"路上行人欲断魂"再考--也谈对杜牧《清明》诗的阐释

近年来,学术界对杜牧<清明>一诗不断作出新的阐释.本文重新检视了其中较有代表性的一种说法,并从民俗、语言、文学等角度,挖掘了这一诗作产生的深层社会文化背景,勾勒出了该诗的流变过程,从而有助于准确地理解这一传诵千年的名作.     

植树节与孙中山崇拜

民国时期,国民党将孙中山逝世纪念日定为植树节,这是植树与纪念孙中山、宣传国民党意识形态相结合的产物,是仪式与实践共同构成的象征符号。设立植树节的目的就是通过植树仪式与植树实践,将孙中山精神与树木的生命特性相结合,并赋予植树活动继承、弘扬总理遗教的政治象征意义,让人们在实践中形成对孙中山的集体记忆,接受国民党意识形态教化。国民党利用纪念日来塑造孙中山形象,使孙中山形象传入民间,体现出政治统治技术上娴熟、隐蔽的特征。植树节在推广孙中山崇拜中发挥了重要的功能,使植树造林成为全国性运动,而孙中山符号也在植树运动中得到广泛传播。     

Kinship Care Providers: Designing an Array of Supportive Services

Kinship care, the placement of children with their relatives, has become an integral part of the child welfare system in the United States. It is also becoming a more established way of meeting the needs of children in care in other western countries (Greeff, 1999). However, kinship care did not emerge as a child welfare issue until the late 1980s, and only recently has it become a part of the formalized system for out-of-home care (Hegar & Scannapieco, 1995). Since that time, many states have come to rely more heavily on placements with relatives to meet the needs of children removed from parental custody. For example, California has placed approximately 51% of the foster care population in kinship care, while Illinois has placed 55% (GAO, 1999).Discussion about the reasons for the increases in kinship care has been widespread (Brooks & Barth, 1998; Gleeson, 1999; Harvey, 1999; Hegar & Scannapieco, 2000). Regardless of the impetus behind the increased use of kinship care, states must now incorporate kinship foster care into the traditional foster care system in order to qualify them for federal funding (O'Laughlin, 1998). The Personal Responsibility and Work Opportunity Reconciliation Act of 1996 amended federal law to require that states give priority to relatives when deciding with whom to place children who are in the foster care system (GAO, 1999).The apparent paradigm shift from traditional foster parents to kinship care parents (Hegar, 1999) requires that agencies use both different approaches to assessment (Scannapieco & Hegar, 1996) and provide different types of intervention and services. Adapting placement services to the needs of kinship care providers is the focus of this article.     

社会工作在老年照料与服务中的作用

老龄人口特别是高龄老年人口的增多,使得老年照料与服务日渐成为老人个体、家庭和社会高度关注的问题。社会工作作为助人的专业,可依照其固有的价值理念,运用其独有的个案、小组/团体和社区工作方法,在老年照料与服务中发挥重要作用,成为专业咨询提供者、维权与法律保护者、团体活动倡导和组织者、服务中介等等,从而为解决老年照料问题提供了一种建设性的解决途径。     

文明的野蛮与野蛮的文明——评韩少功的《日夜书》

文明与野蛮的对比、翻转,构成《日夜书》历史钩沉的诗学辩证法,也是相对主义认识论与价值观的现代结晶。在《日夜书》中,韩少功着意的并不在于提供一个现成的答案,或一套固定的价值标准,而是以知青遭际的伦理叙事,将现实之思、未来之忧和历史之虑,将家国命运、社会变迁和个人经历,以小说的艺术样式和盘托出,作者借知青小说的物质外壳,鸣奏一曲“逝者如斯,不舍昼夜”的时间咏叹调。     

清明与文明

“清明”作为中华民族文化中淳风化俗的特殊印记,是一种通过怀念反省的精神遗存来提升人性善良与美德境界的追思节El。近年来,社会上将清明作为民俗遗产申请世界非物质文化遗产的呼声很高,往往是继承了“遗产”却遗弃了“文化”,对清明人本精神和人文情怀关注不够。与其清明“申遗”,不如给清明注入新的文化内涵,恪守文明的底线,借助清明文化的内涵,升华我们文明标准的底线。     

Education and training for direct care workers

Approximately 80% of social care workers have no formal qualifications or training and efforts to encourage the take up of training for qualifications have only had limited success. This paper reports on the training needs and attitudes towards training of residential workers and home care workers who took part in a major study of statutory social services employees by the National Institute for Social Work (NISW). The paper describes a diverse workforce with a high level of interest in training to improve skills and the quality of the service, although not all workers were interested in obtaining qualifications. Factors associated with taking part in training are examined including gender, age, occupation, personal circumstances, information and access to training, and learning needs and preferred ways of learning. Government initiatives to improve levels of training and qualification, including a new regulatory framework for social care workers, make this an opportune time for employers in the statutory and independent sectors to encourage workers to develop their skills by creating a positive learning culture. The paper concludes that to do this training strategies will have to address the diverse training needs of the workers.     

Editorial

This paper discusses a research project on skills for care managers. The acquisition of skills is discussed from the perspectives of those engaged in that work both as care managers and as alumni from a post-qualification course. Care management work that involves decision-making and risk management is considered to be professional activity that demands the acquisition and develop ment of specific skills. Findings from this research emphasise that continuing professional education for care managers should incorporate both an awareness of context and personal development. The paper concludes that quality strategies to enable planned care in the community to succeed should include investment in the continuing professional development of care managers.     

A packaged learning process: The consolidated approach

Social work educators do not have the luxury of teaching one concept at a time. With this in mind, the authors present a method of combining different content areas within one teaching exercise. Practice faculty can combine several concepts by using case studies to teach assessment skills and treatment issues of populations-at-risk. By assigning students an assessment of a case study character who is a member of a population at risk, the lecturer teaches a new skill and in the process students acquire additional knowledge about that population. The techniques use: (1) a genogram and an ecomap assessment of a woman in a short story; and (2) a problem-solving schematic assessment of a woman in a case study. The teaching techniques involve four steps: individual assignments, small group analysis, class assignments, and full class discussion. Class discussions revealed that students did gain knowledge of women's issues while acquiring practice skills. These strategies are appropriate for use in foundation or advanced social work curricula.     

Total Immersion: Using Group Care Placements to Maximise Practice Learning

This paper presents findings from a survey of students' views on the experience of undertaking assessed placements in group care settings as part of their qualifying social work training. Respondents are positive and enthusiastic about the available learning opportunities in these settings, especially in terms of the possibilities for close involvement with service users and for learning about ‘real social work’. They emphasise the value of support from both on‐site supervisors and off‐site practice teachers, and reflect on the demands which such placements make in terms of students' personal resourcefulness in ambiguous role sets. The paper also offers advice for students, tutors and practice teachers on a range of issues involved in the planning of placements in group care settings, including comments on anti‐oppressive practice and on the use of reflective journals by students.