职场英语教学中师生主体认知思维的培养

以信息瞬息万变的时代为背景，以国际经济信息语境为客体，以培养掌握宏观经济信息语境为目标的职场英语的师生为主体，并着眼于语言学、哲学、经济学等多视角，引入存在论、元认知、统筹论，提出职场英语教学应积极开展主体认知思维培养，才能主动迎战大数据时代和信息碎片化带来的诸多挑战。强调主体认知思维，实质是要全面认知如何主动实现自身的价值观，使职场英语教学真正能以高端服务培养优质人才。     

浅论社会工作中的保密原则

保密原则是社会工作过程中的一项基本原则,既是职业道德的要求,也是社会工作者本身的性质所决定的。但是在具体的实践过程中,这一原则有时候并不容易把握。社会工作者在面对不同的对象、处理不同的问题时,会遇到各种伦理困境。因此需要综合各种相关因素,然后作慎重的思考和权衡,从而使助人过程得以顺利进行。文中阐释了保密的研究现状及不足、社会工作中保密的含义、专业中的保密原则与生活中保密的比较、在社会工作中怎样保密以及如何解决在保密中遇到的问题,以此探讨社会工作中保密的重要性,指出保密工作中存在的不足进而提出相关的完善措施。     

高师历史专业教学的反思--基础教育新课程改革视域下的研究

历史新课程以学生的发展为教学的核心目标，从教育理念到教学方法，从教育体系到教学框架，从教育功能到教学评价，历史教学正在经历着一个全新而深刻的变革。历史基础教育实践已由史实教学发展到史学研究素养和方法教学再演进到今天的思维教学，史学、史学研究和教育学理论与技术走向了融合，这迫切需要高师院校展开相应的改革以适应基础教育发展的需要。     

隐性采访的法理情多维思考

在新闻媒体竞争日益激烈的今天，隐性采访作为一种行之有效的采访手段，被越来越多地使用。但由于采访方式、内容以及目的的特殊性，这种职业行为引发了诸多法律的困惑、社会道德与职责的矛盾、以及情感倾向的争议与思考。     

Evaluating and improving prevention programs: a strategy from drug abuse.

This paper describes a methodology used to overcome the difficulties in evaluating and improving prevention programs. The methodology was applied in this case to a drug abuse prevention program. The methodology includes using health-oriented rather than pathology-oriented outcome measures, random assignment to groups, multiple settings, multiple outcome measures, goal-free evaluation, and the recording of process variables. The first year results showed program effectiveness in one setting and not in the other. Process analyses pointed toward improvements that could be made. Those improvements were implemented and led to greater program effectiveness in the second year.     

道教生态伦理:以生命为中心

道教建立了"道"化生天地万物的宇宙论,强调天地自然万物与人同源、同根,并在此基础上提出"有形皆含道性",从而建构了作为道教生态伦理基础的普遍的生命平等观。道教还提出了"好生恶杀"的生态伦理规范,并以宗教的积善成仙与善恶报应的观念作为落实这一规范的基本保证。更重要的是,道教将生态伦理诉诸人的道德情感,要求人像孝敬父母那样尊重天地自然,以普遍的慈悲和怜悯之心善待动物和植物。这样,就形成了以生命为中心的道教生态伦理。     

企业家和职业经理人融合路径分析

本文围绕企业成长,立足企业家精神和专业化管理,分析了企业家和职业经理人融合的三种路径,揭示了“融合陷阱”的存在及其认识误区,进而提出,创业管理是企业家和职业经理人融合的新路径取向,并从企业内外部角度展望了公司企业家精神以及创业教育在企业家和职业经理人融合中的重要作用。     

市场经济条件下企业社会责任的概念及价值

市场经济体制的建立与不断完善,使企业社会责任问题成为社会关注的焦点。作为市场经济条件下的现代企业不仅是独立的经济实体,而且是具有法人人格的伦理实体。充分认识企业的社会责任的内涵及价值,对加强企业的伦理建设具有重大的理论和实践意义。     

企业伦理与领导效率研究--从交易型领导到转换型领导

不同的领导哲学带来不同的领导类型,按照企业领导行为的伦理道德基础和伦理价值目标,企业领导类型主要分为两类,即交易型领导和转换型领导.与交易型领导相比,转换型领导通过建立和谐、发展的伦理环境和实施积极、进取的核心管理行为,不断提高组织领导效率.转换型领导的伦理环境包括个人影响、动机激励、思维启发和员工发展四个方面的内容;转换型领导的管理核心行为主要包括行为反馈、执行训练、管理指导、网络建构、工作委派和情境学习.     

Acknowledging the primacy of continuity of care experiences in midwifery education

BackgroundContinuity of midwifery care is the best maternity care model for women at any risk level, and there is a global imperative to improve access to midwifery-led care. However, diverse perspectives about how best to prepare graduates for working in midwifery continuity of care models persist. The continuity of care experience standard in Australia was anticipated to address this.AimTo challenge the dearth of published information about the structures and processes in midwifery education programs by identifying: the educational value and pedagogical intent of the continuity of care experience; issues with the implementation, completion and assessment of learning associated with continuity of care experience; and discuss curriculum models that facilitate optimal learning outcomes associated with this experience. We discuss the primacy of continuity of care experience in midwifery education programs in Australia.DiscussionThe inclusion of continuity of care experience in midwifery programs in Australia became mandatory in 2010 requiring 20, however this number was reduced to 10 in 2014. Research has shown the beneficial outcomes of continuity of care experience to both students and women. Continuity of care experience builds mutual support and nurturing between women and students, fosters clinical confidence, resilience, and influences career goals. We require curriculum coherence with both structural and conceptual elements focusing on continuity of care experience.Implications and recommendationsEducation standards that preference continuity of care experience as the optimal clinical education model with measurable learning outcomes, and alignment to a whole of program philosophy and program learning outcomes is required.