Troubling Discourses of Poverty in Early Childhood in the UK

Poverty in early childhood is pervasive, affecting every aspect of children’s lives. Under current government policies child poverty in the UK is predicted to rise to 40 per cent by 2022. Dominant discourses of poverty have historically focussed on an over‐arching discourse of moral responsibility, essentially relating to notions of deserving and underserving poor. This paper examines how government policy continues to significantly impact on young children and families on low incomes in early childhood and how stigmatised discourses about welfare, work are pervasive. It is argued that discourses of redistribution and children’s rights deserve greater recognition if poverty is to be addressed.     

Sexual Practices Among a Sample of Young Lesbian and Bisexual Women from Mexico: An Exploratory Study

Objective: To describe sexual practices in Mexican lesbian and bisexual women. Materials and method: An online survey was conducted with a nonprobabilistic sample of self-identified lesbian (n?=?768) and bisexual (n?=?371) women from the 32 states of Mexico. Results: Lesbians less frequently reported having had sex with a man than bisexual women. Preferred sexual practices with other women were external genital stimulation with fingers, internal genital stimulation with fingers, and oral genital stimulation. Most (～80%) participants did not use protection to prevent sexually transmitted infections. Conclusions: Our results can inform the design of promotion and prevention programs in sexual health aimed at sexual minority women.     

Challenges of operationalizing trauma‐informed practice in child protection services in New Zealand

New Zealand is undergoing major change in service delivery to children and families. A new Ministry for Children Oranga Tamariki has been established to oversee 5 work streams, one of which provides intensive intervention with families requiring a statutory response to child protection concerns. The government minister responsible promised that the service would be child‐centred and trauma‐informed. To date, these terms remain undefined, and there is no shared understanding of their meaning. Practice frameworks to support the work of the new ministry are still being developed, creating something of a vacuum in the meantime. The focus of this paper is the challenge of implementing trauma‐informed practice in the child protection service provided by the Intensive Intervention work stream. Limited research or commentary on trauma‐informed practice in this context currently exists. Drawing on the relevant available literature, the concept and its application in child protection social work is explored. An ecological framework is used to discuss the changes needed to achieve this. Particular attention is paid to the impact of historical trauma for indigenous people due to New Zealand's colonial history and their over‐representation in care and protection services.     

Open Dialogue: Frequently Asked Questions

Open Dialogue is an approach to working with people and their families experiencing psychosocial distress. Interest in Open Dialogue in Australia has been growing recently, raising questions about its adaption and implementation to local contexts. This article is an attempt to answer some of the frequently asked questions we have encountered in training and discussions about Open Dialogue. We attempt to provide responses to questions of how Open Dialogue is different to what is done already, how it fits with current approaches, how you know if you are doing it, whether it is passive or just about doing reflections, issues about including the social network, and concerns about the evidence base. This article aims to present a variety of viewpoints in relation to these questions and to hopefully further discussions on how Open Dialogue can be implemented and adapted to Australian health care and social care contexts.     

大学生参与社会实践活动意愿实证分析与提升路径

参与社会实践活动对大学生成长成才具有重要现实意义和成效,然而当前社会实践活动大学生的参与率相对较低。在对福建省四所高校大学生参与社会时间活动意愿问卷调查的基础上,就影响大学生参与社会实践意愿的因素进行了实证分析,认为是否为学生干部、是否熟悉参与方式及家人是否支持正是影响大学生参与社会实践的三大要素。相应地,在实际工作中,加强宣传协同优化社会实践环境、改变学生家长教育观念争取支持、创新形式多元筹集经费支持等举措,实为拓宽大学生社会实践参与路径之关健。     

北京对外贸易积极应对国外TBT的措施探究

TBT(技术性贸易壁垒)目前严重影响我国产品出口,首都北京的外贸企业也遭遇TBT,形势严峻。为促进北京市对外贸易的可持续发展,探究北京对外贸易应对国外TBT的措施,可分别从企业、政府、行业协会等多角度提出相应的积极对策。     

理论与实践关系的复杂性思考 --兼评惟实践主义倾向

本文认为在我国理论界和实际工作者中存在着一种片面强调实践的重要性、忽视或不能全面理解理论对实践的能动作用的惟实践主义倾向,从理论与实践关系复杂性的角度并列举了其四种表现:( 1)只承认实践检验理论,不承认理论检验实践;( 2 )对理论来源于实践作简单片面的理解;( 3 )把理论创新简单化、庸俗化;( 4)把理论联系实际简单化、庸俗化。作者还探讨了一些深层理论问题。     

大学发展连贯性研究的构想：历史、逻辑与实践相结合

鉴于以往有关大学发展“历史”的、“逻辑”的和“实践”的研究显得零碎、散落,从而导致研究结论的孤立和脱节,倡议开展一种旨在立足中国实际、结合时代特征、面向未来的关于大学发展“历史”“逻辑”“实践”的连贯性、系统性、完整性研究方案。在分析大学发展逻辑的历史方法与比较方法、实地调研与典型剖析方法以及逻辑分析与理论建构的多学科方法基础上,提出大学发展是大学这一组织体从简单到复杂、从低级到高级、既有量变又有质变的动态演进过程;“大学发展”应包涵“本原逻辑”和“支撑逻辑”两个方面;其动力机制主要包括行政机制、市场机制和志愿机制。     

高等院校物流专业人才培养模式探讨——以琼州学院为例

物流业是一个朝阳产业,随着社会经济发展对各层次物流人才需求的急速增长,我国物流教育得到了快速发展,从20世纪90年代以来,全国绝大多数高等院校开始开设了物流管理和物流工程专业,目前教育部备案和批准设置物流本科专业的高等院校已达500所以上,为社会输出大量的各层次物流管理操作人才。根据三亚的区位特点和物流产业的现状,以琼州学院为例,对物流专业人才培养模式进行探讨。     

基于QQ群和APP客户端的翻转课堂尝试--以师范专业“德育原理”课为例

翻转课堂将知识的建构和内化过程置于课堂教学之前,突出学生在学习过程中的主动性,改变了传统的教学模式,改善了教学评价体系,起到了良好的教学效果。通过借助QQ 群、APP 客户端以及课堂教学,对师范专业的“德育原理”课进行模式创新,实现了翻转课堂的线上与线下相结合、课前与课后相呼应,不仅适应了90后大学生追求新鲜事物的心理需求,也获得了良好的教学效果。