Evaluating social exclusion interventions in university-community partnerships

Most university-community partnerships (UCPs) involve elements of community-level social exclusion interventions. As such, they face substantial challenges in management and evaluation. This paper highlights the central challenges associated with evaluation of UCP and other social exclusion interventions at the community level, and suggests methods to overcome them. The main body of the paper presents a case study based on a four-year action research involving evaluation of a social exclusion intervention initiated and implemented by a UCP in Israel. The case study highlights the challenges faced by the evaluation team, the solutions provided, and the contribution of the evaluation to improvement and accountability.     

先秦阴阳家邹衍思想初探

邹衍是战国时期阴阳学派的代表之一。纵观思想史或哲学史著作,邹衍及其思想常鲜少提及。从五德终始说、天道论和天地广大说三个方面,对邹衍思想进行探究。邹衍在史墨五行相胜说的基础上,结合思孟学派的五行学说,形成了自己的五德终始说;他的天道论即四时教令思想;天地广大说在一定程度上开阔了人们的视野,打破了人们狭隘的地域观念。     

Strange Bedfellows: Anachronisms,Identity Politics,and the Queer Case of Trans*

This article explores trans identities, as articulated within a few historical texts. From early literary depictions of gender difference, to medicalized conceptions of transsexualism, to a proliferation of trans and queer identities represented by an ever-expanding “alphabet soup” of identity labels, our understandings of identities, sexualities, and queer community-building continue to change. I use the notion of “kind-making,” as elaborated on in the work of Ian Hacking, to illustrate that some queer and trans identifications are affiliative, whereas others are contrastive or oppositional in nature, and these structural differences have important implications with respect to understanding identity and sexuality, and also trans inclusion within LGBT communities and activist efforts.     

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.     

Theory of mind: are there wider implications from working with d/Deaf people?

An exploratory teaching approach was inspired by the communicative experiences of d/Deaf students in tertiary education. ‘Theory of Mind’ has been used by some to describe the capacity to appreciate that views of others may be different from our own, a concept that could provide a different way for students and educators to understand the barriers identified. An adapted assessment highlighted challenges faced and a communication group provided opportunities for extending personal understandings of social settings. Emerging ideas to inform practice and potential implications for inclusion have relevance for other contexts.     

回到海德格尔

在海德格尔的全部学术思想发展进程中,始终同步存在着两种完全不同的思之道路和双重思想构境——"克服形而上学"的争执性思想场域和"绝弃存在"的本有诗性之思境。克服形而上学,就是在重返柏拉图和亚里士多德的开启的第一开端中,超越性地让存在者归基,即重新扎根于作为其真实根据的存在。"绝弃存在"这条全新道路的基石却是被打上叉的存在,即"存有"(Seyn)历史之思,在这条没有了理性炫目之光的幽暗小径上,打开一切存在的涌现和用在性将为存在之弃让所替代,解蔽之真理性认知和逻各斯之主导性追问生成的抽象聚集,将为存有的基础性追问中的真理本现和归隐所取代。在海德格尔的思想发展中,根本不存在断裂式的思想转向,只有一个海德格尔!只是这个海德格尔在对希腊原初本原之境的双重返回中,同时置身于"第一开端"的形而上学之路解构之战和在"另一开端"的本有之思中的道说本现之中。应该说,海德格尔在两个思想构境层中的辛苦努力都是一贯到底的。     

黄裳词学观及其词的创作特色

北宋词人黄裳认为,诗词同源,词也是诗,都应遵循儒家诗教所规定的创作原则和表现手法,肯定柳永词反映太平盛世的写实意义。黄氏所存词取材涉及咏物、写景、闲适、节序、咏怀等十类,但无艳情、闺情作品。由于黄氏虽尊奉儒教,又兼好老、释,故其词风清雅、坚劲。在北宋中后期,黄裳是一位颇具特色的词论家和词作者。     

论辩理论及其应用

在认知科学的背景下,论辩研究已经成为了逻辑学、语言学、计算机和人工智能等共同关注的问题.然而不同学科在这一课题上却未能实现有效的交叉研究.本文立足于人工智能领域的论辩理论,对依据新论辩术理论所选择的最接近理想模型的辩论赛实例进行分析,以期为逻辑学与人工智能在论辩领域的交叉研究打下基础.     

“中国特色社会主义理论体系概论”课教学实效性路径探微

“中国特色社会主义理论体系概论”课的教学实效性体现在教学的各个环节中。教学前,注重教学实效性意识的培养;教学中,注重宏观整体与纵向历史性相结合、政治理论性与具体现实性相结合、理论深度性与模式多样性相结合;教学后,注重双向评价,以达到教育教学之目的。