能力建设与关系建构:社会工作的基本目标

社会工作是什么的问题已成为社会工作界的百年历史难题与学科基本问题,该问题可以通过社会工作的目标进行解答.具体而言,社会工作的基本目标在于服务对象的能力建设和社会关系建构.能力建设是指通过充分挖掘受助者的潜力与能动性,使其获得独立面对生活困境的各项能力,实现受助者“自助”;关系建构则是通过扮演“资源链接者”的角色,帮助受助者建构足够的关系资源来助其渡过生活难关,实现受助者“他助”.能力建设与关系建构相互依赖、不可分割,受助者的能力是其社会关系运作的基础,而社会关系则是能力得以发挥的手段.只有兼顾二者,社会工作“助人自助”的总目标才能得以实现.     

鲁迅人学思想在教育视阈中的当代阐释

鲁迅“立人”思想的提出基于20世纪中国处转型时期的非常时刻,其目的在于通过国民个体素质的改造实现民族文化新质的形成。鲁迅人学思想辩证地论述了个体与群体、科学与人文的关系,新颁布的《国家语文课程标准》的基本理念形成了与鲁迅人学思想的世纪对话。重温鲁迅的人学思想对语文学科的建设和民族现代化进程的推进有着重要意义。     

加强少数民族学生思想政治教育工作构建和谐校园

为加快少数民族地区的发展、培养少数民族人才,国家先后实行了在内地高校开设西藏、新疆班等政策,使少数民族中的一些优秀青年学生能够进入内地高校接受教育.对于高校而言,全面贯彻党的少数民族政策,做好少数民族学生思想政治教育工作,既有重要的战略意义,也是不可回避的工作难题.本文从认识少数民族学生思想政治教育工作的重要性出发,探讨了当前少数民族学生的特点,提出了做好少数民族学生思想政治教育工作的思路.     

论校园导向标识的人性化设计

校园导向标识系统中引入人性化设计理念,体现了"为人而设计"的本质,具有文化性、关怀性、形象性、连续性和统一性等五个特征,校园导向标识人性化设计的表现方法可从地图标识、指示标识、名称标识和安全规范标识四方面尝试。     

面向新农民信息需求的图书馆建设

江泽民先进文化思想深刻揭示了社会主义文化发展的重大意义,让人民群众共享文化发展的成果,是社会主义文化建设的根本目的。农村基层图书馆近年来有了长足的发展,但仍存在不少问题,对新农民信息需求的知识援助尤显薄弱。文章探讨图书馆在新农村文化建设中的作用,体现和谐社会信息正义的道德风尚。     

论多元文化与和谐校园的建设

大学校园倡导学术自由和批判精神,需要多元文化的滋养;促进大学师生的人的全面发展,多元文化是不可或缺的精神要素。构建校园和谐关系,需要对校园多元文化的理性宽容。要承认和尊重校园文化的多元化,坚持“和而不同”的文化融和原则。坚持马克思主义指导思想、中华民族优秀文化传统和主流价值观在校园文化建设中的主导作用,充分体现在构建和谐校园中的文化责任。积极引导,重在建设,促进校园多元文化的融合共生。     

Building Virtual Age-Friendly Communities in Minecraft

A key theme of Age-Friendly Honolulu’s initiative is intergenerational exchange. The initiative believes that youth need to be aware of aging issues, demographic change, and think critically about the potential impact on their lives. The goal of the Age-Friendly Honolulu Youth Engagement Initiative is to teach youth about the role of the built environment and community features in promoting active aging and engagement among older adults. This article describes a new program in the field that teaches youth and older adults to assess the built environment and then use design thinking and Minecraft (a popular video game in which players use 3-D blocks to create virtual lands) to develop and envision ideas to improve the livability of their neighborhood.     

An evaluation of stakeholder capacity in the implementation of millenium village primary school meal project

The paper focused on evaluation of stakeholder capacity to implement the millennium village primary school meal project in Kenya. The study which was anchored on the stakeholder theory as well as the Context Input Process Product (CIPP) model of evaluation used mixed methods research design with ex-post facto and case study as its two research elements. The mixed methods was adopted because when both qualitative and quantitative approaches are used in a single study, the strengths of both produce a research synergy in which the collective benefits are greater than what is obtained from either approach when used alone. A sample size of 186 participants was selected from seven (7) primary schools using stratified random sampling. The participants selected purposively included pupils, teachers, head teachers, parents, Area Education Officer (AEO) and project staff. Data was collected using questionnaires, face to face interview guide, Focus Group Discussion (FGD) and document analysis guide. The study findings indicated that the project was implemented with great success as indicated by stakeholders’ capacity to understand project objectives, their involvement in project planning and implementation and their positive attitude towards the project. This has contribute to poverty reduction in the community through the project and sustainable approaches for project implementation.     

美丽乡村建设中图书馆总分馆发展策略探析

在河北省委十八届十二次全会上提出了建设经济强省、美丽河北的号召。美丽乡村建设是其中的重要环节。在乡村文化建设中,图书馆能够起到助力当地公共文化服务的完善、消除城乡数字鸿沟、保存地域文化遗产的作用。而目前河北省总分馆的发展及各类乡村阅服务机构的兴起为乡村图书馆纳入总分馆体系奠定了基础。因此可以从坚持政府主导、吸引民间公益力量、建立紧密型总分馆、选择合适的总馆、提高管理人员素质五个方面努力。     

Evaluating the engagement of universities in capacity building for sustainable development in local communities

Universities have the potential to play a leading role in enabling communities to develop more sustainable ways of living and working however, sustainable communities may only emerge with facilitation, community learning and continual efforts to build their capacities. Elements of programme planning and evaluation on the one hand, and capacity building on the other, are needed. The latter entails approaches and processes that may contribute to community empowerment; universities may either lead such approaches, or be key partners in an endeavour to empower communities to address the challenges posed by the need for sustainable development. Although capacity building and the promotion of sustainable development locally, are on the agenda for universities who take seriously regional engagement, very little is published that illustrates or describes the various forms of activities that take place. Further, there is a paucity of studies that have evaluated the work performed by universities in building capacity for sustainable development at the local level. This paper is an attempt to address this need, and entails an empirical study based on a sample of universities in the United Kingdom, Germany, Portugal and Brazil. The paper examines the extent to which capacity building for sustainable development is being undertaken, suggests the forms that this might take and evaluates some of the benefits for local communities. The paper concludes by reinforcing that universities have a critical role to play in community development; that role has to prioritise the sustainability agenda.