回观历史 辨识经验 寻找变的力量 ——一个社会工作者的行动研究

行动研究是为了促进改变.从产生至今,行动研究已经发展出科学技术的行动研究、实践取向的行动研究和批判解放的行动研究三种主要流派.台湾辅仁大学夏林清教授在台湾实践和推动的行动研究,是在其导师唐纳德·舍恩(Donald Sch?n)《反映的实践者》的基础上,转承了实践取向和批判解放的行动研究学派,并在台湾30多年的实践中得以丰富和发展而活化了行动研究,它对“改变”尤其具有深刻的解释.夏林清教授强调一个行动者的行动研究应该根植于自己的历史和情景脉络中,承接历史和前人的资粮,从中寻找改变的方向和行动的动力.强调他山之石只有立基于自己的历史和实践才能发挥作用.     

“十二·五”大型多中心课题的实施管理经验

“十二·五”科技支撑计划课题“特发性流出道室性心律失常的研究”是全国多中心大规模的研究,有参与研究中心众多、研究时间长、样本量大等特点.本文通过回顾“十二·五”课题前期准备、实施期间进行的系列工作,总结课题实施中积累的一些实施管理经验.研究过程中要统一思想,众志成城,构筑坚强统一战线;分区管理,积极组织,构建平台交流网络;合理分工,有序进行,发挥人才梯队优势;悉心沟通,耐心指导,构建人性化交流环境;严格监督,紧守关卡,完善监管反馈机制;学科协作,人才交流,发挥团队集体力量,保证国家攻关课题实施的质量与进度.     

依托品牌建设提升高校学生党建实效刍议

高等学校党的基层组织处在学校工作的第一线,依托实践教育活动品牌建设提升高校学生党建实效,要在实践教育项目的规范化、模块化、常态化上作系统安排,同时对实践内容、队伍建设、总结提升诸方面分重点建设。通过品牌化实践,实现基层党支部凝聚力、学生党员实践力、党组织服务力的实质提升。     

在传统与后现代语境中发展中国化的马克思主义美学——评刘纲纪美学思想及石长平《实践本体论美学思想研究》

石长平的《实践本体论美学思想研究》是关于刘纲纪美学思想研究的最新成果。它不仅揭示了刘纲纪美学思想发展的必然趋势是超越认识论美学而走向实践本体论美学．而且表明了这种发展趋势的前提条件是批判继承中国传统美学的非认识论倾向以及“后现代实践转向”的思想成果。刘纲纪的美学研究路径对于发展中国化马克思主义美学有着重要的现实启示意义。     

国际经济与贸易专业实践教学改革

实践教学在国际经济与贸易的课程体系中占有十分重要的地位,是培养应用型人才的重要手段,也是培养学生动手能力、创新能力和实际工作能力的重要环节.本文针对当前普通高等院校国际经济与贸易专业实践教学中存在的问题,借鉴德国“双元制”职业教育经验,在课程体系设置、实践教学特色、实践教学师资团队和实践教学评价四个方面提出适合专业特点的实践教学改革的思路.     

论中国特色社会主义文化建设的历史经验

社会主义文化建设是构建社会主义和谐社会的必然要求,也是增强中国综合国力和文化软实力的关键环节。长期以来,中国共产党在发展社会主义先进文化,建设社会主义先进文化的历史进程中,积累了行之有效的丰富经验。认真总结这些宝贵经验,并将其创造性地运用于社会主义文化建设的新鲜实践中,必将开拓改革开放和现代化建设的新局面,推进中国梦的早日实现。     

绿色崛起,闯出新路,引领示范

海南经济大特区要按"争创中国特色社会主义实践范例,闯出一条跨越式发展路子"的目标要求,对接第三次工业革命的发展道路和方向,在科学发展、绿色崛起的战略思路指导下,通过后发优势的政策落地,实业经济支撑,实现跨越发展;通过分层次推进绿色崛起,实现各层次经济均优发展,早日建成小康社会,和谐海南。从近期和中远期角度前瞻,海南的任务是绿色崛起,率先示范,分步推进,闯出新路。     

土壤肥料学教学中应用和实践能力培养

土壤肥料学课程是高校中植物生产类专业必修的专业基础课,具有较强的实用性。在土壤肥料教学中,通过合理设置教学及实验内容、选择恰当有效的教学形式、先进性的测定手段、鼓励学生参加相关的课题研究与生产实践活动及改革考试考查方法等方面,培养学生应用和实践能力。     

Age related variation of salivary testosterone values in healthy Japanese males

Objective. We examined age associated variation in salivary testosterone values among Japanese males as well as anthropometric measurements.

Methods. Salivary samples were collected in pretreated sodium azide treated tubes. The first series: 15–79-year-old males (n = 99); two morning and two evening samples were collected at home for two days. The second series: 90-year-old males (n = 29); one morning sample was collected. Testosterone values were determined using an iodine125-based radioimmunoassay kit modified for saliva.

Results. Results show 1) a significant decrease in salivary testosterone values from 20s to 40s and older, 2) no significant decline after 40 through 90 years old, 3) no significant age-related differences in the degree of intraindividual diurnal fluctuation across age groups of 40–70s, and 4) higher BMI is associated with the lower salivary testosterone among 40–70s.

Conclusions. These results suggest that neither a constant decrease of salivary testosterone values or markedly reduced intraindividual fluctations are universal aspects of aging. Older males may maintain relatively high testosterone levels compared to younger men and a relatively ‘robust’ neuroendocrinological system.     

Developing intercultural competence and global citizenship through international experiences: academics’ perceptions

International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to culturally significant values and perceptions. This research seeks to understand how students are prepared for international experiences and how intercultural learning is integrated into course programmes. Academic staff responsible for international experiences were interviewed in one-on-one qualitative interviews about their practices and perceptions of preparing students for these experiences. Although all international programmes were procedurally well planned, we found that most participants did not include intercultural pedagogies into their programmes, nor did they purposefully seek to develop intercultural competence and global citizenship in their students. Professional development opportunities need to be created for academics to rethink their pedagogical intent regarding international experiences. Immersion in culture is not, on its own, an assurance of intercultural learning. Providing international experiences without a pedagogical framework that helps students to reflect on self and others can be a wasted opportunity and runs the risk of reinforcing stereotypical thinking and racist attitudes.