‘Our young people are worse’: family backgrounds,educational progression and placement options in public care systems

Introducing continental European approaches to UK child welfare practice raises a problem of comparison: to what extent are the problems and issues similar to or different from one country compared to another. Social pedagogues trained in continental Europe and working in English residential care services often encountered the phrase ‘our young people are worse’ from their English colleagues, with the implication that the social pedagogic approach was not suitable for the client group. This paper examines two propositions: (1) that in the context of introducing the continental European approach of social pedagogy into children's residential care services in England, young people are ‘different’ in England compared to other European countries and (2) that the placement options and practices for young people living away from their birth parents in continental European countries differ from those in England. Using data from a five nation study of young people from public care backgrounds, the paper argues that while family backgrounds are remarkably similar there are marked differences in the child welfare systems that might account for the perception that young people in care are ‘worse’ in England.     

Can former Soviet Union top managers of large industries become successful leaders of privatized corporations?

Management training as a facilitative process in organizational change is a complicated undertaking even in the most innovative companies in the West. The Russian context adds problems of cultural and management unfamiliarity with the socio-business and the political environment within which Western management trainers operate. In the early 1990s 180 Russian senior managers from four large state corporations participated in a training-needs analysis, which was to estimate the level of knowledge of how market economy concepts work in the West. They were asked to 1) state their organization's training objectives, 2) indicate their understanding of the process, and 3) indicate the level of their personal ownership in carrying out the training objectives. The results showed that Russian top industrial management had no experience of top decisionmaking processes, and individually they felt disorientated by the collapse of the former Soviet Union. Their historical understanding of their professional roles and distrust of the present changes left them demotivated and without any constructive personal aspirations. By 1998, after a period of focusing solely on financial auditing training, large Russian companies began to be interested in management training and development programmes. These findings have some basic cultural implications for Western trainers working with Russian management.     

论英语专业学科危机下的文学教学“主体性转向”

英语专业当前的学科危机是过分强调语言工具性而忽视人文学科内涵所导致的。本文以马克思实践哲学主体观为理论依据,对当前英语专业"复合型人才"教育实践的逻辑缺陷加以分析,对英语专业主体性教育的必要性进行论证,结合英美文学教学实践的现实困境,重新审视文学的人文美学价值及其与培养主体性的关系,提出并举例说明主体性的文学教学策略。     

《红旗周报》传播马克思主义的途径及经验

《红旗周报》作为土地革命时期党的机关报,始终致力于马克思主义的阐释与传播,具体表现有三:一是栏目设置充分考虑如何宣传马克思主义在中国具体运用的成果;二是刊物风格突出同非马克思主义斗争的品质;三是引进国外先进刊物的内容。《红旗周报》在马克思主义传播上的创新,为我们留下了宝贵的经验。     

基于应用型人才培养的学前教育专业《学前教育学》课程考核模式改革探究

《学前教育学》课程作为学前教育专业的基础课和核心课，必须改变传统的考核模式，以课程考核模式改革为突破口，引导教师注重对学生学习过程的考核，丰富课堂教学形态，以教引学以学定教，从而提高《学前教育学》课程教学的针对性和实效性。在实际实施中，应依照学前教育学课程的特点，从高校和学科的实际出发，制定能够充分发挥考核功能和实现教学目的的考核制度，依据教学进程探索构建多阶段、多形式的过程性课程考核模式。     

Resisting Neoliberalism from within the Academy: Subversion through an Activist Pedagogy

Teaching and learning in the neoliberal academy means that educators in non-market-oriented departments, such as social work, face several constraints and challenges when trying to implement an anti-oppressive, social justice focused curriculum. This article considers challenges that can arise with an introductory social work course in the current context of neoliberalism, especially when open to both social work and non-social work students. With a particular focus on larger class sizes, the use of precarious labour and the depoliticization of the classroom, the authors use an inductive, reflective approach to analyse observations made about shifts in the behaviour and engagement of students in the course. The authors surmise possible explanations for these shifts, considering changes made to the substantive content and pedagogical practices of the course. Through this process the authors propose that these changes represent an ‘activist pedagogy’ which may offer potential for anti-oppressive education with students both inside and outside social work. As such, the authors propose ‘activist pedagogy’ as a possible way to resist and subvert the neoliberal educational paradigm and to better integrate the principles and practices of social justice and anti-oppressive social work into the classroom.     

“Beating the Bad Rap:” A Qualitative Study of Social Studies Educators Using Film

Abstract

The film-based practices of four social studies teachers were examined using a qualitative methodology. The research interviewed teachers twice over a 2-month period, collected handouts, and collected audio-recorded teacher logs. Three of the teachers taught social studies primarily, while a fourth teacher was responsible for both English and social studies content. The findings indicate that teachers used film in addition to a wide range of other visual practices. Teachers used film actively rather than passively to facilitate dialogic connections, as well as elicit thinking about their content areas.     

论盛世才与苏联同盟关系基础的破裂

中华民国时期新疆地方政权与苏联政府保持了长期密切的、不正常的特殊关系 ,而对这一关系一直以来就缺乏研究。本文试图就盛世才与苏联同盟基础的破裂作一初探。笔者认为 194 0年 11月《锡矿协定》的签订标志着盛苏同盟基础的破裂 ,盛苏同盟基础的破裂是该基础固有矛盾决定了的 ,是苏联对新疆控制及其在新疆权益要求直接威胁盛世才在新疆实际统治地位的必然结果     

高等农业院校动物生理学不同教学法比较分析

教学法的改革是教学研究永恒的课题,是提高教育教学质量的关键。高等农业院校动物生理学具有理论性强、概念多和内容抽象等特点。为达到课时要少、内容要新、水平要高、效果要好的目的,教师必须针对不同内容选用适当的教学法。教学法得当与否将直接影响教学质量和教学目的的实现。通过对高等农业院校动物生理学语言形式、直接形式和实训方式等三类主要教学法进行分析,运用动物生理学介绍与探讨不同教学法,为优化动物生理学教学模式和提高动物生理学教学质量提供一种改革的新思路。     

Is Seeing Believing? Photographs,Eyewitness Testimony,and Evidence of the Holocaust

During World War II, the first media outlets to publish photographs of the Nazi mass murder of Jews and others were Soviet newspapers and magazines. The problem with Soviet photographs was that the Soviet media were considered unreliable from a Western standpoint, because unlike in the West, which perceived a clear ideological differentiation of art from photojournalism, Soviet photography blurred that distinction. According to Western standards of evidence, Soviet photography could never be taken seriously as photojournalism, precisely because the photographer was always metaphorically present. Since Soviet photojournalism failed the test of the documentary imperative, it rarely convinced people of the truth of its subject matter. In this epistemological context when photographs might fail to convince, the act of physically bearing witness, of seeing with one's own eyes, became the most important way of proving to a disbelieving public the veracity of Nazi atrocities.