论费孝通的"中部崛起"思想

以“志在富民”为己任的著名社会学家费孝通运用社会学的方法从“全国一盘棋”的角度,在中部地区“行行重行行”,探讨中部崛起之路,提出了许多具有远见卓识的见解和有价值的研究课题,值得我们认真学习和传承,沿着他中部崛起研究之路走下去。在费孝通看来,中部崛起不仅要使中部地区脱贫致富,赶上东部地区的发展,而且关乎东西部的发展。费孝通强调,中部崛起的基石就是要“从农业中长出工业来”。加强区域协作,为中部崛起注入强大的动力。欧亚大陆桥经济走廊和京九铁路经济走廊的建设是中部腾飞的重要战略。     

中东地区国际体系的发展演变及其特点

本文在对中东地区国际体系的历史演变进行回顾的基础上,发现了两个重要特点:一是中东地区的民族国家体系并不是一个完全自足的体系,而是具有某种开放性,其发展演化的逻辑很大程度上受国际体系的影响和制约;二是由于长期的历史和文化联系的存在,中东地区的互动和交流特别频繁,使该地区的国际体系在一定程度上呈现出共同体的特征.     

Diabetes education program for people with type 2 diabetes: An international perspective

BackgroundIn the Palestinian community, lifestyle changes, rapid urbanization and socioeconomic development, stress, smoking, and changes in food habits has increased the risk of non-communicable diseases especially diabetes mellitus. Diabetes complications can be prevented if the glycemic status of patients with diabetes is maintained within a nearly normal range. Therefore, patient education is critical in controlling blood glucose levels within the normal range.ObjectiveThis study aimed at measuring the effect of diabetes educational intervention program for patients suffering from type 2 diabetes attending the Diabetes Clinic in Tulkarim Directorate of Health.MethodsA short duration observational study involving pre- and post-test educational intervention program was carried out on a relatively small number of type 2 diabetes patients at the Diabetes Clinic in Tulkarim Directorate of Health. In total, 215 patients attended a group-based 4 h educational intervention session about diabetes. The program included explaining diabetes mellitus-symptoms, risk factors, types, treatment and complications and main aspects of self-care of the disease (foot care, eye care, and blood glucose monitoring), main aspects of dietary management, weight reduction, blood pressure, smoking cessation, periodic investigations, home monitoring and importance of physical activity. Knowledge evaluation questionnaire were evaluated pre- and post-study. Anthropometric measurements such as body weight (WT), body mass index (BMI) and laboratory tests such as fasting blood glucose (FBG), hemoglobin A1C (HbA1c), cholesterol (Chol), and triglycerides (TG) were measured both at the beginning and at the end of the study. Significance of the results was assessed by paired t-test at 95% confidence interval.ResultsThe participant’s mean age was 51.07 that ranged between 31 and 70 years. For a total of 215 participants, 41.4% were males and 58.6% were females. The mean weight before educational intervention was 80.81 ± 14.95 kg (82.6 kg for males and 79.5 kg for females) that decreased to 78.9 ± 14.33 kg (81.1 kg for males and 77.3 kg for females) after educational intervention program. The BMI also decreased significantly after educational intervention. The mean fasting blood sugar was 188.65 ± 71.45 mg/dL before educational intervention that decreased to 177.7 ± 66.11 mg/dL after the educational intervention (p = 0.049). The mean glycosylated hemoglobin was 8.57 ± 1.21 before educational intervention that decreased to 7.95 ± 1.42 after educational intervention. The mean value of cholesterol before educational intervention was 183.27 ± 37.74 mg/dL that decreased to 169.57 ± 34.23 mg/dL after educational intervention. The mean triglycerides value decreased after educational intervention from 209.85 ± 171.04 mg/dL to 183.28 ± 152.4 mg/dL (p = 0.025). The mean score of knowledge questionnaire before educational intervention was 60.6 ± 20.65 that increased to 78.1 ± 13.4 after conducting educational intervention.ConclusionsDiabetes education was found to be effective on BMI, FBG, HbA1c, Chol, TG, and knowledge.RecommendationsDiabetes education is a cornerstone in the management and care of diabetes and should be an integral part of health planning involving patient’s family, diabetes care team, community, and decision makers in the education process.     

Class participation as a pedagogical tool in social work education

Class participation is an essential part of the social work pedagogy. However, active student engagement in classes is inconsistent and varies based on factors such as social backgrounds, educational background, and individual characteristics. Instructors often evaluate participation based on frequency of verbal contributions. Evaluation criteria are often unarticulated or difficult to measure, presenting numerous challenges for instructors and students alike. A model of reflective self-assessment of participation by students, paired with timely instructor feedback is put forth in this paper to mitigate these concerns. The steps in this model include initial self-assessment, goal setting, midterm review, and a final review. The process of continuous self-evaluation and problem-solving is discussed as strategies that aid the process of class participation. Three instructor touch points are suggested: at the goal-setting stage, the midterm review, and the final grade. Throughout the paper, connections to social work practice and social work pedagogy are highlighted. This model has yet to be implemented in a social work school’s curriculum. Challenges in the implementation and resolution of those challenges are also presented. This model suggests ways to enhance opportunities for student engagement and integration into graduate programs, in addition to fostering valuable skills for future practice in the field.     

Why does class matter? Policy attitudes,mechanisms, and the case of the Nordic countries

In most democracies, classes tend to vary with respect to an array of attitudes and behaviours, and differences are large within a number of European polities. What mechanisms lie behind these differences? Do they relate primarily to individuals’ material interests, as assumed by traditional class theories, or instead, to socialization and self-selection factors? This paper seeks to extend theory and research through an analysis of mechanisms behind class differences in policy attitudes. Our focus is on the Nordic countries, where class differences are extensive and well-documented in past scholarship. We take advantage of high-quality European Social Survey data for Denmark, Finland, Norway, and Sweden. Analyzing three policy arenas and the 9-category European Socio-economic Classification scheme (ESeC), we find evidence that class-related factors help to explain cleavages in attitudes. Comparisons with the more detailed, 103-category International Standard Classification of Occupation scheme (ISCO) suggest that these factors explain less “micro-class” occupational variation. Results shed new light on mechanisms behind class differences, and the empirical foundations of established class theories. These and other implications are discussed in the conclusion.     

“一带一路”战略为中阿关系发展增添活力

本文对历经六十年的中阿关系进行了回顾,政治上双方相互支持,维护权利,经济上优势互补,合作共赢。2010年底中东发生动荡后,中国一直密切关注,希望阿拉伯国家早日结束动乱、恢复稳定。随着时间的推移,阿拉伯国家会增加对中国尊重国家主权独立、坚持不干涉内政、主张政治解决争端立场的理解,会越来越体会到中国是可以信赖、可以交往的国家。在“一带一路”战略下,中阿关系将茁壮成长。     

中东地区的防核扩散治理机制建设探析

本文以机制建设为分析视角,讨论中东地区的防核扩散治理机制建设。本文认为,中东国家若以地区安全论坛为对话平台,通过在争议较小的非传统安全领域开展的合作治理行动增进信任,在防核扩散问题上引入“分步走”的治理措施,将更有可能在防扩散治理机制建设方面取得进展。     

中东国家建构中的少数族群问题

中东地区民族、宗教状况极为复杂,这导致几乎所有中东国家都存在着大量少数族群,如何处理与少数族群的关系,是影响中东民族国家构建的关键因素之一。本文主要以埃及科普特人为例,阐明少数族群与主体民族间关系的演变及他们如何在中东民族国家构建进程中被边缘化。此外,本文还讨论了中东国家对待少数族群的政策性失误对民族国家构建的影响。本文认为政策及执行的公平性是确保中东国家各族群和平共处、共同发展的唯一出路。     

埃及“7·3”事件后美国对埃援助政策研究

埃及被认为是美国在中东地区和阿拉伯世界最坚定的盟友。美国自1979年埃及与以色列签署和平协议以来,每年向埃及提供大量的军事与经济援助。2013年7月3日,埃及民选总统穆罕默德·穆尔西被埃及军队废黜。根据联邦法律,美国暂停对埃及的部分援助。本文从“7·3”事件后美国对埃及援助的变化及其特点、影响援助变化的主要原因进行分析,展现美国对埃及援助政策中的复杂利益和战略考量,根据对历史与现实的分析,预测美国今后对埃援助政策的走势。     

A Qualitative Study of Middle Eastern/Arab American Sexual Minority Identity Development

The development of one's sexual minority identity is often stunted by a heterosexist society. For individuals with multiple minority oppressions, this process becomes even more complicated. As such, there has been a call among researchers for more empirical research on the experiences of lesbian, gay, bisexual (LGB) individuals from racial/ethnic minority groups. This study uses qualitative methods to fill gaps in the literature related to identity development among same-gender attracted Middle Eastern/Arab individuals living in the United States. From 12 interviews, 13 themes associated with intersectionality, race/ethnicity, sexual identity development, discrimination, stigma, oppression, and invisibility. Themes, subthemes, and their implications are discussed.