中东剧变中的阿尔及利亚政局透视

2010年底以来,中东地区多国发生了政权更迭,阿尔及利亚一度爆发群众游行示威,但目前阿尔及利亚政局基本稳定,原因可归纳为以下四个方面:一是阿尔及利亚独立以来的长期动荡释放了民众的不满;二是布特弗利卡执政联盟仍具有较强的政治实力;三是国内的两个主要反对派因其各自的缺陷,难以获得大多数民众的支持;四是现政权与美国保持了较好的关系。然而,由于目前中东地区的局势尚在发展中,随着新因素的加入,阿尔及利亚的政局仍存在变数。     

Blood on the tracks: Critically re‐reading a government occupational health and safety inquiry

This paper brings to light forms of interpretive closure embedded in a Government inquiry into rail industry occupational safety and heath. The paper shows how particular interpretive moves by the Inquiry had the effect of obscuring a critical analysis of economic and political relations. The analysis uses publicly available documentary data and is undertaken using interpretive and political economic forms of analysis in a multiple framework approach.     

中东地区国际体系的发展演变及其特点

本文在对中东地区国际体系的历史演变进行回顾的基础上,发现了两个重要特点:一是中东地区的民族国家体系并不是一个完全自足的体系,而是具有某种开放性,其发展演化的逻辑很大程度上受国际体系的影响和制约;二是由于长期的历史和文化联系的存在,中东地区的互动和交流特别频繁,使该地区的国际体系在一定程度上呈现出共同体的特征.     

Diabetes education program for people with type 2 diabetes: An international perspective

BackgroundIn the Palestinian community, lifestyle changes, rapid urbanization and socioeconomic development, stress, smoking, and changes in food habits has increased the risk of non-communicable diseases especially diabetes mellitus. Diabetes complications can be prevented if the glycemic status of patients with diabetes is maintained within a nearly normal range. Therefore, patient education is critical in controlling blood glucose levels within the normal range.ObjectiveThis study aimed at measuring the effect of diabetes educational intervention program for patients suffering from type 2 diabetes attending the Diabetes Clinic in Tulkarim Directorate of Health.MethodsA short duration observational study involving pre- and post-test educational intervention program was carried out on a relatively small number of type 2 diabetes patients at the Diabetes Clinic in Tulkarim Directorate of Health. In total, 215 patients attended a group-based 4 h educational intervention session about diabetes. The program included explaining diabetes mellitus-symptoms, risk factors, types, treatment and complications and main aspects of self-care of the disease (foot care, eye care, and blood glucose monitoring), main aspects of dietary management, weight reduction, blood pressure, smoking cessation, periodic investigations, home monitoring and importance of physical activity. Knowledge evaluation questionnaire were evaluated pre- and post-study. Anthropometric measurements such as body weight (WT), body mass index (BMI) and laboratory tests such as fasting blood glucose (FBG), hemoglobin A1C (HbA1c), cholesterol (Chol), and triglycerides (TG) were measured both at the beginning and at the end of the study. Significance of the results was assessed by paired t-test at 95% confidence interval.ResultsThe participant’s mean age was 51.07 that ranged between 31 and 70 years. For a total of 215 participants, 41.4% were males and 58.6% were females. The mean weight before educational intervention was 80.81 ± 14.95 kg (82.6 kg for males and 79.5 kg for females) that decreased to 78.9 ± 14.33 kg (81.1 kg for males and 77.3 kg for females) after educational intervention program. The BMI also decreased significantly after educational intervention. The mean fasting blood sugar was 188.65 ± 71.45 mg/dL before educational intervention that decreased to 177.7 ± 66.11 mg/dL after the educational intervention (p = 0.049). The mean glycosylated hemoglobin was 8.57 ± 1.21 before educational intervention that decreased to 7.95 ± 1.42 after educational intervention. The mean value of cholesterol before educational intervention was 183.27 ± 37.74 mg/dL that decreased to 169.57 ± 34.23 mg/dL after educational intervention. The mean triglycerides value decreased after educational intervention from 209.85 ± 171.04 mg/dL to 183.28 ± 152.4 mg/dL (p = 0.025). The mean score of knowledge questionnaire before educational intervention was 60.6 ± 20.65 that increased to 78.1 ± 13.4 after conducting educational intervention.ConclusionsDiabetes education was found to be effective on BMI, FBG, HbA1c, Chol, TG, and knowledge.RecommendationsDiabetes education is a cornerstone in the management and care of diabetes and should be an integral part of health planning involving patient’s family, diabetes care team, community, and decision makers in the education process.     

Narrative persuasion,identification, attitudes,and trustworthiness in crisis communication

The purpose of this study is to test the effects of narratives in crisis communication. This research assesses how organizations benefit from using stories in their media responses, relative to sharing nonnarrative information. The theory of crisis response narratives (Heath, 2004) holds that ethical narratives are effective because they enhance trustworthiness, attitudes toward the spokesperson, and identification with the spokesperson. Normative crisis communication theory exhorts disclosing truthful information rather than spinning. In an online experiment, participants (N = 365) watched a news interview in which a scandalized company’s spokesperson responded to a journalist’s questions with (a) ethical narratives, (b) unethical (spin) narratives, or (c) nonnarrative information. Multiple mediator modeling assessed identification with the spokesperson, attitudes toward the spokesperson, and perceived trustworthiness of the spokesperson. Results indicate ethical narratives are more effective than unethical narratives. However, nonnarrative information most effectively enhances trustworthiness and bolsters identification.     

Class participation as a pedagogical tool in social work education

Class participation is an essential part of the social work pedagogy. However, active student engagement in classes is inconsistent and varies based on factors such as social backgrounds, educational background, and individual characteristics. Instructors often evaluate participation based on frequency of verbal contributions. Evaluation criteria are often unarticulated or difficult to measure, presenting numerous challenges for instructors and students alike. A model of reflective self-assessment of participation by students, paired with timely instructor feedback is put forth in this paper to mitigate these concerns. The steps in this model include initial self-assessment, goal setting, midterm review, and a final review. The process of continuous self-evaluation and problem-solving is discussed as strategies that aid the process of class participation. Three instructor touch points are suggested: at the goal-setting stage, the midterm review, and the final grade. Throughout the paper, connections to social work practice and social work pedagogy are highlighted. This model has yet to be implemented in a social work school’s curriculum. Challenges in the implementation and resolution of those challenges are also presented. This model suggests ways to enhance opportunities for student engagement and integration into graduate programs, in addition to fostering valuable skills for future practice in the field.     

Why does class matter? Policy attitudes,mechanisms, and the case of the Nordic countries

In most democracies, classes tend to vary with respect to an array of attitudes and behaviours, and differences are large within a number of European polities. What mechanisms lie behind these differences? Do they relate primarily to individuals’ material interests, as assumed by traditional class theories, or instead, to socialization and self-selection factors? This paper seeks to extend theory and research through an analysis of mechanisms behind class differences in policy attitudes. Our focus is on the Nordic countries, where class differences are extensive and well-documented in past scholarship. We take advantage of high-quality European Social Survey data for Denmark, Finland, Norway, and Sweden. Analyzing three policy arenas and the 9-category European Socio-economic Classification scheme (ESeC), we find evidence that class-related factors help to explain cleavages in attitudes. Comparisons with the more detailed, 103-category International Standard Classification of Occupation scheme (ISCO) suggest that these factors explain less “micro-class” occupational variation. Results shed new light on mechanisms behind class differences, and the empirical foundations of established class theories. These and other implications are discussed in the conclusion.     

“一带一路”战略为中阿关系发展增添活力

本文对历经六十年的中阿关系进行了回顾,政治上双方相互支持,维护权利,经济上优势互补,合作共赢。2010年底中东发生动荡后,中国一直密切关注,希望阿拉伯国家早日结束动乱、恢复稳定。随着时间的推移,阿拉伯国家会增加对中国尊重国家主权独立、坚持不干涉内政、主张政治解决争端立场的理解,会越来越体会到中国是可以信赖、可以交往的国家。在“一带一路”战略下,中阿关系将茁壮成长。     

中东地区的防核扩散治理机制建设探析

本文以机制建设为分析视角,讨论中东地区的防核扩散治理机制建设。本文认为,中东国家若以地区安全论坛为对话平台,通过在争议较小的非传统安全领域开展的合作治理行动增进信任,在防核扩散问题上引入“分步走”的治理措施,将更有可能在防扩散治理机制建设方面取得进展。