新疆高校中亚留学生汉语学习需求调查研究——以新疆大学为例

采用问卷调查的方法,以新疆大学国际文化交流学院中亚留学生为调查样本,对其汉语学习需求进行了探索性实证研究,得出以下主要结论：中亚留学生汉语水平的目标主要分为初级和中高级两个层次,应细化学生需求,提供区别性教学对策。中亚留学生汉语学习时间较短,应采用速成强化教学模式。汉字占用了过多的学习资源,应采用“语文分开、集中识字”的教学模式。中亚留学生汉语学习符合二语习得一般规律,应加强泛读课型和习得性教学活动的研究。新疆对外汉语教学与中亚留学生的目标需求之间存在着差距,应加强教学资源的建设。     

高低分学生英语学习策略的对比研究

本研究结合问卷调查与个案访谈,比较非英语专业英语高分者和低分者的学习策略差异。研究结果表明：高分组学生对元认知策略和认知策略的使用频率显著高于低分组,而低分组学生对补偿策略的使用频率显著高于高分组;两组学生对记忆策略、情感策略和社交策略的使用频率无显著性差异,其中对社交策略两组学生均最少使用。以上结论启示我们：在英语学习中,应当注意学习策略的适当训练和合理使用,并更加重视元认知策略和社交策略的应用。     

表宋风,兴蜀学--刘咸炘重修《宋史》简论

近代学者刘咸炘立意重修<宋史>,目的有二,一是表彰"宋学",二是中兴"蜀学".他之所谓宋学,主要是指浙东学术为代表的经世致用一派的史学传统.刘氏认为,宋代蜀中史学大盛,元后而衰,清末民初"宋风"渐为复兴,重修<宋史>正得其时.     

B—SLIM课堂教学模式与大学英语教学

B—SLIM课堂教学模式是建立在认知论、结构主义与发展主义基础上的成功语言教学模式,并通过大量实证得出学生语言学习需要语言建构与自主学习,因而实现语言习得。文章通过对B—SLIM教学模式的主要内容介绍,结合我国大学英语教学现状分析,建议大学英语课堂教学设计应注重发挥学生的认知建构,突出学生学习的自主性;让学生参与教学过程,培养其研究性学习;转变师生角色;教学评价由终结性过渡到形成性评价,最终达到语言教学成功的目的。     

Professional quality of life of adult protective service workers

Adult Protective Services (APS) workers are exposed to substantial occupational hazards and job stress, but these stressors are underdocumented. Therefore, we sought to describe APS workers’ work environments and responses to occupational hazards and stressors, including compassion fatigue, burnout, and secondary traumatic stress. Survey data were gathered with closed-ended questionnaires administered to APS workers in an urban setting. Virtually all workers (97%) reported exposure to one or more environmental hazards in their work, and 80% reported hazard exposure in the past month. Workers also reported mixed responses to their work environment and to experiences with supervision. A sizable minority (22.7%) was at high risk for burnout, 24.6% were at risk for secondary traumatic stress, and 19.9% reported low compassion satisfaction. The results document multiple stressors in APS work. The APS partner is committed to ongoing efforts to better support its staff, and these findings can inform future efforts to enhance supervisor support and worker self-care, to minimize burnout and secondary traumatic stress.     

Modeling Synergy and Learning under Multiple Advanced Manufacturing Technologies

The advent of the wide variety of new, highly integrated, advanced manufacturing technologies available for acquisition by a firm's managers has brought to light an accompanying set of unexpected issues. These issues include expectations for the benefits and costs of these technologies, determining the appropriate order of implementation and finding a way to justify acquisition when many of the benefits are a function of the technology's learning and synergistic effects on other operations and technologies. We present here a model that captures the interaction effects of these highly integrated technologies and discuss the data requirements for application of the construct. We then illustrate the model's workings with a number of multitechnology examples and show the danger of ignoring the synergistic and learning effects of these technologies when considering their acquisition.     

Developing an undue influence screening tool for Adult Protective Services

The study purpose was to develop and pilot an undue influence screening tool for California’s Adult Protective Services (APS) personnel based on the definition of undue influence enacted into California law January 1, 2014. Methods included four focus groups with APS providers (n = 33), piloting the preliminary tool by APS personnel (n = 15), and interviews with four elder abuse experts and two APS administrators. Social service literature—including existing undue influence models—was reviewed, as were existing screening and assessment tools. Using the information from these various sources, the California Undue Influence Screening Tool (CUIST) was developed. It can be applied to APS cases and potentially adapted for use by other professionals and for use in other states. Implementation of the tool into APS practice, policy, procedures, and training of personnel will depend on the initiative of APS management. Future work will need to address the reliability and validity of CUIST.     

Virtual Worlds and Social Work Education

ABSTRACT

The introduction of computerised virtual worlds in the early twenty-first century was considered to be an innovation that would be widely used in higher education. There are a number of examples of virtual worlds used for higher education in medicine, nursing, and allied health, including examples in social work. The aim of this article is to explore the potential value of virtual-world technology to enhance the student learning experience for social work education in interpersonal communication skills in a virtual health centre. Findings of a study of Australian undergraduate social work students who engaged in a role play in a virtual health centre for skill development in interpersonal communication are presented. The study findings highlight issues for social work educators to consider when deciding whether or not to use virtual-world technology in social work education, and when designing further research on similar innovations.     

Action Learning in the Indian Village as an Alternative to the Traditional Field Practicum in the Foundation Year of the MSW

This paper captures the experiences of the faculty members of a relatively new graduate social work program situated in the largely rural state of Haryana India in reframing the foundation year practicum through community-based and engaged action learning in small villages. Located within Bhagat Phool Singh Vishwavidyalaya (BPSMV), north India's first all women public university, the mission of which is to enhance women's engagement in the greater society through post-secondary, professional and character education, the department is educating social workers for community engagement in social development and in the development of women as an empowered group in society, particularly at the village level. Over a three-year period, the faculty has successfully launched and sustained action learning as an alternative to the traditional practicum in social work education, enhanced civic engagement among students and faculty in three rural villages, and further developed community social work as a principal focus of social work education in India. The paper offers a rationale for action learning in the graduate social work curriculum, describes and documents the department's strategy of action learning, and lays out lessons learned from action learning as a central focus of pedagogy, research, and service within BPSMV Department of Social Work and the rural villages it serves.     

Learning to Be a Social Worker in a Non-traditional Placement: Critical Reflections on Social Work,Professional Identity and Social Work Education in England

Drawing upon findings from a national evaluation of student social workers' experiences of ‘non-traditional’ placements with a national charity, this article considers what such placements can contribute to the development of an individual and collective sense of professional identity for social work. This is explored against the background of current developments in social work education in England, including changes to the requirements for practice placements and the introduction of ‘fast-track’ routes to qualification, preparing students for social work in statutory children's services. The article suggests that with the establishment of The College of Social Work and the development of the Professional Capabilities Framework, relevant to all social workers throughout their careers, the profession has an opportunity to promote a concept of social work in England beyond that required by statutory sector employers; and that practice learning in non-statutory and non-traditional settings has an important role to play in this.