我院实验师资队伍建设之我见

本文论述了实验教学的地位与作用 ,对我院的实验室现状进行了分析 ,并对我院实验师资队伍的建设提出了建议。     

西南科技大学岗位聘任制和岗位津贴制的改革与探索

为适应事业单位试行人员聘用的需要,更为学校适应新形势发展的需要,西南科技大学以全员聘用和岗位聘任为突破口,实行了人事分配制度改革,建立了“以岗定酬”的岗位津贴制。通过对学校人事分配制度改革的思路和具体做法的介绍,以进一步完善和推行全员聘任制。     

山西省大专院校体育师资队伍现状调查与发展战略研究

对山西省 16所大专院校体育教师队伍的年龄结构、职称结构、学历层次结构及性别结构等状况进行了调查和分析研究。在总结经验的基础上 ,提出了 2 1世纪山西省大专院校公体教师发展战略的基本思路和主要措施 ,以促进山西省大专院校公体教师队伍整体水平的提高     

关于高校师资管理机制的探讨

该文阐述高校师资管理机制的含义、特征、作用 ,通过分析高校师资管理机制存在的问题和原因 ,进而提出师资管理机制的完善对策。     

武汉大学女性教职工婚姻生活调查分析

从武汉大学女教职工关于婚姻生活的满意度、夫妻关系、家庭地位以及家务劳动等方面可以窥见到目前我国高校女教职工婚姻生活质量。     

Student and faculty perceptions about mandatory influenza vaccinations on a health sciences campus

Objective: To examine the perceptions among faculty and health professional students regarding mandatory vaccination policies on a health sciences campus. Participants: A total of 296 faculty and 244 students completed surveys during Fall 2015. Methods: The online survey administered to individuals who received the influenza vaccine during the fall 2015 influenza vaccination clinic season included five items evaluating perceptions of employer mandatory vaccination requirements. Results: Chi-square analysis indicated that although faculty and students agree mandatory vaccinations in a health care environment are appropriate, faculty are more likely than students to get vaccinated in the absence of a mandate. Additionally, a small fraction of faculty would consider employment elsewhere when facing this mandate. Conclusions: Overall, faculty and students had favorable perceptions about mandatory influenza vaccine policies. Since students were less likely to be vaccinated in the absence of a mandate, education of students should be improved to support the importance of vaccinations in a health care environment.     

全面抗战时期大后方大学教师和学生生活水平结构研究

全面抗战时期，受战时通货膨胀影响，大后方大学教师和学生群体的生活水平迅速下降，但与真正意义上的"赤贫阶层"尚有距离，决定大学教师和学生生活水平的关键要素相比战前已发生变化。战前大学教师的生活水平结构与教师职级、教育水平紧密相关，而战时大后方大学教师的生活水平结构则受到薪金、兼职、家庭负担等多方面因素的共同制约。战前大学生的主体是社会中间阶层出身的子弟，校园内的生活水平结构呈"橄榄型"，战时大后方大学校园内的生活水平结构则截然二分为富裕和清贫学生两部分，清贫学生成为学生群体中的主体。全面抗战时期大后方大学教师和学生生活水平结构的变化，既有战时客观因素的制约，也受到国民政府相应教育政策的影响。     

The Conversation of Scholarship

Abstract

At its core, scholarship is a long, threaded, multiparticipant conversation. Scholars, students, librarians, and publishers all are engaged. There are side conversations addressing specific fields and larger conversations asking probing questions about the nature of scholarship as a whole. Librarians’ contributions to the broader conversation have not always accounted for our side conversations, among ourselves or with other participants. Our choices in acquisitions, our choices in services, even our choices in library job titles and responsibilities signal and shape the scholarly conversation in ways that are often opaque. It is imperative that we openly acknowledge the influence and impact of our side conversations to ensure our full participation in the conversation of scholarship.     

Close encounters: Exclusion and marginalization as an intersubjective experience

The following paper will review current writings in intersubjective literature in order to examine how the issues of race and ethnicity color the therapeutic encounter in relation to paradigms of power and authority, transference, and countertransference and the “ethnic third.” It will then use two case vignettes to illustrate that therapists and clients coming from different cultural and ethnic groups can find ways to bridge their differences around race and culture through mutual experiences of exclusion and marginalization. The vignettes will illustrate some of the intersubjective interplays that are possible through the use of cultural rituals and symbols, both in order to form an empathie connection and in order to examine how race and culture shape the therapeutic relationship.     

Practicing What We Preach: Creating Groups for Ourselves

ABSTRACT

This article focuses on the professional isolation faced by social group work practitioners and educators. It identifies the need for peer support and connection in an environment of limited opportunities for professional development. The paper describes and assesses long-term peer support groups initiated and developed by each of the authors, one for group work educators and the other for practitioners. It discusses the potential for expanding the development of such groups, which could benefit individual group workers as well as strengthen efforts to ensure the survival of group work.