现代汉民族共同语的变化与方言

普通话不是孤立存在的系统.它要推广普及到各方言区的群众中去,以发挥它作为全民通用的交际工具的职能.它一旦为人们所掌握而运用于日常言语活动中,就转化为言语变体.方言以自己特有的力量和方式影响着共同语的变化.弄清其与方言的关系及变化规律,有助于澄清一些基本概念上的混乱,有助于普通话的推广.这不仅具有理论价值,更有实践意义.     

日本儿童虐待常见的十种类型及咨询援助要点

儿童虐待问题是当前日本的心理学、教育学、社会学以及其他相关领域最瞩目的社会问题。日本儿童虐待问题分成以下十种类型：母亲虐待型、单亲家庭型、父亲暴力型、母亲育儿疲劳型、育儿知识缺乏型、母亲抑郁封闭儿童型、父母期望过高型、受性虐待母亲不保护型、父母情绪不稳定型、失望父母与任性孩子型。对每一种类型,分别从性格和行为特征、虐待的危险度和咨询援助要点等方面进行了具体阐述。针对各种不同的虐待类型,采取心理咨询以及各种积极有效的援助,既有宏观指导意义,又有微观操作意义。     

英语专业基础阶段学生书面表达能力的进步状况研究

采用定量分析的方法对英语专业基础阶段学生的书面表达能力作以跟踪研究 ,结果表明 :总体上学生在基础词汇、语法项目运用方面的错误没有减少 ,议论文比故事重写的错误显著增加 ,好生与差生以及进步大和进步小的学生的责任感有显著差异 (P <0 .0 1) ,但归因状况无差异。教学过程中应注重培养学生责任感 ,提高其学习自主性。     

近代我国学位制度探析

本文重点考察了近代我国学位制度的发展脉络。根据查阅的大量资料,对近代时期学位制度发展的历程、演变原因、影响等做了较为全面和客观的剖析、探讨,在此基础上得出结论：近代民国时期学位制度是在西方学位制度的影响下经过融合和吸收,逐渐本土化发展起来的,为我国现代学位制度的完善及成熟提供了宝贵的借鉴意义。     

i-值估计

本文通过实例建立了估计i-值的概率方法。     

人口内部均衡发展研究——以西部地区为例

本文从量与质两个方面对人口内部均衡发展概念进行界定——在人口发展过程中,人口内部影响因素在发展数量、质量等方面逐步实现均等或协调,而这种均衡是暂时的、相对的,且不断的由低级均衡向高级均衡发展演替。在此基础上从人口发展、人口内部均衡度、人口内部均衡发展梯度、人口内部均衡可持续发展度四个视角构建人口内部均衡发展评价模型,并对西部地区进行实证分析。主要结论:(1)2000~2007年间,西部人口发展、人口内部均衡度及人口内部均衡可持续发展度呈增长态势,其增速高于同期全国水平,且西部各省间发展差距较大;(2)西部地区人口发展水平较低,位于0.48~0.59之间,属由启蒙后期进入过渡前期阶段;(3)西部人口内部均衡度低,位于0.35~0.42之间,属由轻度失调进入濒临失调阶段;(4)西部人口内部均衡可持续发展度较低,位于0.455~0.544之间,属过渡阶段。     

吉林省高技术产业与经济增长关联性的实证分析

采用灰色关联分析,对1995至2007年间吉林省高技术产业发展和经济增长的关联性进行实证分析,从高技术产业与其他产业横向对比进行关联系数测算,测算结果表明,吉林省高技术产业灰色关联度为1,作为主导力量拉动吉林省经济增长。     

Preparation for Contact: An Aid to Effective Social Work Intervention

This article proposes that a pre‐contact phase of work which helps prepare the worker/social work student for face‐to‐face intervention is a prerequisite for effective practice. It builds on the original work by Douglas and McColgan in which preparation for contact was placed in the context of the Diploma in Social Work Competence requirements. In this revised article links are made to the new degree in social work while retaining the framework which provides for examination of essential knowledge, skills and values which underpin effective preparation for a social work encounter. The article discusses the Preparation for Contact exercise and explores its value as a learning tool for social work students, its usefulness as an assessment tool for university tutors and agency practice teachers in relation to testing the student's ‘readiness’ for contact and its place in providing practice learning evidence in relation to requirements of the degree in social work.     

Student Views on Good Practice in Social Work Education

This article focuses on the delivery of a social work degree programme in England, one of the constituent jurisdictions of the United Kingdom, and explores student perceptions of their learning experience and what constitutes effective teaching. The data are drawn from a larger research project which is ongoing and focuses upon the specific ways in which the BSc Hons Social Work degree at a university in the East Midlands prepares students to meet the demands of employers. Linked to the national evaluation of the new social work degree, social work academics at the university worked with final year social work degree students as co-researchers to evaluate student views on the quality of teaching practices across the teaching team.     

Work-based Supervisors: The Neglected Partners in Practice Learning

The introduction of the Degree in Social Work programme in 2003 prompted considerable diversification in arrangements for practice supervision, teaching and assessment. A small scale exploratory study was undertaken into a model which utilises work-based supervisors, working in tandem with off-site practice teachers who are primarily responsible for the assessment of student social workers. The study focused on exploring the experiences of work-based supervisors and off-site practice teachers working to this model. The findings pointed to increased anxiety and confusion about roles amongst work-based supervisors and off-site practice teachers. Work-based supervisors described themselves as the ‘neglected partners’ in the learning process, taking on most of the work, but with limited recognition, reward or status. Work-based supervisors valued the new range of professional development opportunities to support them in their role but had difficulty in accessing these due to other professional commitments.