高校共青团组织如何有效服务大学生就业工作     

杨章成  王湘林  江芸玲 《大众科技》2012,(8):191-192

就业工作无小事,高校共青团组织作为服务青年、引领青年和凝聚青年的群众组织应该在服务大学生就业工作方面发挥积极作用。文章对高校共青团组织在服务大学生就业工作中的优势进行分析,提出其如何服务大学生就业的建议。  相似文献   

从我国文化心理的角度对青少年体质下降问题的探究     

谢小瑛 《辽宁体育科技》2012,34(4):16-18

从中国人“自我”观、“重文轻武”思想、“权威思维”、“实用思维”等文化心理特质对我国青少年体质下降问题进行探究,并将这些特质贯穿于社会、家庭、学校、青少年自身四个方面进行分析,以期获得对这一问题的新认识.  相似文献   

浅谈高职院校青年志愿者队伍管理存在的问题及对策     

夏晓青 《科教文汇》2012,(24):185-185,193

目前,高职院校都建立了自己的青年志愿者队伍,加强志愿者队伍建设不仅有助于和谐社会主义、和谐校园的建设,更有助于大学生自我价值的实现。但加强青年志愿者队伍建设不应当盲目,要认清当前管理中存在的问题,建立新型的高职院校青年志愿者管理模式,优化志愿服务项目,从而推动青年志愿者工作的开展。  相似文献   

青年社会建设参与中的政策、法律与习惯法     

闫立超  高中建 《学会》2012,(3):3-8

在青年参与社会建设的过程中政策、法律与习惯法是三种不同的制度支撑因素,三者有着不同的地位和作用。政策曾在青年社会建设参与中起着主要的作用;法律是与社会主义法治国家相适应的支撑制度;民间习惯是对青年社会建设参与法律制度的重要补充。建立与社会主义市场经济相适应的青年社会建设参与支撑制度,需要正确处理政策、法律与习惯法三者之间的关系。  相似文献   

农村青年的社会情绪研究     

饶咬成  饶丹珍 《郧阳师范高等专科学校学报》2013,33(1):71-78

农村青年是农村的未来和希望,是推动农村发展的重要力量。他们所表现出类的社会情绪状况如何,决定了整个农村的精神风貌和未来发展趋向,也影响着整个民族的前途和命运。随着改革开放的深入发展,农村青年的心理状态、社会情绪与传统的老辈农民有很大的不同．正呈现出十分复杂的状况。既有积极的、也有消极的,对比鲜明。因此,必须全面把握农村青年的社会情绪的变化,采取正确的对策进行引导．才能确保新农村建设的社会主义性质和方向。  相似文献   

Educational inclusion/exclusion of Turkish immigrant youth in Vancouver,Canada: a critical analysis     

Dilek Kayaalp 《International Journal of Inclusive Education》2013,17(7):655-668

This empirical research analyses an understudied population, Turkish immigrant youths' educational experiences of inclusion/exclusion in Vancouver. My information was gathered from in-depth interviews and participant observation with the first- and second-generation, Muslim and non-religious female and male Turkish immigrant youth from working and middle-class families. The findings of this study indicate that teachers' racism, linguicism and general Islamophobia are the factors of discrimination against Turkish immigrant youth in the education market. The findings suggest that cultural background, immigration status, class and religious affiliation are significant elements in students' relations to the school culture and their educational experiences of inclusion/exclusion in Canadian schools.  相似文献   

Long-Term Mentors’ Perceptions of Building Mentoring Relationships with At-Risk Youth     

Cindy Ann Smith  Cathy Newman-Thomas  Melissa Stormont 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):248-267

Youth mentoring, defined within this study, as the pairing of a youth at risk with a caring adult, is an intervention that is often used for youth at risk for academic and social failure. We sought to understand mentors’ perspectives of the fundamental elements that foster positive mentor–mentee relationships that build resiliency and increase social and academic success. Twelve participants with extensive experience in mentoring youth at high risk participated in structured interviews during two focus groups. Major themes revealed in data analysis included needs for supportive acceptance and consistency to help the mentees build social literacy and future visioning.  相似文献   

Schooling sexualities and gendered bodies. Experiences of LGBT students in Icelandic upper secondary schools     

Jón Ingvar Kjaran  Guðrún Kristinsdóttir 《International Journal of Inclusive Education》2013,17(9):978-993

In this paper, we study how Lesbian, Gay, Bisexual and Transgender people (LGBT) students in Icelandic upper secondary schools interpret their experience of heteronormative environment and how they respond to it. The aim is to explore how sexualities and gendered bodies are constructed through ‘schooling’. The article draws on interview data with seven LGBT students who attended five different upper secondary schools. We also use visual data collected during fieldwork at one upper secondary school and exemplify the results with a poster and a digitalised short-film, produced by the students, to substantiate what participants told us in the interviews. All of the students experienced heteronormative discourse and lack of respect and indicated that they did not feel fully accepted in school. Upon entering the classroom, the visibility of LGBTs and discussion about different performances of gender and sexuality seem to disappear, whether in terms of textbooks, course content, teaching practices and school environment. Furthermore, LGBTs and those who do not conform to the hegemonic performances of gender are often constructed as deviations from the norm, strange, and even depicted as the abjected other. This applies in particular to the informal school, which embraces the traditions, culture and social interactions among students and teachers. This othering occurs, despite relatively positive attitudes towards LGBT people in Icelandic society in general. The results signify a gap between policy and practice as regards the positioning of LBGT students, which affects their schooling and well-being.  相似文献   

Evaluation of a University‐Based Mentoring Program: Mentors’ Perspectives on a Service‐Learning Experience     

Carolyn Hughes  Elizabeth Boyd  Sara J. Dykstra 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):361-382

Researchers in the educational field have investigated how a caring adult can best provide mentoring support to youth placed at risk and what functions a mentoring program should serve to promote healthy mentoring relationships. However, the perspective of mentors rarely has been sought to elicit their evaluation of a mentoring program or recommendations for programmatic change. The purpose of this article was to investigate the views of university students serving as mentors in high‐need high schools or community centers. We asked 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools: (a) what activities they engaged in with mentees, (b) how they benefited from the mentoring program, and (c) how they perceived the program and what recommendations they had for change. Findings revealed specific suggestions that mentoring program coordinators can adopt to address mentors’ concerns and promote sustained, durable mentoring relationships for youth.  相似文献   

College Women Mentoring Adolescent Girls: The Relationship between Mentor Peer Support and Mentee Outcomes     

Jenna H. Marshall  Edith C. Lawrence  James Peugh 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):444-462

In this study, we examined the effectiveness of peer support for college women mentors who engaged in one-to-one and group mentoring with at-risk adolescent girls. Using data from 162 mentoring pairs, results suggested that mentor support positively predicted mentees’ self-reported improvement after a year of mentoring. An examination of mentees’ self-esteem outcomes revealed that mentor peer support was associated with higher outcomes only for those mentees who had higher pre-program scores; for those with below average pre-scores, mentor support was associated with lower self-esteem. Taken together, these results indicate that mentor support may serve as an important function beyond ongoing training, though its effectiveness may vary based on mentee characteristics. Implications are discussed.  相似文献