optimal use of resources. In the paper a questionnaire-based methodology is employed aiming at identifying and analyzing different cost and funds structures of MET institutions in Europe (cost models). Then, by considering some policy-sensitive variables of the cost models, some policy recommendations are drawn up to improve the efficiency of current systems. They basically refer to the need to concentrate and integrate resources in order to exploit some degree of economies of scale, on top of achieving some economies of scope and pursuing quality in MET. Finally, further lines of research are indicated.     

Establishing a framework for blending intercultural education with differentiated instruction

Despite the fact that both intercultural education and differentiated instruction are based on the premises of inclusion, equality, and equity, most research and publications have focused on one in isolation of the other. Scholars from each tradition often use the same argumentation, propose similar strategies and reach similar conclusions. Nevertheless, the emphasis is different: while intercultural education celebrates students’ cultural backgrounds and draws upon culture for the development of effective classroom instruction and school environments, differentiated instruction focuses on academic aptitude, therefore, requiring a systematically planned curriculum and instruction that meets the needs of academically diverse learners. Differentiation of instruction focuses on the individual and its prerogative for success and happiness; intercultural education is focused on the community and therefore, it is mostly concerned about the preservation of collective identities. The aforementioned distinction helps us realise that the challenge for educators in contemporary multicultural classrooms is twofold: to sustain collective identities and to facilitate individual academic success. Visiting both approaches and utilising an eclectic approach, this paper discusses the rationale for the development of a comprehensive framework that can be useful for theory deliberation as well as a guide for instructional practice.