论创建学习型的国有控股企业

学习型企业是现代世界最先进的一种企业组织管理模式。在中国普遍开展的创建学习型企业的活动中,国有控股企业必须卓有成效地起到表率作用。但是,除了一般性的学习,国有控股企业的学习还具有特殊性:一要学习马克思主义理论;二要学习国际共运史;三要学习党的方针政策。通过有组织有系统的学习,国有控股企业将大大提升市场竞争力,更好地获取经济效益,将在中国的社会主义经济建设中做出更大的贡献。为此,国有控股企业必须建立创建学习型企业活动的长效机制。     

创新和持续发展之路——评《学习型税务组织创建模式研究》

自党的十六大提出“形成全民学习、终身学习的学习型社会,促进人的全面发展”以来,全国各地兴起了一股创建学习型社会、学习型组织的热潮,广州市地方税务局正是这股潮浪中一颗耀眼的浪花。该局自1999年2月独立运作始,已萌生了创建学习型组织的意识,之后,通过几年的努力,把创建学习型组织的活动推向了理性自觉的阶段,成为全国各地创建学习型组织活动的先行者。《学习型税务组织创建模式研究》一书(广东经济出版社2004年2月出版)通过对广州地税局创建学习型组织的过程、经验以及模式进行总结和研究,向广大读者,特别是政府部门提供了创建学习型…     

创建学习型社区与构建社会主义和谐社会——以北京市宣武区天桥街道南纬路学习型社区创建实践为例

构建社会主义和谐社会,是党中央从全面建设小康社会、开创中国特色社会主义事业新局面的全局出发提出的一项重大任务。创建学习型社区是构建社会主义和谐社会的重要内容与途径。本文首先探讨了学习型社区的相关概念与创建学习型社区对于构建社会主义和谐社会的必要性,其次以北京市宣武区天桥街道南纬路学习型社区的创建实践为例,深入探讨创建学习型社区的有关模式与施行经验。     

从战略的高度认识学习型组织的概念

本文通过广州市地税局创建学习型组织一年多的实践,从理论的高度强调认识学习型组织概念的重要性,并结合工作实际,以全新的视野提炼学习型组织概念的几个本质特征。     

税务系统创建学习型组织的思考

学习型组织理论自20世纪90年代初提出以来,已被国内外数以千计的企业和非赢利性组织采用,效果显著。近年来,创建学习型组织的活动日益向政府部门延伸。本文在论述税务系统创建学习型组织必要性的基础上,对税务系统创建学习型组织面临的问题进行深入剖析,并提出相应的对策建议。     

以学习型城市促进和谐广州的构建

一 2001年,江泽民同志在亚太经合组织高峰会议上提出"创建学习型社会,构筑终身教育体系"的号召,在全社会引起了广泛的影响,全国许多城市都提出了"创建学习型城市"的工作目标.学习型城市,是指以知识经济和知识社会为其深厚的生存背景和发展空间,以学习和教育为最本质职能,以社会化的终生学习和终身教育体系为基础,通过保障和满足城市市民学习基本权利和终生学习需求,从而有效地促进城市市民的全面发展和城市的可持续发展,是一种开放、创新和发展的和谐城市.应该说,学习型城市是新经济时代知识型城市的初级阶段,通常具有以下几个特点,即:学习理念的普遍性;学习行为的全员性、全程性;学习机会的平等性;学习和教育体系的社会性;创新发展的特质性;人际关系的和谐性.     

论地方本科院校创建学习型党组织的意义——以肇庆学院为例

新形势下地方本科院校创建学习型党组织对学校的改革发展和师生素质的提高以及为地方培养应用型人才具有重要的意义。文章通过对学习型组织的含义的分析,以肇庆学院为例,从建设马克思主义学习型政党等方面对地方本科院校创建学习型党组织的意义进行了探讨。     

科学发展观与成人高等教育

一、成人高等教育与经济社会和人的可持续发展 进入21世纪后,伴随着科学技术的迅猛发展和经济全球化、教育全球化的趋势,一个世界性的潮流迅速崛起并波及全世界,这就是构建终身教育体系、创建学习型社会.我国政府在构建终身教育体系和创建学习型社会提出了明确的发展目标,在<面向21世纪教育振兴行动计划>中明确规定:到2020年形成全民学习、终身学习的学习型社会.这个战略目标的提出,为我国的各级各类教育、特别是成人高等教育的可持续发展指明了前进方向.首先,我们应该清醒地认识到创建全民学习、终身学习的学习型社会,必然要求加快构建全民终身学习体系,加快发展终身型成人高等教育.     

学习型社会的基石:学习型社区

社区建设 2001年5月,江泽民同志在亚太经合组织人力资源能力建设高峰论坛上发表讲话,发出了“创建学习型社会”的倡议。他强调:“教育是人力资源能力建设的基础,学习是提高人的能力的基本途径”,要“构筑终身教育体系,创建学习型社会。”在党的十六大报告中,江泽民同志又一次明确提出,要“形成全民学习、终身学习的学习型社会,促进人的全面发展。”如今,学习型社会的理念已经日渐为人们所认识和接受,一些省市开始率先进行试点,我国创建学习型社会的帷幕已经拉开。     

试论社会工作在学习型组织中的应用

学习型组织的建立是优化人力资源管理的根本措施,在学习型组织创建过程中所出现的问题使专业社会工作的介入成为必要。本文试通过分析学习型组织的问题和社会工作介入模式,探讨社会工作方法在学习型组织中的应用,并提出学习型组织对社会工作的时代要求。     

Everything for the Children: Orphans Growing Up in Informal Adoptive Families in China

Most orphaned children in China are cared for by their extended families or become state wards under the guardianship of child welfare institutions. Some exceptions are children who are found and cared for by families in the community, without a formalized adoption or foster relationship. In some locations, institutions now accept guardianship for these children and support the informal adoptive family to continue to care for them. This article examines the outcomes for these children as they became young adults by comparing these 12 children raised within the system as they approach or have approached young adulthood (now aged 16–40 years-old). Some of the participants were either informally adopted or lived in institutional care. The results of this study found that the family environment was more conducive to the young people’s wellbeing as they approached or entered adulthood. The participants raised in informal care appeared to be treated similar to the biological children in these families. When the institution formalized the state guardianship responsibility, it also meant the families had state resources for support to protect the children’s rights to economic security, education, health care, and social participation. This practice by the institution supported the addition of informal adoption, as one step closer to permanency than foster care. Future implications include considering this option to help promote the family system assisting these children, families, and the state.     

Helping ‘Well’ Families to Change: A Pilot Study

This article describes a time limited, inter-generational project which offered ‘well’ families an opportunity to define priorities and needs and practise changed behaviour within a secure group. The program lasted for twelve weeks and emphasized an educational rather than a treatment bias. Experiential learning techniques were used to teach family dynamics and alternative means of conflict resolution to whole families. In this task, the contracting process came to be an increasingly valuable tool for managing conflict within the group and within each family. Some evidence is cited to show that participation in the group enabled families to change disabling patterns of interaction.     

高职生英语学习成绩与学习策略之关系

英语学习策略是英语学习过程中所采取的方法和手段。怎样提高学生学习策略,是目前英语教学上广泛探讨的问题。通过对学生英语学习策略的问卷调查,分析学习策略与学习成绩之间的关系,认为教师应指导学生选择正确的学习策略,学生应选择多种策略互补。     

Organizing Principles for Developing a Foundation Group Work Practice Course

The development of a foundation group work course within a four semester MSW integrative methods sequence is discussed: The group work course follows an introductory practice course and precedes a practice course on work with families. The course design, possible assignments, and examples of student work are included. Questions are raised about the impact of time constraints on content. The educational experience is seen as introduction to practice with groups and should intiate continuing learning.     

Decision‐making under uncertainty in child protection: Creating a just and learning culture

The argument is made for having a positive error culture in child protection to improve decision‐making and risk management. This requires organizations to accept that mistakes are likely and to treat them as opportunities for learning and improving. In contrast, in many organizations, a punitive reaction to errors leads to workers hiding them and developing a defensive approach to their practice with children and families. The safety management literature has shown how human error is generally not simply due to a “bad apple” but made more or less likely by the work context that helps or hinders good performance. Improving safety requires learning about the weaknesses in the organization that contribute to poor performance. To create a learning culture, people need to feel that when they talk about mistakes or weak practice, there will be a constructive response from their organization. One aspect of reducing the blame culture is to develop a shared understanding of how practice will be judged and how those appraising practice will avoid the hindsight bias. To facilitate a positive error culture, a set of risk principles are presented that offer a set of criteria by which practice should be appraised.     

传播学视野下师生有效交往的现实理路

教师与学生是制约学校教育有效性的两个重要影响因素。师生能否有效交往的基础在于主体间性的实现。传播学理论中传播的本质、概念、传播载体及传播模式昭示着传者和受者之间的信息传播是主体间非常有效的一种交往态势。因此,在构建师生有效交往的现实理路上可以借鉴和创新信息传播的模式,具体表现为三个方面：突破传统的教学过程,向生活世界延伸;改变独白的话语体系,向对话理解转型;消除单行叙事方式,迁延出整体互动格局。     

Protective support and supportive protection for families “in the middle”: Learning from the Irish context

This paper critically examines the relationship between statutory family support and child protection using the case study of Ireland. It builds on the work of Devaney and McGregor (2017) to offer an additional contribution to existing frameworks for practice through adapting the Hardiker Exton and Barker (1991) model of prevention. Using evidence from current Irish developments, the case for moving away from linear and simplistic differentiation of family support and child protection is made. Evidence from three main sources in Ireland is presented to develop the argument. This evidence includes the Child Care Law Reporting project (Coulter, 2015, 2018); a recent evaluation of a family support practice model called Meitheal (Rodriguez Cassidy and Devaney, 2018) and recent findings about public awareness of family support (McGregor and NicGabhainn, 2018). We argue that special attention should be paid to families “in the middle” who are in need of both support and protection and propose an adapted version of Hardiker et al. model to aid in this work. We identify what should happen at different levels for macrostructural to micropractice levels. We conclude that the learning from the Irish case study can be applied to an international context.     

社区教育经费投入的理论研究

社区教育经费不足一直困扰当前我国社区教育发展。实际上,社区教育的经费投入是一个循序渐进逐步推进的过程。在这一过程中,政府作用、资金用途和资金管理都在发生变化。这种循序渐进的过程既不能操之过急,也不能听之任之。我国目前的社区教育经费投入还处在由萌芽向初级阶段的过渡过程中,最缺乏的是投入机制上的系统、互动联系。文章分析了社区教育经费投入的四个阶段,并研究我国社区教育各机制之间的互动。     

“Nothing goes as planned”: Practitioners reflect on matching children and foster families

Matching children with foster carers is an important step in every nonkinship family foster care placement. Although guidelines for matching are provided in several studies, the case‐specific context of the decision can influence the practitioners' ability to adhere to these guidelines. Therefore, this study answers the following question: “How does the case‐specific context influence the practitioners' decision‐making process regarding matching in family foster care?” Using a qualitative design, 20 semistructured interviews were conducted with practitioners matching children with foster families. Three themes emerged representing different layers of practitioners' everyday decision‐making: matching as planned, matching being tailored, and matching being compromised. The results show that exceptions are part of practitioners' daily work, either due to the belief that it might benefit those involved or because of obstacles presented during the decision‐making process. When the decision is compromised, matching practitioners lower their standards, while at the same time safeguarding the quality of the match. This proves that matching in practice is more than choosing a family, and guidelines are needed to determine what “good‐enough” matching should entail.     

Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme

The Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly “unit meeting” is a foundational aspect of the programme, providing opportunities for in‐depth discussion, teaching, and reflection on practice with families. The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper:

• Learning through engaging in joint dialogue about practice in a unit meeting
• The influence of relationships on learning in social work
• The importance of a connected model of learning which has practice with children and families at its heart