高职专业教学与培养高职生自信心的途径探讨

高职大学生是近十年来新形成的学生群体。目前,因我国的高职教育处于改革发展阶段,各方面的因素导致高职生普遍缺乏自信心,其中专业课程成绩差是高职生不自信的主要原因。为此,高职专业教师要转变陈旧的教学理念,改革专业教学内容,创新课程模式和教学方法,抓好影响学生自信的各教学环节,发挥其主体作用,合理组织教学,创设平等民主的教学气氛,通过循序渐进的教学安排,多元化的学习评价体系,使学生在教学中不断获得成功体验,从而树立他们在专业领域的自信心,成为具有全面素质和综合职业能力的人才。     

对我国鉴定制度改革的若干思考

鉴定是诉讼活动的重要组成部分,诉讼制度的改革为鉴定制度的改革确定了方向。在保障人权,实现司法公正,提高司法效率思想理念指导下,本文初步分析了我国鉴定制度中鉴定体制、鉴定人、鉴定启动机制几方面中存在的问题,并试探性地提出了自己一些不成熟的改革意见。     

连锁经营管理专业实践教学模式研究

在分析我国目前高职实践性教学工作开展现状及存在问题的基础上,结合笔者近年来从事高职连锁经营管理专业实践教学的经验,探讨了高职连锁经营管理专业开展实践教学的有效模式和方法。     

Fielding supranationalism: the European Central Bank as a field effect

The European Central Bank (ECB), like all European institutions, poses basic problems of definition and comparability. Mobilizing Bourdieusian field theory (BFT) to resolve them, we map out the ECB's deep investments in scientific prestige and scholarly productivity – that is, its hyper-scientization – and the ambiguities therein, and then set out to explain them. Mobilizing diverse sources that include official documents, on-site interviews, and comparative data, we argue that hyper-scientization is a field effect expressing the ECB's origins and cross-location in three worlds: financial institutions, professional economics, and European politics. We then trace out the signs and symptoms of cross-location. First, we trace the origins of the ECB's directorate for research, DGR, which differentiated the ECB from most other European central banks at the time of its founding. Thus invested, the ECB accelerated its scholarly activities in step with the internationalization and scientization of economics. But this also expressed the ECB's stake in European authority struggles: research exchanges are a means of building relationships with national central banks, which was especially crucial in the lead-up to the European Union's (EU) 2004 enlargement. We thus argue that there is more to the ECB than its independence and policy operations, and that some of its most striking features are best explained as effects of its multiple field locations.     

Bureaucratic power in note‐writing: authoritative expertise within the state

What produces the power of senior civil servants at ministries of finance, positioned at the top of the bureaucratic hierarchy? Max Weber has claimed that a hierarchical organization, meritocratic recruitment and procedural work provide bureaucracies with legitimacy. In particular he insisted on the role of Fachwissen (disciplinary knowledge) obtained through formal education. However, he also argued for the role of Dienstwissen, forms of knowledge and skills stemming from the experience of service in itself. Weber did not elaborate on this concept in detail, and few analysts of governmental expertise have examined this notion. We draw on the practice‐turn in sociology, combining the study of governmental expertise with micro‐sociological studies of administrative practices. By analysing interviews with 48 senior civil servants at the British, French and Norwegian ministries of finance about their daily practices, this article demonstrates that bureaucratic note‐writing and the procedural evaluation of such notes constitute a key form of expertise that yields authority. The study provides an analytical framework for understanding what administrative expertise consists of, how it is integral to procedural work, the forms bureaucratic hierarchies take in practice and how these three dimensions provide authority.     

Towards interprofessionality in developing family mediation in Finland

Collaboration crossing professional and organizational boundaries is promoted, but also considered difficult and uncalled for. The aim of this study is to advance the comprehension of inter-professional collaboration on boundaries as a resource for learning and change. I examine and trace the initial shapes of interprofessionality and learning in two separate learning networks of a project researching, developing and learning family mediation in Finland. The naturally occurring data consists of transcribed audio-taped talk between practitioners (e.g. social workers, family counsellors, psychologists and judges) at the beginning of their collaborative work. The qualitative analysis detected communicative patterns, disruptions and dialogical learning mechanisms. The results interpreted through Cultural-Historical Activity Theory show that although the two quite similarly composed learning networks were given the same tasks, they differed on emerging learning mechanisms and unfolding dialogues. If collaboration is intended to be inter-professional and lead to change, there is a need to actively create shared tools, such as models, that enable transformative dialogue. For social work education inter-professional collaboration poses a challenge: how can education concurrently promote both learning the boundaries of social work and learning how to inter-professionally cross them?     

What’s Your Reality? Evaluating Sources and Addressing “Fake News”

It is important to know where the 2020 presidential candidates stand on today’s issues, but it’s also critical to know how they mobilize evidence to arrive at these opinions. What are their media diets? How do they decide what’s news? And how do they evaluate what news is true? What forms of expertise do they privilege in making decisions about reality? Sociologists, as experts ourselves, hold a particular stake in the answers to these questions. But when it comes to deciding what’s real, we also occupy a somewhat precarious position. We simultaneously privilege empiricism while recognizing the precarity and contingency of all knowledge.     

Environmental hazard and disabled people: from vulnerable to expert to interconnected

Why are disabled people disproportionately affected by the impacts of environmental hazard, and is it really only their relative poverty that makes them so vulnerable? What might disabled people contribute from their experience of negotiating barriers to designing responses to the challenges of environmental hazard? Can the lived experience of inter-dependency, as opposed to individual independence, contribute to the radical rethinking of our relationships with the environment, other sentient beings and each other? Drawing on a short scoping study, this article reviews the multiple causes of disabled people’s vulnerability, and goes on to ask whether the experience disabled people enables them to become valued contributors, rather than just members of a vulnerable group. We also explore possible reasons for the lack of inclusion and diversity within the environmental movement, and suggest that the disability and environmental movements might make a more common cause.     

Reassessing a Theory of Professional Expertise: A Cross-National Investigation of Expert Mental Health Social Workers

This paper presents the findings from a cross-national studyof expert mental health social workers in Melbourne, Australiaand San Jose, California, USA. In this study, expert socialworkers were selected based on a peer-nomination process andthey were invited to participate in two-hour focus group interviewsin which they described memorable practice situations. Detailedaccounts of these practice situations were gathered from nineteenAustralian and American expert practitioners employed in community-basedmental health settings. The study findings corroborate manyof the dimensions that are explicated in a theory of professionalexpertise developed by Fook et al. (2000). Further, the findingsdescribe the skilful and ethical comportment of these socialworkers in the context of often complex and challenging practicesituations. Narrative accounts are used to demonstrate the distinguishingdimensions and features of expert practice described by Fookand her colleagues, especially when providing services to peoplewith chronic mental illness. In-depth articulation of practiceexpertise using cross-national data enhances social work researchand pedagogy by providing important exemplars that inform morefully the development of empirically based practice theories.