Forging an Identity as a Newly Qualified Worker in the Non-government Community Services Sector

Forging a professional identity is commonly assumed to be a key objective for new graduates transitioning to work. However, the extant literature on professional identity development gives minimal consideration to the role of contemporary work conditions such as increased contract-based employment and occupational instability in carving out a work identity. These workforce trends are particularly pronounced in the non-government community services sector, where worker mobility is high and workers often occupy roles that are not profession-specific. In light of these trends, this article seeks to broaden existing understandings of professional identity development. Focus groups were conducted with 24 newly qualified workers with degree-level qualifications in social work and the human services employed in the community services sector in Queensland. The findings suggest that these workers held a variety of allegiances, which were not necessarily aligned with a profession but instead shaped by the interplay of personal, professional, and organisational factors.     

A note on the fit for the levy distribution

The problem of testing the fit of the Levy distribution with unknown scale parameter is addressed. The corresponding empirical process is analysed, and the Cramer-von Mises W² and the Anderson-Darling's A² statistics are used. Well known results regarding the relationship between the Levy distribution and the gamma and inverse Gaussian are exploited. Some remarks are made regarding the use of the Rao-Blackwell estimator of the distribution function in the empirical process.     

χ2-Type Goodness of Fit Test Based on Transformed Empirical Processes for Location and Scale Families

Abstract

A χ ²-type goodness of fit test for a location and scale family is presented. The test uses the Transformed Empirical Processes introduced by A. Cabaña and E.M. Cabaña and is based in a particular expansion on the L ² space of the null hypothesis standard distribution. It is implemented in a particular contiguous case, and compared with a classical χ ²-type test, obtaining an improvement.     

米诺王权与太阳女神:一种近东文化的共同体

从宗教和文化背景看,克里特与地中海沿岸地区,如美索不达米亚、安纳托利亚、叙利亚,黎凡特地区与埃及,均为地中海文化共同体组成部分。在公元前1650～1380年,克里特与地中海沿岸地区保持着密切的联系,并拥有一些相同的文化与宗教因素。因此,考察克里特岛的米诺王权与神话,宜采用跨文化的比较视角,将其纳入地中海文化共同体中加以阐释。现存的书写资料极为有限,但可以利用克里特黄金戒指上的图像,应用神话图像学理论与方法,解读出具体的文化内涵。     

What is youth participation?

Youth participation strengthens personal and social development, provides expertise for children and youth programs and services, and promotes a more democratic society, but questions arise about its most fundamental phenomena. Lacking agreement on its basic content, however, youth participation as a field of practice and subject of study will be limited. This paper examines what we know about youth participation, general propositions which are substantiated by research or practice, and unanswered questions or unresolved issues which remain for future work. It draws upon various academic disciplines and professional fields, in order to contribute to knowledge development and advance the field.     

中华民族共同体意识的文化根基与培育机制研究

"文化是一个民族的魂魄,文化认同是民族团结的根脉。"中华文化作为中华民族从多元到一体、从苦难到辉煌的重要见证和历史积淀,是中华民族共同体形成和巩固的黏合剂,也是中华民族共同体意识形成与培育的基本历史前提和重要现实语境。因此,新时代站在国家发展的总布局上,进行中华民族共同体意识培育,就是培养能担大任的时代新人,凝聚全国人民的精神力量,力促中华民族伟大复兴;站在新时代转型的起点上,重视从文化视角培育和巩固中华民族共同体意识,就是加强中华文化的创造性转化和创新性发展,构筑各民族共有精神家园,增强各民族对中华文化的认同。     

滕尼斯“共同体”理论的中国化及其当代意义——兼论中华民族共同体理论构建的创新发展

19世纪下半叶,德国古典社会学家滕尼斯基于"身前身后的欧洲市民社会"提出了一种"共同体"理论。20世纪30~40年代,以吴文藻、费孝通为代表的燕京大学社会学系师生在引入和消化滕尼斯"共同体"概念的同时,基于中国传统乡村文化变迁和经济社会转型,开启了一条滕尼斯"共同体"理论中国化的创新之路,这对于推进当今学界"共同体"理论的发展具有重要意义,对于当下中华民族共同体理论构建的创新发展亦有重要影响。     

新时代民族传统体育文化共同体建构路径研究

民族传统体育根植于中华传统文化,历史悠久、形式多样、内容丰富、特色鲜明,是助力构建人类命运共同体中的体育文化共同体的重要源泉。新时代民族体育文化共同体的构建要以体育“本体性文化”和“内涵性文化”为基石,以共同的体育文化精神和文化生活的回归与时代性折射为准则。通过寻找民族传统体育元素,重塑民族文化记忆;挖掘民族传统体育项目,凝聚民族文化精神;依托民族传统体育赛会,构筑民族文化生活;传承民族传统体育文化,树立民族文化自信;加强民族传统体育交融,促进民族文化交流;整合民族传统体育成果,促进民族文化共享,进而实现新时代民族体育文化共同体的建构。     

美国家校合作的外部支持系统探析

美国的家校合作具有比较完备的外部支持系统,这一外部支持系统的主体有非政府组织、政府和社区。全国家长教师联 合会、国家合作学校网络等非政府组织为家校合作创建平台,以各具特色的做法促进家校合作;政府通过制定和实施相关教育 政策与法规,支持家长参与学校教育;社区为家庭和学校提供丰富的支持和服务。固然美国的家校合作有其特定社会文化背 景,但可以结合我国实际借鉴一些经验和做法。