公共服务供给机制创新:北欧的改革实践与启示

提供公共服务是政府的主要任务。供应与生产的区分,说明政府不可能也没必要包揽所有的公共服务。北欧各国按照事权财权匹配和公共服务效率原则,通过建立和完善府际责任分担、公共财政保障、公私伙伴合作、公众参与提供、服务质量监督等机制,从而有效地满足了公共服务需求。他们的成功实践启示我们:公共服务制度的建立和完善,必须合理划分各级政府公共服务责任,建立以公共服务为导向的公共财政支出体系,充分发挥社会和民间力量在提供公共服务方面的作用。     

论面向教育的实践

无论是“教育实践”在人类实践体系中的地位,还是教育学在人类学科体系中的地位都不高.教育实践是一种“生命·实践”,它应该成为人类实践体系的中心和基础.以教育实践作为研究对象的教育学,也可能成为一门中心学科.教育学的地位和命运取决于教育实践的地位和命运.应从“面向实践的教育”转向“面向教育的实践”,确立探究实践的教育立场、教育眼光和教育尺度,探寻人类实践的“教育逻辑”和“教育基础”,完成实践的“教育转向”,重建基于教育实践的实践哲学,寻找实践论哲学发展的教育方向和教育学方向,进而建构教育学历史本体论.     

Short-Term Employment Services for Homeless Individuals: Perceptions from Stakeholders in a Community Partnership

ABSTRACT

This article examines the importance and feasibility of immediate employment for homeless individuals from perspectives of stakeholders in a community partnership. Using grounded theory and an editing-style approach, in-depth interviews were analyzed with service recipients (n= 13) and providers (n= 9). Stakeholders viewed employment services differently. While recipients were optimistic that short-term employment services could yield immediate employment despite their barriers, providers articulated the importance of providing individualized case management with realistic expectations for homeless individuals to secure long-term, dependable employment rather than low-wage, short-term jobs. Future studies should examine discrepancies in perspectives to strengthen findings presented here and better determine employment services to meet provider and recipient expectations and goals.     

Expert Systems

Summary

Expert systems are computer programs which embody the expertise of a human expert in order to consult and advise on a specific problem. It is now becoming feasible to apply expert systems technology to problems in the human services. This article describes what expert systems technology is and how it may be applied in human service practice. Finally, some of the promises and pitfalls of this new technology are addressed.     

Social services and deviation from the Bismarckian model in Italy: the absence of a nationwide trend of change

This article analyses the processes of deviation from the Bismarckian welfare model in Italy, with a focus on social assistance. The sector was reformed in 2000, with new service provision functions being assigned to local institutions and the affirmation of a universalistic principle of access. However, an analysis of social expenditure data and a review of the process of implementation of the reform demonstrate that many local governments have been unable to enact the innovation and that a homogeneous nationwide trend of deviation from the Bismarckian tradition is absent. This absence is explained by looking both at the local institutional arrangements that have historically characterized the different Italian territories and at the present relationships among national, regional, and local governments.     

基于ITIL的远程教育IT服务管理模型设计

为了解决目前远程教育中IT服务存在的问题,对网络教育学院的IT服务和信息技术基础设施库（ITIL）标准进行了深入研究,提出了适合远程教育的IT服务管理（ITSM）模型,并以北京邮电大学网络教育学院为例,重点描述了模型中的需求分析及需求变更管理、远程教育组织结构设计、应用和基础设施监控管理三个核心流程的设计与实施,该模型为远程教育IT服务提供了解决方案。     

美国网上银行服务策略分析及其启示

互联网应用使得网上银行服务成为银行服务业快速发展的一个重要因素。本文通过分析美国网上银行服务的概况及其特点,从中获得借鉴并得到启示,提出了有利于我国网上银行服务发展与创新的一些对策。     

Leadership Dimensions,the Critical Link for the Evolution of Collaboration

Abstract

This article traces the history of one community's efforts to coordinate services to address family violence. The current mazeof organizations in communities is overwhelming to the professionals who work in them, the political leaders who authorize them, the foundations and United Ways who fund them, and, most assuredly, to the persons for whom the various organizations were established. A review of the literature on coordination and collaboration is included as well as a discussion of leadership challenges during the various stages in the evolutionary process to provide confidential, culturally sensitive, comprehensive, accountable, and user-friendly community social service systems.     

高师适应学生多元发展的人才培养模式建构

学生的多元发展是经济社会发展和高等教育大众化的必然趋势。要实现学生的多元发展，必须改革过分统一的人才培养模式，建立分层分类和开放的课程体系，创新教学管理制度，优化课程资源和非课程资源，丰富第二课堂和第三课堂，建设开放包容的大学文化。