讲学与传道: 马一浮与国立浙江大学

抗日战争期间,国立浙江大学被迫西迁,马一浮应浙大校长竺可桢之请为浙江大学师生开设国学讲座,为浙大创制校歌,这段历史成为浙大校史上光辉的一页。但相关文献和档案却显示,马一浮与浙江大学的交往充满各种误会与纠结,浙大险些因此错过这位“士林宗仰”的国学大师;而走过国立浙大的马一浮亦在他唯一任教的大学里,利用各种机会引导学生摒弃实用主义的现代工业观,回归对文化根本的关注,尽管讲学效果与其预想相距甚远。马一浮在浙大讲学并传道,结集而成的《宜山泰和会语》是马一浮一生讲阐六艺国学最集中的部分,由此完成了更为高迈、通贯的学术思想和学术人格的构建,并以一场场思想与精神的盛宴,寄予浙大很深的希望。     

未成年人犯罪对青少年价值观的诘问

分析认识青少年人生观、价值观扭曲的现实，是做好青少年思想道德教育工作的必要前提。运用了全国未成年犯调查资料，对未成年犯和中学生的价值观进行了比较。结果显示：不良的媒介偏好、偶像崇拜、闲暇意愿以及不正确的成功取向、交友倾向等方面的比例均是未成年犯明显高于中学生。研究认为应积极应对大众传媒不良信息对青少年的深层渗透，重视同伴教育在青少年价值观形成中的作用和道德实践。     

Practice supervisors’ perceptions of social work students and their placements – an exploratory study in the Norwegian context

Practice placement has been a basic component in Social Work Programmes for many decades in Norway as elsewhere, and supervision of students has been a valued role for social workers. Here, we have carried out a pilot study of nine supervisors from various practice settings, dealing with their experience with and views about supervision of students. The aim was to get more knowledge of student supervision today and the meaning of student supervision in different practice settings. We found that the content of supervision depended on the agency context. Supervision embodies core agency values. There was a lack of common ground between supervisors and the school of social work, and between supervisors and the students.     

西南联大时期的许宝騄与戴世光

许宝騄、戴世光是我国近现代数理统计和社会经济统计领域的两面旗帜。他们二位在上世纪30年代分别留学英国和美国，获得统计学博士和硕士学位。抗日战争爆发后，分别在1940年、1938年回到昆明，任教西南联大。在极其困难的条件下，他们不仅在算学系、经济学系系统讲授数理统计和社会经济统计等课程，而且作出了有重大国际影响的研究成果。艰苦而乐观的生活趣事既反映了当时特殊的时代背景，更彰显出他们高尚的人格品德。     

Placement Educators’ Experiences and Perspectives of Supervising International Social Work Students in Australia

International social work students in Australia have reported difficulties in finding quality placement opportunities and dealing with issues such as language and cultural barriers. While placement issues have been mostly investigated from a student perspective, this study explores the experiences and perspectives of placement educators towards supervising international social work students. It draws on an online survey of 83 placement educators working for an Australian university. The majority of placement educators reported that they supervised international students differently to domestic students. These differences were negatively framed as challenges involving students’ language competence, their understanding of cultural norms, and knowledge of Australian welfare systems. This framing implies that cultural and linguistic differences between international students and placement educators are viewed in terms of student deficiency rather than as a positive opportunity for mutual learning and professional development.     

Business reform outcomes: Why so different?

Post-crisis policy making increasingly focuses on doing business reforms. We argue that the effects of those reforms will be different across countries. To understand the reasons for the reform outcome divergence, we advance a novel firm-size distribution (FSDs) argument. At the center of the argument is the fact that FSDs are different across countries and stable over time. Then, if a given doing business reform induces firms of different size to grow differently, this will produce a variety of reform outcomes across countries. To advance the argument, we set up a tractable general equilibrium (GE) model and study how firms of different size grow after a doing business reform. The model predicts that larger firms will grow faster than smaller firms after the reform. The model predictions are tested on the Enterprise Surveys (ES) data, merged with the Doing Business indicators. We confirm that firms of different size grow differently after a Doing Business reform. Thus, based on the notable differences of firm size distributions across countries, identical reforms to start, operate and close a business will produce a variety of reform outcomes across countries.     

The international field placement: a reconciliation of identity

The international field placement is a site of both identity confusion and identity development for the social work student. Aiming to develop their professional identity they are faced with a challenge: the presence of two dominant identities, the tourist identity and the student identity. Whilst the embodiment of the tourist identity has often facilitated the student’s motivation to undertake the placement experience, the student identity is what both university staff and agency field educators perceive as integral to student engagement in this remote educational setting. Social work educators perceive this identity challenge as an impediment to learning. In contrast, students report feeling that their tourist traits strengthened their personal and professional capacity, natural curiosity and ability to engage with the local community. By analysing the roles of university staff as liaison support, and field educators as agency supervisors, it is possible to explore a teaching and learning relationship that is student-centred, grounded in the immersive international experience. Through privileging the student’s voice social work educators involved with organising, supporting and supervising international field placements are able to understand the placement as a continuum of learning. On this continuum identity reconciliation is viewed as a crucial element in the development of a professional identity.     

新世纪以来大学题材长篇小说的基本类型

在当代文学领域，大学题材长篇小说创作长期处于边缘位置，直至进入新世纪，该类作品才大量出现。根据文本内容与现实生活的距离以及不同的艺术手法，可以将这些文本大致划分为三种类型：回忆型、体验型和想象型，其中后两者在内容方面有一定交互性，但在创作技法上却有显著不同，想象型文本虽也有现实底色，但艺术手法更为夸张。这三种类型的出现，既有文学题材自身的原因，也与作家们的身份和经历、文学自身艺术手法的多样以及日益宽松的创作环境有关。     

试论民族高校突发事件的应对

民族高校学生突发事件一直以来都是民族高校管理中一个不容忽视的问题，由于民族高校突发事件的特殊性，使民族高校在突发事件应对方面存在诸多困境。从危机管理的角度进行思考和应对，对预防民族高校突发事件的发生有一定的指导意义。