Attitudes of social work students towards older people

Demographic ageing is a challenge for many countries. Even though Turkey has a relatively younger demographic composition, the proportion of the older people (65+) within the population is rapidly increasing. Within this framework, older people are becoming more important clients for both social work students and social workers in Turkey. This study aims to reveal the attitudes of social work students towards older people and determine the various factors that affect their views on older persons. In the scope of the project, Kogan's Attitude Towards Old People Scale was applied to 419 social work undergraduate students at a university located in Central Anatolia. The findings showed that social work students scored a mean of 130.96 and they generally had positive attitudes towards older people. The correlation between year of study, gender and age was not statistically significant. However, having lived mostly in urban areas was positively correlated with the mean Kogan scores and this finding was found to be statistically significant. Exposure to personal contact with older people at both the personal and professional levels was influential in shaping attitudes about the older people.     

深化高等教育质量改革的几点思考

高等教育质量是高校得以存在与发展的命脉。中国高等教育转型给高校目标定位、优质教育资源、高等教育活动、教学管理与考试制度等方面带来了困扰，影响了高等教育质量的提升。战略上重塑教学中心地位，战术上瞄准高等教育自身活动的改革，引入竞争淘汰制，激发师生教与学的潜能，建构灵活开放的高等教育制度体系，根据人性理论以外力激活大学生学习的内力与自律，是提高高等教育质量的有效路径。     

学习视角下教师教育课程的认知困境

教师教育课程的安排是以学科逻辑结构为依据的,使得教育理论远离了学生的经验,人为增加学习难度,教师教育课程应该从学科课程与教学法为切入点。教师教育课程内部的知识结构从理论到理论,割裂了认知过程,应该通过对他人实践过程的学习来弥补这个缺陷。学生的教育实习与教育理论学习是脱节的,使得教育理论无法指导学生的教育实践,也无法通过自身的教育实践来检验教育理论的合理性。所以,教育实习指导教师应该有意识地加强这方面的指导,帮助学生最后完成教育理论的学习。     

Homosexual Experience,Desire and Identity Among Young Adults

ABSTRACT

Is young people's sexuality becoming more fluid and less tied to steady, stable identity patterns? Are we developing into a society where sexual relationships between individuals of the same sex are no longer reserved for the small minority of gay men and lesbian women? Adherents of so-called queer theory have promulgated such views. Using a population-based sample of young adults (aged 19 to 26, N 2753), we investigated homosexual experiences, desire and identity. We found that levels of prevalence of homosexuality were primarily a function of the criteria we used. Using the most restricted (“narrow”) definitions, we found that about one percent of both genders reported “exclusive” homosexual interest and identity. Using the most inclusive criteria, we found that one of ten young men and one of four young women reported having some homosexual experience, interest or identity. Still, the most striking finding involved the substantial gender-specific differences: homoerotic activity and interest are far more interwoven with heterosexual activity for women. There are strong indications that homosexuality is a lot more threatening and potentially in conflict with traditional male gender roles than we find to be the case for women. In other words, while there may be signs of more fluid sexual identity categories, this phenomenon primarily applies to women.     

Eros in the field? Bourdieu's double account of socialized desire

In his later works, Bourdieu draws extensively on psychoanalytic approaches in accounting for his concept of socialized subjectivity as bound to the social world by an intense affective grip. This emotional turn holds potential for further developing Bourdieu's account of subjectivity as a formation of socialized desire. However, in accounting for this socialized desire, Bourdieu relapses into a dualism of subjective and objective structures, incompatible with the Merleau‐Pontyian roots of his practice theory. Tracing this problem to the antagonism between desire and culture in the psychoanalytic accounts that Bourdieu draws on, I propose that the psychoanalytic scholar Hans Loewald's account of Eros may enable a move beyond this impasse, offering a promising conceptual basis for taking further the account of socialized subjectivity and socialized desire in Bourdieu's practice theory.     

Completing the Circuit: Routine,Reflection, and Ethical Consumption

Efforts to explain why some people incorporate ethical concerns into everyday shopping for food and household goods, while many do not, have so far left significant variation in “ethical consumption” unexplained. Seeking to move beyond explanations that rely mainly on differences in consumers' social class, gender, and political engagement, I draw on concepts associated with “practice theory” to argue that ethical consumption is closely tied to people's willingness and ability to spend time, while shopping, on distinct activities associated with breaking old routines and establishing new ones. The central insight of practice theory is that most consumption is the product of unconscious routine. And it is precisely because consciously departing from routine is, according to my study, a fundamentally time‐consuming process, that lack of time emerges as a crucial obstacle to translating abstract ethical concerns into concrete action as a consumer.     

幼儿园实际教育成本的模型构建与核算——以佛山某幼儿园为例

在界定幼儿园实际教育成本含义的基础上，确认其成本项目包含人员支出、公用支出、固定资产折旧和土地使用成本，以此为基础构建了幼儿园实际教育成本计量模型，并以佛山市某幼儿园为例核算出该幼儿园的实际教育成本。通过该园实际教育成本与标准教育成本的比较，发现该幼儿园教育经费投入不足且投入结构不合理，将来应重点增加人员投入。     

The international field placement: a reconciliation of identity

The international field placement is a site of both identity confusion and identity development for the social work student. Aiming to develop their professional identity they are faced with a challenge: the presence of two dominant identities, the tourist identity and the student identity. Whilst the embodiment of the tourist identity has often facilitated the student’s motivation to undertake the placement experience, the student identity is what both university staff and agency field educators perceive as integral to student engagement in this remote educational setting. Social work educators perceive this identity challenge as an impediment to learning. In contrast, students report feeling that their tourist traits strengthened their personal and professional capacity, natural curiosity and ability to engage with the local community. By analysing the roles of university staff as liaison support, and field educators as agency supervisors, it is possible to explore a teaching and learning relationship that is student-centred, grounded in the immersive international experience. Through privileging the student’s voice social work educators involved with organising, supporting and supervising international field placements are able to understand the placement as a continuum of learning. On this continuum identity reconciliation is viewed as a crucial element in the development of a professional identity.